Project 2: Verbal/Non-verbal messages and Gender/Culture Effects  Watch a

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Project 2: Verbal/Non-verbal messages and Gender/Culture Effects 
Watch a television show; choose your favorite sitcom (situation comedy or soap opera). If you don’t have one, choose a popular sitcom—any episode, not longer than 30 minutes. Make sure that the episode includes both men and women in significant roles and/or different social classes/ethnic origins. You should find a show that you can either record or access on-line as you will need to watch it a few times. All the networks have episodes online; e.g. ABC, NBC, CBS, or another resource of your choice. 
Your task is to observe the nature of the verbal and non-verbal messages, particularly in terms of how gender affects the message and the relationship between senders and receivers. What is the role of culture in these differences? 
Next, write a 4-5 page (double-spaced) critical analysis of the nature of gender differences in communication. How does gender impact on communication? How does ethnic diversity affect communication? How do women and men choose to make their points, to interact with others, to communicate effectively or ineffectively? You are expected to draw significantly upon the concepts presented in Chapters 4-9 (as supporting) of your text; you will probably find useful concepts from the earlier chapters as well. 
Tip: From live communication, we continue on to “packaged” and standardized communication as shown on TV. A sitcom is usually a mirror of how society is engaging into communication. You are going to isolate scenes or a whole episode that gives you signals of verbal and nonverbal communication. So, you move from observation to critical interpretation of a standardized communication product. 

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implementing Enterprise Risk Management -Concept Map

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You specifically need to focus on implementing Enterprise Risk Management (ERM). Choose a “theme” (i.e. ERM in higher education, manufacturing., etc.), and make sure that all your resources relate to your theme.  

2- Each of you will identify the main ideas and concepts that are embedded in his/her paper.

3- Once you have generated some concepts to work with, ask yourself how these concepts are related.

4- Create a concept map of the important concepts that underpin your paper and their connection to each other.

* Be creative don’t think about getting the right concept map. Think about the paper you are writing, the underlying thesis statement, the argument that you are making and how the concept embedded in your argument is related.

Once you have created a visual representation of the concepts in your paper, you will use it to answer the following questions (DON’T SIMPLY WRITE THE ANSWERS FOR THOSE QUESTIONS, those questions should help you to write the concept paper):

vWhat are the central concepts at the heart of your paper?

vHow do you think these concepts related to each other and what is your basis for these?

vWhat is the relationship between the concepts and ideas that you will discuss in your paper?

vWhat literature informs your paper and how does this literature connect / relate?

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Callista Roy and Betty Neuman’s theories view the person (individual, group, or

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Callista Roy and Betty Neuman’s theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify 1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient’s care. 
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery. 

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Please no plagiarism and make sure you are able to access all resource on your

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 01/30/19 at 6pm. 
Discussion – Week 10
Body Image and Media Messages
Beauty images shown through the media are often unrealistic. Nevertheless, it’s difficult for children and adolescents, both male and female, to stop comparing themselves to the images they may see on television, in the movies, and in magazines. Generally, these comparisons can result in bad feelings about body image and one’s self-concept. As a consequence, children and adolescents might strive to attain the perfect body image and consider these goals as realistic. The result can be the development of an eating disorder.
For this Discussion, select an advertisement about body image, weight, food, etc., in today’s media. Think about your reactions to the advertisement. What did you think and feel about the advertisement? Consider how it might promote negative feelings about body image for a child or adolescent.
References:
American Academy of Child & Adolescent Psychiatry. (2008). Teenagers with eating disorders. Retrieved from www.aacap.org
 
Page, E. (1994, July 28). Christy Henrich, 22, gymnast, suffered from anorexia. The New York Times. Retrieved from http://www.nytimes.com/1994/07/28/obituaries/christy-henrich-22-gymnast-who-suffered-from-anorexia.html
 
National Institute of Health. (2010). Eating disorders. Retrieved from http://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml
With these thoughts in mind:
Post by Day 4 a brief description of the advertisement you selected. Then, explain how this advertisement made you feel and explain why. Finally, explain one way this advertisement might affect a child or adolescent and how. Be specific.
Be sure to support your postings and responses with specific references to the Learning Resources.
Bottom of Form
Required Resources
Readings
· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 13 “Feeding and        Eating Disorders”
· Geller, J., & Dunn, E. C. (2011). Integrating motivational interviewing and cognitive behavioral therapy in the treatment of eating disorders: Tailoring interventions to patient readiness to change . Cognitive and Behavioral Practice, 18(1), 5–15.
© 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS. Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via the Copyright Clearance Center.
· Raich, R. M., Portell, M., & Pelaez-Fernandez, M. A. (2010). Evaluation of a school-based programme of universal eating disorders prevention: Is it more effective in girls at risk? European Eating Disorders Review, 18(1), 49–57.
© 2010 by JOHN WILEY & SONS, INC. Reprinted by permission of JOHN WILEY & SONS, INC. via the Copyright Clearance Center.
· DSM-5 BridgeDocument:Eating Disorders and Body Image
Optional Resources
· Francisco, R., Narciso, I., & Alarcoa, M. (2013). Parental influences on elite aesthetic athletes’ body image dissatisfaction and disordered eating. Journal of Child & Family Studies, 22(8), 1082–1091.
Retrieved from the Walden Library databases.
· Khan, F., & Chowdhury, U. (2011). Eating disorders in children and adolescents. British Journal of Medical Practitioners, 4(1), 10–15.
Retrieved from the Walden Library databases.
· Lock, J., & Fitzpatrick, K. K. (2009). Advances in psychotherapy for children and adolescents with eating disorders. American Journal of Psychotherapy, 63(4), 287–303.
Retrieved from the Walden Library databases.
· Talleyrand, R. M. (2010). Eating disorders in African American girls: Implications for counselors. Journal of Counseling & Development, 88(3), 319–324.
Retrieved from the Walden Library databases.

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computer science java

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In the main() method, construct a list that looks like:

    [ 6 9 12 ] 

and print the resulting list.

Add more lines to change this list to:

    [ 3 6 9 12 15 ] 

and print the resulting list.

Part II:  Adding to the End of a SList (3 points)

————————————————–

A method called insertEnd() exists, but it runs in linear time, because every

time it is called, it walks down the list to find the end.  Without changing

the meaning of this method or any other, modify the representation of a SList

and whatever methods are necessary to make insertEnd() run in constant time.

Your SList class will need to continually maintain a record of the last (tail)

SListNode in an SList, and all SList’s methods will have to ensure that this

record stays current.

Check-off

———

Show your main() and insertEnd() methods and run the

program.

1 point:   Show your main() method, and show that it is printing the proper

           output for Part I.

3 points:  Show your insertEnd() method, and explain how you got it to work in

           constant time.  Show that your program still prints the right

           output.  Which other methods had to be modified?

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  Assignment 2: Job Analysis / Job DescriptionDue Week 4 and worth 100 points G

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Assignment 2: Job Analysis / Job DescriptionDue Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “UnderCover Boss”. Imagine you are the CEO of the company in the selected episode.Write a two to three (2-3) page paper in which you:
Compare two (2) job positions from the episode and perform a job analysis of each position. 
Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
Create a job description from the job analysis.
Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources. 
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. 
The specific course learning outcomes associated with this assignment are:
Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
Develop effective talent management strategies to recruit and select employees.
Design processes to manage employee performance, retention, and separation.
Use technology and information resources to research issues in strategic human resource development. 
Write clearly and concisely about strategic human resource development using proper writing mechanics.

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Scenario: Lucy wants to know how her fourth-grade daughter, Monica, scored on a

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Scenario: Lucy wants to know how her fourth-grade daughter, Monica, scored on a test of reading comprehension compared to the population of other fourth graders in the school district. Luckily, Lucy has taken this course and knows that a z-score will help her understand Monica’s reading score in relation to the population. You can find the data for this Assignment in the Weekly Data Set forum found on the course navigation menu.
By Day 7
State the dependent variable.
Explain whether Lucy should use a one-tailed or a two-tailed z-test and explain why.
State the null hypothesis in words (not formulas).
State the alternative hypothesis in words (not formulas).
Calculate the obtained z-score by hand. Describe your calculations (i.e., show your work).
When alpha is set at .05, the critical value is ± 1.96. Should the null hypothesis be retained or rejected? Explain why.
Are the results statistically significant? How do you know?
What should Lucy conclude about Monica’s reading comprehension score in comparison to the population?
Lucy is excited that she remembers how to compute a z-score and does some additional computations to find Monica’s z-score in math. You can find the information you need in the Weekly Data Set forum. Use it to calculate Monica’s raw math score by hand. Provide your calculations in your Assignment submission (i.e., explain your work).
Submit responses to the following:
Be sure to fully explain the rationale for your answer to each question, including evidence from the text and Learning Resources.
Provide an APA reference list.

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Assignment 2: RA: Test Assessment Analysis For this assignment, you are to writ

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Assignment 2: RA: Test Assessment Analysis
For this assignment, you are to write a paper analyzing one test in each of the eight major assessment categories listed below.
You should utilize at least five sources from additional professional literature, relevant textbooks, and the Mental Measurements Yearbook for relevant information on these testing instruments. Your paper should be approximately 10 pages long (approximately 1 page per test).
Required Components:
Mental Measurements Yearbook with Tests in Print can be found in the “M” section on the Find Articles and More page of the Argosy University online library. For each test using the Mental Measurements Yearbook, explain the following seven topics:
Test purpose
Uses, particularly in a forensic setting
Test development and history (any revisions made)
Normative information and test statistics
Applicable populations
Validity and reliability
Malingering or deception
When your paper is complete, you will have a discussion on a total of eight tests (one from each of the categories mentioned below). Be sure to choose just one test from each category and do not discuss more than eight tests. Also, do not include any tests that are not listed below.
Assessment Categories and Tests:
Mental Status Exam
Appearance, Motor, Behavior, Sensorium, Thought Process, Thought Content, Communication, Speech, Perception, Mood, Affect, Cognition/Orientation, Response to Proverbs, Estimate of Intelligence, Memory, and Insight
Substance Abuse
Substance Abuse Subtle Screening Inventory (SASSI)
CAGE Questionnaire
IQ/Cognitive Functioning
Wechsler Adult Intelligence Scale, 4th ed. (WAIS–IV)
Wechsler Intelligence Scale for Children, 4th ed. (WISC-IV)
Kaufman Brief Intelligence Test, 2nd ed. (KBIT-2)
California Verbal Learning Test, 2nd ed. (CVLT-II)
Reynolds Intellectual Assessment Scales (RIAS)
Projective Personality
Rorschach Inkblot
Thematic Apperception Test (TAT)
Objective Personality
Personality Assessment Inventory (PAI)
Millon Clinical Multiaxial Inventory-III (MCMI-III)
Minnesota Multiphasic Personality Inventory (MMPI)
Competency to Stand Trial
MacArthur Competence Assessment Tool-Criminal Adjudication (MacCAT-CA)
Georgia Court Competency Test (GCCT)
Competency Assessment Instrument (CAI)
Risk Assessment
Violent Risk Appraisal Guide (VRAG)
Sex Offender Risk Appraisal Guide (SORAG)
Hare Psychopathy Checklist-Revised (PCL-R)
Insanity/Criminal Responsibility
Rogers Criminal Responsibility Assessment Scales (RCRAS)
Submission Details:
 Academic Writing    Assignment 2 Grading Criteria  Proficient  Maximum Points    Select one Mental Status Test and fully integrate material to explain all required seven topics. An appropriate Mental Status Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20    Select one Substance Abuse Test and fully integrate material to explain all required seven topics. An appropriate Substance Abuse Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20    Select one IQ/Cognitive Functioning Test and fully integrate material to explain all required seven topics. An appropriate IQ/Cognitive Functioning Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20     
Select one Projective Personality Test and fully integrate material to explain all required seven topics..
An appropriate Projective Personality Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20    Select one Objective Personality Test and fully integrate material to explain all required seven topics. An appropriate Objective Personality Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20    Select one Competency to Stand Trial Test and fully integrate material to explain all required seven topics. An appropriate Competency to Stand Trial Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20     
Select one Risk Assessment Test and fully integrate material to explain all required seven topics.
An appropriate Risk Assessment Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20     
Utilize at least 5 sources from additional professional literature, relevant text books, and the Mental Measurements Yearbook for relevant information on the testing instruments. 
An appropriate Insanity/Criminal Responsibility Test is selected. An explanation of all required topics is present and it is clear, complete and correct.  20    Utilize at least 5 sources from additional professional literature, relevant text books, and the Mental Measurements Yearbook for relevant information on the testing instruments.  Utilization of at least 5 sources from professional literature, relevant text books, and the Mental Measurements Yearbook were included.  20    Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e. APA); and display accurate spelling, grammar, and punctuation. Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.  20    Total:   200

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  Peer Discussion  When changes are implemented in any organization, it is impo

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Peer Discussion 
When changes are implemented in any organization, it is important that all people involved in the change are responsible for ensuring the change is successful. Think of a change that you are familiar with in an organization, and discuss the responsibilities of all those involved in ensuring the change was successful. What were leaderships responsibilities? What were the employees responsibilities? How were these responsibilities communicated? What, if anything, should have been done differently in terms of communication to ensure everyone understood their responsibilities in regard to the change?

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Peer Discussion 
When changes are implemented in any organization, it is impo appeared first on graduate paper help.

 

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