200 word comparison

Compare and contrast the scopes of practice in the licensure laws of licenses professional counselors and licensed clinical social workers in New York state .  What noteworthy similarities or differences can be identified?

 

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wk 10 response

  

Response 1

Discussion, Week 10: A Deficit or a Difference?

        As noted, school settings can be challenging for children and adolescents with a disability thus consideration is given as to whether such a disability is a deficit or a difference. The determination of this could affect the type of intervention(s) and the accommodations available in addition to how the individual is treated by others. The following presents how a disability in childhood or adolescence could be considered a deficit or a difference in terms of developmental trajectory.

Disability: A Deficit or a Difference

Disabilities come in many forms: mental, learning, and physical (Laureate, 2014). Although the effects on the individual may be similar, there remains a distinction between what is deemed to be a learning deficit or a difference in terms of developmental trajectory. People can overcome a learning deficit through remediation such as in academic intervention services (Economic Services Administration, n.d.). Comparatively, a learning disability is not reversible therefore remaining a life-long issue (Economic Services Administration, n.d.). However, accommodation skills and strategies may be put in place to aid in the lessening of the impact of the disability. Such accommodations for children and adolescents are developed into an IEP or Individualized Education Program and are tailored to the individual’s specific needs and goals (U.S. Department of Education, 2019). 

        The distinctions made between the two will reflect the developmental trajectory. For instance, a student diagnosed with Autism Spectrum Disorder or ASD does not imply academic difficulties although impairments in social communication, or restrictive, repetitive, or stereotypical behaviors may be predictive in the individual’s academic achievements (Estes, Rivera, Bryan, Cali, & Dawson, 2011). A developmental deficit by diagnosis, ASD for the child or adolescent could be considered a difference based upon the severity of the deficit thus impacting terms of the developmental trajectory; it would be addressed as a heterogeneous disorder with heterogeneous developmental pathways (Fleury et al., 2014). Subsequently, educators are expected to recognize the cognitive abilities of learners with ASD thereby developing an academic plan which simultaneously targets the specific learning needs of the individual (Fleury et al., 2014).

Conclusion 

        Regardless of the disability of the child or adolescent, the fostering of an anti-bias and inclusive learning community is integral to the individual’s development (Derman-Sparks & Olsen Edwards, 2010). The developmentally appropriate practice requires the educator to cultivate each individual child’s fullest learning potential, inclusive, and promoting of encouragement, nurturing, and respect. The maintaining of an anti-bias learning community will present equitability for all students despite the consideration of the disability being a deficit or difference or the developmental trajectory. 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and 

        ourselves. Washington, DC: National Association for the Education of Young Children.

Economic Services Administration. (2019). Learning disabilities and deficits. Retrieved from

https://www.dshs.wa.gov 

Estes, A., Rivera, V., Bryan, M., Cali, P., Dawson, G. (2011). Discrepancies between academic 

        achievement and intellectual ability in the higher-functioning school-aged children with   

        autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–

        1052.

Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., … & Vaughn, 

        S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in 

        secondary education. Remedial and Special Education, 35, 68–79. 

Response 2

Development is a process of growth through which children learn skills and abilities that help them to understand and function in their world. The normal trajectory of development enables a child to progress from complete dependency on others to complete independency of his/her needs. Although there is great variability in development, in general the majority of individuals progress within typical limits. However, certain disabilities may cause individuals to move along at a different pace or on a different path. 

Research indicates that individuals with disabilities start life with delays and those delays remain constant and consistent as they move through developmental stages (Kritzer, 2012). For example, individuals who are deaf, deafened, or hard of hearing are behind their typical peers in preschool in literacy and math skills due to communication challenges. These deficits continue as they progress into elementary school, middle, and high school. In fact, when they graduate into middle school, their math skills are on average at a second grade, when they graduate to high school their math skills are at a third fourth grade level, and if they graduate from high school, they perform math skills at a sixth grade level (Kritzer 2012). 

Another disability that have a different developmental trajectory than typical peers is Autism Spectrum Disorders (ASD).  One area that individuals with ASD develop differently is with their adaptive skills. Specifically, due to difficulties interacting, they have overall adaptive skills that are weaker than individuals with intellectual disabilities, mood disorders, personality disorders, learning disabilities, and Attention Deficit Hyperactivity Disorder (Mouga et al., 2015). The low adaptive skills are present starting at the age of two years of age and the trajectory of these skills is slower than typically developing individuals. In fact, the adaptive skill tend to become more profound and the gap in skill level between those with ASD and typically developing individuals grows (Pathak, Bennett, & Shui, 2017). 

Individuals with Intellectual Disability (ID) also have a different developmental trajectory than typically developing individuals.  ID usually begins at birth and negatively affects the trajectory of the individual’s physical, intellectual, and/or emotional development (National Institute of Health, 2016). According to Mash & Wolfe (2016), although they follow a similar developmental path as normally functioning peers, they move through the paths at slower pace. Plus, their upper limits are different. 

References

Kritzer, K. L. (2012). The story of an outlier: A case study of one young deaf child and his journey towards early mathematical competence. Deafness and Education International, 14(2), 69–77.

Mash, E. J., & Wolfe, D. A. (2016). Abnormal child psychology (6th ed.). Belmont, CA: Wadsworth.

Mouga, S., Almeida, J., Café’, C., Dugue, F., Oliveira, G., (2015). Adaptive profiles in Autism and other neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 45, 1001-1012. 

 

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THE US HEALTHCARE SYSTEM: ANALYSIS OF THE HOSPITAL.

Assignment Option 1: The U.S. Healthcare System: Analysis of a Healthcare Sector

Your portfolio assignment focuses on a specific sector of healthcare and its relation to the current U.S. healthcare system. Choose one of the healthcare sectors listed below for your portfolio assignment:HospitalsLong-term CareMental and Behavioral HealthAmbulatory CareFor-Profit/Public Health Care.

Write a ten to twelve page paper where you address the following:Describe of the sector’s historical development and current role in healthcare delivery.Explain how the political influence in the U.S. healthcare system impacts how this sector provides healthcare to specific communities.Evaluate how quality, safety, and competition within this healthcare sector impact patient care.Examine what major challenges exist for this sector for the system over the next decade from healthcare reform and other factors. Discuss a minimum of three challenges and offer your recommendations on how healthcare leaders and administrators can manage them.Provide a conclusion summary of your findings and of the project experience.

Your paper should meet the following requirements:Be ten to twelve pages in length, not including the cover or reference pagesBe formatted according to the CSU-Global Guide to Writing and APA RequirementsProvide support for your statements with in-text citations from a minimum of eight scholarly references – four of these references must be from outside sources and four may be from course readings, lectures, and textbooks. The CSU-Global Library is a good place to find these references.

 

Utilize the following headings to organize the content in your work.IntroductionHistorical Development and Current Role in Healthcare DeliveryPolitical InfluenceQuality, Safety, and CompetitionFuture Challenges and IssuesRecommendationsConclusion

 

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hsm/270 Revised Evaluation Plan

Create a revised version of your original evaluation plan:

 

·         Review your instructor’s feedback from your evaluation plan in Week Five.

·         Consider your group’s list of essential elements for a program plan.

·         Make improvements to your evaluation plan based on the feedback from your instructor and your list of essential elements. Are there areas you should incorporate into your evaluation plan that you did not address before?

 

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anatomy 1

 http://lessons.pennfoster.com/vid/lecture_409435.htm

 Project Upload 

1. Click Browse and Upload File (or Upload Another File) for each file to be uploaded.
2. Fill in your e-mail address.
3. To send the uploaded file(s) and email data to your instructor, click the “Submit Files” button (once it appears below).
Cancel at any time by clicking ‘Cancel” or ‘Cancel Uploads’ and selected file(s) will be discarded.

Program 42212105 Lesson 409434 Exam No. 409434 Exam Name RESEARCH PROJECT: ANATOMY & PHYSIOLOGY 1

 Upload File(s)Upload a File[removed][removed] 

 My E-mail AddressThis information will be sent to your instructor. My e-mail address: [removed] 

 [removed]

Take me out of here.

 
 

 

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Project

Part 1 Explain the Martin Luther Kings JR life from prenatal development through childhood in terms of nature/nurture influences. Provide an analysis of the role cognitive, physical, and social-emotional development/changes played in the person’s life. Note: You must select two of the three processes to include in your paper. Include at least one theory that is relevant in describing the individual’s development.

PART 2

For this Final Project Assignment, you will complete a 6- to 8-page paper (including Parts 1 and 2), not including title page and references. You will incorporate and finalize the feedback you received from your Instructor on Part 1, and prepare your Final Project for submission.

For each of the following, explain the development and outcomes of the person’s life in terms of the appropriate constructs, processes, and theories of development. Address as many of the ages and stages as possible and that are relevant. Explain the Martin Luther King Jrs  life in terms of nature/nurture influences. Provide an analysis of the role cognitive, physical, and social-emotional development/changes played in the person’s life. Note: You must select two of the three processes to include in your paper. Include at least one theory that is relevant in describing the individual’s development. Explain major developmental events, phases, and turning points in the person’s life, with developmental theories that best explain each. Include a brief description of each developmental theory and use as many as is fitting. You must include at least two theories from this course in your Final Project Assignment. Explain the impact of diversity* on the person’s life (success, lack of success, struggles, challenges, decisions, etc.).

*Diversity includes characteristics and factors such as gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, and physical ability. Diversity characteristics are distinct from adversity, which refers to hardship or misfortune.

 

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Self-Regulation Outline Prepare a 3- to 5-page annotated or expanded outline for review by members of a foundation grant screening committee. Address…

Self-Regulation Outline

Prepare a 3- to 5-page annotated or expanded outline for review by members of a foundation grant screening committee.

Address the following in your outline:

• A description of how you are proposing to measure self-regulation
• The operational definitions, limitations, assumptions, hypotheses, and data analysis plans
• The deficiencies a critic might identify in your statement of limitations and assumptions

 

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Examine effective language strategies for short term retention of knowledge in children with learning disabilities (Complete this Paper in The next Six hours))

This Paper is due by midinight! No Plagiarism please. Quality work still wanted. I’ve already started it off I just need you to finsih it. Must be six pages total. I have already done one of them. See attachment for started paper. 

 

Problem Statement

a. Describe your practical contemporary problem that is the focus of your proposal with full details with respect to your applied setting

b. Identify appropriate foundational theories of attention, learning, memory, language, or decision making that apply to your selected problem

 

2. Gap Analysis

a. Identify gaps in the applied setting (education, law, mental health, or technology) based on limitations of human cognitive systems

b. Identify improvements to practices in the applied setting (education, law, mental health, or technology) based on the strengths of human cognitive systems

 

 

3. Contemporary Relevance a. Explain how the theory or theories you identified when describing your problem (1b) are relevant to the selected problem

 

. 4. Interpretation of Research Findings*

a. Explain how each primary or secondary resource you selected supports the proposed improvement(s).

b. How do the results of the research and the findings from this research apply to your proposed improvements? c. What aspects of the research and research findings are not applicable to the proposed improvements? Why?

 

5. Project Methodology

a. What socially responsible strategies and techniques could be used for improving upon human cognitive processes specific to your applied setting?

b. What are the implications for using these strategies and techniques?

c. Of the strategies and techniques that you noted in (5a), which do you recommend given these implications?

 

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attention and conscious thought

Select at least one of the research articles listed in this week’s Learning Resources or referenced by the University of Utah, Department of Psychology/American Psychological Association.

Imagine you were a legislator or inventor in the future. You are familiar with the research on attention and distracted driving, but people still need to be able to communicate with others while they travel. What law would you propose or technology would you invent to enable drivers to communicate with those outside the car while reducing the dangers of distracted driving? (No, you cannot just invent a driverless car or hands free cell phone.) What research would inform your proposed law or invention?

Post a 3- to 4-paragraph response to the following: For your chosen article, summarize how the researchers conducted the study and what they found. Based on the research article you summarized and on your reading from the text, critique the law that drivers can only use hands-free cell phones while driving. For the given scenario, what law would you propose or technology would you invent to enable communication with people outside the car while reducing the dangers of distracted driving? What research would inform your proposed law?

 

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Professional resumes for experts who have extensive research in suicide

Ashford 4: – Week 3 – Assignment 

Looking for two different view points pertaining to suicide research and prevention.

Develop Professional Résumés

In order to demonstrate an awareness of psychological career alternatives in a community setting, you will develop résumés for each of the professional experts chosen for your presentation in the Week Three discussion.  Include relevant academic and professional experience that highlights their careers, appropriate skills, and expertise. Brief job descriptions identifying the major duties associated with each relevant work experience should also be included in the résumé. The job description format should be based on the Professional Experience section in the “Sample Resume for a Counseling Psychologist.” Each résumé should be two to three pages in length. You may use the resources available on the following web pages:Ashford University Career Services  (http://www.apa.org/careers/psyccareers)American Psychological Association PsyCareers  (http://www.apa.org/careers/psyccareers)Sample resume for a counselling psychologist  

You may use additional sources for career information as long as they are credible. An example of a credible source for this information would include The Chronicle of Higher Education. To begin constructing your résumés, utilize the Resume Builder tool provided by Ashford University. This will allow you to create drafts of your résumés so that you may revise and refine your assignments before submitting them. 

To utilize the tool:Log into the Ashford University Student PortalClick on Job Search & Resume Builder link under Career ServicesGo to the My Documents TabSelect the Resume Builder TabCreate, save, and edit these résumés to meet your assignment guidelines.

Writing Professional Résumés
The Assignment:Must be four to six double-spaced pages in length (excluding the title page), and formatted according to APA guidelines as outlined in the Ashford Writing Center.  Résumés should be formatted according to the guidelines in the Ashford University Resume Builder tool.Must include a title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submitted

 

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