Description
3-page paper:
- Create a scenario of an adolescent of either gender in which you describe the person, the physical changes he or she experiences, and the effect of those changes on his/her sexuality and relationships.
- Describe the culture of the individual in the scenario.
- Explain the influences of culture on the development of adolescence.
Resource:
Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.
- Chapter 11, “Physical and Cognitive Development in Adolescence” (pp. 360–399)
- Chapter 12, “Emotional and Social Development in Adolescence” (pp. 400–428)
Baams, L., Dubas, J. S., Overbeek, G., & Van Aken, M. G. (2015). Transitions in body and behavior: A meta-analytic study on the relationship between pubertal development and adolescent sexual behavior. Journal of Adolescent Health, 56(6), 586–598. doi:10.1016/j.jadohealth.2014.11.019
Note: You will access this article from the Walden Library databases.
Dimler, L. l., & Natsuaki, M. N. (2015). The effects of pubertal timing on externalizing behaviors in adolescence and early adulthood: A meta-analytic review. Journal of Adolescence, 45, 160–170. doi:10.1016/j.adolescence.2015.07.021
Note: You will access this article from the Walden Library databases.
Piña-Watson, B., López, B., Ojeda, L., & Rodriguez, K. M. (2015). Cultural and cognitive predictors of academic motivation among Mexican American adolescents: Caution against discounting the impact of cultural processes. Journal of Multicultural Counseling and Development, 43(2), 109–121. doi:10.1002/j.2161-1912.2015.00068.x
Note: You will access this article from the Walden Library databases.
Optional Resources
Beal, S. J., & Crockett, L. J. (2010). Adolescents' occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1), 258–265.
Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38(4), 1025–1034.
Thomas, A. A., Monahan, K. M., Lukowski, A. A., & Cauffman, E. C. (2015). Sleep problems across development: A pathway to adolescent risk taking through working memory. Journal of Youth and Adolescence, 44(2), 447–464. doi:10.1007/s10964-014-0179-7
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Explanation & Answer
Attached.
Running Head: ADOLESCENT DEVELOPMENT
Adolescent Development
Name
Course
Title
Date
1
ADOLESCENT DEVELOPMENT
2
Introduction
Adolescence is the period of human development that marks the bridge between
childhood and adulthood. At this stage physical, emotional and psychological developments and
changes occur in the body of a child in preparation for assumption of responsibility and decision
making. Usually, personal identity also takes place at this stage. The changes that occur here be
it physical, physiological, psychological and even emotional are closely interrelated and are
majorly prevalent if not for few exceptions. The physical changes between boys and girls are
naturally different, and so are the physiological changes accompanying them. However, the
behavioral, psychological and emotional changes are mostly similar.
Physical changes and its sexual and relationship effects on a boy
In males, the primary hormone responsible for adolescent development is the testosterone
which is produced by the testes. Production of this hormone usually between the age of 9 and 12
marks the beginning of puberty. The stage is characterized by some pronounced changes in
physique like the increase in height and masculinity, vo...
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edit the paper to suit these requirements especialy the church and ten commandments part please. need it in one hour.Ok, so you should start with where I was born and all that following from childhood till here and then finish up on how my ethical standing was shaped. some of the stuff about me. I was born in a country of Georgia small but an old country with deep religious values. We are orthodox Christians which is different from Catholicism. You don't have to say much about religion just that our culture is made of religious values blended with the traditional view of what's good and bad. We are very prone to collectivism, such as we not just follow your dreams but we have to satisfy the needs of our family. Every decision we make has to be agreed upon by family. Not as extreme as some part of Asia but not as developed as western European nations which are more individualistic where a person does whatever pleases himself/herself. As for my parents. 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It has to show my development how my ethical understanding shaped. then maybe when I changed school I had issues with classmates at first, I got influenced by the wrong people who were considered popular but they were somewhat mean. And I started to think like them for a little while something along those lines, how my ethical standards fell because of it. then in high school how I matured and got to started questioning what was right for me? whether should I follow my mum's teaching or is my father right to not believe in church and religion but only in god? is god real? I want to bring the examples that show my growing and getting more enlightened about various issues around me. Many ethical issues that arise crime, poverty, discrimination of gay people in my country, despite what I was taught I decided to question them for myself. 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Coming to New york to get my bachelor's degree really opened up my mind about a lot of things. I first got to understand and witness racial discrimination which I have only heard of previously but thought the topic was closed but I was shocked to find out how it has never been the case. I got to learn about the American way of living and pushing individualism and egoism. Here people value themselves so much more and are not bound by their family moral values or perception. In fact how people are encouraged to be different and to always keep on exploring and finding what is that you follow. You can basically then talk about everything how animals are even treated here differently. How animals live is more valued here than some humans back in my country. Then this course taught me how to formulate my arguments. What;s the best approach to stating your argument. How do we derive to those ideas? 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In addition, you may make marginal comments or highlights on your peers' drafts using Track Changes function or by changing the color of your writing using the Font Color button in the Home toolbar. This is optional but encouraged.
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Rasmussen University Fargo Module 11 Nursing Experiences and Knowledge Paper
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AN ETHICAL AUTOBIOGRAPHY, writing homework help
edit the paper to suit these requirements especialy the church and ten commandments part please. need it in one hour.Ok, s ...
AN ETHICAL AUTOBIOGRAPHY, writing homework help
edit the paper to suit these requirements especialy the church and ten commandments part please. need it in one hour.Ok, so you should start with where I was born and all that following from childhood till here and then finish up on how my ethical standing was shaped. some of the stuff about me. I was born in a country of Georgia small but an old country with deep religious values. We are orthodox Christians which is different from Catholicism. You don't have to say much about religion just that our culture is made of religious values blended with the traditional view of what's good and bad. We are very prone to collectivism, such as we not just follow your dreams but we have to satisfy the needs of our family. Every decision we make has to be agreed upon by family. Not as extreme as some part of Asia but not as developed as western European nations which are more individualistic where a person does whatever pleases himself/herself. As for my parents. Both my parents are very well educated therefore getting an education was always a must so to speak. My father is not religious but he believes in the general good of people sort of Kantian approach and he believes in virtue ethics which is what he was always trying to teach me. My mother, however, is more religious, she goes to church, she follow religious ethics as well as Kantian ethics but she always emphasized on how I should be a good person and what should I do in order to be a good person. for example I should not lie, make anyone suffer, shouldn't respond back to elders, give my seat to elders, this is all over the place but just information that you can put together well. I want you to make small scenarios such as that helping those in need or just simply defending someone who has bullied that type of thing, to sort of provide an argument as in why I think I was a good person. It has to show my development how my ethical understanding shaped. then maybe when I changed school I had issues with classmates at first, I got influenced by the wrong people who were considered popular but they were somewhat mean. And I started to think like them for a little while something along those lines, how my ethical standards fell because of it. then in high school how I matured and got to started questioning what was right for me? whether should I follow my mum's teaching or is my father right to not believe in church and religion but only in god? is god real? I want to bring the examples that show my growing and getting more enlightened about various issues around me. Many ethical issues that arise crime, poverty, discrimination of gay people in my country, despite what I was taught I decided to question them for myself. I was good because I followed my parent's wishes and I was taking in consideration what they wanted. they were giving me a lot of freedom but I myself always knew what they wanted and did it accordingly. Also how me being a person was respecting others, loving everyone, being forgiving, helping others to focus on that. But remember i was a bad person in middle school as i said when i was influenced by others. I started studying less lying to my parents. I decided to oppose my parents and to rebel. It's good to question and not take blindly what you are handed but acting so far from your character is wrong (something like that). Another thing about me being good. I come from a family with good financial standing and since my country is still in developing stage not many people can say that. I always helped my friends got them presents, paid for their meals, took them to see movies because I knew that could not afford it otherwise and wanted to make them happy. Coming to New york to get my bachelor's degree really opened up my mind about a lot of things. I first got to understand and witness racial discrimination which I have only heard of previously but thought the topic was closed but I was shocked to find out how it has never been the case. I got to learn about the American way of living and pushing individualism and egoism. Here people value themselves so much more and are not bound by their family moral values or perception. In fact how people are encouraged to be different and to always keep on exploring and finding what is that you follow. You can basically then talk about everything how animals are even treated here differently. How animals live is more valued here than some humans back in my country. Then this course taught me how to formulate my arguments. What;s the best approach to stating your argument. How do we derive to those ideas? It taught me different moral/ethical theories that shape humans perception of what is right or wrong. It taught me the great value of diversity, how to respect others opinions and how their opinions also made a huge impact and altered my opinion as well. and then just some other impressive topics that could have had a huge impact on me. Okay so this as much as i could tell you about myself, what style i want, what type of arguments i want. it basically tells a story of me but viewed from an ethical perspective. Now is there anything else that you want let me know?
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Read as many drafts as you can. Reading several of your peers' drafts will give you a better sense of the different way ...
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Read as many drafts as you can. Reading several of your peers' drafts will give you a better sense of the different ways in which your peers have approached this writing project. As you read, think critically about how well each peer compares and analyzes the two closed research theme readings they have selected. Make a mental note of interesting and effective comparisons.
Choose drafts to review. Choose 2 drafts that have not yet received any feedback to respond to in detail. NOTE: To ensure that ALL students in your group receive feedback, it is important that you first respond to drafts that have received NO feedback yet. If all drafts have received feedback, then look for a draft that has received feedback from only one person. DO NOT respond to a draft that has already received feedback from two other peers unless no other options are available. Download each draft to your computer and save them with a name that will make them easy to identify later.
Write your peer responses. For each peer response, respond to at least 3 of the total 5 peer response questions listed below (A, B, C, D, and/or E), choosing questions based on which you think will be most help to each peer. Write your answers on the last page of the downloaded copies of the drafts you have selected and label each answer with the letter that corresponds with the question answered. Provide as many specifics as possible, quoting from your peers’ drafts as applicable, referring to specific paragraphs or sentences, and providing specific suggestions for improvement.
In addition, you may make marginal comments or highlights on your peers' drafts using Track Changes function or by changing the color of your writing using the Font Color button in the Home toolbar. This is optional but encouraged.
Peer Response Questions:
A. Introduction and thesis statement. Analyze the introduction and thesis statement. Does the introduction effectively introduce the two closed research theme readings, engage readers, and provide context for the thesis? If yes, point out what works well. If not, make suggestions for improvement. Does the thesis statement provide a clear claim comparing the two selected texts? Identify the thesis (main point) and restate it in your own words. If you can’t identify a single thesis statement, what main claim do you think your peer is trying to make?
B. Comparative analysis. Analyze the points of comparison being made between the two closed research theme readings. Are the comparisons interesting and significant? Do they give you new insight on the readings or the topic? Give examples of what works best. Give suggestions for how comparisons can be made even more interesting, significant, or effective. Consider whether the comparisons are convincing. What more would you need to be fully convinced?
C. Appropriate and sufficient support. Analyze the evidence and support, meaning the examples your peer quotes, paraphrases, and explains from the two closed research theme readings. What support does the writer provide for their claims? Is the evidence sufficient? Is there sufficient background information about the text or texts? Which sections of the draft need additional or stronger evidence? Can evidence be eliminated without weakening the analysis? What works best? What is missing?
D. Organization. Analyze the organization of the draft. Does the overall organization of the draft help make the analysis clear and understandable? Are the claims or criteria arranged in a logical and effective order? Does the draft effectively use topic sentences and transitions? Can you clearly distinguish your peer's "I Say" from the "They Say" of their two closed research theme readings? What works best? What is missing?
E. One important, specific change. If you could take over this draft and make one important change or revision in the thesis, content, or organization, what would you change, and why? Be specific and constructive. (Note: Do not comment on grammar or formatting here but focus on content and organization.)
Post Your Responses. Click “Reply” in your peers’ threads in the M05 Peer Response--Writing Project 2: Comparative Analysis Half Draft discussion board. Attach your peer response as a Word document so that your peer can download and keep your advice. Then click “Post Reply.”
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Answer the following question: At what age is it appropriate, ethical, and legal for a student to be part of the IEP development process? What would your response be if a parent requested that his or her child be excluded from the IEP development process?Answer student discussion:1. (EL)I teach students with moderate to severe disabilities. Students are 10 - 12 years old and are functioning between 4 months - 2 years old. Most would not be comfortable sitting through a long meeting and most parents actually prefer that they do not attend due to behaviors or risk of being disruptive. Several students have attended annual IEPs before and they were on an electronic device to pass time. I”m not sure that my students would fully comprehend or be aware of what is being discussed at IEP meetings. My students are well acquainted with the IEP team, which consists of parent(s), teacher, service providers, school psychologist, and our SPED director. Even if there is someone new on the IEP team, most of my students would probably not notice amongst all the others in the room.My students really do not express much verbally to the development of their IEP. Many changes and adjustments are made after we implement the IEP and observe the reaction and progress of the student. There are clearly things that students like and don’t like and we take those into considerations, especially for goals. Even for my student who is in an academic inclusion setting for part of the day, the desire to participate a grade level class was recommended by parent and not by student.According to Rothstein and Johnson (2014), the IEP team consists of Gen. Ed. teacher, Special Ed. teacher, parent(s) or other person acting as a parent, other individuals the parent or agency deems to have appropriate knowledge (usually service providers), and the student, in appropriate circumstances (p. 148). For the majority of Special Education, I would think it’s appropriate and ethical for students of any age to participate (even in part) in the IEP development process. However, for the students I teach, I don’t see any benefits or drawbacks to inviting them to be a part of the process. I think it’s up to parent’s discretion and most would rather not “put their child through that.''Reference:Rothstein, L. F., & Johnson, S. F. (2014). Special Education Law (5th ed.). Thousand Oaks, CA: SAGE Publications.2. (Monica) Last year I was a part of a team that audited folders and worked on middle and high school IEP folders and the students that were 14 or older, could attend and to be a part of the IEP meeting. The folders showed that it varied with the student on if they attended the meeting, by if it was appropriate for them to attend and if they could actively participate and contribute to the meeting.The students I teach in my self-contained class would not be able to be an active participant in the IEP meetings due to their cognitive disability and many being non-verbal. I would agree with one of my parents if they requested their child not attend the IEP meeting because they would need care during the meeting and not be able to contribute to the meeting. I really think it is a case-to case decision on whether the student be allowed to attend or be excluded from the IEP process and meeting. If the student is cognitively able to attend and can make contributions, then they should be allowed to attend and be part of the decisions for their education.3. (Kris)s a middle school special education teacher, we are the first ones to dive into the transition process of the IEP development. It is legally mandated for a student that is entering 8th grade, or 14 years old during the length of the IEP to be included into the IEP development process and complete the transition process. We usually begin with a transition questionnaire, and sit down with the student 1:1 asking questions about their future college, living, and career goals. We are required to complete at least two different types of surveys, questionnaires, or interviews. After completing these questionnaires, the teacher will then develop their goals and activities to reach those goals. These goals are then discussed with the parent during the IEP meeting. For the students with more severe disabilities, our separate school has developed modified questions that are incorporated into their IEP. Many of our students begin attending the IEP meetings during the 7th grade year, but still left as optional. In 8thgrade, it is highly encouraged for the students to participate as they plan their schedules for high school during their IEP meeting.During the IEP meetings, it is usually explained to the parents that students begin to attend the IEP meetings and be an active participant in the process. This begins in 7th grade, and it is usually left up to the parent if they agree to have the student join. In 8th grade it is asked to the parent for the student to participate, if the parent disagrees, it is then explained that they should join at the end of the meeting to discuss high school transition plan and scheduling. Parents will usually agree to this. Parents have expressed reasons to exclude as they do not want them to hear evaluation results, or they may not be interested in sitting during the meeting, or they will not understand. Ultimately, it is the right of the parent to have the child in the meeting. For audit reasons, it needs to be documented within the IEP documents if the student is of transition age and if they did not attend.Read "Evidence-Based Practice for Special Educator Teaching Students with Autism," by Marder and Fraser, located on the Johns Hopkins School of Education website.URL:http://archive.education.jhu.edu/PD/newhorizons/Journals/specialedjournal/MarderandFrasereview the Code of Ethics.URL:http://www.naset.org/2444.0.html
Rasmussen University Fargo Module 11 Nursing Experiences and Knowledge Paper
Leadership Module 11 Content
Purpose of Assignment:
It is important for nurses to reflect on experiences and new knowledge ...
Rasmussen University Fargo Module 11 Nursing Experiences and Knowledge Paper
Leadership Module 11 Content
Purpose of Assignment:
It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth.Course Competencies:
Apply principles of social, physical, and psychological sciences when providing nursing care.
Use evidence-based findings in nursing practice.
Integrate components of leadership to promote quality improvement and safety within a variety of healthcare settings.
Collaborate as a member of an intraprofessional and interprofessional healthcare team.
Incorporate health determinants in the assessment of individuals, families, communities, and populations.
Demonstrate accountability and professionalism.
Instructions:
Reflect on your development as a nursing professional and address the following in a 1-2 page paper:
Describe how you achieved each of the course competencies.
Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.
Supporting Students Psychologically Spiritually and Physically Question
Write a three page blog concerning You most important insight/vision for learning based on your Future School assignment. ...
Supporting Students Psychologically Spiritually and Physically Question
Write a three page blog concerning You most important insight/vision for learning based on your Future School assignment. Please reference a particular slide or series of slides in your slide deck Include three key reference points for the assignment--articles, videos, interviews etc Describe how you will use this insight in your future career. What kind of adjustments do you feel will be necessary to achieve this vision for yourself and potentially for others?
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