際際滷shows by User: susannr / http://www.slideshare.net/images/logo.gif 際際滷shows by User: susannr / Sat, 21 Jan 2023 17:33:33 GMT 際際滷Share feed for 際際滷shows by User: susannr Theory Into Practice Four Social Work Case Studies In this co.docx /slideshow/theory-into-practice-four-social-work-case-studies-in-this-codocx/255441831 theoryintopracticefoursocialworkcasestudiesinthisco-230121173335-df430284
Theory Into Practice: Four Social Work Case Studies In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that clients presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changeswhich then changes how you ask assessment questions and how you intervene. These case studies are based on the video- and web-based case studies you encounter in the MSW program. Table of Contents Tiffani Bradley ................................................................................................................. 2 Paula Cortez ................................................................................................................... 9 Jake Levey .................................................................................................................... 10 Helen Petrakis ............................................................................................................... 13 Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffanis family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual. Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald. Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, adult things and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.]]>
Theory Into Practice: Four Social Work Case Studies In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that clients presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changeswhich then changes how you ask assessment questions and how you intervene. These case studies are based on the video- and web-based case studies you encounter in the MSW program. Table of Contents Tiffani Bradley ................................................................................................................. 2 Paula Cortez ................................................................................................................... 9 Jake Levey .................................................................................................................... 10 Helen Petrakis ............................................................................................................... 13 Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffanis family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual. Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald. Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, adult things and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theory-into-practice-four-social-work-case-studies-in-this-codocx/255441831 susannr@slideshare.net(susannr) Theory Into Practice Four Social Work Case Studies In this co.docx susannr Theory Into Practice: Four Social Work Case Studies In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that clients presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changeswhich then changes how you ask assessment questions and how you intervene. These case studies are based on the video- and web-based case studies you encounter in the MSW program. Table of Contents Tiffani Bradley ................................................................................................................. 2 Paula Cortez ................................................................................................................... 9 Jake Levey .................................................................................................................... 10 Helen Petrakis ............................................................................................................... 13 Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffanis family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual. Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald. Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, adult things and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryintopracticefoursocialworkcasestudiesinthisco-230121173335-df430284-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theory Into Practice: Four Social Work Case Studies In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that clients presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changeswhich then changes how you ask assessment questions and how you intervene. These case studies are based on the video- and web-based case studies you encounter in the MSW program. Table of Contents Tiffani Bradley ................................................................................................................. 2 Paula Cortez ................................................................................................................... 9 Jake Levey .................................................................................................................... 10 Helen Petrakis ............................................................................................................... 13 Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffanis family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual. Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald. Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, adult things and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home&#39;s appearance. The home, which was never fancy,.
Theory Into Practice Four Social Work Case Studies In this co.docx from susannr
]]> 95 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoryintopracticefoursocialworkcasestudiesinthisco-230121173335-df430284-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theory applied to informatics Novice to Expertcjni.netjou.docx /slideshow/theory-applied-to-informatics-novice-to-expertcjninetjoudocx/255441827 theoryappliedtoinformaticsnovicetoexpertcjni-230121173334-8223e178
Theory applied to informatics Novice to Expert cjni.net/journal Editorial Fall 2010 by June Kaminski, RN MSN PhD(c), Editor in Chief I am often amazed by the consistent confusion and silence that arises when I ask nurses what nursing informatics related theories they use or are aware of. I can sense their minds searching for mysterious elusive theories that they conclude that they must have missed. Only a few realize that many theories that they are already familiar with have great applicability to nursing informatics. One such theory is the time honoured Novice to Expert theory. The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus (1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by Patricia Benner (1984) provides a very useful and important theory that clearly applies to nursing informatics. The Dreyfus brothers developed the model while working with scholars interested in comparing artificial intelligence development and expert computer system programming to the human mind and the development of expertise. Within the field of nursing informatics, this theory can be applied to: the development of nursing informatics skills, competencies, knowledge and expertise in nursing informatics specialists; the development of technological system competencies in practicing nurses working in an institution; the education of nursing students, from first year to graduation and; the transition from graduate nurse to expert nurse. The currently accepted five levels of development within the Novice to Expert theoretical model are illustrated in the image above, as presented by Benner (1984). They start from the 1/4 http://cjni.net/journal/?p=967 bottom rung at the Novice level and move upward through Advanced Beginner, Competent, Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of: Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level builds on the level before it as the learner advances from a neophyte level then gains knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their given field of practice. Distinguishing Traits Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move through the five stages from novice to expert but also elaborated that not all novices become experts. Some people get stuck at the competent or proficient stages. Two personal characteristics that distinguish the successful evolution to the expert level seem to be a) deliberate practice and b) the willingness to take risks, to go beyond the norm. Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to skill and knowledge development they devote themselves to engage in progressively higher, and ultimately expert performance. This requires years of sustained effort to continually improve the quali.]]>
Theory applied to informatics Novice to Expert cjni.net/journal Editorial Fall 2010 by June Kaminski, RN MSN PhD(c), Editor in Chief I am often amazed by the consistent confusion and silence that arises when I ask nurses what nursing informatics related theories they use or are aware of. I can sense their minds searching for mysterious elusive theories that they conclude that they must have missed. Only a few realize that many theories that they are already familiar with have great applicability to nursing informatics. One such theory is the time honoured Novice to Expert theory. The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus (1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by Patricia Benner (1984) provides a very useful and important theory that clearly applies to nursing informatics. The Dreyfus brothers developed the model while working with scholars interested in comparing artificial intelligence development and expert computer system programming to the human mind and the development of expertise. Within the field of nursing informatics, this theory can be applied to: the development of nursing informatics skills, competencies, knowledge and expertise in nursing informatics specialists; the development of technological system competencies in practicing nurses working in an institution; the education of nursing students, from first year to graduation and; the transition from graduate nurse to expert nurse. The currently accepted five levels of development within the Novice to Expert theoretical model are illustrated in the image above, as presented by Benner (1984). They start from the 1/4 http://cjni.net/journal/?p=967 bottom rung at the Novice level and move upward through Advanced Beginner, Competent, Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of: Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level builds on the level before it as the learner advances from a neophyte level then gains knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their given field of practice. Distinguishing Traits Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move through the five stages from novice to expert but also elaborated that not all novices become experts. Some people get stuck at the competent or proficient stages. Two personal characteristics that distinguish the successful evolution to the expert level seem to be a) deliberate practice and b) the willingness to take risks, to go beyond the norm. Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to skill and knowledge development they devote themselves to engage in progressively higher, and ultimately expert performance. This requires years of sustained effort to continually improve the quali.]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theory-applied-to-informatics-novice-to-expertcjninetjoudocx/255441827 susannr@slideshare.net(susannr) Theory applied to informatics Novice to Expertcjni.netjou.docx susannr Theory applied to informatics Novice to Expert cjni.net/journal Editorial Fall 2010 by June Kaminski, RN MSN PhD(c), Editor in Chief I am often amazed by the consistent confusion and silence that arises when I ask nurses what nursing informatics related theories they use or are aware of. I can sense their minds searching for mysterious elusive theories that they conclude that they must have missed. Only a few realize that many theories that they are already familiar with have great applicability to nursing informatics. One such theory is the time honoured Novice to Expert theory. The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus (1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by Patricia Benner (1984) provides a very useful and important theory that clearly applies to nursing informatics. The Dreyfus brothers developed the model while working with scholars interested in comparing artificial intelligence development and expert computer system programming to the human mind and the development of expertise. Within the field of nursing informatics, this theory can be applied to: the development of nursing informatics skills, competencies, knowledge and expertise in nursing informatics specialists; the development of technological system competencies in practicing nurses working in an institution; the education of nursing students, from first year to graduation and; the transition from graduate nurse to expert nurse. The currently accepted five levels of development within the Novice to Expert theoretical model are illustrated in the image above, as presented by Benner (1984). They start from the 1/4 http://cjni.net/journal/?p=967 bottom rung at the Novice level and move upward through Advanced Beginner, Competent, Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of: Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level builds on the level before it as the learner advances from a neophyte level then gains knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their given field of practice. Distinguishing Traits Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move through the five stages from novice to expert but also elaborated that not all novices become experts. Some people get stuck at the competent or proficient stages. Two personal characteristics that distinguish the successful evolution to the expert level seem to be a) deliberate practice and b) the willingness to take risks, to go beyond the norm. Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to skill and knowledge development they devote themselves to engage in progressively higher, and ultimately expert performance. This requires years of sustained effort to continually improve the quali. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryappliedtoinformaticsnovicetoexpertcjni-230121173334-8223e178-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theory applied to informatics Novice to Expert cjni.net/journal Editorial Fall 2010 by June Kaminski, RN MSN PhD(c), Editor in Chief I am often amazed by the consistent confusion and silence that arises when I ask nurses what nursing informatics related theories they use or are aware of. I can sense their minds searching for mysterious elusive theories that they conclude that they must have missed. Only a few realize that many theories that they are already familiar with have great applicability to nursing informatics. One such theory is the time honoured Novice to Expert theory. The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus (1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by Patricia Benner (1984) provides a very useful and important theory that clearly applies to nursing informatics. The Dreyfus brothers developed the model while working with scholars interested in comparing artificial intelligence development and expert computer system programming to the human mind and the development of expertise. Within the field of nursing informatics, this theory can be applied to: the development of nursing informatics skills, competencies, knowledge and expertise in nursing informatics specialists; the development of technological system competencies in practicing nurses working in an institution; the education of nursing students, from first year to graduation and; the transition from graduate nurse to expert nurse. The currently accepted five levels of development within the Novice to Expert theoretical model are illustrated in the image above, as presented by Benner (1984). They start from the 1/4 http://cjni.net/journal/?p=967 bottom rung at the Novice level and move upward through Advanced Beginner, Competent, Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of: Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level builds on the level before it as the learner advances from a neophyte level then gains knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their given field of practice. Distinguishing Traits Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move through the five stages from novice to expert but also elaborated that not all novices become experts. Some people get stuck at the competent or proficient stages. Two personal characteristics that distinguish the successful evolution to the expert level seem to be a) deliberate practice and b) the willingness to take risks, to go beyond the norm. Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to skill and knowledge development they devote themselves to engage in progressively higher, and ultimately expert performance. This requires years of sustained effort to continually improve the quali.
Theory applied to informatics Novice to Expertcjni.netjou.docx from susannr
]]> 218 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoryappliedtoinformaticsnovicetoexpertcjni-230121173334-8223e178-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx /slideshow/theorizing-leadershiptrait-theory-how-tall-someone-is-hair-docx/255441821 theorizingleadershiptraittheory-howtallsomeoneishair-230121173335-69791f07
Theorizing Leadership Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered. Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills. Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence. Contingency Theory-matching your behavior to the settings. Be aware of the social context. Cognitive Theory-what really matters is the decisions made and why they were made? Satisficing Theory- choosing the solution thats not necessarily the best solution, but its the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias who is hired in leadership. Groupthink-members of the organization feel as if they cant adequately critique the leader. People are fearful and therefore, they cant speak their minds. Truth to power Theory-its so much harder for people to tell their truth TO POWER(ful) individuals. Leaders dont actually make decisions according to data Cultures and Symbols-Individuals who control culture and symbols. Positivistic-leadership is known, and we can clearly identify power. Philosophical term Social Constructivist-knowledge through interactions with others. Its true because we say its true. Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others. Post Modern-create a situation where everyone has a voice. Non-hierarchical. Leadership as Servant-greater service to society. Responding to a calling to service. Why you go about what you do. Motivational intent of the individual. Establish power based on time served. Legitimacy based on service. Leading out of serving. Becoming a leader by doing good in the community. Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures. Great leaders manage their emotions. .]]>
Theorizing Leadership Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered. Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills. Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence. Contingency Theory-matching your behavior to the settings. Be aware of the social context. Cognitive Theory-what really matters is the decisions made and why they were made? Satisficing Theory- choosing the solution thats not necessarily the best solution, but its the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias who is hired in leadership. Groupthink-members of the organization feel as if they cant adequately critique the leader. People are fearful and therefore, they cant speak their minds. Truth to power Theory-its so much harder for people to tell their truth TO POWER(ful) individuals. Leaders dont actually make decisions according to data Cultures and Symbols-Individuals who control culture and symbols. Positivistic-leadership is known, and we can clearly identify power. Philosophical term Social Constructivist-knowledge through interactions with others. Its true because we say its true. Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others. Post Modern-create a situation where everyone has a voice. Non-hierarchical. Leadership as Servant-greater service to society. Responding to a calling to service. Why you go about what you do. Motivational intent of the individual. Establish power based on time served. Legitimacy based on service. Leading out of serving. Becoming a leader by doing good in the community. Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures. Great leaders manage their emotions. .]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theorizing-leadershiptrait-theory-how-tall-someone-is-hair-docx/255441821 susannr@slideshare.net(susannr) Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx susannr Theorizing Leadership Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered. Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills. Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence. Contingency Theory-matching your behavior to the settings. Be aware of the social context. Cognitive Theory-what really matters is the decisions made and why they were made? Satisficing Theory- choosing the solution thats not necessarily the best solution, but its the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias who is hired in leadership. Groupthink-members of the organization feel as if they cant adequately critique the leader. People are fearful and therefore, they cant speak their minds. Truth to power Theory-its so much harder for people to tell their truth TO POWER(ful) individuals. Leaders dont actually make decisions according to data Cultures and Symbols-Individuals who control culture and symbols. Positivistic-leadership is known, and we can clearly identify power. Philosophical term Social Constructivist-knowledge through interactions with others. Its true because we say its true. Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others. Post Modern-create a situation where everyone has a voice. Non-hierarchical. Leadership as Servant-greater service to society. Responding to a calling to service. Why you go about what you do. Motivational intent of the individual. Establish power based on time served. Legitimacy based on service. Leading out of serving. Becoming a leader by doing good in the community. Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures. Great leaders manage their emotions. . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theorizingleadershiptraittheory-howtallsomeoneishair-230121173335-69791f07-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theorizing Leadership Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered. Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills. Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence. Contingency Theory-matching your behavior to the settings. Be aware of the social context. Cognitive Theory-what really matters is the decisions made and why they were made? Satisficing Theory- choosing the solution thats not necessarily the best solution, but its the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias who is hired in leadership. Groupthink-members of the organization feel as if they cant adequately critique the leader. People are fearful and therefore, they cant speak their minds. Truth to power Theory-its so much harder for people to tell their truth TO POWER(ful) individuals. Leaders dont actually make decisions according to data Cultures and Symbols-Individuals who control culture and symbols. Positivistic-leadership is known, and we can clearly identify power. Philosophical term Social Constructivist-knowledge through interactions with others. Its true because we say its true. Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others. Post Modern-create a situation where everyone has a voice. Non-hierarchical. Leadership as Servant-greater service to society. Responding to a calling to service. Why you go about what you do. Motivational intent of the individual. Establish power based on time served. Legitimacy based on service. Leading out of serving. Becoming a leader by doing good in the community. Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures. Great leaders manage their emotions. .
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx from susannr
]]> 7 0 https://cdn.slidesharecdn.com/ss_thumbnails/theorizingleadershiptraittheory-howtallsomeoneishair-230121173335-69791f07-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx /susannr/theory-reviewtheorizing-the-digital-object1philip-fadocx theoryreviewtheorizingthedigitalobject1philipfa-230121173335-9db0fb3d
THEORY & REVIEW THEORIZING THE DIGITAL OBJECT1 Philip Faulkner Clare College, University of Cambridge, Cambridge, CB2 1TL, UNITED KINGDOM {[emailprotected]} Jochen Runde Cambridge Judge Business School and Girton College, University of Cambridge, Cambridge, CB2 1AG, UNITED KINGDOM {[emailprotected]} Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden- tity and use is bound up with various social associations. We begin with what it is to be an object, the dif- ferences between material and nonmaterial objects, and various categories of nonmaterial objects including syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and a novel bearer theory of how material and nonmaterial objects combine. The role of computation is con- sidered, and how the identity and system functions of digital objects flow from their social positioning in the communities in which they arise. Various implications of the theory are identified, focusing on its use as a conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives with regard both to how digital technology per se and the relationship between people and digital technology should be theorized. These implications are illustrated with reference to secondary markets for software, the treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of organizing, and recent work on sociomateriality. Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources, resource-based view, service-dominant logic, sociomateriality, imbrication Introduction 1 One of the striking features of the digital revolution has been the proliferation of what we will call digital objects, many of which have transformed and become indispensable parts of organizational life. Digital objects feature prominently in IS research and include computer systems and peripherals (Hib- beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou 2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al. 2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau and Xu 2012; Luo et al. 2017), electronic health records (Kohli and Tan 2016), online videos (Kallinikos and Mari叩- tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al. 2017), and enterprise systems (Strong and Volkoff 2010; Sykes 2015). Illuminating as these and similar studies invariably are, however, their principal focus is on the human and organi- zational implications of the technology in question rather than on the devices themselves. The result is that research of this kind tends to invoke pretheoretical understandings (Ekbia 2009, p. 2555) o.]]>
THEORY & REVIEW THEORIZING THE DIGITAL OBJECT1 Philip Faulkner Clare College, University of Cambridge, Cambridge, CB2 1TL, UNITED KINGDOM {[emailprotected]} Jochen Runde Cambridge Judge Business School and Girton College, University of Cambridge, Cambridge, CB2 1AG, UNITED KINGDOM {[emailprotected]} Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden- tity and use is bound up with various social associations. We begin with what it is to be an object, the dif- ferences between material and nonmaterial objects, and various categories of nonmaterial objects including syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and a novel bearer theory of how material and nonmaterial objects combine. The role of computation is con- sidered, and how the identity and system functions of digital objects flow from their social positioning in the communities in which they arise. Various implications of the theory are identified, focusing on its use as a conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives with regard both to how digital technology per se and the relationship between people and digital technology should be theorized. These implications are illustrated with reference to secondary markets for software, the treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of organizing, and recent work on sociomateriality. Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources, resource-based view, service-dominant logic, sociomateriality, imbrication Introduction 1 One of the striking features of the digital revolution has been the proliferation of what we will call digital objects, many of which have transformed and become indispensable parts of organizational life. Digital objects feature prominently in IS research and include computer systems and peripherals (Hib- beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou 2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al. 2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau and Xu 2012; Luo et al. 2017), electronic health records (Kohli and Tan 2016), online videos (Kallinikos and Mari叩- tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al. 2017), and enterprise systems (Strong and Volkoff 2010; Sykes 2015). Illuminating as these and similar studies invariably are, however, their principal focus is on the human and organi- zational implications of the technology in question rather than on the devices themselves. The result is that research of this kind tends to invoke pretheoretical understandings (Ekbia 2009, p. 2555) o.]]> Sat, 21 Jan 2023 17:33:33 GMT /susannr/theory-reviewtheorizing-the-digital-object1philip-fadocx susannr@slideshare.net(susannr) THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx susannr THEORY & REVIEW THEORIZING THE DIGITAL OBJECT1 Philip Faulkner Clare College, University of Cambridge, Cambridge, CB2 1TL, UNITED KINGDOM {[emailprotected]} Jochen Runde Cambridge Judge Business School and Girton College, University of Cambridge, Cambridge, CB2 1AG, UNITED KINGDOM {[emailprotected]} Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden- tity and use is bound up with various social associations. We begin with what it is to be an object, the dif- ferences between material and nonmaterial objects, and various categories of nonmaterial objects including syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and a novel bearer theory of how material and nonmaterial objects combine. The role of computation is con- sidered, and how the identity and system functions of digital objects flow from their social positioning in the communities in which they arise. Various implications of the theory are identified, focusing on its use as a conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives with regard both to how digital technology per se and the relationship between people and digital technology should be theorized. These implications are illustrated with reference to secondary markets for software, the treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of organizing, and recent work on sociomateriality. Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources, resource-based view, service-dominant logic, sociomateriality, imbrication Introduction 1 One of the striking features of the digital revolution has been the proliferation of what we will call digital objects, many of which have transformed and become indispensable parts of organizational life. Digital objects feature prominently in IS research and include computer systems and peripherals (Hib- beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou 2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al. 2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau and Xu 2012; Luo et al. 2017), electronic health records (Kohli and Tan 2016), online videos (Kallinikos and Mari叩- tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al. 2017), and enterprise systems (Strong and Volkoff 2010; Sykes 2015). Illuminating as these and similar studies invariably are, however, their principal focus is on the human and organi- zational implications of the technology in question rather than on the devices themselves. The result is that research of this kind tends to invoke pretheoretical understandings (Ekbia 2009, p. 2555) o. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryreviewtheorizingthedigitalobject1philipfa-230121173335-9db0fb3d-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> THEORY &amp; REVIEW THEORIZING THE DIGITAL OBJECT1 Philip Faulkner Clare College, University of Cambridge, Cambridge, CB2 1TL, UNITED KINGDOM {[emailprotected]} Jochen Runde Cambridge Judge Business School and Girton College, University of Cambridge, Cambridge, CB2 1AG, UNITED KINGDOM {[emailprotected]} Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden- tity and use is bound up with various social associations. We begin with what it is to be an object, the dif- ferences between material and nonmaterial objects, and various categories of nonmaterial objects including syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and a novel bearer theory of how material and nonmaterial objects combine. The role of computation is con- sidered, and how the identity and system functions of digital objects flow from their social positioning in the communities in which they arise. Various implications of the theory are identified, focusing on its use as a conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives with regard both to how digital technology per se and the relationship between people and digital technology should be theorized. These implications are illustrated with reference to secondary markets for software, the treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of organizing, and recent work on sociomateriality. Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources, resource-based view, service-dominant logic, sociomateriality, imbrication Introduction 1 One of the striking features of the digital revolution has been the proliferation of what we will call digital objects, many of which have transformed and become indispensable parts of organizational life. Digital objects feature prominently in IS research and include computer systems and peripherals (Hib- beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou 2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al. 2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau and Xu 2012; Luo et al. 2017), electronic health records (Kohli and Tan 2016), online videos (Kallinikos and Mari叩- tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al. 2017), and enterprise systems (Strong and Volkoff 2010; Sykes 2015). Illuminating as these and similar studies invariably are, however, their principal focus is on the human and organi- zational implications of the technology in question rather than on the devices themselves. The result is that research of this kind tends to invoke pretheoretical understandings (Ekbia 2009, p. 2555) o.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx from susannr
]]> 2 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoryreviewtheorizingthedigitalobject1philipfa-230121173335-9db0fb3d-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theory Analysis Assignment this assignment is another interviewbut.docx /slideshow/theory-analysis-assignment-this-assignment-is-another-interviewbutdocx/255441814 theoryanalysisassignmentthisassignmentisanotherinterviewbut-230121173334-f971b50d
Theory Analysis Assignment: this assignment is another interviewbut you are a coach in this interview. After reading the Kouzess and Posners Chapter on Strengthen Others, use the statements concerning strenthening others by increasing their self-determination and developing competence use the following questions below to complete the interview with someone YOU coach: Questions: 1. Where are we going? 2. Where are you going? 3. What are you doing well? 4. What suggestions for improvement do you have for yourself? 5. How can I help you? 6. What suggestions do you have for me? **No title page needed, it's an interview. Textbook Reference Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass. .]]>
Theory Analysis Assignment: this assignment is another interviewbut you are a coach in this interview. After reading the Kouzess and Posners Chapter on Strengthen Others, use the statements concerning strenthening others by increasing their self-determination and developing competence use the following questions below to complete the interview with someone YOU coach: Questions: 1. Where are we going? 2. Where are you going? 3. What are you doing well? 4. What suggestions for improvement do you have for yourself? 5. How can I help you? 6. What suggestions do you have for me? **No title page needed, it's an interview. Textbook Reference Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass. .]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theory-analysis-assignment-this-assignment-is-another-interviewbutdocx/255441814 susannr@slideshare.net(susannr) Theory Analysis Assignment this assignment is another interviewbut.docx susannr Theory Analysis Assignment: this assignment is another interviewbut you are a coach in this interview. After reading the Kouzess and Posners Chapter on Strengthen Others, use the statements concerning strenthening others by increasing their self-determination and developing competence use the following questions below to complete the interview with someone YOU coach: Questions: 1. Where are we going? 2. Where are you going? 3. What are you doing well? 4. What suggestions for improvement do you have for yourself? 5. How can I help you? 6. What suggestions do you have for me? **No title page needed, it's an interview. Textbook Reference Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass. . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryanalysisassignmentthisassignmentisanotherinterviewbut-230121173334-f971b50d-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theory Analysis Assignment: this assignment is another interviewbut you are a coach in this interview. After reading the Kouzess and Posners Chapter on Strengthen Others, use the statements concerning strenthening others by increasing their self-determination and developing competence use the following questions below to complete the interview with someone YOU coach: Questions: 1. Where are we going? 2. Where are you going? 3. What are you doing well? 4. What suggestions for improvement do you have for yourself? 5. How can I help you? 6. What suggestions do you have for me? **No title page needed, it&#39;s an interview. Textbook Reference Kouzes, J. &amp; Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass. .
Theory Analysis Assignment this assignment is another interviewbut.docx from susannr
]]> 4 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoryanalysisassignmentthisassignmentisanotherinterviewbut-230121173334-f971b50d-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theory and the White-Collar OffenderOur previous weeks disc.docx /slideshow/theory-and-the-whitecollar-offenderour-previous-weeks-discdocx-255441813/255441813 theoryandthewhite-collaroffenderourpreviousweeksdisc-230121173333-79fc5711
Theory and the White-Collar Offender Our previous weeks discussion required an explanation for inappropriate/criminal conduct committed by medical professionals. In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct. Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references .]]>
Theory and the White-Collar Offender Our previous weeks discussion required an explanation for inappropriate/criminal conduct committed by medical professionals. In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct. Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references .]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theory-and-the-whitecollar-offenderour-previous-weeks-discdocx-255441813/255441813 susannr@slideshare.net(susannr) Theory and the White-Collar OffenderOur previous weeks disc.docx susannr Theory and the White-Collar Offender Our previous weeks discussion required an explanation for inappropriate/criminal conduct committed by medical professionals. In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct. Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryandthewhite-collaroffenderourpreviousweeksdisc-230121173333-79fc5711-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theory and the White-Collar Offender Our previous weeks discussion required an explanation for inappropriate/criminal conduct committed by medical professionals. In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct. Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references .
Theory and the White-Collar OffenderOur previous weeks disc.docx from susannr
]]> 5 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoryandthewhite-collaroffenderourpreviousweeksdisc-230121173333-79fc5711-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theory & Research in Social Education, 44 565607, 2016Copy.docx /slideshow/theory-research-in-social-education-44-565607-2016copydocx-255441812/255441812 theoryresearchinsocialeducation445656072016copy-230121173334-1cbe16ed
Theory & Research in Social Education, 44: 565607, 2016 Copyright 息 College and University Faculty Assembly of National Council for the Social Studies ISSN 0093-3104 print / 2163-1654 online DOI: 10.1080/00933104.2016.1210549 A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age Moonsun Choi The Ohio State University Abstract: Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement, and Critical Resistance. Based on these comprehensive and interconnected categories of digital citizenship, the author argues that digital citizenship needs to be understood as a multidimensional and complex concept in connection with an interrelated but non-linear relationship with offline (place-based) civic lives. Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media and information literacy, participation/engagement I imagine one could say: Why dont you leave me alone?! I want no part of your Internet, of your technological civilization, of your network society! I just want to live my life! Well, if this is your position, I have bad news for you. If you do not care about the networks, the networks will care about you, anyway. For as long as you want to live in society, at this time and in this place, you will have to deal with the network society. Because we live in the Internet Galaxy. (Castells, 2001, p. 282) Correspondence should be sent to Moonsun Choi, Center on Education and Training for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210. Email: [emailprotected] Color versions of one or more of the figures in the article can be found online at www. tandfonline.com/utrs. 566 Choi As Castells (2001) argued in his book, The Internet Galaxy, it is impossi- ble to deny that we are living in a digitalized and networked society, even if we fear and escape the often-negative influences of the Internet. For instance, Internet trolls sometimes infiltrate online communities and then use their posts to disrupt and ultimately destroy not only the community, but also specific members (e.g., some subreddit communities). Digital warriors use the Internet to influence and potentially recruit vulnerable users into extreme causes (e.g., the recruitment of adolescents by the Islamic State). Web-based activities have affected the ways humans think, the ways they communicate with others, and the way they generally participate in society (DiMaggio, Hargittai, Neuman, & Robinson, 2001; Dutton, 2005; Glassman, 2012a; Palfrey & Gasser, 2013). Put another way, emerging digital media and web-based networking environments allow people to adopt new perspectives toward the self, t.]]>
Theory & Research in Social Education, 44: 565607, 2016 Copyright 息 College and University Faculty Assembly of National Council for the Social Studies ISSN 0093-3104 print / 2163-1654 online DOI: 10.1080/00933104.2016.1210549 A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age Moonsun Choi The Ohio State University Abstract: Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement, and Critical Resistance. Based on these comprehensive and interconnected categories of digital citizenship, the author argues that digital citizenship needs to be understood as a multidimensional and complex concept in connection with an interrelated but non-linear relationship with offline (place-based) civic lives. Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media and information literacy, participation/engagement I imagine one could say: Why dont you leave me alone?! I want no part of your Internet, of your technological civilization, of your network society! I just want to live my life! Well, if this is your position, I have bad news for you. If you do not care about the networks, the networks will care about you, anyway. For as long as you want to live in society, at this time and in this place, you will have to deal with the network society. Because we live in the Internet Galaxy. (Castells, 2001, p. 282) Correspondence should be sent to Moonsun Choi, Center on Education and Training for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210. Email: [emailprotected] Color versions of one or more of the figures in the article can be found online at www. tandfonline.com/utrs. 566 Choi As Castells (2001) argued in his book, The Internet Galaxy, it is impossi- ble to deny that we are living in a digitalized and networked society, even if we fear and escape the often-negative influences of the Internet. For instance, Internet trolls sometimes infiltrate online communities and then use their posts to disrupt and ultimately destroy not only the community, but also specific members (e.g., some subreddit communities). Digital warriors use the Internet to influence and potentially recruit vulnerable users into extreme causes (e.g., the recruitment of adolescents by the Islamic State). Web-based activities have affected the ways humans think, the ways they communicate with others, and the way they generally participate in society (DiMaggio, Hargittai, Neuman, & Robinson, 2001; Dutton, 2005; Glassman, 2012a; Palfrey & Gasser, 2013). Put another way, emerging digital media and web-based networking environments allow people to adopt new perspectives toward the self, t.]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theory-research-in-social-education-44-565607-2016copydocx-255441812/255441812 susannr@slideshare.net(susannr) Theory & Research in Social Education, 44 565607, 2016Copy.docx susannr Theory & Research in Social Education, 44: 565607, 2016 Copyright 息 College and University Faculty Assembly of National Council for the Social Studies ISSN 0093-3104 print / 2163-1654 online DOI: 10.1080/00933104.2016.1210549 A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age Moonsun Choi The Ohio State University Abstract: Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement, and Critical Resistance. Based on these comprehensive and interconnected categories of digital citizenship, the author argues that digital citizenship needs to be understood as a multidimensional and complex concept in connection with an interrelated but non-linear relationship with offline (place-based) civic lives. Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media and information literacy, participation/engagement I imagine one could say: Why dont you leave me alone?! I want no part of your Internet, of your technological civilization, of your network society! I just want to live my life! Well, if this is your position, I have bad news for you. If you do not care about the networks, the networks will care about you, anyway. For as long as you want to live in society, at this time and in this place, you will have to deal with the network society. Because we live in the Internet Galaxy. (Castells, 2001, p. 282) Correspondence should be sent to Moonsun Choi, Center on Education and Training for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210. Email: [emailprotected] Color versions of one or more of the figures in the article can be found online at www. tandfonline.com/utrs. 566 Choi As Castells (2001) argued in his book, The Internet Galaxy, it is impossi- ble to deny that we are living in a digitalized and networked society, even if we fear and escape the often-negative influences of the Internet. For instance, Internet trolls sometimes infiltrate online communities and then use their posts to disrupt and ultimately destroy not only the community, but also specific members (e.g., some subreddit communities). Digital warriors use the Internet to influence and potentially recruit vulnerable users into extreme causes (e.g., the recruitment of adolescents by the Islamic State). Web-based activities have affected the ways humans think, the ways they communicate with others, and the way they generally participate in society (DiMaggio, Hargittai, Neuman, & Robinson, 2001; Dutton, 2005; Glassman, 2012a; Palfrey & Gasser, 2013). Put another way, emerging digital media and web-based networking environments allow people to adopt new perspectives toward the self, t. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryresearchinsocialeducation445656072016copy-230121173334-1cbe16ed-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theory &amp; Research in Social Education, 44: 565607, 2016 Copyright 息 College and University Faculty Assembly of National Council for the Social Studies ISSN 0093-3104 print / 2163-1654 online DOI: 10.1080/00933104.2016.1210549 A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age Moonsun Choi The Ohio State University Abstract: Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement, and Critical Resistance. Based on these comprehensive and interconnected categories of digital citizenship, the author argues that digital citizenship needs to be understood as a multidimensional and complex concept in connection with an interrelated but non-linear relationship with offline (place-based) civic lives. Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media and information literacy, participation/engagement I imagine one could say: Why dont you leave me alone?! I want no part of your Internet, of your technological civilization, of your network society! I just want to live my life! Well, if this is your position, I have bad news for you. If you do not care about the networks, the networks will care about you, anyway. For as long as you want to live in society, at this time and in this place, you will have to deal with the network society. Because we live in the Internet Galaxy. (Castells, 2001, p. 282) Correspondence should be sent to Moonsun Choi, Center on Education and Training for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210. Email: [emailprotected] Color versions of one or more of the figures in the article can be found online at www. tandfonline.com/utrs. 566 Choi As Castells (2001) argued in his book, The Internet Galaxy, it is impossi- ble to deny that we are living in a digitalized and networked society, even if we fear and escape the often-negative influences of the Internet. For instance, Internet trolls sometimes infiltrate online communities and then use their posts to disrupt and ultimately destroy not only the community, but also specific members (e.g., some subreddit communities). Digital warriors use the Internet to influence and potentially recruit vulnerable users into extreme causes (e.g., the recruitment of adolescents by the Islamic State). Web-based activities have affected the ways humans think, the ways they communicate with others, and the way they generally participate in society (DiMaggio, Hargittai, Neuman, &amp; Robinson, 2001; Dutton, 2005; Glassman, 2012a; Palfrey &amp; Gasser, 2013). Put another way, emerging digital media and web-based networking environments allow people to adopt new perspectives toward the self, t.
Theory & Research in Social Education, 44 565607, 2016Copy.docx from susannr
]]> 14 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoryresearchinsocialeducation445656072016copy-230121173334-1cbe16ed-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docx /slideshow/theo-650-book-review-grading-rubriccriterialevels-of-achievemedocx-255441811/255441811 theo650bookreviewgradingrubriccriterialevelsofachieveme-230121173335-a9113da4
THEO 650 Book Review Grading Rubric Criteria Levels of Achievement Content 70% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Introduction 18 to 20 points There is a clear overview statement. The book is identified. The introduction provides a clear overview of the papers contents. 17 points The book is identified, an overview statement is provided, and the reader knows generally where the book is heading. 1 to 16 points The introduction is minimal, brief, and cursory. 0 points Content and Critical Evaluation 60 to 65 points The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence. 55 to 59 points The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence. 1 to 54 points Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development. 0 points Conclusion 18 to 20 points The conclusion offers a good summary of issues treated in the paper. 17 points The conclusion is given and offers a general summary of issues treated in the paper. 1 to 16 points The conclusion is minimal, brief, and cursory. 0 points Structure 30% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Structure and Format 11 to 12 points There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout. 10 points Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct. 1 to 9 points Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout. 0 points Style and Turabian Requirements 11 to 12 points The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format. 10 points Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format. 1 to 9 points Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format. 0 points Assignment Requirements 19 to 21 points Student reading.]]>
THEO 650 Book Review Grading Rubric Criteria Levels of Achievement Content 70% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Introduction 18 to 20 points There is a clear overview statement. The book is identified. The introduction provides a clear overview of the papers contents. 17 points The book is identified, an overview statement is provided, and the reader knows generally where the book is heading. 1 to 16 points The introduction is minimal, brief, and cursory. 0 points Content and Critical Evaluation 60 to 65 points The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence. 55 to 59 points The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence. 1 to 54 points Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development. 0 points Conclusion 18 to 20 points The conclusion offers a good summary of issues treated in the paper. 17 points The conclusion is given and offers a general summary of issues treated in the paper. 1 to 16 points The conclusion is minimal, brief, and cursory. 0 points Structure 30% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Structure and Format 11 to 12 points There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout. 10 points Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct. 1 to 9 points Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout. 0 points Style and Turabian Requirements 11 to 12 points The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format. 10 points Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format. 1 to 9 points Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format. 0 points Assignment Requirements 19 to 21 points Student reading.]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theo-650-book-review-grading-rubriccriterialevels-of-achievemedocx-255441811/255441811 susannr@slideshare.net(susannr) THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docx susannr THEO 650 Book Review Grading Rubric Criteria Levels of Achievement Content 70% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Introduction 18 to 20 points There is a clear overview statement. The book is identified. The introduction provides a clear overview of the papers contents. 17 points The book is identified, an overview statement is provided, and the reader knows generally where the book is heading. 1 to 16 points The introduction is minimal, brief, and cursory. 0 points Content and Critical Evaluation 60 to 65 points The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence. 55 to 59 points The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence. 1 to 54 points Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development. 0 points Conclusion 18 to 20 points The conclusion offers a good summary of issues treated in the paper. 17 points The conclusion is given and offers a general summary of issues treated in the paper. 1 to 16 points The conclusion is minimal, brief, and cursory. 0 points Structure 30% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Structure and Format 11 to 12 points There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout. 10 points Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct. 1 to 9 points Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout. 0 points Style and Turabian Requirements 11 to 12 points The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format. 10 points Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format. 1 to 9 points Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format. 0 points Assignment Requirements 19 to 21 points Student reading. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theo650bookreviewgradingrubriccriterialevelsofachieveme-230121173335-a9113da4-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> THEO 650 Book Review Grading Rubric Criteria Levels of Achievement Content 70% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (&lt; C) Not present Introduction 18 to 20 points There is a clear overview statement. The book is identified. The introduction provides a clear overview of the papers contents. 17 points The book is identified, an overview statement is provided, and the reader knows generally where the book is heading. 1 to 16 points The introduction is minimal, brief, and cursory. 0 points Content and Critical Evaluation 60 to 65 points The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence. 55 to 59 points The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence. 1 to 54 points Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development. 0 points Conclusion 18 to 20 points The conclusion offers a good summary of issues treated in the paper. 17 points The conclusion is given and offers a general summary of issues treated in the paper. 1 to 16 points The conclusion is minimal, brief, and cursory. 0 points Structure 30% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (&lt; C) Not present Structure and Format 11 to 12 points There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout. 10 points Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct. 1 to 9 points Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout. 0 points Style and Turabian Requirements 11 to 12 points The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format. 10 points Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format. 1 to 9 points Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format. 0 points Assignment Requirements 19 to 21 points Student reading.
THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docx from susannr
]]> 3 0 https://cdn.slidesharecdn.com/ss_thumbnails/theo650bookreviewgradingrubriccriterialevelsofachieveme-230121173335-a9113da4-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories of Poverty DiscussionTheories explain phenomena and pre.docx /slideshow/theories-of-poverty-discussiontheories-explain-phenomena-and-predocx/255441796 theoriesofpovertydiscussiontheoriesexplainphenomenaandpre-230121173333-47618d6b
Theories of Poverty Discussion Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions. Describe at least two individual theories and two structural theories that explain the causes (risks) of poverty. Describe t wo individual and two structural consequences of poverty. Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?) .]]>
Theories of Poverty Discussion Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions. Describe at least two individual theories and two structural theories that explain the causes (risks) of poverty. Describe t wo individual and two structural consequences of poverty. Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?) .]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theories-of-poverty-discussiontheories-explain-phenomena-and-predocx/255441796 susannr@slideshare.net(susannr) Theories of Poverty DiscussionTheories explain phenomena and pre.docx susannr Theories of Poverty Discussion Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions. Describe at least two individual theories and two structural theories that explain the causes (risks) of poverty. Describe t wo individual and two structural consequences of poverty. Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?) . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofpovertydiscussiontheoriesexplainphenomenaandpre-230121173333-47618d6b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories of Poverty Discussion Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions. Describe at least two individual theories and two structural theories that explain the causes (risks) of poverty. Describe t wo individual and two structural consequences of poverty. Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?) .
Theories of Poverty DiscussionTheories explain phenomena and pre.docx from susannr
]]> 11 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofpovertydiscussiontheoriesexplainphenomenaandpre-230121173333-47618d6b-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories help frame more than presenting problemsthey also frame so.docx /slideshow/theories-help-frame-more-than-presenting-problemsthey-also-frame-sodocx/255441793 theorieshelpframemorethanpresentingproblemstheyalsoframeso-230121173333-78ed6b44
Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .]]>
Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theories-help-frame-more-than-presenting-problemsthey-also-frame-sodocx/255441793 susannr@slideshare.net(susannr) Theories help frame more than presenting problemsthey also frame so.docx susannr Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theorieshelpframemorethanpresentingproblemstheyalsoframeso-230121173333-78ed6b44-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client&#39;s problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., &amp; Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .
Theories help frame more than presenting problemsthey also frame so.docx from susannr
]]> 4 0 https://cdn.slidesharecdn.com/ss_thumbnails/theorieshelpframemorethanpresentingproblemstheyalsoframeso-230121173333-78ed6b44-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories of LeadershipInstructionsWrite a 45 page paper.docx /slideshow/theories-of-leadershipinstructionswrite-a-45-page-paperdocx/255441790 theoriesofleadershipinstructionswritea45pagepaper-230121173333-c7122560
Theories of Leadership Instructions Write a 45 page paper in which you: Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response. Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions. Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions. Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources. .]]>
Theories of Leadership Instructions Write a 45 page paper in which you: Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response. Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions. Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions. Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources. .]]> Sat, 21 Jan 2023 17:33:33 GMT /slideshow/theories-of-leadershipinstructionswrite-a-45-page-paperdocx/255441790 susannr@slideshare.net(susannr) Theories of LeadershipInstructionsWrite a 45 page paper.docx susannr Theories of Leadership Instructions Write a 45 page paper in which you: Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response. Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions. Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions. Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources. . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofleadershipinstructionswritea45pagepaper-230121173333-c7122560-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories of Leadership Instructions Write a 45 page paper in which you: Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response. Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions. Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions. Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than &quot;.gov&quot; do not qualify as academic resources. .
Theories of LeadershipInstructionsWrite a 45 page paper.docx from susannr
]]> 3 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofleadershipinstructionswritea45pagepaper-230121173333-c7122560-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories in SociologyAssignment OverviewThis writing assignm.docx /slideshow/theories-in-sociologyassignment-overviewthis-writing-assignmdocx/255441788 theoriesinsociologyassignmentoverviewthiswritingassignm-230121173333-d46fedfd
Theories in Sociology Assignment Overview This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology. Deliverables A one-to-two page (250-500 word) paper Step 1 Write an essay response to the following question. Different sociological theories can have various explanations for the same phenomenon. Consider crime rates in the US. Try to think how three sociological theoriessymbolic interactionism, functionalist theory and conflict theorywould explain the kind, distribution, or changing crime rates in the US. In your response, make sure you have an introduction, one paragraph per theory, and a conclusion. Step 2 Save and submit your assignment. When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words .]]>
Theories in Sociology Assignment Overview This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology. Deliverables A one-to-two page (250-500 word) paper Step 1 Write an essay response to the following question. Different sociological theories can have various explanations for the same phenomenon. Consider crime rates in the US. Try to think how three sociological theoriessymbolic interactionism, functionalist theory and conflict theorywould explain the kind, distribution, or changing crime rates in the US. In your response, make sure you have an introduction, one paragraph per theory, and a conclusion. Step 2 Save and submit your assignment. When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words .]]> Sat, 21 Jan 2023 17:33:32 GMT /slideshow/theories-in-sociologyassignment-overviewthis-writing-assignmdocx/255441788 susannr@slideshare.net(susannr) Theories in SociologyAssignment OverviewThis writing assignm.docx susannr Theories in Sociology Assignment Overview This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology. Deliverables A one-to-two page (250-500 word) paper Step 1 Write an essay response to the following question. Different sociological theories can have various explanations for the same phenomenon. Consider crime rates in the US. Try to think how three sociological theoriessymbolic interactionism, functionalist theory and conflict theorywould explain the kind, distribution, or changing crime rates in the US. In your response, make sure you have an introduction, one paragraph per theory, and a conclusion. Step 2 Save and submit your assignment. When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesinsociologyassignmentoverviewthiswritingassignm-230121173333-d46fedfd-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories in Sociology Assignment Overview This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology. Deliverables A one-to-two page (250-500 word) paper Step 1 Write an essay response to the following question. Different sociological theories can have various explanations for the same phenomenon. Consider crime rates in the US. Try to think how three sociological theoriessymbolic interactionism, functionalist theory and conflict theorywould explain the kind, distribution, or changing crime rates in the US. In your response, make sure you have an introduction, one paragraph per theory, and a conclusion. Step 2 Save and submit your assignment. When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words .
Theories in SociologyAssignment OverviewThis writing assignm.docx from susannr
]]> 7 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesinsociologyassignmentoverviewthiswritingassignm-230121173333-d46fedfd-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories of LeadershipMany schools of thought have developed t.docx /slideshow/theories-of-leadershipmany-schools-of-thought-have-developed-tdocx/255441787 theoriesofleadershipmanyschoolsofthoughthavedevelopedt-230121173333-941227ad
Theories of Leadership Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership速 Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center. .]]>
Theories of Leadership Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership速 Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center. .]]> Sat, 21 Jan 2023 17:33:32 GMT /slideshow/theories-of-leadershipmany-schools-of-thought-have-developed-tdocx/255441787 susannr@slideshare.net(susannr) Theories of LeadershipMany schools of thought have developed t.docx susannr Theories of Leadership Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership速 Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center. . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofleadershipmanyschoolsofthoughthavedevelopedt-230121173333-941227ad-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories of Leadership Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership速 Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center. .
Theories of LeadershipMany schools of thought have developed t.docx from susannr
]]> 7 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofleadershipmanyschoolsofthoughthavedevelopedt-230121173333-941227ad-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 THEORIES OF INTELLECTUAL DEVELOPMENTPiagets TheoryWe begin wi.docx /slideshow/theories-of-intellectual-developmentpiagets-theorywe-begin-widocx/255441784 theoriesofintellectualdevelopmentpiagetstheorywebeginwi-230121173333-f9020e42
THEORIES OF INTELLECTUAL DEVELOPMENT Piagets Theory We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as blank slates who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation. In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking. Piagets claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piagets stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008). The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations. Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality. Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.]]>
THEORIES OF INTELLECTUAL DEVELOPMENT Piagets Theory We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as blank slates who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation. In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking. Piagets claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piagets stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008). The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations. Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality. Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.]]> Sat, 21 Jan 2023 17:33:32 GMT /slideshow/theories-of-intellectual-developmentpiagets-theorywe-begin-widocx/255441784 susannr@slideshare.net(susannr) THEORIES OF INTELLECTUAL DEVELOPMENTPiagets TheoryWe begin wi.docx susannr THEORIES OF INTELLECTUAL DEVELOPMENT Piagets Theory We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as blank slates who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation. In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking. Piagets claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piagets stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008). The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations. Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality. Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofintellectualdevelopmentpiagetstheorywebeginwi-230121173333-f9020e42-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> THEORIES OF INTELLECTUAL DEVELOPMENT Piagets Theory We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber &amp; Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as blank slates who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer &amp; Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation. In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking. Piagets claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piagets stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield &amp; Travers, 2000; Feinburg &amp; Mindess, 1994; Santrock, 2008). The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations. Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality. Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
THEORIES OF INTELLECTUAL DEVELOPMENTPiagets TheoryWe begin wi.docx from susannr
]]> 12 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofintellectualdevelopmentpiagetstheorywebeginwi-230121173333-f9020e42-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories of Maladaptive BehaviorLocate at least two peer-rev.docx /slideshow/theories-of-maladaptive-behaviorlocate-at-least-two-peerrevdocx/255441783 theoriesofmaladaptivebehaviorlocateatleasttwopeer-rev-230121173333-ce8bbd4a
Theories of Maladaptive Behavior Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness: a) What are the specific biological mechanisms associated with each diagnosis? b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)? c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why? Reading pic Overview, History, and Psychological Theories Readings Butcher, J.N., Mineka, S., & Hooley, J.M. (2017). Abnormal psychology (17th ed.). Upper Saddle River, NJ: Pearson. Chapter 1: Abnormal Psychology: An Overview Chapter 2: Historical and Contemporary Views of Abnormal Behavior Chapter 3: Causal Factors and Viewpoints American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Introduction (pp. 5-17) Use of the Manual (pp. 19-24) Highlights of Changes from DSM-IV to DSM-5 (pp. 809 816) .]]>
Theories of Maladaptive Behavior Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness: a) What are the specific biological mechanisms associated with each diagnosis? b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)? c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why? Reading pic Overview, History, and Psychological Theories Readings Butcher, J.N., Mineka, S., & Hooley, J.M. (2017). Abnormal psychology (17th ed.). Upper Saddle River, NJ: Pearson. Chapter 1: Abnormal Psychology: An Overview Chapter 2: Historical and Contemporary Views of Abnormal Behavior Chapter 3: Causal Factors and Viewpoints American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Introduction (pp. 5-17) Use of the Manual (pp. 19-24) Highlights of Changes from DSM-IV to DSM-5 (pp. 809 816) .]]> Sat, 21 Jan 2023 17:33:32 GMT /slideshow/theories-of-maladaptive-behaviorlocate-at-least-two-peerrevdocx/255441783 susannr@slideshare.net(susannr) Theories of Maladaptive BehaviorLocate at least two peer-rev.docx susannr Theories of Maladaptive Behavior Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness: a) What are the specific biological mechanisms associated with each diagnosis? b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)? c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why? Reading pic Overview, History, and Psychological Theories Readings Butcher, J.N., Mineka, S., & Hooley, J.M. (2017). Abnormal psychology (17th ed.). Upper Saddle River, NJ: Pearson. Chapter 1: Abnormal Psychology: An Overview Chapter 2: Historical and Contemporary Views of Abnormal Behavior Chapter 3: Causal Factors and Viewpoints American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Introduction (pp. 5-17) Use of the Manual (pp. 19-24) Highlights of Changes from DSM-IV to DSM-5 (pp. 809 816) . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofmaladaptivebehaviorlocateatleasttwopeer-rev-230121173333-ce8bbd4a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories of Maladaptive Behavior Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness: a) What are the specific biological mechanisms associated with each diagnosis? b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)? c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why? Reading pic Overview, History, and Psychological Theories Readings Butcher, J.N., Mineka, S., &amp; Hooley, J.M. (2017). Abnormal psychology (17th ed.). Upper Saddle River, NJ: Pearson. Chapter 1: Abnormal Psychology: An Overview Chapter 2: Historical and Contemporary Views of Abnormal Behavior Chapter 3: Causal Factors and Viewpoints American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Introduction (pp. 5-17) Use of the Manual (pp. 19-24) Highlights of Changes from DSM-IV to DSM-5 (pp. 809 816) .
Theories of Maladaptive BehaviorLocate at least two peer-rev.docx from susannr
]]> 26 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofmaladaptivebehaviorlocateatleasttwopeer-rev-230121173333-ce8bbd4a-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories help frame more than presenting problemsthey also fram.docx /susannr/theories-help-frame-more-than-presenting-problemsthey-also-framdocx theorieshelpframemorethanpresentingproblemstheyalsofram-230121173332-b74f4ed1
Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .]]>
Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .]]> Sat, 21 Jan 2023 17:33:32 GMT /susannr/theories-help-frame-more-than-presenting-problemsthey-also-framdocx susannr@slideshare.net(susannr) Theories help frame more than presenting problemsthey also fram.docx susannr Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. . <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theorieshelpframemorethanpresentingproblemstheyalsofram-230121173332-b74f4ed1-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories help frame more than presenting problemsthey also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client&#39;s problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., &amp; Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 5772. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout Comparing Individual-Related and Structural/Cultural-Related Theories to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .
Theories help frame more than presenting problemsthey also fram.docx from susannr
]]> 5 0 https://cdn.slidesharecdn.com/ss_thumbnails/theorieshelpframemorethanpresentingproblemstheyalsofram-230121173332-b74f4ed1-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 THEORETICAL REVIEWPlease read through these extensive assignmen.docx /slideshow/theoretical-reviewplease-read-through-these-extensive-assignmendocx/255441775 theoreticalreviewpleasereadthroughtheseextensiveassignmen-230121173332-7ff20ea0
THEORETICAL REVIEW Please read through these extensive assignment instructions carefully. If you allow yourself enough time on this assignment, you can work with an online writing tutor by going to this website : https://case.fiu.edu/writingcenter/make-an-appointment/index.html OVERVIEW OF THE PAPER In this Gordon Rule Writing course, you will complete three writing assignments that build on each other to facilitate your progress. The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills . SELECTION OF THE TOPIC 1. Select Section From the sections of our course textbook on communication theories, you will choose three sections to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook -- The Self and Messages . This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook. The sections on communication theories are: The Self and Messages (Chapters 4, 5, 6, 7) Relationship Development (Chapters 8, 9, 10, 11) Groups and Organizations (Chapters 14, 17) Culture and Diversity (Chapters 27, 28) Public and Media (Chapters 18, 21, 25, 26) 2. Select a Theory from each section From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1)The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research. With that theory, you should research how the theory applies to some aspect of communication of interest to you. For example, here are some topics (sections of the text, theories, communication aspect) that other students have previously chosen: The Self and Messages Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life). Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life). Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life). Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life) Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life) Relationship Development Uncertainty Reduction Theory, interpersonal.]]>
THEORETICAL REVIEW Please read through these extensive assignment instructions carefully. If you allow yourself enough time on this assignment, you can work with an online writing tutor by going to this website : https://case.fiu.edu/writingcenter/make-an-appointment/index.html OVERVIEW OF THE PAPER In this Gordon Rule Writing course, you will complete three writing assignments that build on each other to facilitate your progress. The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills . SELECTION OF THE TOPIC 1. Select Section From the sections of our course textbook on communication theories, you will choose three sections to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook -- The Self and Messages . This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook. The sections on communication theories are: The Self and Messages (Chapters 4, 5, 6, 7) Relationship Development (Chapters 8, 9, 10, 11) Groups and Organizations (Chapters 14, 17) Culture and Diversity (Chapters 27, 28) Public and Media (Chapters 18, 21, 25, 26) 2. Select a Theory from each section From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1)The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research. With that theory, you should research how the theory applies to some aspect of communication of interest to you. For example, here are some topics (sections of the text, theories, communication aspect) that other students have previously chosen: The Self and Messages Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life). Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life). Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life). Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life) Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life) Relationship Development Uncertainty Reduction Theory, interpersonal.]]> Sat, 21 Jan 2023 17:33:32 GMT /slideshow/theoretical-reviewplease-read-through-these-extensive-assignmendocx/255441775 susannr@slideshare.net(susannr) THEORETICAL REVIEWPlease read through these extensive assignmen.docx susannr THEORETICAL REVIEW Please read through these extensive assignment instructions carefully. If you allow yourself enough time on this assignment, you can work with an online writing tutor by going to this website : https://case.fiu.edu/writingcenter/make-an-appointment/index.html OVERVIEW OF THE PAPER In this Gordon Rule Writing course, you will complete three writing assignments that build on each other to facilitate your progress. The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills . SELECTION OF THE TOPIC 1. Select Section From the sections of our course textbook on communication theories, you will choose three sections to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook -- The Self and Messages . This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook. The sections on communication theories are: The Self and Messages (Chapters 4, 5, 6, 7) Relationship Development (Chapters 8, 9, 10, 11) Groups and Organizations (Chapters 14, 17) Culture and Diversity (Chapters 27, 28) Public and Media (Chapters 18, 21, 25, 26) 2. Select a Theory from each section From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1)The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research. With that theory, you should research how the theory applies to some aspect of communication of interest to you. For example, here are some topics (sections of the text, theories, communication aspect) that other students have previously chosen: The Self and Messages Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life). Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life). Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life). Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life) Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life) Relationship Development Uncertainty Reduction Theory, interpersonal. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalreviewpleasereadthroughtheseextensiveassignmen-230121173332-7ff20ea0-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> THEORETICAL REVIEW Please read through these extensive assignment instructions carefully. If you allow yourself enough time on this assignment, you can work with an online writing tutor by going to this website : https://case.fiu.edu/writingcenter/make-an-appointment/index.html OVERVIEW OF THE PAPER In this Gordon Rule Writing course, you will complete three writing assignments that build on each other to facilitate your progress. The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills . SELECTION OF THE TOPIC 1. Select Section From the sections of our course textbook on communication theories, you will choose three sections to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook -- The Self and Messages . This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook. The sections on communication theories are: The Self and Messages (Chapters 4, 5, 6, 7) Relationship Development (Chapters 8, 9, 10, 11) Groups and Organizations (Chapters 14, 17) Culture and Diversity (Chapters 27, 28) Public and Media (Chapters 18, 21, 25, 26) 2. Select a Theory from each section From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1)The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research. With that theory, you should research how the theory applies to some aspect of communication of interest to you. For example, here are some topics (sections of the text, theories, communication aspect) that other students have previously chosen: The Self and Messages Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life). Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life). Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life). Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life) Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life) Relationship Development Uncertainty Reduction Theory, interpersonal.
THEORETICAL REVIEW Please read through these extensive assignmen.docx from susannr
]]> 16 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalreviewpleasereadthroughtheseextensiveassignmen-230121173332-7ff20ea0-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx /slideshow/theoretical-medicine-bioethics-35-3142-to-treat-a-psycdocx/255441770 theoreticalmedicinebioethics3531-42-230121173332-95662502
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psychopath Heidi L. Maibom Recent successes in manipulating the activity of the brain more or less directlye.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitterspromise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individuals worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant. 1. The Trouble with Psychopaths By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subjects mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a persons mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.] On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2.]]>
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psychopath Heidi L. Maibom Recent successes in manipulating the activity of the brain more or less directlye.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitterspromise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individuals worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant. 1. The Trouble with Psychopaths By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subjects mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a persons mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.] On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2.]]> Sat, 21 Jan 2023 17:33:32 GMT /slideshow/theoretical-medicine-bioethics-35-3142-to-treat-a-psycdocx/255441770 susannr@slideshare.net(susannr) Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx susannr Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psychopath Heidi L. Maibom Recent successes in manipulating the activity of the brain more or less directlye.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitterspromise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individuals worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant. 1. The Trouble with Psychopaths By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subjects mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a persons mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.] On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalmedicinebioethics3531-42-230121173332-95662502-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theoretical Medicine &amp; Bioethics, 35, 31-42. To Treat a Psychopath Heidi L. Maibom Recent successes in manipulating the activity of the brain more or less directlye.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitterspromise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individuals worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant. 1. The Trouble with Psychopaths By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subjects mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a persons mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.] On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2.
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx from susannr
]]> 9 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalmedicinebioethics3531-42-230121173332-95662502-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docx /slideshow/theoretical-framework-for-a-family-and-palliative-nursdocx/255441764 theoreticalframeworkforafamilyandpalliativenurs-230121173332-a8648b6a
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER Presented by: Iriabel Nepravishta * INTRODUCTION Peplaus Theory Interpersonal Relationship Challenge Facing Palliative Care Practitioners Impact of Society Perception of Palliative Care on Health Care Outcomes Ways in which Peplaus Theory can be used to address the Scope of Practice Restriction Challenge Perspective Offered through the Application of Peplaus Theory Conclusion References A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015). * PEPLAUS THEORY INTERPERSONAL RELATIONSHIP Three phases: orientation, working and termination phases Establish therapeutic relationship to provide better patient care. A guide for resolution of the issues and concerns Peplaus Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplaus theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015). This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015). * CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS Perception of Palliative Care. Different approaches of care among health care providers Family conflicts. Cultural differences Todays society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.]]>
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER Presented by: Iriabel Nepravishta * INTRODUCTION Peplaus Theory Interpersonal Relationship Challenge Facing Palliative Care Practitioners Impact of Society Perception of Palliative Care on Health Care Outcomes Ways in which Peplaus Theory can be used to address the Scope of Practice Restriction Challenge Perspective Offered through the Application of Peplaus Theory Conclusion References A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015). * PEPLAUS THEORY INTERPERSONAL RELATIONSHIP Three phases: orientation, working and termination phases Establish therapeutic relationship to provide better patient care. A guide for resolution of the issues and concerns Peplaus Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplaus theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015). This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015). * CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS Perception of Palliative Care. Different approaches of care among health care providers Family conflicts. Cultural differences Todays society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.]]> Sat, 21 Jan 2023 17:33:31 GMT /slideshow/theoretical-framework-for-a-family-and-palliative-nursdocx/255441764 susannr@slideshare.net(susannr) THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docx susannr THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER Presented by: Iriabel Nepravishta * INTRODUCTION Peplaus Theory Interpersonal Relationship Challenge Facing Palliative Care Practitioners Impact of Society Perception of Palliative Care on Health Care Outcomes Ways in which Peplaus Theory can be used to address the Scope of Practice Restriction Challenge Perspective Offered through the Application of Peplaus Theory Conclusion References A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015). * PEPLAUS THEORY INTERPERSONAL RELATIONSHIP Three phases: orientation, working and termination phases Establish therapeutic relationship to provide better patient care. A guide for resolution of the issues and concerns Peplaus Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplaus theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015). This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015). * CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS Perception of Palliative Care. Different approaches of care among health care providers Family conflicts. Cultural differences Todays society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalframeworkforafamilyandpalliativenurs-230121173332-a8648b6a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER Presented by: Iriabel Nepravishta * INTRODUCTION Peplaus Theory Interpersonal Relationship Challenge Facing Palliative Care Practitioners Impact of Society Perception of Palliative Care on Health Care Outcomes Ways in which Peplaus Theory can be used to address the Scope of Practice Restriction Challenge Perspective Offered through the Application of Peplaus Theory Conclusion References A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015). * PEPLAUS THEORY INTERPERSONAL RELATIONSHIP Three phases: orientation, working and termination phases Establish therapeutic relationship to provide better patient care. A guide for resolution of the issues and concerns Peplaus Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplaus theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015). This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015). * CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS Perception of Palliative Care. Different approaches of care among health care providers Family conflicts. Cultural differences Todays society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docx from susannr
]]> 49 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalframeworkforafamilyandpalliativenurs-230121173332-a8648b6a-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theoretical PerspectivesSince Childrens Literature is written f.docx /slideshow/theoretical-perspectivessince-childrens-literature-is-written-fdocx/255441762 theoreticalperspectivessincechildrensliteratureiswrittenf-230121173330-87702924
Theoretical Perspectives Since Children's Literature is written for the child audience, authors and illustrators need to understandhow children developemotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understandhow children learnin order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories,includingPiaget'stheory on how children develop cognitively,Kohlberg's theory on how children learn moral reasoning, andErikson's stages on how a child develops psychologically. You will also learn about twoeducational theoriesin children's literature, including Vygotsky's Social Development Theory andRosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course. Piaget's Theory of Cognitive Development View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage? Stage 1: 0-2 Years of age--Sensorimotor Stage Childrengather informationabout the world through their senses and their movement. Stage 2: 2-6 years of age--Pre-Operational Stage Children develop language skills and begin touse symbolsto represent language. Stage 3: 7-11 Years of age--Concrete Operational Stage Children learn to usemental operationssuch as math reasoning. Stage 4: 12-Up Years of age--Formal Operational Stage Children learnabstract and moral reasoning. Kohlberg's Theory of Moral Development (An expansion on Piagets Theory) View the short video titled Kohlberg's Theory of Moral Development Explained! published by Learn My Test. Examine each level and stage carefully, and then consider the3 main criticismsof Kohlberg's theory: Level 1:Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need. Level 2:Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules. Level 3:Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws. Consider: Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children? What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not? Erikson's Stages of Development View the short video clip about Eri.]]>
Theoretical Perspectives Since Children's Literature is written for the child audience, authors and illustrators need to understandhow children developemotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understandhow children learnin order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories,includingPiaget'stheory on how children develop cognitively,Kohlberg's theory on how children learn moral reasoning, andErikson's stages on how a child develops psychologically. You will also learn about twoeducational theoriesin children's literature, including Vygotsky's Social Development Theory andRosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course. Piaget's Theory of Cognitive Development View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage? Stage 1: 0-2 Years of age--Sensorimotor Stage Childrengather informationabout the world through their senses and their movement. Stage 2: 2-6 years of age--Pre-Operational Stage Children develop language skills and begin touse symbolsto represent language. Stage 3: 7-11 Years of age--Concrete Operational Stage Children learn to usemental operationssuch as math reasoning. Stage 4: 12-Up Years of age--Formal Operational Stage Children learnabstract and moral reasoning. Kohlberg's Theory of Moral Development (An expansion on Piagets Theory) View the short video titled Kohlberg's Theory of Moral Development Explained! published by Learn My Test. Examine each level and stage carefully, and then consider the3 main criticismsof Kohlberg's theory: Level 1:Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need. Level 2:Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules. Level 3:Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws. Consider: Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children? What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not? Erikson's Stages of Development View the short video clip about Eri.]]> Sat, 21 Jan 2023 17:33:30 GMT /slideshow/theoretical-perspectivessince-childrens-literature-is-written-fdocx/255441762 susannr@slideshare.net(susannr) Theoretical PerspectivesSince Childrens Literature is written f.docx susannr Theoretical Perspectives Since Children's Literature is written for the child audience, authors and illustrators need to understandhow children developemotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understandhow children learnin order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories,includingPiaget'stheory on how children develop cognitively,Kohlberg's theory on how children learn moral reasoning, andErikson's stages on how a child develops psychologically. You will also learn about twoeducational theoriesin children's literature, including Vygotsky's Social Development Theory andRosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course. Piaget's Theory of Cognitive Development View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage? Stage 1: 0-2 Years of age--Sensorimotor Stage Childrengather informationabout the world through their senses and their movement. Stage 2: 2-6 years of age--Pre-Operational Stage Children develop language skills and begin touse symbolsto represent language. Stage 3: 7-11 Years of age--Concrete Operational Stage Children learn to usemental operationssuch as math reasoning. Stage 4: 12-Up Years of age--Formal Operational Stage Children learnabstract and moral reasoning. Kohlberg's Theory of Moral Development (An expansion on Piagets Theory) View the short video titled Kohlberg's Theory of Moral Development Explained! published by Learn My Test. Examine each level and stage carefully, and then consider the3 main criticismsof Kohlberg's theory: Level 1:Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need. Level 2:Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules. Level 3:Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws. Consider: Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children? What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not? Erikson's Stages of Development View the short video clip about Eri. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalperspectivessincechildrensliteratureiswrittenf-230121173330-87702924-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theoretical Perspectives Since Children&#39;s Literature is written for the child audience, authors and illustrators need to understandhow children developemotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understandhow children learnin order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories,includingPiaget&#39;stheory on how children develop cognitively,Kohlberg&#39;s theory on how children learn moral reasoning, andErikson&#39;s stages on how a child develops psychologically. You will also learn about twoeducational theoriesin children&#39;s literature, including Vygotsky&#39;s Social Development Theory andRosenblatt&#39;s Reader&#39;s Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children&#39;s literature you will analyze in this course. Piaget&#39;s Theory of Cognitive Development View the short film clip titled &quot;Piaget&#39;s Stages of Cognitive Development&quot; published by Khan Academy to gain perspective on Piaget&#39;s theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children&#39;s learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage? Stage 1: 0-2 Years of age--Sensorimotor Stage Childrengather informationabout the world through their senses and their movement. Stage 2: 2-6 years of age--Pre-Operational Stage Children develop language skills and begin touse symbolsto represent language. Stage 3: 7-11 Years of age--Concrete Operational Stage Children learn to usemental operationssuch as math reasoning. Stage 4: 12-Up Years of age--Formal Operational Stage Children learnabstract and moral reasoning. Kohlberg&#39;s Theory of Moral Development (An expansion on Piagets Theory) View the short video titled Kohlberg&#39;s Theory of Moral Development Explained! published by Learn My Test. Examine each level and stage carefully, and then consider the3 main criticismsof Kohlberg&#39;s theory: Level 1:Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need. Level 2:Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules. Level 3:Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws. Consider: Why is Kohlberg&#39;s theory on moral development important for authors to be aware of as they write literature for children? What are the 3 main criticisms of Kohlberg&#39;s theory? Are these criticisms justifiable? Why or why not? Erikson&#39;s Stages of Development View the short video clip about Eri.
Theoretical PerspectivesSince Childrens Literature is written f.docx from susannr
]]> 27 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoreticalperspectivessincechildrensliteratureiswrittenf-230121173330-87702924-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/theoryintopracticefoursocialworkcasestudiesinthisco-230121173335-df430284-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/theory-into-practice-four-social-work-case-studies-in-this-codocx/255441831 Theory Into Practice F... https://cdn.slidesharecdn.com/ss_thumbnails/theoryappliedtoinformaticsnovicetoexpertcjni-230121173334-8223e178-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/theory-applied-to-informatics-novice-to-expertcjninetjoudocx/255441827 Theory applied to info... https://cdn.slidesharecdn.com/ss_thumbnails/theorizingleadershiptraittheory-howtallsomeoneishair-230121173335-69791f07-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/theorizing-leadershiptrait-theory-how-tall-someone-is-hair-docx/255441821 Theorizing LeadershipT...