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Impact of Lack of Family Cohesion on Child Adjustment

Does a lack of family cohesion effect child adjustment depending on the level of threat the child faces in their local area? Abstract The effect of a lack of family cohesion on child adjustment was examined depending on the level of threat the child faces in their local area in Northern Ireland. This is in terms of the impact that political violence and political conflict can have on the family unit and on the child. The participants were parents of primary school children who were between the ages of 6 and 10 years old and they participated in the study by completing a structured questionnaire. A multiple linear regression was carried out and the results show a significant effect of family cohesion on child adjustment. The effect was found to be significant when the family lived in an interfaced area. The high level of threat faced by the families in interfaced areas is therefore shown to be related significantly to the level of family cohesion within that family unit and the child’s adjustment abilities. Introduction The political conflict that had a huge impact on Northern Ireland is known as ‘The Troubles’. The Troubles consist of a 30-year period of conflict that started in the late 1960’s. A civil rights movement commenced to achieve equality, this included things such as an end to gerrymandering by the Unionist government and fairer access to social housing for Catholics. The heart of the conflict was the issue of national identity for both sides of the conflict. The Unionist majority swore their allegiance to Her Majesty the Queen and wanted to remain as part of the United Kingdom whereas the Nationalist/ Republican minority wished to be reunited with the Republic of Ireland and become self-governing (BBC website, 2017). During the 30 years of The Troubles, more than 3500 people had been killed by The British Army, Republican Paramilitaries most predominately The Provisional Irish Republican Army as well as Unionist/ Loyalist Paramilitaries which included The Ulster Volunteer Force (UVF) and The Ulster Defence Association (UDA). There were a number of events that lead to the decommissioning of weapons and the implementation of the Good Friday Agreement. The Good Friday Agreement was introduced in April 1998 and a referendum was held in Northern Ireland on the 22nd of May with 71% of voters supporting the agreement. The first executive was elected in November of 1999 and the IRA announced that arms were being put beyond use(CAIN website, 2017). Both the Catholic and Protestant people believed that the other group were in a more favourable position than themselves, this is likely to be because even today Northern Ireland is segregated highly socially and demographically. This high level of segregation became more realistic during ‘The Troubles’ when Peace walls began to be constructed to place a physical barrier between the Catholic and Protestant communities. There are many interfaces in Northern Ireland and a lot of these are in Belfast, they are most popular in areas that are known as interface areas. Examples of these interfaces include those in the Shankill and the Falls Road or Tiger’s Bay and the New Lodge. Markers of interface area don’t always tend to be peace walls; they can also be roads or a park. The fact that these interfaces are in place creates interface areas, the definition given to an interfaced area is “the intersection of segregated and polarized working-class residential zones, in areas with a strong link between territory and ethno-political identity.”. A lot of the time these areas experience a high number of incidences described to be sectarian violence (Northern Ireland Foundation, 2017). This segregation was also obvious in the education system in Northern Ireland with most schools being segregated based on religion. In 2016 around 90% of school children still attended schools that are mainly Catholic or manly Protestant. These schools are usually situated in Catholic or Protestant communities which are unlikely to be overly welcoming to those of the opposite side. These schools are in both interfaced and non-interfaced areas but those in interfaced areas are likely to experience differences to what children in non-interfaced areas would experience. An example of this is the blockade experienced in the Ardoyne area in 2001 when school children from Holy Cross Primary school were unable to attend school without being verbally abused on their way. This was due to issues that the close by Loyalist community had with attacks on their homes (Northern Ireland Assembly, 2017). Therefore, it is likely that attending a school in an interfaced area is likely to impact children in many ways. In much of the previous research around political violence and conflict in Northern Ireland, any crimes classed to be of a sectarian nature are referred to as Sectarian Antisocial behaviour (SAB). This is based on the SAB scale which was developed in Northern Ireland where information was gathered in order to develop a scale that would culturally informed (Taylor, Merrilees, Campbell, Shirlow, Cairns, Goeke-Morey
The purpose of this discussion is for you to demonstrate an understanding of the DNP-prepared nurse’s role in the work of both appraising statistical tests in quantitative research studies and application of statistical tests to a practice change project. Instructions Consider the following scenario: As a DNP-prepared nurse working in a rural clinic, you have a large population of patients with type 2 diabetes whose HbA1c levels are greater than 7% and body mass index (BMI) is over 30. You design a 9-month practice change project to impact these values. Based on an exhaustive search and appraisal of research studies, you select an evidence-based intervention—diabetic self-management education (DSME)—to translate to your local rural clinic. The evidence-based intervention includes exercise, healthy eating, and understanding the importance of regular blood glucose monitoring. Before implementing the intervention, you retrieve aggregate data from 3, 6, and 9 months from medical records prior to the intervention being implemented. Data included HbA1c levels, BMIs, and numbers of patients with uncontrolled HbA1c. You also collected demographic data. You collect the same data at 3, 6, and 9 months after implementation of the evidence-based intervention (DSME). Pre-implementation and post-implementation data include the following. As a DNP-prepared nurse, you will analyze descriiptive statistics, such as measures of central tendency and variability, to describe outcomes of a practice change project. Reflect upon this scenario and the data presented. What conclusions would you make at the end of this practice change project? What recommendations would you make to stakeholders for continuing the diabetes self-management education (DSME) program based on these results? In order to respond to this discussion question, you will first need to complete the following calculations and consider responses to your analysis of the descriiptive statistics. Perform the following calculations: Based on the data set provided, calculate the average percentage of patients with uncontrolled diabetes (HbA1c>7) both pre-implementation and post-implementation. Next, calculate the mean pre-implementation and post-implementation HbA1c values for patients involved in this practice change project. Now calculate the pre-implementation and post-implementation median score of HbA1c levels. Next, calculate the pre-implementation and post-implementation standard deviation of HbA1c levels of patients involved in the practice change project. The standard deviation will determine the spread of increase or decrease in HbA1c levels. Finally, calculate the pre-implementation and post-implementation range of HbA1c levels. If no outliers exist, the range will determine how close together HbA1c levels are in the patients involved. Based on your analysis of the descriiptive statistics, what determinations related to the mean HbA1c levels following implementation of the evidence-based intervention can be made? As you reflect upon HbA1c levels, you observe that patient #10 HbA1c levels are an outlier. What does this do to your understanding of the data? Course Outcomes This discussion enables the student to meet the following course outcome(s): Evaluate selected statistical methods for the purposes of critiquing research to complement the critical appraisal of evidence. (PO 3, 5, 9) Analyze research and non-research data for the purposes of critical appraisal and judgment of evidence for translation into practice. (PO 1, 3, 5, 7, 9)

They Say/ I Say type essay, English homework help

They Say/ I Say type essay, English homework help.

Summarize and respond to the following essay in They Say/ I Say:Richard Mueller, “Nuclear Waste”after an engaging introduction, you’ll summarize the writer’s argument consider some of the following questions: What other argument(s) is the writer responding to? Is the writer disagreeing or agreeing with something, and if so, what? What is motivating the writer’s argument? Be sure to use quotations where helpful BUT not as a substitute for ideas you could summarize. take few paras for this..Then locate yourself in the conversation among the texts: How do you respond to the author’s ideas, maybe just a small point he or she makes? Do you agree with a difference? Disagree? Agree and Disagree? What other ideas have you encountered might be pertinent? Use quotations where useful, you can use pronouns if you wish.. take a few paras for this also..In your conclusion, tell why does it matter? why is this conversation worth having? who does it affect? what implications will it have in the future? > work should be at least 4 pages long..this is the link where you can read about They Say/ I Say and in the Reading section you can find “Nuclear Waste”http://research.uvu.edu/Albrecht-Crane/3090/links_files/TheySayISay.pdf 
They Say/ I Say type essay, English homework help

ST Thomas University Pharmacological Effects & Management of Cervical Cancer Case Study

assignment helper ST Thomas University Pharmacological Effects & Management of Cervical Cancer Case Study.

For this assignment, you will write a paper on the pharmacological management of the disease. The paper should include a review of the:Select a disease process that is of interest to you.Pathophysiology of the disease state.Review of the pharmacological agents used for treatment and important information related to advanced practice nurse.Each student will clearly write a title for this topic: For examples, “Pharmacological Effects of Anti-Hypertensive Medications in the Management of Hypertension”.Due in module 7.Submission Instructions:The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.The paper should be formatted per current APA and 5-7 pages in length, excluding the title, abstract and references page.Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.Grading Rubric Your assignment will be graded according to the grading rubric.
ST Thomas University Pharmacological Effects & Management of Cervical Cancer Case Study

Job Analysis Research Exercise: 2c

Job Analysis Research Exercise: 2c. Paper details ***Make sure this is explained very well and clear, as this professor always asks the question if the entire subject and questions are not completely explained.***…………………… ***PLEASE READ AND FOLLOW ALL DIRECTIONS***……….. ***DO NOT use any title, no headings, no labels, ONLY use the two pages with ONLY the assignment writing its self!***…………………………………………………………………………………………….>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Professor said,…….. “Job analysis seeks to simplify the many skills associated with various jobs—cognitive, physical, etc.—and create the most productive and well-designed jobs possible. Further, job analysis hopes to identify the key components of each job so that employees can be properly trained and assessed with respect to their job performance. “…………………………………………. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>INSTRUCTIONS<<<<<<<<<<<<<<<<< A. Through online or in-person analysis, research a job that you currently have or would like to have one day, (PLEASE USE COUNSELING as the job you want to have) using the job analysis concepts/processes from the required reading. B. The assignment should be in outline, bullet point format. 1. Define the job…………………………………………………………………………… 2. Discuss the key requirements for someone fulfilling that job (KSAO’s)………………………………………………………………………………… 3. Distinguish between cognitive abilities needed for the job versus personality types needed………………………………………. 4. Describe the key duties…………………………………………………………. 5. Discuss average salaries for the job (In Ohio) ………………….. *Be sure to include information from appropriate texts with proper citations. ***PLEASE USE CHRISTIAN BASED ANSWERS MOST OF THE TIME***………………………………………….. ***Make sure this is explained very well and clear, as this professor always asks the question if the entire subject and questions are not completely explained.***…………………… I will send you the book and chapters for the class. : [Landy, F. J.Job Analysis Research Exercise: 2c

ERAU Role of Customer Service Through Customer Relationship Management Discussion

ERAU Role of Customer Service Through Customer Relationship Management Discussion.

Hi,Here is this week’s discussion:ViewA Blueprint for CRM Success (YouTube, 55:46) (Links to an external site.)ScenarioAssume you have been asked to oversee a new IT Project to
implement a Customer Relationship Management (CRM) system for a large
organization. View the following video regarding CRM implementation
issues. As a project manager for a CRM implementation project, would you
agree or disagree with the strategies and approaches described in this
video. Provide a detailed explanation of your reasoning.Respond to two other classmates to recommend best practices and
pitfalls to avoid when implementing a CRM system as well as vendor
relationship management.
ERAU Role of Customer Service Through Customer Relationship Management Discussion

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