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Theorizing about Health Communication Summary Commentary and Questions

Theorizing about Health Communication Summary Commentary and Questions.

A QC is a 3-4 page (single spaced) summary, commentary, and question(s) of the assigned readings for the class period/topic. You should summarize each reading for that class period/topic (you do not need to summarize any popular press readings). Each article summary should be approximately 1 paragraph (be concise). This is your chance to demonstrate that not only did you do the readings, but you can cull out the major elements of the readings and make connections between readings. After the summaries, you should write a brief commentary that includes reactions to the readings, connections you see between the readings, and/or concerns you have about the readings (arguments against, etc.). This section will be 1-2 pages. Finally, you should pose questions—questions you still have after completing the readings, questions about connections, theoretical questions, etc. This section is incredibly important as I will use your comments to guide our discussions.Other important information for the assignment:4 points for summary5 points for commentary1 point for questions2. Each QC should be typed and proofread. Also, don’t forget to put your name and the class topic at the top of the QC (just to make sure that you didn’t post to the wrong assignment post).3. You do not need a title page or reference page (unless you are citing material not covered in class).4. Make sure to follow APA format rules—12 point font, Times New Roman, 1” margins on each side.No pologarizmEvery article has main idea try to find that main idea and what they found about it. DON’T USE ABSTRACT.I will add the articles and an example of how to do it.Please GO TO MORE DETAILS.
Theorizing about Health Communication Summary Commentary and Questions

SOCW 6204 Walden University Med Social Work Response Discussion.

Case Study 2: A 14-year-old boy was infected with HIV during birth. He tells his social worker that he is going to develop an intimate relationship with his new girlfriend. The boy’s parents are concerned about stigma and discrimination and have chosen not to tell the boy about his HIV status. Respond to at least two different colleagues’ postings in one or more of the following ways: Provide a constructive critique of your colleague’s post by sharing a different perspective of the dilemma. Post additional challenges when applying ethical codes. Refute or validate your colleagues’ ethical decisions. Provide your rationale by referring to the NASW Code of Ethics. Be sure to use references: DB 1 Alecia, I chose scenario 2, where a boy was born infected with HIV and his parents were hesitant to disclose it to him due to stigma. This was a very complex ethical issue The patient was entering a romantic relationship and was unaware of his status. The ethical standards that relates to this scenario is 1.01 Commitment to Clients and 1.07 Privacy and Confidentiality. My concern would be the patient’s health and his knowledge of his status so that he can get proper treatment, education and support. While my commitment to the patient and his family are to provide quality care and protect his privacy, it is worth considering the public health risk and possible infection of his girlfriend and other partners. This has to be balanced with maintaining the confidentiality of the patient’s status unless permitted by law of consent. Without treatment of the virus, it is a risk to the patient’s health and more of a risk to his partners. Not knowing his status does not give him an opportunity to get the proper care, education and support he needs (medical, psychiatric / psychological) in order to adjust having HIV. There is a delicate balance – the age, intellectual / emotional capacity of the child and developmental stage (sexually mature) have to be factored in the choice to disclose. For that reason, I would ask for permission to involve a mediator so that all of the options could be map out the options to decide which way to go. (Klietzman, et. al, 2008) Klietzman, et. al found that it was most beneficial when caregivers exposed HIV status to the child. HIPAA, 45 CFR §164.512(b)(1)(i) states that covered HIPAA-covered entities, such as medical providers may (CDPH, 2019) alert the CDC of a person’s status without consent needed (CDPH, 2019; CDPH. 2017) It is mandatory to report the son’s person to the public health officer so that research can be done in effort to contain the incidence and minimize spread. (CDPH, 2019) In the state of California, not reporting to the health authorities can result in a misdemeanor conviction. (CDPH, 2019) With HIV status there are a lot of protections so that disclosure can only happen with consent. (CDPH, 2019) There is also an exception to disclosure that a physician or surgeon can disclose a to a partner without identifying information once a test result is confirmed. I would also have an obligation to disclose this to other medical professionals that are involved in providing services to the son. . Before disclosure to any one, a test would have to be performed to confirm the diagnosis, if results are not already available. This would require consent. An minor is able to consent as early as 12 years old to testing and services (CDC, 2020), disclosure guidelines are unclear. (Klietman, et. al, 2008) The law assumes that the parents act in the best interest of the child, so it is important to work with the parents as much as possible until a risk is posed, after which, I would have to re-consider disclosing to the child after consulting our Ethics Committee. (Klietzman, et. al, 2008) References California Department of Public Health, CDPH. (2019) Office of AIDS: HIV Laws. https://www.cdph.ca.gov/Programs/CID/DOA/Pages/HIVLaws.aspx California Department of Public Health, CDPH. (2019) Office of AIDS: HIV Laws: HIPPAA and public health disclosures. https://www.cdph.ca.gov/Programs/CID/DOA/CDPH%20Do… California HIV/AIDS Policy Research Centers. (n.d.) CA HIV Laws. https://californiaaidsresearch.org/topic- areas/hiv-laws_final.pdf Center for Disease Control. (2020) Minors’ consent laws for HIV and STD services. https://www.cdc.gov/hiv/policies/law/states/minors.html Klitzman, R., Marhefka, S., Mellins, C., & Wiener, L. (2008). Ethical issues concerning disclosures of HIV diagnoses to perinatally infected children and adolescents. The Journal of clinical ethics, 19(1), 31–42. National Association of Social Workers. (2017). Code of ethics of the National Association of Social DB 2 Katherine, For the purpose of this discussion I have chosen to focus on case study #2 regarding the 14-year-old boy who was infected with HIV during birth and is wanting to develop an intimate relationship with his new girlfriend, however, his parents are concerned about the stigma and discrimination that their son may face if they let him know of his diagnosis and have chosen not to tell him about his HIV status. Post an explanation of the ethical dilemma in the case you selected. When reading this case study immediately it seems as though there are two ethical dilemmas in the case. First, for me is that I feel the 14-year-old boy has a right to know about his diagnosis, yet the parents are wanting to hold off on letting him know due to potential stigma and discrimination that may occur as a result. It results in an ethical dilemma of does the young boy have a right to know the truth about his HIV diagnosis and if so, does this violate the right of his Mother’s privacy regarding her own diagnosis? Another ethical dilemma this may pose for a social worker is the difficulty of hearing the client mention that he plans to become sexually active with an individual, knowing that the client isn’t aware of their own diagnosis due to the parents choice to conceal that information and knowing that that now means another individual is potentially at risk of contracting the HIV without any proper warning. From the perspective of the medical social worker, explain which ethical standards need to be considered and how those standards may suggest different ethical courses of action. The first ethical standard that needs to be considered is standard 1.01 Commitment to Clients. in regards to this standard, Barnett (n.d.) points out that one of the major concerns involves the different but related roles of ethics, law, and clinical practice and regards to the “duty to warn and duty to protect” statutes. Another crucial reason why as mental health professionals we must be current with local, state, and federal laws as they pertain to practice with clients. For instance, in the state of California the duty to warn and/or duty to protect statutes do not apply to a client who is HIV positive, disclosing they plan to engage in sexual activities with another individual and therefore the social worker has no grounds to disclose their client’s diagnosis without their consent to do so. This also ties in with ethical standard 1.07 Privacy and Confidentiality. Explain how you might respond to the ethical dilemma as the medical social worker in this case. According to Mandalazi, Bandawe, and Umar (2014) it is usually the parents or guardians of children and adolescents who are faced with the task of informing the child living with HIV about his or her positive status, and according to Klitzman, Marhefka, Mellins, and Wiener (2008), healthcare workers often disagree with caregivers or parents about whether, when, and how to disclose HIV serostatus to perinatally HIV-infected children and adolescents. As the medical social worker, I would work with both of the parents separately from the client to provide and empathize with their concerns around telling their son, however, I would also provide psychoeducation around the potential harm that could arise if they continue to choose not to tell him, such as: he becomes sexually active and potentially passes HIV on to someone else, or if he ends up upset or resentful that his parents didn’t tell him sooner, how his adherence to treatment may increase if he is made aware, etc. Essentially respectfully weighing out a lot of the pros and cons that exist around deciding whether or not to tell their son. In the state of California minors can consent to HIV testing or treatment as well as consent to STI services as young as 12 years old without parental consent or knowledge. I would also offer support services around how they can tell their son if they at that point decide to and offer to be present and provide family services if needed. This may help ease the parents to know they will have support present during a high stress conversation. If the parents still decide they are still not quite ready to disclose this information to their son then working with them to determine the best time to move forward with the disclosure process and work out a plan and course of action. When working with the client providing information around practicing safe sex as well as his rights to any confidential testing/screenings for STI’s or HIV if he so chooses as he is above the age limit of 12 years old to consent in the state of California. Explain two ethical responsibilities for a medical social worker in response to this case. There are several ethical responsibilities that exist in this case. One ethical responsibility for a medical social worker in this case would be to demonstrate competence. Under ethical standard 1.04 social workers need to be knowledgeable and comply with laws, regulations, and standards as it pertains to this particular scenario and the ethical dilemmas it poses, while also exercising careful judgment. Another ethical responsibility for the medical social worker falls within ethical standard 1.01 Commitment to Clients, in which the medical social worker has a primary responsibility to promote the well-being of the 14-year-old and also advocate on his behalf. References Barnett, J. (n.d.). Is there a Duty to Warn When Working with HIV-Positive Clients? Retrieved from https://societyforpsychotherapy.org/ask-the-ethici… Klitzman, R., Marhefka, S., Mellins, C., & Wiener, L. (2008). Ethical issues concerning disclosures of HIV diagnoses to perinatally infected children and adolescents. The Journal of clinical ethics, 19(1), 31-42. Mandalazi, P., Bandawe, C., & Umar, E. (2014). HIV Disclosure: Parental dilemma in informing HIV infected children about their HIV status in Malawi. Malawi medical journal: the journal of Medical Association of Malawi, 26(4), 101-104. National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of…
SOCW 6204 Walden University Med Social Work Response Discussion

Timberland High School Determine the Concentration of The HJa Solution Questions.

I’m working on a chemistry project and need guidance to help me understand better.

This project is on chapter’s 6 and 7-Composition of Substances and Solutions-Stoichiometry of Chemical ReactionsLink to textbook: https://openstax.org/details/books/chemistry-atoms…Tips:-For questions talking about learning goals you must be very specific. *put in own words*undefinedExample: learning goal for a Bohr Model question-The learning goal for this question is (look at textbook chapter 3.2) to describe the Bohr model of a hydrogen atom, and use the Rydberg equation to calculate the energies either admitted or absorbed by the atoms.-If the next question is asking for examples, look through the chapter and find an example displaying the topic of the learning objective.Example: textbook example for a Bohr Model question-An example from the textbook would be (look in textbook chapter 3.2) example 3.5 -OR IF YOU LOOK AT EXERCISESundefinedAn example from the textbook would be (look at exercises in the textbook) example #16 in the 3.2 The Bohr Model sectionALL WORK MUST BE WRITTEN OUT ON PAPER or TYPED IN THE DOCUMENT Thank you!
Timberland High School Determine the Concentration of The HJa Solution Questions

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Title of the Study To identify the prevalence of ineffective physical activity and unhealthy dietary pattern among MSc Nursing students; could lead to cardiovascular diseases. Significance of the Research Problem Global Burden of Cardio Vascular Diseases: There are many risk factors associated with coronary heart disease. Some risk factors such as age, ethnicity and family history, cannot be changed. Additional risk factors that can be treated or changed which include tobacco exposure, hypertension, high cholesterol, obesity, physical inactivity, diabetes, unhealthy diets, and harmful use of alcohol. In terms of attribute global deaths, the leading CVD risk factor is raised blood pressure 13%, tobacco use 9%, raised blood glucose 6%, physical inactivity 6 % and overweight and obesity 5% (World Health Organization, 2012). Low- and middle-income countries are disproportionally affected: over 80% of CVD deaths take place in low- and middle-income countries and occur almost equally in men and women (Mendis, Puska

Use of Social Media in a Workplace in Law Enforcement Analysis Paper

Use of Social Media in a Workplace in Law Enforcement Analysis Paper.

You need coherent sentences that are grammatically correct. You also need paragraphs that contain effective topic sentences, contain supporting details, and are logically organized (e.g., space, time, or order of importance). In short, all your postings should incorporate all the paragraph and writing techniques that you have learned from the Evergreen and Business Communication textbooks. Must be between 200 and 300 words. Please do not exceed 350 words. Identify your workplace/entity and then describe how YOUR workplace or entity uses social media. For instance, does it use social media to fight crime, to find criminals, or to build relationships with the local community? Does it use social media to deliver good news (e.g., suspect apprehended or coffee with a cop event) or to deliver bad news (e.g., traffic issues or recent crimes)? Does your workplace or entity use social media effectively? If yes, explain how. If no, explain what could be done differently. You may also identify the pros and cons of using social media for law enforcement purposes.If you are not employed full time or if your workplace uses little to no social media, you have another option. You may research how another law enforcement agency uses social media and then answer the questions above for that agency.You can use the workplace as a Police Dispatcher or if it’s easier for you, you may research how another law enforcement agency uses social media.
Use of Social Media in a Workplace in Law Enforcement Analysis Paper

Impact of Past Ice Streams on Antartic Sea Floor

programming assignment help How have past ice streams shaped the sea floor around Antarctica? Introduction Ice sheet reconstructions are of significant importance when researching interactions of ice sheets with the climate and ocean. By examining how ice sheets have responded to changes in the past, we are able to further understand how these ice sheets will react and change over future long-term timescales (Davies, 2018). An ice sheet can be defined as ‘a mass of glacial land extending more than 20,000 square miles’ (NSDIC, 2017), however the Antarctic ice sheet that we are studying extends over 5.4 million square miles (NSDIC, 2017). The Antarctic ice sheet is comprised of ice streams that are “a part of an inland ice sheet that flows rapidly through the surrounding ice” (Bentley, 1987). These ice streams are important to research as their behaviour and stability is essential to the overall dynamics of the Antarctica ice sheet and mass balance (Bennett, 2003). Once identified, ice streams can be used as an insight into past glacial behaviour and allow future prediction to be made of the response of contemporary ice sheets to future climate perturbations. (Stokes, 2001). Research has been undertaken to show that during the Last Glacial Maximum (LGM) the extent of the Antarctic ice sheet contributed 14m to the lowering of eustatic sea level (Denton, 2002). However, since the LGM, the Antarctica ice sheet has retreated, leaving a large range of geomorphological features uncovered. The aim of this report is to examine the submerged landscape surrounding the Antarctica and identify and examine the key geomorphological features formed by these ice streams and the dynamic processes that formed them. More specifically, this report will look at the Pine Island Trough (PIT) in the Amundsen Sea and the Ground-Zone Wedges (GZW) that were formed through the retreat of the Antarctica ice sheet. Methods Analysis in this report was mainly carried out through the use of ArcGIS. The multibeam echo-sounder dataset of the sea floor collected from the Antarctic continental shelf by the Swedish Icebreaker, RV Oden, in 2010 was used to construct topographic maps of the PIT floor. A hillshade raster for the bathymetric model was then created, made transparent and then placed over the PIT dataset. This allowed features on the sea floor terrain to be identified and examined such as the GZW. Through use of the 3D Analyst tool on ArcGIS, quantitative and qualitative data was produced examining the PIT area and the GZW within. This then allowed analysis to be undertaken on the subsequent results to help look at how ice streams formed the key features that were identified. Results Fig 1.3 Fig 1.4 Fig 1.1 Fig 1.1: Shows an overview map of the Pine Island Trough (PIT), including the hillshade raster, the surrounding Amundsen Sea bed elevation and the three different zones of focus (Area A, Area B and Area C) that will be referred to throughout this report Figure 1.2: Shows an overview map of where the Pine Island Trough (PIT) is located in relation to Antarctica and the relative size of the area. Figure 1.3: Shows an overview map of where the PIT is located in relation to the Antarctica coastline Figure 1.4: Shows a profile graph that has been created to show the PIT profile of the transect from A to B shown on figure 1.1. Figure 2.1: Shows the hillsade raster of the study area split into the 3 different sections (Area A, Area B and Area C) overlaying the Amundsen Sea bed elevation Figure 2.3: Shows Area B showing iceberg ploughmarks formed when the glacier retreated Figure 2.2: Shows Area C showing Mega Scale Lineation’s (MSGLs) formed when the glacier retreated Figure 2.4: Shows Area C (the largest GZW) also marked with MSGLs Fig. 4.2 Fig. 4.1 Fig 4.2: Shows the GZW transect profile graph. It highlights the GZW4 and GZW5. The decrease in depth at approx. 20,000m along the transect shows the division between the smaller GZW4 and the larger, longer GZW5. GZW4 has a length of 17,287m and an amplitude of 25.24m GZW5 has a length of 23,771m and an amplitude of 62.40m Fig 4.1: Shows an overview map showing Area A and B where the Grounding Wedge Zones are located. The GZW transect illustrated was used to produce Fig 4.2 Discussion: Through the use of ArcGIS, subglacial landforms on the sea bed in the Pine Island Trough (PIT) have manged to be identified and analysed. By looking at these landforms we are able to obtain a great deal of information about past behaviour of ice streams in the Antarctic and how these have formed the landforms identified. The most prominent feature identified and analysed through ArcGIS, was the Grounding Zone Wedges (GZW) which are widely assumed to have been formed as the ice sheet retreated after the Last Glacial Maximum 21,000 years ago. When the ice sheet retreated, sub glacial till was allowed to accumulate into 2 distinctive GZW located in Area A and Area B as shown in Figure 4.1. The two GZW grade upwards as you go away from the Antarctic coast, inferring that these features were formed through ice flow as the ice retreated. This is proven in Fig 4.2 where the GZW 5 is seen as deeper (has a greater amplitude) than GZW4. We can infer that GZW5 is older than GZW4 due to the ice retreat accepted as retreating towards the Antarctic coastline, and therefore as the GZW5 has a greater amplitude, it has had more time for sediment to accumulate. These GZW have formed due to several subglacial mechanisms that allowed sediment to build up when the ice became stationary creating these distinctive features. Jakobsson et al. (2012) used sediment fluxes to estimate that it takes over 1000 years for a wedge to form, indicating that the ice must have been stationary for a significant period of time. Subglacial till underlying the ice that assists ice flow becomes pushed out when the ice is stationary for a while (also known as ice stagnation). Ice stagnation can occur when certain subglacial processes taking place. The first of these is where changes in topographical gradient can cause the ice to stop retreating (Graham et al., 2010). This could be an increase in the gradient of the sea bed, resulting in the ice needing more energy to go up the gradient, causing the ice flow to stop until enough energy is provided to overcome this. Another of these factors that causes a significant decrease in ice velocity is a decrease in water pressure causing the ice stream and sediment coincide causing stagnation of the ice stream (Bennet, 2003). The wedge geometry that is formed is due to the lack of accommodation space at the ground line for sediment to move out as the ice retreats. The retreat of the glacier also leads to erosion through mechanisms such as plucking and abrasion at the bed leading to an increase in sediment being available to be deposited in a GZW. The effect these wedges have on the overlying ice is also significant. The deposition of the GZW elevates the grounding line off the sea floor and thickens the ice above it (Alley et al. ,2007). This then buffers the entire ice sheet against small rises in sea level which is significant in more recent times as sea levels begin to rise. In both Area A and Area C, Mega Scale Glacial Lineation’s (MSGLs) were identified as the main subglacial landform. As shown in Fig 2.2 and Fig 2.4, they can be seen clearly on the high resolution hillshade raster as ‘ridge-groove features formed in parallel patterns’ (Jakobson et al., 2012). MSGLs can be defined as “linear forms 10,000 to 100,000 m in length, which are most easily observed from aerial photographs or satellite images” (Clark, 1993). These MSGLs are said to have been formed from drumlins, as they are much larger and more elongated, and they provide evidence for areas in which there was a fast ice stream flow. Several theories as to how MSGLs form have been put forward but not one solution has been widely accepted due to the complexity of ice dynamics. Shaw et al. present the idea that MSGLs have been formed through erosion by turbulent meltwater flow however modern observations show that ice-sheet bedforms were created without meltwater floods. Another theory is the “bed deformation model” by that shows that MSGLs were formed through weak sediments being deformed by shear stress imparted on the sediment by the overlying ice. But this theory cannot explain the pattern phenomena through which drumlins and MSGLs form. The instability theory which is the most widely accepted, even though it cannot explain all formation aspects, was presented by Hindmarsh in 1998. It states that the coupled flow of ice and subglacial sediment may be inherently unstable, such that the ice-till surface could become spontaneously wavy with growth at a preferred wavelength. It implies that layers of materials with varying physical properties are prone to the development of instabilities (instabilities being said to occur in a system when small irregularities spontaneously grow to produce regular patterns, in this case MSGLs). This theory has not been researched enough to conclude whether this is how MSGLs are formed. These theories, plus others, are heavily contested and so MSGL formation is still very much unknown. Due to the importance of the presence of MSGLs linking to fast flowing ice streams, improved knowledge of how they are formed would result in a major advancement of the basal processes that impact on ice velocity and flow (Stokes et al., 2013). This entails further research being carried out on MSGLs identified around the Antarctic, not just in the PIT, to facilitate this advancement in knowledge. In Area B iceberg ploughmarks could be seen and identified across the entire Area. The form of these ploughmarks can vary significantly and depend on the type of sediment, the shape of the iceberg keel (usually V-shaped) and the motion of the iceberg (Shakesby, 1986). The presence of these ploughmarks in the PIT indicates a period of slower ice flow, as sediment has been allowed to accumulate, and then the icebergs have formed depressions as the ice retreated. These depressions can be characterised as more V-shaped, providing evidence they were formed from icebergs (not other large forms of materials), as seen in the profile graph of Fig. 3.6. Graham et al (2009) states that iceberg ploughmarks record the latest phase of shelf evolution and were subsequently formed when the ice retreated. These ploughmarks are evidence that after a period of fast flow (Area C) the ice retreat then slowed, allowing these subglacial landforms to be formed. They highlight the significance of ice streams and in particular the speed in which they flow, in constructing the geomorphology of the sea floor surrounding the Antarctica. Conclusion In conclusion, past ice streams have had a huge impact on the features formed on the sea floor in the Pine Island Trough around the Antarctica. The range of features produced demonstrates the different states of flow the ice streams went through, with the GMZ and iceberg ploughmarks showing periods of stagnation/slow flow and the MSGLs showing periods of fast flow. Looking at Dowdeswell et al. (2008) model of Antarctic ice-stream retreat we can conclude that the PIT area conforms most to the episodic retreat with periods of fast and slow flow causing superimposed grounding zone wedges to be formed. These findings can now be used to help predict future flow rate and subsequent landforms as the ice continues to retreat, and at a faster pace, as a result of increased anthropogenic activity. References: Alley et al., (2007), Effect of sedimentation on Ice-SheetGrounding-Line stability, Science, 315(5820), 1838-1841 Bennett, M.R. (2003), Ice streams as the arteries of an ice sheet: their mechanics, stability and significance, Earth-Science Reviews, 61(3-4): 309-339 Bentley, C. R. (1987), Antarctic ice streams: A review, J. Geophys. Res., 92(B9): 8843–8858 Davies. B (2018) Palaeo ice sheet reconstruction [online] (5th November 2018) Available at: http://www.antarcticglaciers.org/glacial-geology/palaeo-ice-sheet-reconstruction/ [Accessed 10th December 2018] Clark, C.D (1993), Mega-scale Glacial Lineations and Cross-cutting Ice-flow Landforms, Earth Surface Processes and Landforms, 18, 1-29 Denton G.H, Hughes T.J (2002), Reconstructing the Antarctic ice sheet at the Last Glacial Maximum, Quaternary Science Reviews, 21(1-3): 193-202 Dowdeswell, J. A., D. Ottesen, J. Evans, C. O. Cofaigh, and J. B. Anderson (2008), Submarine glacial landforms and rates of ice-stream collapse, Geology, 36(10), 819-822. Graham et al (2009), Bedform signature of a West Antarctica palaeo-ice stream reveals a multi-temporal record of flow and substrate control, Quaternary Science Reviews, 28 (25-26), 2774-2793 Hindmarsh (1998), Drumlinization and drumlin forming instabilities; viscous till mechanisms, Journal of Glaciology, 44(147), 293-314 Jakobsson, M., J. B. Anderson, F. O. Nitsche, R. Gyllencreutz, A. E. Kirshner, N. Kirchner, M. O’Regan, R. Mohammad, and B. Eriksson (2012), Ice sheet retreat dynamics inferred from glacial morphology of the central Pine Island Bay Trough, West Antarctica, Quaternary Science Reviews, 38, 1-10. NSIDC (2017) [online] Quick Facts on Ice Sheets (14th February 2018) Available at: https://nsidc.org/cryosphere/quickfacts/icesheets.html [Accessed 1st December 2018] Shakesby (1986) [online] Iceberg Plough Marks, Available at: http://sk.sagepub.com/reference/dictionaryenvirochange/n1986.i1.xml [Accessed 4th December 2018] Stokes C.R, Clark C.D (2001), Palaeo-ice streams, Quaternary Science Reviews, 20(13): 1437-1457 Stokes et al (2003), Formation of mega-scale glacial lineations on the Dubawnt Lake Ice Stream bed: 1. size, shape and spacing from a large remote sensing dataset, Quaternary Science Reviews, 77: 190-209

Parental Style and Socio-Emotional Development in Middle Childhood (

Parental Style and Socio-Emotional Development in Middle Childhood (.

The textbook highlights four distinct styles of parenting: authoritarian, authoritative, permissive, and uninvolved. Conduct an Internet search to broaden your understanding of these styles.Write a short essay (500-750 words) in which you:First, define each style.Then, explore each style’s effect on the socioemotional development of a 10-year-old child.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.RubricUnsatisfactory0.00%2Less than Satisfactory74.00%3Satisfactory79.00%4Good87.00%5Excellent100.00%70.0 %Content 30.0 %Define Each Parenting Style (authoritarian, authoritative, permissive, and uninvolved)Paper omits a definition for each of the parenting styles. Paper does not demonstrate understanding of the topic.Paper inadequately defines the parenting styles and/or not all styles are defined. Paper demonstrates poor understanding of the topic.Paper adequately defines each of the four parenting styles. Paper demonstrates a basic understanding of the topic.Paper clearly defines each parenting style, and the definition is strong with sound analysis and some evidence to support claim. Paper demonstrates understanding that extends beyond the surface the topic.Paper expertly defines each parenting style, and the definitions are comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.40.0 %Describe Each Style’s Effect on Socioemotional Development (a 10-year old child)Paper omits or incompletely describes each style’s effect on the socioemotional development of a 10-year-old child. Paper does not demonstrate understanding of the topic.Paper inadequately describes each style’s effect on the socioemotional development of a 10-year-old child. Paper demonstrates poor understanding of the topic.Paper adequately describes each style’s effect on the socioemotional development of a 10-year-old child. Paper demonstrates a basic understanding of the topic.Paper clearly describes each style’s effect on the socioemotional development of a 10-year-old child, and description is strong with sound analysis and some evidence to support claim. Paper demonstrates understanding that extends beyond the surface the topic.Paper expertly describes each style’s effect on the socioemotional development of a 10-year-old child and description is comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.20.0 %Organization and Effectiveness 7.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.20.0 %Organization and Effectiveness 8.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.20.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage

Parental Style and Socio-Emotional Development in Middle Childhood (

Harrisburg University of Science & Tech Hofstede Cultural Dimensions Essay

Harrisburg University of Science & Tech Hofstede Cultural Dimensions Essay.

Hi I need help with two assignments both questions are inter-related and are due by Thursday morning. I have shared all the step-wise details below:STEP 1: Choose 8 peer-reviewed articles on the topics covered in STEP 3 question and follow the process mentioned in STEP 2 to write summary for Discussion post. STEP 2: Summary of each article (Discussion Question)Prior to reading this DQ, please read the PA1 assignment and understand what the assignment is asking you to complete. Once you have an understanding of the PA1 assignment, please continue to the paragraph below to complete DQ1.Research eight (8) peer-reviewed articles that can be used to answer your upcoming PA1 assignment. Your discussion should summarize the articles in such a way that it can justify any arguments you may present in your PA1 assignment and should be different than the abstract. In addition to your researched peer-reviewed article, you must include an industry example of the article researched as it is applied by industry (company, business entity).Important: Please ensure that your reference for the article is in 7th edition APA format, as your reference in your discussion post. Depending on which electronic database you use, you should see a “Cite” selection for your article. In addition, there should be a variety of articles summarized and as such, students should have different articles summarized. Your summary MUST include ALL of the following in your DQ post (include every item in the bullet list below, or you will not receive full credit):Do these in order:In correct APA format, write the Reference of the article.Clearly state what the article is about and its purpose. (summary of the article)Describe how you will use it in your upcoming professional assignment.Repeat for a total of eight (8) peer-reviewed sources.Please note: You may use your article summary, partially in your PA1 assignment.STEP 3: Professional Assignment (use articles from Discussion post)Go back through the articles from Discussion post on the given topics of an organization. Then in a minimum of five (5) pages answer the below questions in detailed APA formatted paper:Your company has decided to expand their business globally, and your manager has assigned you the role of gathering information about a specific country’s cultural values, in order to help put the right strategy in place. To accomplish this mission, you have learned about Hofstede culture framework and decided to utilize it. Visit Hofstede cultural dimensions website: https://www.hofstede-insights.com/product/compare-countries/ and answer the following questions:Select any country of your choice other than The U.S. A?Compare the country you’ve selected to the U.S.A based on Hofstede culture dimensions?Write a minimum of five (5) pages report to your manager explaining the following:The cultural differences between the U.S and the country you selectedHow should the company utilize the information you gathered to build an effective marketing strategy? This paper needs to include useful analysis is in terms of helping you understand cultural values as part of marketing strategy and consumer behavior. I will provide you the textbook link as well. Thank you for all the help !!!!!
Harrisburg University of Science & Tech Hofstede Cultural Dimensions Essay

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