January 2021 - Page 14 of 743

Western and Eastern Medical Practices

January 14, 2021/in /by Liz

For this Discussion, review this week’s Learning Resources including the “Varying Philosophies of Medical Care” handout. Research complementary and alternative stress management approaches in the Walden Library and on the website for the National Institutes of Health’s National Center for Complementary and Alternative Medicine (NCCAM) (http://nccam.nih.gov/). Select a complementary and alternative medicine (CAM) discussed at NCCAM. Consider how the CAM you selected might effectively reduce stress. Reflect on any contraindications that might exist with regard to its use.

With these thoughts in mind: Post by Day 3 a brief description of the complementary and alternative medicine (CAM) you selected. Then, explain how this CAM is effective in reducing stress. Finally, explain any contraindications or cautions with this type of stress management strategy. Use the current literature to support your response.

Readings Course Text: O’Conner, D. B., & Conner, M. (2011). Effects of stress on eating behavior. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 275–286). New York, NY: Springer Publishing Company.
Article: American Cancer Society. (2012). Complementary and alternative methods for cancer management. Retrieved from http://www.cancer.org/Treatment/TreatmentsandSideEffects/ComplementaryandAlternativeMedicine/complementary-and-alternative-methods-for-cancer-management
Article: Cancer Research UK. (2011). The difference between complementary and alternative therapies. Retrieved from http://cancerhelp.cancerresearchuk.org/about-cancer/treatment/complementary-alternative/about/the-difference-between-complementary-and-alternative-therapies
Article: Ferguson, J. K., Willemsen, E. W., & Castañeto, M. V. (2010). Centering prayer as a healing response to everyday stress: A psychological and spiritual process. Pastoral Psychology, 59(3), 305–329.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Kelley, D. (2009). The effects of exercise and diet on stress. Nutritional Perspectives: Journal of the Council on Nutrition, 32(1), 37–39.
Retrieved from the Walden Library using the CINAHL Plus with Full Text database.
Article: Mora-Ripoll, R. (2011). Potential health benefits of simulated laughter: A narrative review of the literature and recommendations for future research. Complementary Therapies in Medicine, 19, 170–177.
Retrieved from the Walden Library using the ScienceDirect Health Sciences Subject Collection.
Article: Romeo, J., Wärnberg, J., Gómez-Martínez, S., Díaz, L. E., & Marcos, A. (2008). Neuroimmunomodulation by nutrition in stress situations. Neuroimmunomodulation, 15(3), 165–169.
Retrieved from the Walden Library using the MEDLINE with Full Text database.
Article: Seifried, H. E. (2006). Oxidative stress and antioxidants: A link to disease and prevention? The Journal of Nutritional Biochemistry, 18(3), 168–171.
Retrieved from the Walden Library using the ScienceDirect Health Sciences Subject Collection. Booklet: National Center for Complementary and Alternative Medicine. (2012). Herbs at a glance.Retrieved from http://nccam.nih.gov/health/herbsataglance.htm?nav=gsa Booklet: U.S. Department of Agriculture, & U.S. Department of Health and Human Services. (2010). Dietary guidelines for Americans, 2010 (7th ed.). Washington, DC: Government Printing Office. Retrieved from http://www.cnpp.usda.gov/Publications/DietaryGuidelines/2010/PolicyDoc/PolicyDoc.pdf Handout: Laureate Education, Inc. (2012). Nutrition, stress, and your cells. Unpublished document. Handout: Laureate Education, Inc. (2012). Stress and its impact on nutrient processing and absorption. Unpublished document. Handout: Laureate Education, Inc. (2012). Varying philosophies of medical care. Unpublished document. Website: Office of Dietary Supplements. (n.d.). Retrieved from http://ods.od.nih.gov/ Website: Office of Disease Prevention and Health Promotion. (2012). Retrieved from http://odphp.osophs.dhhs.gov/
Website: National Council on Complementary and Alternative Medicine. (n.d.). Retrieved from http://nccam.nih.gov/
Website: Nutrition.gov. (n.d.). Retrieved from http://www.nutrition.gov
Web Resource: National Center on Complementary and Alternative Medicine. (2012). Herbs at a glance. Retrieved from http://nccam.nih.gov/health/herbsataglance.htm

eating disorder

January 14, 2021/in /by Liz

eating disorder

pysc discussion 3

January 14, 2021/in /by Liz

Briefly search available media for research reports on human behavior and application to the work environment. Critically evaluate this research based upon what you have read in this chapter.

The purpose of this discussion is not to answer my initial or follow-up questions. The purpose is to engage with the assigned readings and integrate them with other ideas and into your daily (or future) practice. Please do use terminology from the assigned readings, cite the textbook with at least an in-text citation (Dipboye, 2016), and bring in current events (provide a URL) to add to the conversation and to support your points. These discussions are the main learning and assessment tool in this course. **Minimum 250 words and textbook is attach*

PowerPoint FINISH IT !

January 14, 2021/in /by Liz

Imagine that you are now a professional psychologist, working in the specialization that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace, on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.

In this unit you will create a PowerPoint presentation focused on these topics: Perception. Consciousness. Attention. Assignment Instructions Download and use the “Presentation Template” linked in the resources. Do not submit a paper for this assignment. Papers will not be graded. You will complete this assignment by replacing all language that is enclosed with brackets […] in the PowerPoint with your own words.
For guidance in the basics of using PowerPoint, see “Basic Tasks in PowerPoint” guides in the resources. If after reviewing this material, you need more help using PowerPoint, contact your instructor—seek help early!
If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact Disability Services to request accommodations. The number of words on each slide should be cut to the bare minimum without losing meaning. Instead of crowding slides with words, it is better to use more slides. Think of the entries on the slide as headings—in an actual presentation, the presenter would deliver details and supporting information verbally. All details and supporting information should be entered in the Notes area below the slides.
You may wish to enhance the design of the presentation to make it more effective. For guidance on PowerPoint design, read the optional resource, “PowerPoint Presentation Design Suggestions,” and view “Guidelines for Effective PowerPoint Presentations.” If you feel that any aspect of the Presentation Template can be improved, you are encouraged to design your presentation as you see fit, as long as the required information is complete, clear, and well organized. Remember, your presentation is for an interdisciplinary team, so it will be important to communicate in a manner that can understood by a those not trained in psychology. Plain language definitions of psychological terms used in the presentation should be included in the notes section. Remember to cite references, just as you would in a written assignment. Title slide: On the first slide of the PowerPoint:
Enter a descriptive title of approximately 5–15 words. It should stir interest while maintaining professional decorum. Professional Development for [enter the type of institutional context your presentation is designed for.] Your name. Your Specialization. Course number and title. Capella University. Instructor’s name.

Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization and perhaps your contact information. Topic Introduction slides: Each of the three topics will be presented in a separate section that begins with a slide naming the topic and concisely introduces it. Theoretical Background slides: Use one or more slides to briefly analyze the origins and evolution of each theory that you will reference in relation to this topic. Application slides: Copy slides as needed to explain how theories, principles, and evidence-based best practices related to the topic can be used to explain behavior and help people. Remember, these factors should be relevant to the context your presentation is designed for. For each of these:
Analyze how, and to what extent, brain physiology and/or neuroscience can provide explanation of relevant phenomena. Analyze how affect may impact cognitive performance in this area. Explain how culturally diversity should be taken into account in relation to at least one of the topics in your presentation. Conclusion slide: End with a succinct statement that sums up the utility of what you have presented.

Discussion: Dysfunctional Leaders

January 14, 2021/in /by Liz

It is not uncommon to encounter leaders who are dysfunctional in some way. Leader dysfunction may arise from specific personality traits, distorted thinking, destructive patterns of behavior, or all of the above. In some cases, coaching is an appropriate response to leader dysfunction; in other cases, referring the leader to a therapist is best. Coaches must know when to draw the line.

In this Discussion, you will consider different types of leader dysfunction, the causes of the dysfunctions, and whether coaching is an appropriate response.

To Prepare: Read the articles “The Dark Triad and Workplace Behavior,” “Abusive Supervision,” “Coaching the Toxic Leader,” and “Leadership Illusions: Important Implications for Leaders and Training and Coaching Leaders.” Think about different types of leadership dysfunction, how to identify the dysfunction, and how it manifests within an organizational context. View the media resource, “Assessing Readiness for Coaching.” Consider examples of when coaching is not an appropriate solution. Identify a leadership dysfunction of interest to you. Consider the causes of the dysfunction and whether coaching is an appropriate intervention. By Day 3

Briefly describe the leadership dysfunction you selected. Explain the possible causes of the leadership dysfunction and the negative effects on individuals, teams, and organizations. Finally, explain the degree to which the dysfunction could be successfully addressed through coaching and why or why not. Be specific.

Comparing Classical and Item-Response Theories

January 14, 2021/in /by Liz

Item analysis is one of the most important elements of test construction. Statistical techniques can be used to carefully examine how a test item functions. This analysis can reveal how easy or difficult an item is and how well the item discriminates between test-takers. Item analysis can also reveal whether an item functions similarly when administered to different populations or when it is translated into another language. Classical test theory (CTT) and item-response theory (IRT) are the two commonly used methods of assessing test item characteristics.

Classical test theory focuses on an individual’s observed score of an entire instrument, not just individual items. It assumes that test scores have two major influences: consistency factors and inconsistency factors. In other words, there are characteristics of the test taker that are consistent and reflect the amount of whatever is being measured that is possessed by the individual. The inconsistency factors are those error factors from the individual or environment that have nothing to do with what is actually being measured. According to CTT then, a person’s observed score is the true score plus or minus error from these inconsistencies.

Item-response theory, on the other hand, is a set of models that establishes a person’s location on a latent variable using the observed data from a test item. This means that according to IRT, item responses on tests are explained by latent traits, or a trait that is presumed to exist in some quantity but cannot be directly assessed (e.g., intelligence or anxiety). Once you know where a person is on a latent variable scale (for instance, high anxiety or low anxiety), you can compare test takers to each other by seeing where each is on the continuum. According to IRT, each test item has an associated function, showing the probability that an individual with a certain quantity of the latent trait will pass the item.

When a new test is developed, test developers typically begin by creating more items than are needed. Item analysis techniques such as CTT and IRT are then used to “diagnose” items, and bad ones are discarded. IRT techniques can also be used to develop item banks. Items that function similarly can be used interchangeably, and computerized test administration can present a test tailored to the examinee’s ability level.

With these thoughts in mind:

Post For IRT (Item Response Theory) Explain its advantages and disadvantages Explain two SPECIFIC CIRCUMSTANCES where IRT might be useful for the test you are developing for the final project For CTT (Classical Test Theory) Explain its advantages and disadvantages Explain two SPECIFIC CIRCUMSTANCES where CTT might be useful for the test you are developing for the final project Support your reply with at least four (4) academic citations, drawing some from the readings.

Ethical Issues In Counseling For Intimate Partner Violence

January 14, 2021/in /by Liz

3 Pages APA Format

Please check attachment

Q.1.

Does any dissonance emerge as you consider the layers of values affecting your views and preferences as a therapist faces with an IPV circumstance? Can you sustain expert power and professional values in your contribution to the ecology of therapy with victims? What about perpetrators.

Q.2.

Review Figure 1-1 in chapter 1. This figure depicts the struggle for balancing external factors and internal factors for ethical practice by therapists. Do you have balance between the internal and external factors affecting your approach to serving clients in an IPV circumstance? If not, which factors seem to weigh more heavily: internal or external?

Q.3.

Which approach or combination of approaches seems to be most compelling for your view on client care in an IPV circumstance? Do you find resolution of your dissonance? Do you find balance between external and internal factors affecting the ecology of therapy?

Q.4.

What are your conclusions about the example of IPV? Do you agree with ethical concerns emphasized in the example? What was overlooked? Would the approaches to decision making inform you if you were the therapist? Do the proposed discretionary actions coincide with your profession worldview? If not, how would you approach this matter differently?

Case 2 workshop

January 14, 2021/in /by Liz

Case 2 – Chapter 4 Workshop

Chapter 4 Pg 169 Organizations You Rely On APA Format At least 2 scholarly resources (NOT Google) , one of your sources can be the textbook Answer all questions (some questions have multiple questions – be thorough) Minimum of 6 pages (not including Abstract or Reference page) it does including any charts

Benchmark Assignment

January 14, 2021/in /by Liz

In this assignment, you will assess your understanding of the Christian worldview, including the main topics you have covered up to this point. You will summarize and analyze the essential elements of the Christian worldview and reflect on implications for your own worldview.

Write a 1,250-1,500-word essay using at least two course resources (textbook, lectures, the Bible) and at least two other sources from the GCU Library to support your points. Remember, the Bible counts as one reference regardless of how many times you use it or how many verses you cite.

Begin your paper with an appropriate introduction, including a thesis statement to introduce the purpose of the paper.

Organize your paper with the following sections, using the seven underlined titles for subheadings.

Write at least one paragraph for each component using the underlined titles for a subheading. God: What is God like? What are God’s characteristics? What is his creation? Humanity: What is human nature? What is human purpose? What is the root cause of human problems? Jesus: What is Jesus’ true identity? What did Jesus do? Why is Jesus’ identity and work significant for the Christian worldview? Restoration: What is the solution to human problems according to the Christian worldview? What role do grace and faith play in Christian salvation? How do Christians think that the transformation of self and society happen? Analysis: Analyze the Christian worldview by addressing each of the following questions: What are the benefits or strengths of Christian belief? What is troublesome or confusing about Christianity? How does Christianity influence a person’s thinking and behavior? Reflection: Reflect on your worldview by answering one of the following questions: If you are not a Christian, what similarities and differences are there between your worldview and the Christian worldview? If you are a Christian, how specifically do you live out the beliefs of the Christian worldview? Conclusion: Synthesize the main points, pulling the ideas of the paper together. References

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. Review the GCU Template for formatting and utilize the attached “Gospel Essentials Template” to complete the benchmark assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

This benchmark assignment assesses the following competency:

MC3: Christian Worldview Knowledge

Benchmark Assignment copy 2