Researchers often use a method called an experiment in order to study the causes of human and animal behavior. Design such an experiment based on a change in behavior you have observed in yourself or your roommates this past semester . What is the hypothesis you will test in your experiment?

Researchers often use a method called an experiment in order to study the causes of human and animal behavior. Design such an experiment based on a change in behavior you have observed in yourself or your roommates this past semester . (e.g., eating or sleeping habits, exercise regime, game playing, etc.). Select a behavior that you are particularly interested in studying, and then design the experiment to investigate a possible cause of that behavior. Address the following questions.

What is the hypothesis you will test in your experiment?
What are the independent and dependent variables?
Who will be the subjects or participants in your study?
What are the experimental and control group conditions? Here, you may assume that you have the resources necessary to conduct your experiment and that you can control, or manipulate, the environment of your subjects as necessary. For example, suppose your hypothesis is as follows: Higher levels of stress from a heavy course workload increase eating activity. Assume that you have the ability to control the workload, etc., of your subjects.
How will you assign your subjects to groups?
What are the possible results of your study, and what might these results indicate about your hypothesis?

In a multi-paragraph essay, describe your experiment and explain how you will conduct this experiment to test your hypothesis. Be sure to propose your hypothesis, and then describe the independent and dependent variables, the experimental and control conditions, the subject or participant groups, and the conclusions you can draw based on the results of your experiment. Include information from class materials and readings to support your discussion.

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

Researchers often use a method called an experiment in order to study the causes of human and animal behavior. Design such an experiment based on a change in behavior you have observed in yourself or your roommates this past semester (e.g., eating or sleeping habits, exercise regime, game playing, etc.). Select a behavior that you are particularly interested in studying, and then design the experiment to investigate a possible cause of that behavior. Address the following questions.

What is the hypothesis you will test in your experiment?
What are the independent and dependent variables?
Who will be the subjects or participants in your study?
What are the experimental and control group conditions? Here, you may assume that you have the resources necessary to conduct your experiment and that you can control, or manipulate, the environment of your subjects as necessary. For example, suppose your hypothesis is as follows: Higher levels of stress from a heavy course workload increase eating activity. Assume that you have the ability to control the workload, etc., of your subjects.
How will you assign your subjects to groups?
What are the possible results of your study, and what might these results indicate about your hypothesis?

In a multi-paragraph essay, describe your experiment and explain how you will conduct this experiment to test your hypothesis. Be sure to propose your hypothesis, and then describe the independent and dependent variables, the experimental and control conditions, the subject or participant groups, and the conclusions you can draw based on the results of your experiment. Include information from class materials and readings to support your discussion.

. Do not write who you are in the answer.

Read one of the articles from the professional, peer-reviewed journal articles provided in the Learn section of Module 1, Week 1. You will then write an article review based on your chosen article

Journal Article Review Assignment InstructionsOverviewFor this Journal Article Review Assignment, you will read one of the articles from the professional, peer-reviewed journal articles provided in the Learn section of Module 1, Week 1. You will then write an article review based on your chosen article. InstructionsYour Journal Article Review Assignment must be approximately 4–5 double-spaced pages (not including the title and reference pages) and must be created in a Microsoft Word document. Use the following guidelines to create your Journal Article Review Assignment: 1. Provide a title page in current APA format.Divide your summary into sections with the following Level One headings: Summary, Interaction, and Application (review the current APA Manual for guidance on levels of headings if needed). An abstract is not needed for this assignment. For more information on how the title page should look according to Liberty University Standards, please reference this website: 2. Develop a summary of the main concepts from the article. Do not duplicate the article’s abstract. If the article describes a research study, include brief statements about the hypotheses, methods, results, discussion, and implications. If any test measures or statistical methods used are given in the article, do not provide detailed descriptions of these. Short direct quotations from the article are acceptable, but avoid long quotations in a paper this size. This section is the foundation of your Journal Article Review Assignment (at least a third of your paper). Make sure that you include the core points from the article, even if it means a longer section. 3. In your own words, interact (in approximately 2 pages) with the article. Appropriate comments for this part of the Journal Article Review Assignment should include, but are not limited to: your initial response to the article, comments regarding the study’s design or methodology (if any), insights you gained from reading the article, your reasons for being interested in this particular article, any other readings that you may plan to do based upon having read the article, and other thoughts you have that might further enhance the discussion of your article. Your subjective comments in this section must be clearly tied to main points from the article, not peripheral ideas. You are highly encouraged to consider any other information from previous articles or textbooks you may have read in previous courses, or in other places you have encountered information relating to the themes in the article you are reviewing. For example, does the ACA Code of Ethics have anything to say about the themes being discussed in your journal article? Are there passages of Scripture that directly relate to the article? Are there ideas and concepts from previous courses you have taken in your program here at Liberty or elsewhere that relate to the article you have chosen? You are encouraged to include them, and make sure you include proper citations and references at the end of your Journal Article Review Assignment. The best papers from this assignment will be from students who share other ideas from at least two other academic sources (with proper citations) in this section, along with Scriptural insight.4. In your final section (in approximately 1 page) write how you would apply the information you have learned from this article to a particular counseling situation. This could be in a church or clinical session. Develop this section as if you are a clinician, or even a pastor, and your parishioner or client has come to you with a problem—grief, depression, substance abuse, infidelity, etc.—and is needing your help. Adequately describe the counseling scenario, including the presenting problem. Draw out concepts from the article and apply the concepts from this article to the scenario. Show the reader how you are expressly drawing from the journal article in this application section; be sure to cite correctly in current APA format. 

Clarence opened a farm supply store in Montana during the early 1940s. His neighbors in the county were also his customers. Every person who walked into his store felt comfortable. In fact, they would often sit, sip a cup of coffee, or shell some peanuts, and solve the world’s problems before loading up their purchases. Clarence prided himself on knowing what his customers needed to be successful farmers, and he freely gave them advice about which brand of flea dip would work best on their cattle and which tonic would help a colicky horse. By the time he retired, and his son Seth took over, the company had expanded to three stores in three towns and had 14 full-time employees. As a youth, Seth had attended the state college and earned a degree in agricultural business. When he took over the company in 1975, he eagerly applied what he had learned to the family business. He was convinced that technology was the key to success, not personal relationships. Over the years, he struggled to convert all his father’s old, handwritten records to electronic files. Eventually, he installed a completely computerized information system that tracked inventory, personnel, and accounts. He sometimes boasted about being an entrepreneur, but Clarence snorted at that term. “Just do what’s right for your customers, and you’ll be doing what’s right for yourself,” he would retort. When Seth retired in 2015, his daughter Kathy took over the company, which now had 23 stores with 228 employees in three states and one wholly owned subsidiary of 18 gas stations. Kathy’s vision involved offering a broader range of products than farm supplies. She wanted to sell the image of the family farm. Her stores stocked Western clothing; boots, hats, and jewelry; home furnishings; and even CDs featuring country music. Kathy found herself traveling extensively from the corporate office to the various stores. Finding time to manage everything was a problem, but she had a staff of 12 professionals in the corporate office to assist her. E-mail, laptops, and smartphones helped tremendously. Questions How did communication practices and expectations differ for Clarence, Seth, and Kathy? How do you think the management behaviors differed for the three owners? What contingency factors might each owner have faced while they managed the company?

 
Contemporary Communication Case Study  
Select ONE Case (1-1 – 1-3) from Communicating in Contemporary Organizations, Ch.1,  and discuss the communication problem stated in it, based on the concepts you learned from Module 1 readings and additional scholarly sources. Your response should be prompted by the questions for case analysis and include your main thesis, argumentation, and conclusion (2-3 paragraphs). Please remember to cite and reference your sources in APA 7 format.
Case 1-1
Women in the White House
During Barack Obama’s presidency, women on his staff were frustrated about their lack of influence. They were often outnumbered by men in meetings. They struggled to contribute to the conversation. When they did get a chance to speak, their contributions were often ignored, or a man would repeat the idea and get the credit.
To counteract this behavior and make their voices heard, the women used a strategy called amplification. “When a woman made a key point, other women would repeat it, giving credit to its author. This forced the men in the room to recognize the contribution—and denied them the chance to claim the idea as their own.”
President Obama soon noticed the technique. He began calling on women more, and the number of women staffers increased as well.
Questions

Why might women be reluctant to speak up in meetings?
What are the potential consequences of letting one demographic dominate workplace discussions and decisions?
What other strategies can people who have been traditionally underrepresented in the workplace use to make their voices heard?

Case 1-2
Ethics and Technology
Chris smiled as he received the analysis packet from his supervisor. He had been working from home for GEH Mortgage Company, analyzing mortgage applications, for the past 3 years. This particular application involved not just a home mortgage but also an entire farmstead, a home and business. Whenever he received an assignment, he did not know how to analyze, he would call on his friend Joel, whom he had known since high school, to help him accomplish such tasks. He compensated Joel, usually with a case of beer, when they got together on the weekends. Chris knew he could trust Joel to do a good job on the analysis, because Joel had double majored in finance and accounting at a regional university. Chris would then tailor the analysis according to the way the firm expected reports to be submitted. He quickly e-mailed the application packet to Joel.
Chris was perceived as one of the most dependable analysts in the division because of his past work, much of which had been farmed out to Joel. He had received accolades and raises as a result and was enjoying his successful career with the firm.
Questions

The method used by Chris is obviously successful, and the company is satisfied with the results. Is it just good business, or is there an ethical dilemma present?
Should Chris confess to his supervisor or just continue the successful deception?
What are the privacy issues, given that the information used in these analyses is proprietary and sensitive?
Does this activity fit the notion of plagiarism?
Do electronic communication and the telecommuting arrangement make Chris’s actions more likely than if he were in the office?

Case 1-3
Like Grandfather, Like Granddaughter?
Clarence opened a farm supply store in Montana during the early 1940s. His neighbors in the county were also his customers. Every person who walked into his store felt comfortable. In fact, they would often sit, sip a cup of coffee, or shell some peanuts, and solve the world’s problems before loading up their purchases. Clarence prided himself on knowing what his customers needed to be successful farmers, and he freely gave them advice about which brand of flea dip would work best on their cattle and which tonic would help a colicky horse. By the time he retired, and his son Seth took over, the company had expanded to three stores in three towns and had 14 full-time employees.
As a youth, Seth had attended the state college and earned a degree in agricultural business. When he took over the company in 1975, he eagerly applied what he had learned to the family business. He was convinced that technology was the key to success, not personal relationships. Over the years, he struggled to convert all his father’s old, handwritten records to electronic files. Eventually, he installed a completely computerized information system that tracked inventory, personnel, and accounts. He sometimes boasted about being an entrepreneur, but Clarence snorted at that term. “Just do what’s right for your customers, and you’ll be doing what’s right for yourself,” he would retort. When Seth retired in 2015, his daughter Kathy took over the company, which now had 23 stores with 228 employees in three states and one wholly owned subsidiary of 18 gas stations. Kathy’s vision involved offering a broader range of products than farm supplies. She wanted to sell the image of the family farm. Her stores stocked Western clothing; boots, hats, and jewelry; home furnishings; and even CDs featuring country music.
Kathy found herself traveling extensively from the corporate office to the various stores. Finding time to manage everything was a problem, but she had a staff of 12 professionals in the corporate office to assist her. E-mail, laptops, and smartphones helped tremendously.
Questions

How did communication practices and expectations differ for Clarence, Seth, and Kathy?
How do you think the management behaviors differed for the three owners?
What contingency factors might each owner have faced while they managed the company?

Is transparency the great equalizer?

Introduction     Is transparency the great equalizer? Our current government for one claim to be the most transparent administration ever.  The common argument involves whether full transparency is achievable without a self-service motivation behind it.  This discussion will explore the role of transparency in markets and the impacts on society.  The following areas will be discussed: (1) current trends, and (2) future research.
Current Trends      The concept of transparency and its impacts on society has been researched on numerous occasions.  Political figures, businesses, and governments tout their policies or financial decisions to their stakeholders as a sign of them being fully transparent in their dealings.  Edwards (2020) discusses transparency and its relationship with publicity as an underlining thought behind the concept of full transparency.  He further defines transparency and publicity in this way.  Transparency is generally associated with those who lead or govern and is used as a way to assign accountability to their actions.  Whereas publicity is a self-service act which is done to sway public opinion towards an idea or concept that is beneficial to the benefactor.  The current trend in discussing these two concepts is a term called promotional publicity which combines the idea that businesses are social actors, and they have a responsibility to respond to the market and society’s many demands for transparency.  The act of being transparent is supposed to be a formal nod towards certain moral and regulatory standards which will counter corruption while protecting citizens.      So, can you really quantity transparency and its impact on the markets and society?  My argument is that you can see the results (i.e., quantify them) of an organizations transparency decisions.  In Kempeneer’s (2021) research, it tries to do this very thing by evaluating the 2008 financial crisis as a case study.  The intent of this study was to determine how the use of big data played a role in making several wrong financial decisions.  Oftentimes data is presented to support transparency but if the benefactors mistrust the decisions or the process in formulating the data transparency will not be achieved.  Therefore, transparency can only be achieved through the confidence of the benefactor in the person or group presenting the data and not just based on self-service motivations.  Zook and Spangler (2023) supports my assertion that most benefactors accept big data when they trust the specific procedures that produces the outcome.Governments also play a vital role in determining how transparency impacts the markets and society.  Throughout this discussion, the concept of self-service has been presented to explain the motivations behind a benefactor’s use of transparency in their decisions.  In reviewing Marques et. al.’s (2021) study it supports my argument that transparency or an institutional void in transparency can impact the market and society.  This study examined the repercussions of a lack of transparency within the Brazilian economy that allowed unfair working conditions at the ground level to occur.  Since Brazil is an emerging economy, workers are not privy to numerous information streams (i.e., legitimate governmental regulations, social media, etc.) or regulatory guidance that allows them to combat faulty data masquerading as transparency efforts.  However, Brazil is not the only Government that touts transparency in their policy decisions.  Velut’s (2021) research examined transparency efforts in US trade policymaking.  A review of this study shows that during Barack Obama presidency (2009-2016), which claimed to be the most transparent ever, literally failed when it came to being transparent with their trade policy decisions.  As a result, US markets were negatively impacted by the constrained decisions made by the Obama administration.
Future Research     Based on my research, the role of transparencies in the market and on society is critical to stabilizing financial decisions made by business and individual benefactors.  The role of transparency in today’s markets and society is also a complex question.  Future research on the impacts of transparency is numerous in nature.  Edwards (2020) seeks further research that involves examining the compromises that a business or government makes in their own transparency decisions and whether they are self-serving.  Kempeneer’s (2021) believes that additional research in the areas of relational transparency would benefit society.  To combat institutional voids, Marques et. al. (2021) study supports the need for more research on the impacts of how transparency is influenced by governmental legislation.  This is in-line with Marques et. al.’s (2021) study which questions whether the current crisis in US trade policy will lead to more demands by US markets and society to be more transparent in future policy decisions.  Lastly, Zook and Spangler (2023) suggests that future efforts should focus not just on transparency practices but should also explore the organizational decisions-making process behind their independent decisions.   
References:Edwards, L. (2020). Transparency, publicity, democracy, and markets:  Inhabiting tensions through hybridity. American Behavioral Scientist, 64(11), 1531–1544. https://doi.org/10.1177/0002764220945350
Kempeneer, S. (2021). A big data state of mind:  Epistemological challenges to and transparency in data-driven regulation. Elsevier, 38(3), 1-8. https://doi.org/10.1016/j.giq.2021.101578
Marques, L., Erthal, A., Silva da Costa Moreira Schott, C. & Morais, D. (2021). Inhospitable accessibility and blurred liability:  Institutional voids in an emerging economy preventing supply network transparency. BAR – Brazilian Administration Review, 18(2), 1-28. http://dx.doi.org/10.1590/1807-7692bar2021200078 
Velut, J. B. (2021). Transparency in us trade policymaking:  Inclusive design or exclusionary process. New Political Economy, 27(4), 567-580. https://doi.org/10.1080/13563467.2021.1879764
Zook, M. & Spangler, I. (2023). A crisis of data? Transparency practices and infrastructures of value in data broker platforms. Annals of American Association of Geographers, 113(1), 110-128. https://doi.org/10.1080/24694452.2022.2071201 

Analyze how an organization’s goals influence organizational planning that informs strategic decision making

The final project for this course is the creation of a decision-making and principles of management paper.
As you continue on your path to earn a degree in business administration, you will deepen your understanding of how effective management is a crucial aspect of overall business success, especially in today’s complex business world. As business and society continue to evolve, there will continue to be demand for managers who are able to organize their resources and strategically implement the functions of management to achieve the goals of an organization.
The final paper for the course is divided into two parts: Final Project One and Final Project Two. Both parts of the assessment will focus on decision making and the fundamental principles of management.
In Final Project One, you selected a successful company from the list provided in the Final Project One Document. You analyzed the company’s best practices and effective implementation of the fundamental principles of management.
In Final Project Two, with the help of your instructor, you will select a struggling company from the list provided below. You will analyze the company’s ineffective implementation of the fundamental principles of management. Once you analyze the struggling company, your task will be to make recommendations for a management improvement plan explaining how the company’s management team can improve in areas such as decision making, employee performance, and sustainability. Final Project Two consists of the selection of the struggling company (a non-graded task due in Module Five) along with one milestone, which will be submitted to scaffold learning and to ensure quality final submissions. This milestone will be submitted in Module Six. Final Project Two will be submitted in Module Eight.
In Final Project Two, you will demonstrate your mastery of the following course outcomes:

?  OL-215-01: Analyze how an organization’s goals influence organizational planning that informs strategic decision making
?  OL-215-02: Analyze the functions of management and ethical principles for executing effective decision making in organizations
?  OL-215-03: Apply management techniques that ensure the continuous improvement of personnel and business processes to measure organizationalperformance
?  OL-215-04: Apply communication techniques aimed at increasing employee performance, thus achieving organizational goals and objectives
?  OL-215-05: Illustrate the important connection between management and organizational culture

Prompt
The general manager has reviewed your analysis of a successful company and was impressed with your work. As a result, you have been asked to provide recommendations for a management improvement plan for a struggling company.
For the second part of the final project, you will focus on a struggling company and make your recommendations in a management improvement plan. Be sure to focus on the company at the time of their struggle. Your recommendations will show how management performance, employee perception, and organizational success intersect. You must select a company from this list of suggested companies. Resources related specifically to the struggling companies listed are provided.
Enron

?  Enron Case Study – https://app.sophia.org/tutorials/enron-case-study
?  Enron Scandal (4:48) – https://www.youtube.com/watch?v=-PEnWd4MetY

Specifically, the following critical elements must be addressed:

Profile of a Struggling Company

Assess how the management planning practices interfere with or prohibit the organization’s ability to optimally function. You could consider using the fundamental principles of management in your explanation.
Describe how the employees’ perception and organizational culture have been impacted by management’s performance. You could consider the connections between management and its impact on culture.
Explain how communication has played a part in management’s inability to increase employee performance. You could consider the connections to specific communication barriers that exist within the organization.

Management Plan Recommendations: For this section of the summative assessment, you will make recommendations for the management improvement plan.

Describe how implementing the fundamental principles of management will help to improve the management process within your company. You could consider the factors that interfere with or prohibit effective management.
Identify how aspects of the fundamental principles of management will be implemented and communicated to all personnel within the company. You could consider thinking about this from a training standpoint.
Describe how the application of the fundamental principles of management will lead to increased employee performance. You could consider what needs to improve the most to help increase employee performance.
Explain how applying ethical principles to the fundamental principles of management would be sustained and monitored by the company. You could consider using the rational decision-making model to show how this process can help with ensuring long-term success.

Conclusion: For this section of the summative assessment, you will provide a summary of your recommended changes to the management improvement plan using examples revolving around the fundamental principles of management.

a. Summarize how these management changes, based on the fundamental principles of management, will help to ensure organizational success. Be sure to provide examples of how these changes will have the most direct impact.
Milestones
Milestone One: Profile of a Struggling CompanyIn Module Six, you will submit a one- to two-page document that will provide a profile of your chosen struggling company. This milestone will serve as a rough draft and must cover the three critical elements in Part I of Final Project Two. You are expected to provide a minimum of two to three paragraphs for each of the three critical elements, which include: management planning, employee’s perception and organizational culture, and communication. This milestone will be graded with the Final Project Two Milestone One Rubric.

Final Submission: Management Improvement Plan for a Struggling CompanyIn Module Eight, you will submit Final Project Two. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Two Rubric.
Final Project Two RubricGuidelines for Submission: Final Project Two must be three to four pages in length (plus a cover page and references) with double spacing, 12-point Times New
Roman font, one-inch margins, and APA formatting. Include at least two references cited in APA format.
Attached is the completed assignment for Module 6. Feedback from the instructor from module 6 is below:
“you did a good job with your assignment this week.  When you go back and make revisions to your work, make sure you are citing where you retrieved the information you noted in your work. I am looking at the first section of your paper. Other than that, it is perfectly fine”

You have been assigned a new case involving a family from a culture about which you know nothing, what can you do in preparation for your first meeting with the clients? What can you do in the initial session with the clients to enhance your relationship with them? How can you know what the experience was like for the client?

September 4 thru September 10, 2023 – An Ecological -Developmental Framework for Helping Children -TOPIC: CHALLENGES FOR PRACTITIONERS IN HELPING Based on your reading from Chapter 2 and other reading/videos reviewed please integrate the information and respond to the following questions. I.  Chapter 2, page 35, please respond to one (1) of the following questions: = 2.5 Pointsa) If you have been assigned a new case involving a family from a culture about which you know nothing, what can you do in preparation for your first meeting with the clients? What can you do in the initial session with the clients to enhance your relationship with them? How can you know what the experience was like for the client?or respond to:b) Suppose that in the case conference about Jose’ it becomes apparent that the foster care worker is vehemently opposed to the possibility of future family reunification following the mother’s discharge from prison. The school social worker, knowing how much Jose’ misses his mother continues to collaborate with the foster care worker in the face of this disagreement about goals. How would you reach a compromise? What things would you look at related to the best interest of Jose’? II. MANDATORY: Each Student will share her/his comments and impressions regarding the following YouTube video that you viewed last week entitled “What you can do to help: Uchenna| Umeh TedAlief . = 4.5 pts.Respond to this student response below. a) If you have been assigned a new case involving a family from a culture about which you know nothing, what can you do in preparation for your first meeting with the clients? What can you do in the initial session with the clients to enhance your relationship with them? How can you know what the experience was like for the client?If I was assigned a new case involving a family from a culture that I know nothing about, there are various ways that I can prepare for my first meeting with the clients. For example, I can do my own research about the individuals culture and understand the important aspects of their culture. At times, there can be gestures and words that are okay to say in one’s culture but in another person’s culture it might not be okay. An example of this is “in Iran and neighboring countries like Afghanistan, the thumbs-up is equivalent to the middle finger!” explains Dana Hooshmand, an author for Discover DiscomfortLinks to an external site., a language- and culture learning resource” (Jones, 2023). In the initial session with the clients in order to enhance my relationship with the client, it’s imperative that I make the client feel as comfortable as possible and allow them to tell me who they are, rather than me trying to say who I think they are based off my research. I should not step any boundaries but let my client know that I’m not there to judge them in any way but rather guide them in the most positive direction possible. After the meeting, there are many ways that I can know what the experience was like for the client. For example, the easiest way is for the client to tell me that they enjoyed the meeting or clients body language can be a cue as to whether they’re comfortable or not. Furthermore, at times clients will leave reviews on websites to ensure others know about their experience.Post the following in response to the “YouTube” video.ReferencesJones, Meghan. (2023, February 10). 10 common hand gestures that are rude in other countries. Reader’s Digest. Respond to this student’s response below- (student response 2)1a: As a social workers, you will be placed in various situations with clients from all walks of life. In this situation, how can a social worker address a client who comes from a culture different from their own? During the first session with this client, a few things need to be established. First, personal characteristics such as age, race, and gender should be defined. This provides the social worker with a good foundation for who this client is and can build from there. Secondly, a social worker should consider building a culturagram that defines the clients background, beliefs and values. Next, the social worker must consider their own self awareness. Even if unfamiliar with the culture the client has, it is important for a social worker to consider your own experiences, what you know of that culture and any information given by the client to make a connection to them. In recent years, social work programs have strived to bridge the game between cultures and backgrounds to prepare social workers for the field. Using those courses as well as understanding the NASW ethics regarding culture can help guide a social work through the process of growing their self awareness. Lastly, a social worker should emphasize with the client. The client needs to establish trust between themselves and the social worker. Feeling heard and understood can go a long way, especially in the first session. 2: Dr.Aimee had a lot to say about childhood trauma, most of which was incredibly impactful. Initially, her comparison of depression to “low hanging fruit” seemed dismissive, but as she went on to explain her reasoning for this, her thoughts on the topic rang true. Trauma can spark depressive thoughts, actions and feelings in all ages of people. It is isn’t limited to children. However, children often feel unheard during adolescence and struggle to trust those around them with these feelings. While depression is a leading cause of suicide in youth today, it is not the only factor, which she continues to explain. Guilt, shame and fear can also contribute to suicidal thoughts. It’s important to understand where these feelings are coming from and refrain from belittling a child who experiences them. While something small like watching a fight at school may seem normal for an adult, to a child that can be incredibly traumatic and set them off course. After the end of the video, I felt insightful and well informed. I was a crisis line operator before and I had to deal with calls from suicidal youth that struggled with depression while others struggled with the lingering feelings of a traumatic experience. People don’t often consider why someone may have these feelings. The thoughts of suicide may not even be tied to depression, so it was great to hear someone explain this in a way that continued the discussion. Lastly, I want to reinforce a factor of social work or mental health in general. I recently had a class discussion that focused on whether a person who has experienced a mental disorder or is currently in treatment for one can practice. It’s people like Dr. Umeh, people like me, who can use their trauma and their history to empathize and support support their clients. Trauma can be healed and in turn be used to help others heal and I think that’s a miraculous thing to see. Links to an external site.(2020). YouTube. Retrieved September 5, 2023, from  Post the following in response to the “YouTube” video.

In the article titled: Smells like clean spirit: Nonconscious effects of scent on cognition and behavior (Holland, Hendricks, & Aarts, 2005). What are the design elements: (independent variable [IV], and dependent variable [DV]) and operational definitions for all three studies

Read the article titled: Smells like clean spirit: Nonconscious effects of scent on cognition and behavior (Holland, Hendricks, & Aarts, 2005). What are the design elements: (independent variable [IV], and dependent variable [DV]) and operational definitions for all three studies and answer the following questions. This assignment is due by _______________. Each answer should be (at minimum) an undergraduate-level paragraph in length.1) What are the design elements: (independent variable [IV], and dependent variable [DV]) and operational definitions for all three studies?2) What are the potential confounding variables?3) What are the strengths and weaknesses of the study designs?4) In what situations might smell influence your behavior?5) Could the activation of other senses (touch, taste, sound, sight) influence behavior and in what ways?6) What other ways could one measure cleaning-related behaviors (observationally and nonobservationally)?7) Evaluate each of the four validities that we covered in today’s lecture (Chapter 4) in terms of this article. How “valid” or strong are they?Research ReportSmells Like Clean SpiritNonconscious Effects of Scent on Cognition and BehaviorRob W. Holland,1 Merel Hendriks,1 and Henk Aarts21Radboud University Nijmegen, Nijmegen, The Netherlands, and 2Utrecht University, Utrecht, The NetherlandsABSTRACT—Three studies explored whether odor can in- fluence people’s cognition and behavior without their being consciously aware of the influence. In two studies, we test- ed and confirmed that when participants were unobtru- sively exposed to citrus-scented all-purpose cleaner, the mental accessibility of the behavior concept of cleaning was enhanced, as was indicated by faster identification of cleaning-related words in a lexical decision task and higher frequency of listing cleaning-related activities when describing expected behavior during the day. Finally, a third study established that the mere exposure to the scent of all-purpose cleaner caused participants to keep their direct environment more clean during an eating task. Awareness checks showed that participants were unaware of this influence. The present studies reveal the noncon- scious influence that olfactory cues can have on thinking and doing.Scents influence people’s thinking and doing. We all may have the experience of sniffing at a shirt before deciding to wash it, taking in the odor of food to determine whether it is still edible, and perhaps suddenly walking faster through a street when a garbage truck passes by. Scents are also expected to modify consumer behavior. For example, aroma diffusers are installed in hotels, shopping malls, and airports. Also, some neutral products are pleasantly scented before they are placed in the stores. Given the potential impact of scents on thinking and doing, it is surprising that the relation between olfaction and action has hitherto received only limited theoretical analysis and empirical attention. Whereas a great deal of research has focused on the physiological features of odor perception (see,Address correspondence to Rob Holland, Department of Social Psy- chology, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands, e-mail: r.holland@psych.ru.nl, or to Henk Aarts, Utrecht University, Department of Social and Organi- zational Psychology, P.O. Box 80140, 3508 TC, Utrecht, The Neth- erlands, e-mail: h.aarts@fss.uu.nl.e.g., Goldstein, 1999), the influence of scents on cognition and behavior has been largely neglected.Some studies have reported effects of scent on approach- avoidance tendencies. For example, research on consumer behavior suggests that scents increase gambling in casinos (Hirsch, 1995), the time spent on a decision task (Bone & Ellen, 1999; Mitchell, Kahn, & Knasko, 1995), and intentions to visit a store (Spangenberg, Crowley, & Henderson, 1996). Moreover, some authors claim to have obtained effects of pheromones on menstrual cycles (Russell, Switz, & Thompson, 1980; Weller & Weller, 1993) and even human sexual behavior (Cutler, McCoy, & Friedmann, 1998; McCoy & Pitino, 2002). Such basic re- sponses are likely to emerge because of the direct link between the olfactory processing modules and parts of the limbic system, which is known to be important for the regulation of affect and sexual activity.However, the processing of odors does not stop at the limbic system. Associations may be formed between odors and other sensory information (e.g., taste; see Stevenson, Boakes, & Pres- cott, 1998), as well as semantic and episodic knowledge (Degel, Piper, & Ko ?ster, 2001; Stevenson & Boakes, 2003). For exam- ple, by means of co-occurrences, the smell of pine trees may be associated with Christmas, and the scent of citrus may be as- sociated with cleaning. When the odor is perceived, such a se- mantic association may become activated. For instance, it has been shown that odors can cue memories of early childhood (e.g., Chu & Downes, 2000). Yet semantic associations of scents may have consequences that go beyond the sheer activation of associated memories. In the present research, we aimed to ex- plore whether semantic associations that are activated upon odor perception may shape overt behavior, even outside con- scious awareness.Our ideas are based on recent research concerning the direct link between social perception and behavior (for overviews, see Dijksterhuis & Bargh, 2001; Ferguson & Bargh, 2004). This research shows that the mere perception of social categories (e.g., persons, social stereotypes) semantically activates asso- ciated traits or behavior representations that, in turn, can guide further thinking and doing automatically in the situation atVolume 16—Number 9 Copyright r 2005 American Psychological Society 689MethodParticipants and DesignSTUDY 1Fifty Dutch undergraduates (10 males1) participated, receiving h1 in return. Participants were randomly assigned to either a cleaner-scent or a control condition.ProcedureParticipants conducted a lexical decision task in a cubicle. In the scent condition, the citrus scent of all-purpose cleaner was diffused in the cubicle by putting 45 ml of all-purpose cleaner in a bucket with 1.5 L of lukewarm water. The bucket was hidden in1Across the three studies, no gender effects were found.Nonconscious Effects of Scent on Behaviorhand. For example, in a study of the effects of stereotype priming on action, Bargh, Chen, and Burrows (1996) primed participants with words that are stereotypical for the social category ‘‘eld- erly’’ (e.g., Florida, grey, bingo) to enhance the accessibility of ‘‘being slow’’ and then asked participants to walk down the hallway near the lab. Primed participants walked more slowly than control participants. Participants had no clue whatsoever that their behavior was influenced by the priming procedure. These results illustrate the ideo-motor principle—that the mere ideation about or perception of behavior (e.g., being slow) is sufficient to increase the tendency to adjust ongoing behaviors pertaining to the behavior concept (see also Carpenter, 1874; James, 1890).To extend knowledge with regard to the processes underlying the influence of scent on behavior, we tested the possibility that scents influence behavior, by the same mechanisms as those that purportedly guide ideo-motor action. We used the scent of citrus that is typical for all-purpose cleaners. Obviously, this scent is very often present when cleaning is taking place. Therefore, a strong semantic association between typical cleaner scent and cleaning behavior will be established. The first two studies tested the initial hypothesis that exposure to cleaner scent en- hances the accessibility of the cleaning concept automatically, so that such exposure would speed up participants’ responses to cleaning-related words in a lexical decision task (Study 1) and guide their expectations of future home activities (Study 2). Finally, in Study 3, we examined the effect of cleaner scent on actual cleaning-related behavior. We tried to demonstrate that the influence of scent on cognition and behavior can occur without a person’s conscious awareness of this influence. Fol- lowing previous research on nonconscious influences on human functioning (Bargh & Chartrand, 2000; Dijksterhuis, Aarts, & Smith, 2005; Shanks & St. John, 1994), we checked whether participants did become aware of the presence of the scent and, if they did, whether they were aware of the influence of the scent on their thinking and doing.the cubicle behind a cupboard and was not visible to partici- pants. In the control condition, no scent was diffused.In the lexical decision task, participants were asked to indi- cate as quickly and accurately as possible whether a letter string appearing on a computer screen was an existing word. Re- sponses were made by pressing a ‘‘yes’’ or ‘‘no’’ key on the keyboard. Across the 40 trials, 20 nonwords and 20 real words were presented. Six of the real words were cleaning-related words (e.g., poetsen, ‘‘cleaning’’; opruimen, ‘‘tidying up’’; hy- gie ?ne, ‘‘hygiene’’). The other 14 real words were not related to cleaning (e.g., fietsen, ‘‘bicycling’’; tafel, ‘‘table’’; computer, ‘‘computer’’) and served as control words. Experimental and control words were matched on valence, as determined in a pilot study.Immediately after the task, participants filled out a two-page questionnaire examining their awareness of the scent and of the influence of the scent on their performance (cf. Bargh & Chartrand, 2000). Specifically, the first page included items assessing participants’ thoughts regarding the possible purposes and hypothesis of the study. On the second page, we explicitly asked whether they had noticed a specific scent in the cubicle, and, if so, what kind of scent they had noticed. Finally, partic- ipants were asked whether they thought that this scent might have affected their performance on the lexical decision task, and, if so, how this occurred. This funneled debriefing proce- dure indicated that none of the participants were able to guess the hypothesis under investigation. Six participants were aware of the presence of the scent; however, none of them thought that the scent had influenced their performance.Results and DiscussionIncorrect (‘‘no’’) responses to words were excluded from the analyses (3%), as were responses more than 3 standard devia- tions from the mean (3%). These errors and slow responses were evenly distributed across the two types of words and conditions. One participant was dropped from analyses because of ex- tremely slow response latencies in general (more than 3 standard deviations from the mean for the sample). The response times on the six target trials were averaged, as were those on the control trials.These mean response latencies were subjected to a 2 (scent: cleaner vs. none; between participants) ? 2 (word type: cleaning vs. control; within participants) analysis of variance. This anal- ysis revealed a main effect of word type, F(1, 47) 5 5.97, p 5 .02, Z2 5 .11. Participants responded faster to cleaning-related words than to control words. The Scent ? Word Type interaction was also significant, F(1, 47) 5 4.33, p 5 .04, Z2 5 .08. Ex- cluding participants who were aware of the scent did not change the pattern of results. The nature of the results is illustrated in Figure 1, which depicts the means for participants who were not aware of the scent. In line with our prediction, participants in the scent condition responded faster to cleaning-related words thanVolume 16—Number 9Fig. 1. Mean response latencies and standard deviations for cleaning-re- lated words and control words in the scent and control conditions, Study 1.did participants in the control condition. The means for the control words were similar across experimental conditions. Furthermore, in the scent condition, responses to cleaning words were faster than responses to control words, whereas such a difference between word types was not manifested in the control condition.This first study provides initial support for the idea that a scent can facilitate access to behavior concepts that are semantical- ly associated with the scent without participants’ conscious awareness of this effect. Study 2 tested the prediction that scents may also guide action plans nonconsciously. Specifically, as- suming that the scent of all-purpose cleaner enhances the ac- cessibility of the cleaning concept, we explored whether this scent increases the likelihood that participants will use the behavior concept of cleaning in describing their future home activities.STUDY 3MethodParticipants and DesignSTUDY 2Twenty-two Dutch undergraduates (6 males), receiving h1 in return, were randomly assigned to the scent or control condition.ProcedureParticipants first filled out a filler questionnaire in a cubicle with or without the citrus scent. Subsequently, they moved to another nearby room (in which no scent was diffused). There they were seated at a table and instructed to eat a round biscuit that usually produces crumbs when one bites into it. A hidden video camera recorded the participants’ hand movements at the table while consuming the biscuit. The dependent measure was the extent to which participants kept their table clean. Accordingly, two independent judges who were blind to conditions and the hy- pothesis counted the number of times participants removed crumbs from the table during the task. The correlation between the scores of the two judges was 1.0. Previous research (Aarts & Dijksterhuis, 2003) suggests that this behavior measure is well suited to assessing the nonconscious influences of scents on behavior, because participants’ attention is directed to eating, and not to cleaning.Finally, participants followed the funneled debriefing proce- dure. One participant had noticed the scent. However, none of the participants were aware of the hypothesis. Also, none of the participants had conscious thoughts about cleaning during the eating task.Results and DiscussionThe measure of cleaning behavior was subjected to a t test. Participants removed the crumbs substantially more often in the scent condition (M 5 3.54) than in the control condition (M 5 1.09), t(20) 5 2.37, p 5 .02, Z2 5 .23, thus showing a direct link between scent perception and behavior. ExcludingFifty-six Dutch undergraduates (19 males) participated in this study, receiving h1 in return. Participants were randomly as- signed to the scent or control condition.ProcedureThe scent manipulation was identical to that in Study 1. The study was presented as being aimed at learning more about students’ daily activities, and participants were asked to write down five activities that they were planning to do during the rest of the day. As in the previous study, the funneled debriefing indicated that none of the participants was aware of the scent or the hypothesis.Volume 16—Number 9Rob W. Holland, MerelHendriks, and Henk AartsTwo independent judges blind to condition and the hypothesis scored whether or not a cleaning-related activity (e.g., cleaning, tidying up) was listed. The interjudge reliability was high (k 5 .95), and disagreements were solved through discussion.Results and DiscussionParticipants in the scent condition more frequently listed a cleaning activity (36%) than participants in the control condi- tion (11%), w2(55, N 5 56) 5 4.91, p 5 .04. These findings further support the idea that citrus scent enhanced the acces- sibility of the cleaning concept and, as a result, increased the probability of mentioning cleaning activities in plans for future action. Impressed by these findings, in the next study we aimed to test direct effects of citrus scent on overt cleaning-related behavior.MethodParticipants and DesignNonconscious Effects of Scent on Behaviorthe participant who was aware of the scent did not change the pattern of results.GENERAL DISCUSSIONThe present research explored the nonconscious influence of scents on thinking and doing. Results of Studies 1 and 2 showed that the mere presence of the scent of a typical all-purpose cleaner enhanced the accessibility of the behavior concept of cleaning. Study 3 established that exposure to the scent influ- enced actual performance of cleaning behavior. Furthermore, awareness checks showed that only a few participants were aware of the presence of the scent (although we attest to the difficulty of controlling the thresholds of conscious odor per- ception; Doty, 1991; Laing, 1982). It is important to note that in none of the studies were participants aware of the fact that their cognition and behavior were affected by the scent. Together, then, these observations provide compelling evidence that scent can have a nonconscious influence on thinking and doing.The results of Study 2 suggest that the scent brought the cleaning concept into consciousness. This ‘‘entering of con- sciousness’’ effect may not be a direct cause of the exposure to the scent itself, but rather may have emerged because partici- pants relied on accessible information in order to list activities for future action. As the results of Study 1 demonstrated, the cleaning concept showed enhanced accessibility as a result of exposure to the scent. Such nonconscious influence of knowl- edge activation has been repeatedly observed in the research on social perception and judgment (e.g., Higgins, 1996). However, this should not be taken to mean that participants consciously decided to keep the table clean or were aware of cleaning the table when eating the biscuit in Study 3. More likely, the cleaning concept was applicable to the task at hand, and, hence, the enhanced accessibility of the behavior representation en- abled participants to directly guide and adjust their movements while eating the biscuit (see also Aarts & Dijksterhuis, 2003). Thus, nonconsciously activated information (e.g., the activation of the cleaning concept by exposure to citrus scent) can guide a person’s behavior without the need for that person to become aware of the source causing the behavior (e.g., Ferguson & Bargh, 2004; Strack & Deutsch, 2004). This is especially true when, as in our third study, the person is not cognizant of the behavior (e.g., see also Dovidio, Kawakami, & Gaertner, 2002).Hitherto, the rare psychological research on the link between odors and human behavior focused on affective mechanisms and studied mainly approach-avoidance behavior as a function of odor pleasantness. In contrast, we focused on a cognitive route by which scent influences behavior. The present research is the first to show that behavior is brought in line with semantic as- sociations that become activated upon the perception of a scent.The primary aim of the present research was to advance un- derstanding with regard to the processes underlying effects of scent on behavior. However, this research also contributes tothe perception-behavior literature. Although a large number of studies have provided evidence for an automatic link between perception of the environment and behavior, these studies have focused almost exclusively on visual perception. We are the first to show that perception-behavior links also exist within the domain of olfactory perception. Furthermore, the ‘‘environment’’ is often operationalized in research as words that are flashed on a computer screen or used in a scrambled-sentence task. In a way, using scent as an environmental cue can be considered a more ecological test of the perception-behavior link. In our studies, individuals smelled their environment, and it smelled like clean spirit.Acknowledgments—The work in this article was supported by grants from the Netherlands Organization for Scientific Re- search (NWO; VENI Grant 451-04-063 and VIDI Grant 452-02- 047).REFERENCESAarts, H., & Dijksterhuis, A. (2003). The silence of the library: Envi- ronment, situational norm and social behavior. Journal of Per- sonality and Social Psychology, 84, 18–28.Bargh, J.A., & Chartrand, T.L. (2000). The mind in the middle: A practical guide to priming and automaticity research. In H.T. Reis & C.M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253–285). New York: Cambridge University Press.Bargh, J.A., Chen, M., & Burrows, L. (1996). The automaticity of social behaviour: Direct effects of trait concept and stereotype activation on action. Journal of Personality and Social Psychology, 71, 230– 244.Bone, P.F., & Ellen, P.S. (1999). Scents in the marketplace: Explaining a fraction of olfaction. Journal of Retailing, 75, 243–262.Carpenter, W.B. (1874). Principles of mental physiology. New York: Appleton.Chu, S., & Downes, J.J. (2000). Long live Proust: The odour-cued au- tobiographical memory bump. Cognition, 75, B41–B50.Cutler, W.B., McCoy, N.L., & Friedmann, E. (1998). Pheromonal in- fluences on sociosexual behavior of men. Archives of Sexual Be- havior, 27, 1–13.Degel, J., Piper, D., & Ko ?ster, E.G. (2001). Implicit learning and im- plicit memory for odors: The influence of odor identification and retention time. Chemical Senses, 26, 267–280.Dijksterhuis, A., Aarts, H., & Smith, P.K. (2005). The power of the subliminal: On subliminal persuasion and other potential appli- cations. In R. Hassin, J.S. Uleman, & J.A. Bargh (Eds.), Unin- tended thought 2: The new unconscious (pp. 77–106). New York: Oxford University Press.Dijksterhuis, A., & Bargh, J.A. (2001). The perception-behavior ex- pressway: Automatic effects of social perception on social be- havior. Advances in Experimental Social Psychology, 33, 1–39.Doty, R.L. (1991). Olfactory system. In T.V. Getchell, R.L. Doty, L.M. Bartoshuk, & G.B. Snow, Jr. (Eds.), Smell and taste in health and disease (pp. 449–462). New York: Raven.Dovidio, J.F., Kawakami, K., & Gaertner, S.L. (2002). Implicit and explicit prejudice and interracial interaction. Journal of Person- ality and Social Psychology, 82, 62–68.Volume 16—Number 9Rob W. Holland, Merel Hendriks, and Henk AartsFerguson, M.J., & Bargh, J.A. (2004). How social perception auto- matically can influence behavior. Trends in Cognitive Sciences, 8, 33–39.Goldstein, E.B. (1999). Sensation and perception (5th ed.). Pacific Grove, CA: Brooks/Cole.Higgins, E.T. (1996). Knowledge activation: Accessibility, applicabil- ity, and salience. In E.T. Higgins & A.W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 133–168). New York: Guilford Press.Hirsch, A.R. (1995). Effects of ambient odors on slot-machine usage in a Las Vegas casino. Psychology and Marketing, 12, 585–594.James, W. (1890). The principles of psychology. London: Macmillan. Laing, D.G. (1982). Characterisation of human behaviour during odourperception. Perception, 11, 221–230. McCoy, N.L., & Pitino, L. (2002). Pheromonal influences on sociosexualbehavior in young women. Physiology and Behavior, 75, 367–375. Mitchell, D.J., Kahn, B.E., & Knasko, S.C. (1995). There’s something in the air: Effects of congruent and incongruent ambient odor on consumer decision-making. Journal of Consumer Research, 22,229–238. Russell, M.J., Switz, G.M., & Thompson, K. (1980). Olfactory influ-ences on the human menstrual cycle. Pharmacology, Biochemistry and Behavior, 13, 737–738.Shanks, D.R., & St. John, M.F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367– 447.Spangenberg, E., Crowley, A., & Henderson, P.W. (1996). Improving the store environment: The impact of ambient scent on evaluations of and behaviors in a store. Journal of Marketing, 60, 67–80.Stevenson, R.J., & Boakes, R.A. (2003). A mnemonic theory of odor perception. Psychological Review, 110, 340–364.Stevenson, R.J., Boakes, R.A., & Prescott, J. (1998). Changes in odor sweetness resulting from implicit learning of a simultaneous odor- sweetness association: An example of learned synesthesia. Learn- ing and Motivation, 29, 113–132.Strack, F., & Deutsch, R. (2004). Reflective and impulsive determi- nants of social behavior. Personality and Social Psychology Review, 8, 220–247.Weller, L., & Weller, A. (1993). Human menstrual synchrony: A critical assessment. Neuroscience and Biobehavioral Reviews, 17, 427– 439.(RECEIVED 9/17/04; REVISION ACCEPTED 2/18/05; FINAL MATERIALS RECEIVED 3/7/05)Volume 16—Number 9second thing :Chapter 5- Practice with Event Sample TemplateUse this sample version of the event sample template to record interactions in the three videos you will watch. Description of Interaction Location of Interacti on Duration of Interactio n Interaction Type EXAMPLE Child said “Can you build a block tower with me?” I replied “Yes!” Block Area 10 minutes Child to adult Interaction 1 (Video 1) Interaction 2 (Video 2) Interaction 3 (Video 3).For this assignment, you will practice utilizing the event sample template that you will fill out during each observation. There are three videos, and you will fill out a shortened version of the template for this assignment. Download the template for this assignment here.Download Download the template for this assignment here.Video #1:Video #2:Video #3:second thingTechnology in ECE- What Do You Think?The use of technology in the early childhood classroom has been hotly debated over the last several years. Create a discussion post responding to the following questions. Use the textbook and the article linked below to support your position. • Should computers and other interactive media be incorporated into ECE curriculum? If yes how should this technology be incorporated? If not, explain why. • At what age is it appropriate? It is ok for young infants to be exposed to technology? Why or why not? • Is all technology created equal?Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8Links to an external site.this is assignment is due by _________________. Each answer should be (at minimum) an undergraduate-level paragraph in length.Cement your research topic – decide which specific phenomenon or behavior you will be presenting your research uponBring in three research articles (at minimum) related to the topic that you intend to researchFinally, based on the articles, answer the following questions:1) What are the variables you’re interested in studying? How will you plan on measuringthese variables? Clearly define the IV and DV, as well as the operational definition for the DV.2) What scale of measurement do you think your variables will be? (Nominal, Ordinal,Interval, Ratio) Be sure to list each variable and the scale that is most appropriate for it.3) How do you think you would get your data? Specifically, how would you findparticipants? What would you have them do?4) What problems can you predict? Honesty? Finding participants? What confoundingvariables might be present? Any limitations?5) Choose one of your articles for this portion. What is the article you have selected? Whatare the variables in that study? What were the main findings? What limitations were noted, if any? List the methodological strengths and weaknesses. Also, include the full reference in proper APA format.Requirements: 1

Create a chart providing a general overview of the five developmental domains (cognition, language/communication, physical (gross/fine motor), social-emotional, adaptive/self-care.  

For the purpose of this assignment, you will create a chart providing a general overview of the five developmental domains (cognition, language/communication, physical (gross/fine motor), social-emotional, adaptive/self-care.  
I would like an overall explanation for each domain and at least three supporting sentences on more specific components within the domain. For example, you can explain gross/fine motor for physical or the components of language for language/communication.  
Provide three strategies for promoting this area of development within early childhood (birth-age 8).
This is an individual assignment that will be submitted to the appropriate assignment folder in Canvas.  
This assignment must be submitted in your own words and include references of your sources. If you must use a direct quote, APA format is required. Turnitin will be used for this assignment; plagiarism of any kind is not tolerated.
Required criteria for full credit: 

General overview of each of the five developmental domains 
Three supporting sentences for each domain discussing relevant components (E.G., explain gross/fine motor for physical development) 
Three strategies to promote development in each domain (15 in total) 
Grammar accurate/APA formatting 

Ethical dilemmas are those where there is neither an easy answer nor a decision that is absolutely the right one. Describe the issue and why and how it poses an ethical dilemma for healthcare providers and healthcare organizations?

 Assignment Details
Ethical dilemmas are those where there is neither an easy answer nor a decision that is absolutely the right one. Healthcare professionals must deal with these challenges based on their training and knowledge of ethical principles and decision making. Choose an ethical dilemma from the list below and answer the questions that follow. Use your knowledge and understanding from what you have already learned from Unit 1 and 2 lessons and the textbook reading assignments.

Genetic testing and home test kits
Physician-assisted death
Artificial intelligence and clinical decision making
Organ transplantation and artificial organs

Note: If you would like to choose a dilemma other than one on the list, please consult with your instructor and obtain permission.

Describe the issue and why and how it poses an ethical dilemma for healthcare providers and healthcare organizations?
What ethical principle(s) would be applicable to the dilemma?
Describe the ethical decision-making steps used to come to an ethical decision? With whom would a healthcare professional consult in coming to a decision?
How are your personal values challenged? What would be a personal bias or conflict of interest in resolving this dilemma?

What is the importance of using P&ID for process engineering?  

What is the importance of using P&ID for process engineering?  

I currently work at Georgia Pacific in wood products, we make OSB. I  have worked as an electrician on shift for several years which meant  that there were several times that I would have to troubleshoot and  identify issues on my own because I was the only electrician in the  entire mill most of the time. I used P&ID’s a lot during this time  and it helped me with comparing I/O in the PLC to the actual field  devices. The P&ID would point me exactly to where the field device  was that I was having the issue with. P&ID’s can also be used to  understand the flow of the process as well; identifying gas trains,  induced draft systems and more.

Elaborate on the history and development of the ISA standard 5.7 and discuss examples of P&ID uses. 

The ISA standard’s main focus upon its creation was to create a set  of recorded documents that can be shared on a national basis. ISA5.7 is  the development and use of process flow diagrams and P&ID’s.
References:
https://www.isa.org/standards-and-publications/isa-standards/isa-standards-committees/isa5 
 Links to an external site.
Bartelt, T. L. (2011). Industrial Automated Systems: Instrumentation and Motion Control. Cengage Limited. https://ecpi.vitalsource.com/books/9781305474277