W7REPLY

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***RESPONE TO EACH POST 100 WORDS MIN EACH***

1. The Nuclear terrorist threat, even with today’s countermeasures, is possible. Former United States president Barrack Obama in April 2009 warned that the terrorist threat using nuclear weaponry is real and that it is an immediate and extreme threat to global security. The Nuclear terrorist threat has different approaches or methods, such as bombs or an attack towards nuclear power plants or other nuclear installations, with the sole purpose of provoking a chain reaction that can result in a radioactive catastrophe. Furthermore, even when the United States Regulatory commission advertises that nuclear power plants can withstand even an aircraft crash, this could compromise the containment building’s integrity. Also, radioactive waste stored in different portions of the mentioned powerplants can be targets of a terrorist groups unleashing up to five times radioactive waste as a reactor core. Moreover, Governmental studies reveal that highly organized terrorist groups could acquire Plutonium to create a crude nuclear bomb, a device built from stolen components or rich atomic material. The Nuclear threat is real, and even when strongly organized countries with nuclear weapon capabilities have prevention systems and countermeasures to prevent weapon proliferation, the danger is alarming. In 1993, the International Atomic Energy Agency reported more than 175 nuclear trafficking’s 18 that involved highly enriched weapons with uranium or Plutonium. Furthermore, there is claims and report by the Russian general Alexander Lebed that 40 nuclear weapons are missing from the Russian Arsenal. However, a radioactive terrorist attack should not be only considered by the use of nuclear weaponry. An attempt at a nuclear installation is also a terrorist nuclear threat due to this can provoke the same or more damages than a bomb.

2. The threat of nuclear weapons acquired in the hands of terrorists is improbable, but still, the risk exist. According to the Department of Homeland Security, at a certain point, nuclear, radiological, biological, and chemical warfare represents a threat in terms of potentially harmful and fatal impacts on society and the economy (West, 2012). While at this time, there is no actual record of any terrorist organization ever acquiring nuclear weapons or materials, society still holds a fear of any terrorist organization having a position of said weapons. Terrorist organizations make unconfirmed claims of having nuclear weapons in place to disrupt a targeted society’s peace of mind. According to the lesson, during the 20th century, nuclear weapons were a hot commodity on the black market (American Military University, 2020). However, they were nearly impossible to get a hold of, so radiological dispersal devices or dirty bombs were replacing them. The reasoning behind this would be the cost of purchasing, acquiring, and holding a nuclear device was too high for a well-funding terrorist organization to get access. A review of the world’s significant powers, such as the United States of America and North Korea, as government organizations, hold the scientific ability and economy to study nuclear weapons. According to the lesson, for two decades, the United States and North Korea have gone head to head over nuclear ambitions (American Military University, 2020). Both countries have developed weapons and countermeasures for each other in a cold war standoff. I believe no one will use nuclear weapons to the extreme level of being destroyed themselves. I look at the position of nuclear weapons, and if one country fires, the rest of the world will return fire. Although the threat of nuclear weapons is real, the human factor of waiting on who will fire first and start the beginning of World War III is keeping humanity alive

3. This week we learned about intelligence oversight. Intelligence oversight is a process that helps guide the Intelligence Community in doing what is best for the American people. Intelligence oversight exist so there are proper balances in place and American civil liberties are protected through laws and regulations. Intelligence oversight is a dynamic process and consists of multiple individuals and organizations. At the strategic level there is the President and their Intelligence Advisory Board and the Intelligence Oversight Board. Additionally, individual intelligence cabinets in congress provide oversight. Furthermore, there are other agencies involved like the National Security Council and the budget office. The intelligence oversight process has come a long since its creation. Intelligence oversight is absolutely necessary but it should always be improving. As the Intelligence Community acquires new technology, uses new TTPs, and it is counter new threats, intelligence oversight will also have to evolve. The intelligence oversight process seems a little overwhelming and that could pose a challenge for emerging threats or things that need to be done quickly. Additionally, some ethical considerations outside civil liberties would be members in congress playing politics. Some members in congress may hold funding or resources for some intelligence activities for political gain. Lastly, by having congress and government very involved in intelligence activities, there are a lot of opinions on those activities and what is ethical. Unless you are an intelligence professional it may be hard to understand why some things are done the way they are. For example, the waterboarding controversy. Some people are for it and some people are against it. Also, when the intelligence community is faced with situations that fall in a gray area. Do we sacrifice 1 life to save 100? Lastly, when it comes to domestic intelligence collection there is always a fine line between privacy and safety. 

4. This is always an interesting topic to discuss.  It is very controversial and relies on the ethical behavior and decision of elected leaders.  This is a very hard process to trust given the political corruption in the last 30 or so years.  This may have been attributed the social media, and the ability to find political corruption, versus in a time where social media was not present and the ability to find about political corruption was challenging.  I do believe that there has been a shift ethical decision making by all branches of the Government, Federal Agencies, and DOD.  The society that we live in today is more focused on self-service and driven by other motivations rather than serving the people. The main objective of intelligence oversight is to ensure that the IC is continuing intelligence operations, but operating within the parameters that will not violate the rights of American citizens. It is also a tough call if the system needs to be changed.  I believe that the politicians need to be more removed from intelligence operations.  There should be more internal oversight.  There needs to less restrictions, and the IC needs to have access to information that could potentially save lives.  With the consistent change of terrorist operating procedures, the IC needs to access information without the threat of inadvertently accessing private info, or violating citizens’ rights.

5. The aftermath effects of 9/1 has spotlighted some of the short comings and holes that we have had as a nation. Particularly, the inability to share information across agencies in the Intelligence community. However, one of the many changes that has happened was the creation of the establishment of the Nothern Command (NORTHCOM) errected under the leadership of President Bush. Inside NORTHCOM, there are many countries including the both continental and and OCONUS United States, Mexico, Canada and the surrounding water with a proximity of 500 miles. National Guard troops are set in place to protect the boarders and U.S. Customs when it comes to homeland security. The National Guard is able to immediately expand their surveillance, administrative, engineering, and mechanical skills to the agents already protecting boarders or providing services at the U.S. Customs level. The Posse Comitatus Act came about in 1878 and it causes problems for security of the nation. The Posse Comitatus Act does not allow any part of the Army or Air force to enforce the law unless it is authorized by the constitution or an act of congress. This act also lessens the ability for federal forces to impose on a state’s administration. In relation to homeland security there has been to many interpretations of what the Posse Comitatus Act means. It does not clarify when or how the government should send military forces or other DOD assets for emergencies or terrorist attacks to suppose the U.S. national defense. 

6. US Northern Command (Northcom) was established after the terrorist attacks on September 11, 2001 to defeat threats and aggression aimed at the United States and its territories. Their mission statement reads: “The United States Northern Command partners to conduct homeland defense, civil support, and security cooperation to defend and secure the United States and its interests (Northcom, 2019)”. Northcom is also charged with providing defense support for civil authorities and resources to other agencies when approved by the President or the Secretary of Defense. Additionally, Northcom has provided operational support for civil authorities during disaster relief operations for Hurricane Katrina, the Space Shuttle Columbia disaster, the Interstate 35 bridge collapse in Minneapolis and the Deepwater Horizon oil spill.  The National Guard plays an important role in homeland security by providing critical personnel and resources during a natural disaster or terrorist attack. Traditionally the National Guard is a state resource under the control of the governor. The governor can activate Guard members of state active duty to provide support to local agencies within the state. The National Guard can be activated for federal service under Title 10 of the US Code for military operations overseas or in support of a presidential disaster declaration like the response to Hurricane Katrina or the Deepwater Horizon spill. Under Title 32 the Guard can be activated and remain under the operational control of the governor but they are paid by the federal government. In this situation a dual status commander (DSC). This is usually a National Guard general officer who has received specialized training from Northcom to serve in this particular role. This allows for unity of command under a general officer who is familiar with the response agencies and procedures of a specific state (McKinley, C., Winnefeld, J. (2020). The Posse Comitatus Act states: “Whoever, except in cases and under circumstances expressly authorized by the Constitution or Act of Congress, willfully uses any part of the Army or Air Force as a posse comitatus or otherwise to execute the laws shall be fined under this title or imprisoned not more than two years, or both (Northcom, 2019).” The Posse Comitatus act does not apply to the Coast Guard or the National Guard under Title 32. This law doesnt normally allow for the military to participate in domestic law enforcement but exceptions have been made for counter-drug and trans-national criminal organization operations, The Insurrection Act and crimes involving nuclear materials (Northcom, 2019).

NEED THIS TODAY

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Prior to beginning work on this interactive assignment, please review Cases 18, 19, and 20 in Case Studies in Abnormal Psychology (Gorenstein & Comer 2015) and any relevant Instructor Guidance.

In  practice, clinical and counseling psychologists utilize  psychoeducational tools (e.g., bibliotherapy, client handouts,  worksheets, etc.) to enhance the client’s knowledge about mental health  issues, coping strategies, and resources.

For  this interactive assignment, you will create a visually interesting  client handout based on the case study chosen for the Psychiatric  Diagnosis assignment in PSY645 and your Week Six Psychological Treatment  Plan in this course. You must attach your client handout document to  your initial post in the forum.

The client handout will include the following required elements.

Education:  Explain, with as much visual information as possible, the client’s  cognitive or behavioral symptoms based on your selected theoretical  orientation. You may choose to create diagrams, figures, or charts to  illustrate the relationship between the client’s cognitions, affect, and  behavior.

Intervention:  Create a self-help exercise (e.g., a dysfunctional thought record,  meditation, deep breathing, guided imagery, muscle relaxation, thought  stopping, etc.) to assist the client in monitoring or reducing  maladaptive cognitions, affect, and/or behavior outside of therapeutic  sessions. Include an explanation about how the handout could be useful  in reducing the client’s symptoms. You may choose to visually represent  this exercise with charts, scripts, steps, or other media.

Resources:  Assess current trends in psychotherapy, and list complete APA reference  entries for five sources that would help the client learn more about  his or her presenting problem(s), early warning signs of relapse, and  managing symptoms. Please include hyperlinks if such exist for your  resources.

Revised essay #2

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FORMAL WRITING
ASSIGNMENT #3

 

For this final essay, you will
not be required to submit a rough draft unless you choose to do so. If you
would like me to comment on a rough draft, you can submit it to me via email. I
will be holding special sets of Zoom office hours this week and next week and
am also available to meet by appointment. Feel free to set up a meeting with me
if you would like to discuss your draft.

 

The final draft of Formal Writing
Assignment #3 will be due by the end of the day on Friday, June 11 (please note the new deadline). Please submit your
final draft via Blackboard; you can submit it as a Word, PDF, or Google Docs
document. The final version of your essay must be at least 6 double-spaced
typed pages in length. Because I need to
submit final grades for this class on time, I can’t allow any extensions to the
deadline.

 

Congratulations on the amazing work you all
have done this semester! While I am calling this Formal Writing Assignment #3,
this is really a revised version of Formal Writing Assignment #2. I’m asking
you to do the following things to revise your previous essay:

 

1)             
Read and carefully revise your final draft of Essay #2.
You can use the “Proofreading Guide” that I will be handing out to try to fix
any sentence-level errors in your essay.

 

2)             
Make at least one connection to Robin D. G. Kelley’s
article “Insecure: Policing Under Racial Capitalism.” Be sure to include 1-2
quotes from this article in order to help you make a connection (you are also
free to use more quotes if you wish). If you wish, you can also make
connections to the podcast and/or video interviews with Ruth Wilson Gilmore
that you have watched and listened to.

 

3)             
Include a “Works Cited” page with all the sources you
are using and be sure to include page numbers for all of the quotes you use in
the body of your essay. I will be distributing a guide to writing a works cited
page that you can use for this.

 

You can of course make any other
changes, additions, or edits to your final draft of your essay in revising it
into Formal Essay #3, including writing about sections of Angela Davis’ Are Prisons Obsolete? and Ruth Wilson
Gilmore’s Golden Gulag that you have
not yet written about.

Basically, this is about
completing the excellent work you’ve been doing this semester and turning it
into the best final draft you can produce. I’m excited to read them!

 

Business Management Liability Scenario

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Widget’s, Inc., a fictional company, has a flourishing lawncare business. The business has two full-time employees who have been with the company for five years. All employees are trained on using the lawn equipment and have signed a waiver-of-liability contract limiting liability for the company. The owner, Brian, told his employees not to worry—that the company would protect them if they got hurt. 

One employee, Lori, was on the job cutting a lawn. Lori was riding a mower, a Ferrari 2000, which was three years old and in good working condition. The step-up on the mower had writing on it with a warning sticker to replace the sandpaper liner for traction every three due to normal wear and tear. It was replaced every three years. Lori stepped down off the rider, slipped because of moisture from the grass, and severed her pinky toe on the mower blade.

When she fell to the ground, the mower continued through the grass and proceeded by itself to cut and mulch a neighbor’s prize roses. Peta, the neighbor, was preparing for a rose competition with a potential grand prize of $10,000.

Write a 1–2 page paper answering the questions below. Remember to identify and explain the law and then justify your answers to the questions pursuant to the scenario:   

  1. Pursuant to contract law, is the waiver of liability legal and do Brian’s verbal assurances become part of the contract? Why or why not?  
  2. Does Peta have a product liability case against the mower manufacturer Ferrari for a design defect, manufacturing defect, or failure-to-warn defect?  
  3. Does Lori have a claim for her injuries and can she recover pain and suffering damages or worker’s compensation?  

Note: A cover sheet is not required for this assignment, but please provide references from two reputable sources.

In addition to your textbook, you have access to Nexus Uni through the Strayer University Library. Please take advantage of this excellent legal resource!

The specific course learning outcome associated with this assignment is as follows:

  • Analyze the legal standing and situation of a specific business to achieve a defined result.

Brian is transferred

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T2DM
AF
GORD
Cholecystectomy 5 years ago
Brian is transferred to the neurological ward. On assessment he has a GCS of 13, left sided hemiplaegia, expressive dysphasia, dysphagia & blurred vision in his left eye. He is scheduled to see the speech pathologist and the physiotherapist later today.
After a week of therapy Brian is ready to be discharged to rehab. He still has some residual dysphasia, but the dysphagia and blurred vision have largely resolved. He still has significant weakness on his left side.
The doctors have ordered the following medications for discharge:
Apixaban 5 mg PO daily
Digoxin 125 mcg PO daily
Simvastatin 40 mg PO daily
Ezetimibe 10 mg PO daily
Perindopril 2 mg PO daily
Amlodipine 10 mg PO daily

Assignment Instructions
2000 words (+/- 10%)
35%
1. Identify the most likely type and cause (what you think is the main risk factor) of Brian’s CVA
• Your answer must include a rationale for this selection and explain how and why this cause can lead to a CVA from a pathophysiological perspective.
• Include in your answer the pathophysiology of Brian’s CVA.
• In other words, discuss the pathogenesis of the most likely cause and how it can lead to CVA. Consider his past medical history.
20%
2. Identify two (2) other risk factors that Brian has for CVA
• For each of these risk factors explain how & why they can increase the risk of & lead to CVA.
3. Select two (2) signs and/or symptoms that Brian had as a result of his CVA
• For each sign/symptom explain how & why it can occur after a CVA, again from a pathophysiological perspective.
35%
4. Select three (3) of Brian’s medications and explain why each of the three (3) medications was ordered for Brian
• Your discussion should include the pharmacodynamics and pharmacokinetics of each medication, including relevant adverse effects and contraindications.
5. Each of Brian’s discharge medications is to be administered orally. This means they will all undergo the first pass effect. Explain what first pass is and the implications this has for a drug’s bioavailability.
This is a case study, not a general discussion of CVA. It is important that only information relevant to the specific case be discussed in this assignment. Information that is not directly relevant to the case study should not be included.
The assignment is not an essay, i.e. it does not require an introduction or conclusion. However, it must be written in accordance with academic conventions, i.e. full sentences, not dot points. Headings can be used to organise your assignment and please ensure appropriate use of paragraphs.
All claims or assertions must be supported with evidence form the literature, using APA6 referencing guidelines.
Help with Academic Writing
For assistance with assignment writing, you are encouraged to make a time for an appointment with the Student Learning You can also submit a request for assistance through Studiosity. Benefits of this are the ability to:
1. Upload up to two assignment drafts per semester to Studiosity, and an English specialist will provide you with constructive feedback in less than 24 hours – including comments, suggestions and encouragement for how you can improve your own work
2. Studiosity live chat offers one-to-one, personal help in real-time. Subject specialists are available from 2.30pm until 11.30pm, Sunday to Friday, to help you with your study questions. Students can utilise up to two live chats (appx 20 min each) per semester.
https://blogs.flinders.edu.au/student-health-and-well-being/2018/02/19/studiosity-study-help-anywhere/
Assignment Submission
Please submit your assignment to FLO, to the link called ‘Assessment 2: Case Study’. Assignments need to be submitted via turnitin first, and all submissions are subject to Flinders University academic integrity requirements.
Academic Integrity
All work must be in your own words (i.e. paraphrased), with references included. All claims or assertions must be supported with evidence form the literature, using APA6 referencing guidelines. This means that everything that is not an original idea needs to be referenced. Copying sentences/paragraphs directly from resources will is not acceptable. Should you not know how to paraphrase, or need guidance with this, please refer to the above resources, and to the academic integrity informational videos under the Assessment 2 tab on FLO. Please check your Turnitin report prior to submitting your assignment (appropriate time management to allow this is your responsibility). Please also refer to the Flinders University Academic Integrity policy and resources:
https://students.flinders.edu.au/my-course/academic-integrity
Appropriate Resources and Referencing
Referencing must be in line with the School’s referencing guidelines (APA referencing guide). Reference lists do not count towards the word total – but ‘in-text’ citations are included in the word count. References from consumer-based websites & Wikipedia WILL NOT be accepted, this includes but not limited to MyDR, Better Health Channel, Health Direct and WebMD. Please use journal articles, appropriate nursing textbooks etc. References must be no older than 10 years. P lease seek clarification from your tutor if you are uncertain as to whether a referencing source is reliable. Minimum twelve (12) credible references are EXPECTED to be used
Performance Standard:
Assessment Criteria: % Excellent Good Satisfactory Unsatisfactory
Pathophysiology:
Discuss the pathophysiology of Brian’s CVA showing clear understanding of altered physiology.
Identify the most likely cause of Brian’s CVA. Include a rationale for this cause and explain how and why it can lead to a CVA from a pathophysiological perspective. In other words, discuss the pathogenesis of the most likely cause and how it can lead to a CVA.
35%
?Comprehensive understanding of pathophysiology in case study
?Comprehensive discussion/ excellent understanding of cause/ rationale presented
?Comprehensively supported with relevant evidence.
?Good understanding of pathophysiology in case study
?Sound discussion/ good understanding of cause/ rationale presented
?Sound support of discussion with relevant evidence ?General understanding of pathophysiology in case study
?General discussion/ limited understanding of cause/ rationale presented
?Discussion supported with minimal relevant evidence ?No or unsatisfactory understanding presented of pathophysiology.
?Not linked to case study
?Cause/ rationale not presented / incorrect
?No or inappropriate evidence utilised to support discussion.
Risk Factors/ Signs & Symptoms:
Identify 2 other risk factors that Brian has for a CVA. For each of these risk factors explain how & why they increase the risk of & lead to a CVA.
On transfer to the neurological ward, select 2 signs or symptoms from Brian’s assessment data and explain for each, how & why they occur after a CVA, again from a pathophysiological perspective.
20% ?Comprehensive understanding / rationale of risk factors and signs and symptoms presented (2 risk factors & 2 signs/symptoms addressed)
?Linked to case study
?Comprehensively supported with relevant evidence. ?Good understanding / rationale of risk factors and signs and symptoms presented (2 risk factors & 2 signs/symptoms addressed)
?Linked to case study
?Sound support of discussion with relevant evidence ?General understanding / rationale of risk factors and signs and symptoms presented (2 risk factors & 2 signs/symptoms addressed)
?Linked to case study
?Discussion supported with minimal relevant evidence ?No or unsatisfactory understanding / rationale of risk factors and signs and symptoms (2 risk factors & 2 signs/symptoms not addressed)
?Not linked to case study
?No or inappropriate evidence utilised to support discussion.
Pharmacology:
Discuss the rationale for why Brian has been ordered three of his discharge medications. Also, include the pharmacokinetics and pharmacodynamics of each medication, including relevant adverse effects and contraindications.
Each of Brian’s discharge medications is to be administered orally, which means they all undergo the first pass effect. Explain what first pass effect is and the implications this has for a drug’s bioavailability.
35% ?Comprehensive understanding of indications, pharmacokinetics, pharmacodynamics of each medication, including relevant adverse effects and contraindications.
?Comprehensive understanding presented of first pass effect and bioavailability.
?Linked to case study, no irrelevant information included
?Comprehensively supported with relevant evidence. ?Good understanding of indications, pharmacokinetics, pharmacodynamics of each medication, including relevant adverse effects and contraindications.
?Good understanding presented of first pass effect and bioavailability.
?Linked to case study, no irrelevant information included
?Sound support of discussion with relevant evidence ?General understanding of indications, pharmacokinetics, pharmacodynamics of each medication, including relevant adverse effects and contraindications.
?General understanding presented of first pass effect and bioavailability.
?Linked to case study, no irrelevant information included
?Discussion supported with minimal relevant evidence ?No or unsatisfactory understanding of indications, pharmacokinetics, pharmacodynamics of each medication, including relevant adverse effects and contraindications.
?No or unsatisfactory understanding presented of first pass effect and bioavailability.
?Not linked to case study / irrelevant information included
?No or inappropriate evidence utilised to support discussion.
Academic requirements:
Meets all style and academic requirements.
Accurate referencing (APA6)
Word limit met
Clear, concise flow
Spelling, grammar and punctuation correct.
10% ?All CNHS academic requirements met. No errors.
?Word limit met, clear, concise flow with correct spelling, grammar and punctuation. ?All CNHS academic requirements met.
?Word limit met +/- 10%
Logical flow and clarity.
All spelling, grammar and punctuation correct. ?All CNHS academic requirements met with minor errors / omissions.
?Word limit met +/- 10%
Mostly clear, concise flow with
minimal spelling, grammar and punctuation issues. ?Limited or omission of CNHS academic requirements. References presented incorrectly/ inconsistently.
?Word limit below or exceeds+/- 10%
Unclear, poor flow Many spelling, grammar and punctuation issues.
Marker’s Name: Grade:
Overall Comment: 

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EXTRA CREDIT: “Consolations for Difficulty” Short Essay

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For this extra credit assignment, you are to write a 500-600 word short essay (a little more than 2 full pages, double-spaced). The paper must be submitted in .doc or .docx or PDF format, and I must be able to open it on D2L (otherwise, no grade can be given). Use some reasonable font of your choosing, such as Arial, Calibri, or Verdana. Your font should be of reasonable size—perhaps 11 point or 12 point, as appropriate to your chosen font. I am not going to be terribly picky about font size—don’t get stressed out about it—I’m just saying that I don’t want to have to strain my eyes to read it, nor do I want it to be comically large. 

EXTRA CREDIT SHORT ESSAY TOPIC:

Please read de Botton pages 205-244 (“Consolation for Difficulties”). Then, write a short essay ansewing the following questions. 1) What are some qualities Nietzsche would say a fulfilled life should have, and why these qualities would be good to have. Why are difficulties a major part in living a fulfilled life for Nietzsche? (This will should be about half of your essay). 2) Next, give a personal example that fits in with Nietzsche’s ideas about difficulties and fulfillment (second half of your essay).

You should write your paper in the standard essay format. This is, in brief, the following:

  1. Introduction: Say what you are going to do in the body of the essay and have a thesis statement;
  2. Body of the Essay: Write the substantive content of the essay;
  3. Conclusion: Review what you have done in the body of the essay.

Obviously, the body of the essay will be several paragraphs long. You don’t need to put fluff, sweeping generalities, grand-sounding statements, historical trivia, or clever remarks in your introduction or conclusion. Your job is simply to clearly signal to me what you are up to in the paper.

Do not use any source other than the selections from the course readings, and use your own words to discuss the ideas. No direct quotes and no plagiarism. Paraphrase/write in your own words. 

Your writing should be crisp, clear, concise, and well organized. Be as thorough as is required to accurately convey the appropriate information. Writing so little as to be unclear or incomplete in your treatment of the topic is a problem; but it is not a problem that can be remedied by filling out pages with fluff, waffle, and vague generalities. I will value precision, clarity, and rigor over literary flourish and clever style. Better to be clunky and clear than stylish and vague.

Remember to adopt that standard approach as writing as if you are addressing a reasonably intelligent reader who is unfamiliar with these topics. You have take care to explain things to him/her. Use technical terms as appropriate, but you must always explain any such technical terms. Please consult Paper Rules for more details as well.

I hope you enjoy writing the paper. I hope everyone does a good job and gets full extra credit. Remember, as always, your grade depends on you. 

Assignment 1: Bottling Company Case Study! NO PLAGIARISM PROFESSOR USES SAFEASSIGN!!

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Assignment 1: Bottling Company Case Study<

Due Week 10 and worth 140 points

Imagine you are a manager at a major bottling company. Customers have begun to complain that the bottles of the brand of soda produced in your company contain less than the advertised sixteen (16) ounces of product. Your boss wants to solve the problem at hand and has asked you to investigate. You have your employees pull thirty (30) bottles off the line at random from all the shifts at the bottling plant. You ask your employees to measure the amount of soda there is in each bottle. Note: Use the data set provided by your instructor to complete this assignment.

 

Write a two to three (2-3) page report in which you:

  1. Calculate the mean, median, and standard deviation for ounces in the bottles.
  2. Construct a 95% Confidence Interval for the ounces in the bottles.
  3. Conduct a hypothesis test to verify if the claim that a bottle contains less than sixteen (16) ounces is supported. Clearly state the logic of your test, the calculations, and the conclusion of your test.
  4. Provide the following discussion based on the conclusion of your test:

a. If you conclude that there are less than sixteen (16) ounces in a bottle of soda, speculate on three (3) possible causes. Next, suggest the strategies to avoid the deficit in the future.

Or

b. If you conclude that the claim of less soda per bottle is not supported or justified, provide a detailed explanation to your boss about the situation. Include your speculation on the reason(s) behind the claim, and recommend one (1) strategy geared toward mitigating this issue in the future.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. No citations and references are required, but if you use them, they must follow APA format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Calculate measurements of central tendency and dispersal.
  • Determine confidence intervals for data.
  • Describe the vocabulary and principles of hypothesis testing.
  • Discuss application of course content to professional contexts.
  • Use technological tools to solve problems in statistics.
  • Write clearly and concisely about statistics using proper writing mechanics.

Click here to view the grading rubric for this assignment. 

Unit 5 CM

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You have been asked by your human resources (HR) director to create a benefits booklet for the employees within your organization. Your company provides security services in a metropolitan area and employs 120 full time employees, 45 part time employees, as well as seasonal workers in the holiday season. In your booklet, you will explain the discretionary (including pension and retirement plans) and mandated benefits that your organization offers. Use Chapters 9 and 10 in the textbook to review these types of benefits, and choose the ones that you would like to use within your organization. Be sure to completely explain these benefits and how to use them within your booklet. When discussing pension and retirement plans, ensure that the participation requirements for these plans are fully described.

In the introduction of your booklet, create a fictional name and location for your company. Also, include fictional background information such as when the company was founded.

Your booklet should consist of at least five pages. APA is not required for this assignment; however, please use correct grammar and punctuation.

Microsoft Word has various templates to choose from when creating your booklet, or you can search for templates online; however, the content of your booklet should be original.

Nursing assistant

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PLEASE FOLLOW BELOW:

ZERO PLAGIARISM

5 REFERENCE NOT MORE THAN 5 YEARS/APA 7 WRITING STYLE/FORMAT 

When pediatric patients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult patients with the same disorders, they also metabolize medications much differently. Yet, there may be times when the same psychopharmacologic treatments may be used in both pediatric and adult cases with major depressive disorders. As a result, psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to these patients. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat pediatric patients presenting with mood disorders.

To prepare for this Assignment:

  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of pediatric patients requiring antidepressant therapy.

The Assignment: 5 pages

Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature

WEEK 4 FORUM JUNE25 2018

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Your textbook discusses some of the issues related to using children as witnesses in court cases.  There have been many studies done relating to the unreliability of eyewitness testimony in both children and adults.  In the 1980’s and 1990’s, there was a series of court cases related to alleged multi-victim, multi-offender sexual and ritual abuse in day care centers across the country (the McMartin and Little Rascals cases being perhaps the most publicized). 

Please click on the two (2) links below and carefully read the articles:

http://www.history.com/this-day-in-history/teachers-are-indicted-at-the-mcmartin-preschool

http://littlerascalsdaycarecase.org/

Please post thoroughly thought through answers to the questions below on the Discussion Forum for the week. 

1. How do you think that investigators and therapists, in their quest to find the truth, may have contributed to children making false or exaggerated allegations in these cases?

2.  What implications do these types of cases have for people who run childcare centers?

3.   What are the lessons learned from these cases? 

4.   How should investigators and therapists proceed when a child or their parent makes such    allegations?

5.  How can the investigators and therapists obtain the information they need without manipulating the child’s memory, even if inadvertently.

READING

Cognitive Development

 Topics to be covered include:
● Piaget’s theory of cognitive development
● Vygotsky’s sociocultural theory of cognitive development
● The information-processing perspective of cognitive development

Introduction

This lesson will look at three theories on cognitive development. The first theory we will discuss is Piaget’s. Piaget believed that children actively construct their development by adapting their existing knowledge to new situations. We will look at how this unfolds in Piaget’s four stages of development. We will then look at quite a different aspect of cognitive development in the second theory by Vygotsky. Vygotsky believed that cognitive development is mediated by sociocultural factors, and that the zone of proximal development refers to what children can achieve with and without help. The third theory we will look at is information-processing. Information-processing compares our minds to computers, and concentrates on cognitive processes, memory, reasoning and problem-solving. Finally, we will look at how our minds differ from computers because of our awareness of what we know and how we know – an awareness known as metacognition.

Piaget’s Theory of Cognitive Development

Photograph Jean Piaget at the University of Michigan campus in Ann Arbor.

INSPIRATION FOR THEORY

In the first lesson, we briefly touched on Jean Piaget’s theory of cognitive development. Piaget’s work on cognitive development began when he was working on IQ tests for children. He noticed that children of the same age got the same questions wrong, and that the answers of different age groups differed systematically from one another. Piaget then began studying cognitive development by giving young children problems to solve, and observing their behavior as they tried to solve these problems, and by giving older children problems to solve, and asking them to explain their thinking processes.

CONSTRUCTIVIST VIEW

The main principle of Piaget’s theory – that children actively seek knowledge – is contradictory to behaviorism which has the perspective that children passively wait for stimuli. Piaget’s theory is a constructivist view because it claims that cognitive development occurs when children build new knowledge onto their existing knowledge base. This refers to the organization of how development occurs.

SCHEMAS

The main area of cognition that Piaget focused on was the logic of how objects work and relate to one another. Schemas are concepts or elements of knowledge. While schemas get more complex as cognition develops, complexity occurs in an organized, systematic way.

The child’s increasing knowledge progressively organizes the way they interpret and interact with the world. For instance, babies use sucking to feed, then they use sucking to explore objects, both of which are physical activities which develop schemas about the world. As children grown, schemas are developed less by physical activities, and more by mental activities or operations.

ASSIMILATION

Assimilation is when experiences in the environment are interpreted through the child’s extant schema. If the extant schema is unable to assimilate the experience – or if the approach or strategy is unsuccessful, accommodation occurs, which allows the extant schema to be modified to fit the characteristics of the experience. This adaptation results in cognitive development because the schema became more complex and the child acquired knowledge.

Stages of Cognitive Development: Sensorimotor Stage

Schemas develop in four major stages. Explore these stages through this video.

As we explore these stages, keep in mind that Piaget was more concerned with the order the stages appeared in than with the age of their onset (Parke & Gauvain, 2009).

Sensorimotor Stage

In the first two years of life, children pass through the sensorimotor stage.Children build on their basic reflexes, and by the age of two, mental representations of objects and events are used to solve problems. Object permanence is a key milestone where infants learn that objects continue to exist even when they are out of sight. The sensorimotor stage comprises six substages, in which schemas are built upon and combined.

Although comprehensive, Piaget’s theory on these stages is not infallible. Baillargeon and Wang (2002) found that at around three and a half months, infants are indeed aware of object permanence but cannot display it due to limited hand-eye coordination. In addition to object permanence, developmental psychologists argue that from a very early age, infants possess core knowledge systems or a fundamental understanding of the physical world, such as object solidity whereby solid objects cannot pass through each other (Spelke, 2000).

THE PRECONCEPTUAL SUBSTAGE (2-4 YEARS)

Symbolic function, which includes deferred imitation, language and imaginary play, increases. Piaget claimed that animistic thinking, or attributing life to inanimate objects, is characteristic of this stage, while subsequent research has found that at this stage, children actually can distinguish between inanimate and animate objects (Massey & Gelman, 1988). Borke (1975), also contradicted Piaget’s claim that children at this stage are egocentric or unable to see things from other people’s perspective.

Children intuitively apply mental operations without understanding the principles behind them. For instance, a child may correctly classify objects but not be able to explain why they were classified as such. At this stage, children also cannot fully grasp whole-part relationships – that is, how subsets are part of sets. Smith (1979) however refuted Piaget’s findings by experimenting with simpler questions which children correctly answered.

THE PRECONCEPTUAL SUBSTAGE (2-4 YEARS)

Symbolic function, which includes deferred imitation, language and imaginary play, increases. Piaget claimed that animistic thinking, or attributing life to inanimate objects, is characteristic of this stage, while subsequent research has found that at this stage, children actually can distinguish between inanimate and animate objects (Massey & Gelman, 1988). Borke (1975), also contradicted Piaget’s claim that children at this stage are egocentric or unable to see things from other people’s perspective.

Semilogic occurs because at this stage, children have not grasped reversibility – for instance, what the result would be if the liquid was poured back into the short glass. They also cannot grasp the means by which the state was obtained, and only focus on the end result – the child only assimilated the higher liquid level but not the transfer from the wider to the narrower glass. Lastly, centration refers to how children can only focus on one dimension at a time – the heights of the liquid levels but not the widths of the glasses.

This stage of development is criticized because the age at which children understand conservation varies according to their experience with such concepts (Rogoff, 2003). For instance, children from communities in Mexico where adults make clay pots, understand conservation far earlier than most Western children (Price-Williams, Gordon, & Ramirez, 1969).

This finding raises questions about the relationship between cognitive development and cultural practices, and the generalizability of Piaget’s findings. Just as Piaget defined intelligence as the capacity to adapt to the environment (Parke & Gauvain, 2009), we can see that cognitive development is intimately intertwined with the cultural environment, and thus differs in each cultural context. Dasen (1984) therefore argued that cognitive skills develop according to their usefulness in our everyday lives.

Birth to 1 month

Basic Reflex Activity: Infants only look at objects that are in front of them, and involuntary reflexes become more voluntary.

  

1 to 4 months

Infants still have no concept that objects exist on their own. For instance, if an object is dropped, they will not follow its path as it falls. Infants repeat behaviors related to their own bodies that they find pleasurable – for example, finger sucking.

  

4 to 8 months

Infants begin to be aware of object permanence, and they repeat actions on external objects – for example, shaking a rattle, searching visually for the rattle if it is dropped or watching its path as it falls.

  

8 to 12 months

Infants develop intentions towards objects and combine schemas to achieve these goals. For instance, an infant may have to move one object out of the way to reach another. Problem-solving thus begins.

  

12 to 18 months

Infants are now aware of object permanence, and use trial-and-error methods to solve problems and learn about objects. Infants will for example drop objects from different heights to see what happens to them.

  

18 to 24 months

Infants can find objects that have been hidden as object permanence is fully acquired. They use mental schemas rather than physical trial-and-error to solve problems. Symbolic capability emerges in the infant’s use of language and deferred imitation.

~ scroll for more ~

Stages of Cognitive Development: The Preoperational Stage

In the preoperational stage, children develop the capacity to represent experiences and objects symbolically through words, gestures and images. This capacity develops over two substages.

THE PRECONCEPTUAL SUBSTAGE (2-4 YEARS)

THE INTUITIVE SUBSTAGE (4-7 YEARS)

Piaget proposed that children in the preoperational stage are semilogical.

· SEMILOGICAL

·  

Beginning around the age of eleven or twelve, the formal operational stage is characterized by the capacity to consider many dimensions of a problem, flexible, complex thought processes, abstract thinking and mental hypothesis testing (Kuhn & Franklin, 2006). Individuals in this stage are able to apply logical concepts to problem-solving, think about philosophy and consider alternatives that are not observable.

Kuhn and Franklin (2006) argue that not even all adults reach this level of cognitive development. Furthermore, not all cultures or even groups within Western society emphasize abstract, logical reasoning (Moshman, 1998).

· REVERSIBILITY

· CONSERVATION

· ROLE OF CULTURE

Think back to the video you watched at the beginning of this section on Piaget’s stages of development. One scene showed an experiment in which blue liquid was poured from a short, wide glass into a tall, narrow glass. The child knew it was the same liquid, that is, that the quality was the same, but the child was unable to understand that the quantity was still the same because it had changed shape. Semilogic thus refers to how children in the preoperational stage cannot conserve the quantity of objects if they are converted, but can conserve their quality.

Stages of Cognitive Development: The Stage of Concrete Findings

· CONCRETE OPERATIONS

· FORMAL OPERATIONS

Children pass through the concrete operational stage between the age of seven to twelve. They grasp reversibility, conservation and can assimilate more than one dimension of a problem simultaneously. However, problems can only be solved if they are tied to concrete reality. As such, problems posed verbally cannot be solved, whereas if the components of problems are physically present, they can be solved. Critics argue however, that this may be more a function of memory. Piaget also proposed that children correctly classify objects in this stage, but researchers have found that classification capacity occurs far earlier and in a far more sophisticated manner than Piaget thought (Cohen & Cashon, 2006; Rakison, 2007).

Piagetian Concepts and Social Cognition

Social Cognition

Piaget’s work sparked ideas in other researchers about the development of social cognition. The first idea is that as children develop, they begin to differentiate themselves from others. This includes recognizing themselves in a mirror for the first time at around the age of two. It also includes understanding their own motives, values and psychological experiences, and by around the age of eleven, they start to have an integrated, complex view of themselves and their role in society (Harter, 2006).

Moral Development and Prosocial Behavior

Another idea is that children are able to understand others’ perspectives as they become less egocentric. This is key in moral development and prosocial behavior. Theory of mind is the third idea, and refers to how children come to understand the mind and people as psychological beings. It includes topics such as dreams, deception, beliefs, desires, needs, distinguishing between appearance and reality, and insight into others’ psychological states.

Knowledge Check

1

Question 1

According to Piaget, if a child can correctly organize pictures of animals and birds into their respective categories, but not explain why they categorized them as such, the child is in which stage?

  

The   semilogical stage.

 

The   stage of formal operations.

 

The   preoperational stage.

 

The   sensorimotor stage.

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Vygotsky’s Sociocultural Theory of Cognitive Development

Let’s begin this section by watching a video about the differences between Piaget’s and Vygotsky’s cognitive theories.

‹›

· Lev Vygotsky

We have noted that Piaget’s cognitive theory does not consider cultural and social influences on cognitive development, whereas Lev Vygotsky’s theory does. Vygotsky grew up amid social tumult in Russia in the early twentieth century, and he noticed the enormous impact this had on people (Kozulin, 1990).

As a result, Vygotsky focused on how children develop their inherited capabilities by interacting with more experienced people in their culture. Since Vygotsky saw development as occurring socially, he focused on the importance of language, how children interact with others, and the symbols and psychological tools used in a culture to promote development. He referred to these as mediators. Mediators are culture specific.

Knowledge Check

1

Question 1

Recall the example of the child with the blue liquid, where the child was able to conserve the quality but not the quantity of the liquid. Please select the two correct answers relating to this example.

  

Vygotsky   would have seen this as an opportunity for scaffolding rather than as a   discrete stage.

 

Vygotsky   saw this as semilogic, while Piaget would probably explain this as   development from elementary to higher mental functions.

 

Vygotsky   would most likely have tested this assumption on children from various   cultural backgrounds, rather than generalizing it to a stage of development.

 

In   terms of the zone of proximal development, Vygotsky would have attributed the   child’s inability to conserve quantity to her inherited capabilities.

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The Information-processing Perspective of Cognitive Development

The way a computer processes information is analogous to the way information-processing theories view human cognitive development. Both computer and human mind are organized systems that use rules of logic to process, symbolically encode, analyze and apply information from the environment. While neither can use all types of information, both have the flexibility to discard unnecessary information and improve their processing capabilities. Human minds however, can consider a wider range of problems, but are not as fast as computers at processing information.

According to Siegler and Alibali (2005), the information-processing approach to cognitive development is based on four assumptions:

THINKING

INFORMATION PROCESSING

COGNITIVE DEVELOPMENT

TASK ANALYSIS

We will now look at two main information-processing models.

MULTISTORE MODEL

CONNECTIONIST MODELS

NEO-PIAGETIAN THEORIES

Cognitive Processes

Cognitive processes describe how information is acted on by the mental system. There are four major cognitive processes.

· MENTAL REPRESENTATION AND CODING

· STRATEGIES

· AUTOMATIZATION

· GENERALIZATION

Mental representation and coding refers to how relevant information is distinguished from the masses of information we are exposed to, and transformed into mentally stored information or mental representations.

Executive Control Processes

The prefrontal cortex guides how strategies are used to process information through executive control processes. Children’s knowledge base about the problems they are trying to solve also determines how they will go about solving the problem. For instance, certain children may have very useful knowledge on how to use certain computer programs to solve complex problems.

Developmental Changes

As children develop, their concentration and memory spans improve, and they learn to attend to what is relevant and develop plans of action. Processing speed also increases with development as children recognize words faster and apply a broader range of strategies more readily. For instance, if a large amount of information needs to be memorized, older children will break it into meaningful chunks or organize it into categories or relationships to remember more easily.

Knowledge Check

1

Question 1

Please select the following two correct statements.

  

The   information-processing approach is in no way similar to Piaget’s approach to   cognitive development.

 

The   multistore model states that our working memory is stored in the sensory   register.

 

Executive   control processes determine how we process information.

 

Mental   representations refer to information that is stored mentally.

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Reasoning and Problem-Solving

‹›

· SOLVING PROBLEMS

Every day we need to solve problems to achieve goals. These may be simple, like deciding what to eat and who to see, or they may be complex, such as completing school assignments and resolving conflict. Problem-solving consists of identifying a goal and the steps to reach the goal, as well as how to overcome obstacles. We will now discuss four problem-solving strategies or mechanisms that children learn that enable them to process information more efficiently.

Solving Problems Using Cognitive Tools

· COGNITIVE TOOLS

· SCRIPTS

· COGNITIVE MAPS

· SYMBOLIC TOOLS

Cognitive tools or external aids, like maps, calendars and language, support intelligent action by enhancing our actions. An analogy of this is how we use tools like screwdrivers and hammers. How difficult would it be to drive screws and nails into walls without screwdrivers and hammers? It would be very difficult. We will now look at three cognitive tools that enable us to function more easily.

Solving Problems Using Deductive Reasoning

Deductive Reasoning

Piaget focused a lot on how children use logic to develop his theory of cognitive development. Deductive reasoning is a kind of logic that looks at conclusions that are based on a set of statements or premises. Syllogisms are a kind of deductive reasoning that bases conclusions on a major premise and a minor premise. For instance: All dogs are animals. All poodles are dogs. Therefore, all poodles are animals.

Transitive Reasoning

Transitive reasoning focuses on quantitative information that follows an ordered sequence – for instance, if Peter is taller than Chris, and Chris is taller than Joe, who is the tallest? Children younger than six or seven are generally unable to deduce answers from this kind of information. However, four-year olds are able to organize objects in order of size if presented in a familiar or simple form, such as in pictures (Goswami, 1995).

Hierarchical Categorization

Hierarchical categorization or class inclusion is the abstract arrangement of concepts from the specific to the general. For instance, not all dogs are poodles but all poodles are dogs. Studies have shown that children begin to develop this ability at a very young age – perhaps as young as one year (Mandler & Bauer, 1988).

Numerical Reasoning

Numerical Reasoning

Numerical reasoning enables children to use numbers to reason and solve problems, and is a particularly important aspect of schooling. Piaget’s principle of conservation is an important factor in numeracy, as it relates to how children understand that the value of a set does not change even if it appears to. Recall the video on Piaget’s developmental stages at the beginning of the lesson, in which the young girl counted the number of coins in a row, but then thought that there were more coins when the row was spread out.

Numeracy Principles

Gelman and Gallistel (1978) outlined five numeracy principles children develop. These include:

1. Each object can only be counted once.

2. A number can be assigned to represent the total of a set.

3. Numbers are always assigned in the same order.

4. Objects can be counted in any order.

5. These principles apply to any group of objects.

Children as young as three may be able to apply some of these rules, or they may only be able to apply them to a limited set of numbers – for instance from one to five. As development progresses, children are able to apply all the rules and to larger sets of numbers.

Mediators

Research confirms the role of sociocultural mediators in cognitive development. For instance, Miller, Smith, Zhu and Zhang (1995) suggest that language impacts mathematical ability, whereby Chinese children have superior mathematical skills because the numbering system in Mandarin is more easily comprehended than the numbering system in English.

Metacognition

Humans have an awareness of how we solve problems and control our cognitive processing. This knowing about knowing is referred to as metacognition. When children understand their cognitive capacity as well as the task, they are able to adapt their strategies to enhance their cognition and successfully achieve the task. For instance, older children have an awareness of how much they know, and that they will not learn well when tired or unwell.

Development of Metacognition

Knowledge about the task is one aspect of metacognition. As metacognition develops, children are able to assess their own state of knowledge in relation to the tasks they need to complete, so they can obtain the requisite knowledge. For example, younger children tend not to realize when they need more information to complete tasks, and four-year olds understand that more complex tasks take more effort (Wellman, 1978).

Knowledge about Strategies

Knowledge about strategies is a second aspect of metacognition. For instance, children know that association and external aids, such as making notes, can aid memory (Wellman, 1977). As children get older, they become more aware of which strategies are most appropriate and effective for the task at hand. Metacognition is also about being aware of when a strategy is ineffective and changing it. Interestingly, Carr and Jessup (1995) note that adults do not even always have this capacity.

Knowledge Check

1

Question 1

Please select the two correct statements.

  

An   analogy of cognitive tools is an instruction booklet for a new appliance.

 

The   two components of metacognition are premises and conclusions.

 

The   effectiveness of an individual’s problem-solving is a function of their   reasoning, which is a function of their cognitive development.

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Conclusion

This lesson on cognitive development covered three main areas. The first area looked at Piaget’s theory of cognitive development, in which we explored the four stages of cognitive development and the various substages. Although Piaget’s theory is useful and comprehensive, we did critically analyze it. The second area we covered was Vygotsky’s sociocultural theory of cognitive development, in which the zone of proximal development is a core concept. The third area we explored was the information-processing approach. We looked at the different information-processing models and how logical and numerical reasoning are key factors in problem-solving. We lastly looked at metacognition which refers to knowing about knowing.

KEY TERMS

References

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