. A nucleotide is

Bio 241 Quiz #3 March 22, 2018
Print First and Last Name _______________________________________
I. Multiple Choice: Read each question carefully and select the one best answer for each
question. Write your answer using CAPITAL LETTERS on the line in front of each question.
Questions will be counted wrong if the answer is not written on the line. (1 point each)
_____1. Which of the following is incorrect? A. RNA polymerase – makes a molecule of RNA from an RNA template B. DNA polymerase – makes a molecule of DNA from a DNA template C. DNA ligase – joins segments of DNA D. DNA gyrase (topoisomerase) – releases overwinding strain and untwists DNA E. All of the above are correct.
_____2. A nucleotide is A. a five-carbon sugar, a phosphate group and a nitrogen-containing base B. a sugar with an attached base containing nitrogen C. a six-carbon sugar, a phosphate group and a nitrogen-containing base D. a nitrogen-containing base with an attached five-carbon sugar E. A is correct for DNA and C is correct for RNA
_____3. In DNA synthesis, the primer is synthesized by A. RNA polymerase B. DNA polymerase I C. DNA polymerase III D. Helicase E. DNA gyrase
_____4. Which molecule remains in the nucleus during translation for eukaryotes? A. tRNA B. mRNA C. rRNA D. DNA E. None of the above answers are correct
_____5. What is the effect of a missense mutation in a gene? A. It has no effect on the amino acid sequence of the encoded protein. B. It introduces a premature stop codon into the mRNA. C. It alters the reading frame of the mRNA. D. It prevents introns from being excised. E. It changes an amino acid in the encoded protein.
_____6. Because the synthesis of DNA consists of ½ original DNA and ½ new DNA, DNA replication is said to be
A. discontinuous B. antiparallel C. semiconservative D. complimentary
_____7. In DNA synthesis, the enzyme that erases the primer and fills the gaps with DNA is called
A. DNA ligase B. DNA polymerase I C. DNA polymerase III D. Helicase E. DNA gyrase
_____8. The enzyme responsible for synthesis of leading and lagging strands is A. DNA polymerase I B. DNA polymerase III C. RNA polymerase D. Helicase
_____9. In transcription, as the ribosome translocates along an mRNA molecule by one codon, which of the following occurs?
A. The tRNA that was in the A site moves into the P site. B. The tRNA that was in the P site moves into the A site. C. The tRNA that was in the A site moves to the E site and is released. D. The tRNA that was in the A site departs from the ribosome via a tunnel.
_____10. The genetic code used during translation is based on a 3-nucleotide sequence found on the
A. anti-codon region of tRNA molecules B. codons of mRNA molecules C. codons of rRNA D. RNA promoter E. coding strand of DNA
_____11. What signal causes translation to end? A. a promoter B. RNA polymerase C. An AUG codon D. a termination sequence E. a stop codon
_____12. The pentose in RNA differs from DNA because RNA has A. a hydroxyl (OH) group attached to the number 3’ carbon. B. a hydroxyl (OH) group attached to the number 2’ carbon. C. a hydrogen (H) group attached to the number 3’ carbon. D. a hydrogen (H) group attached to the number 2’ carbon. E. Both B and C are true
_____13. The 3′ end of RNA A. refers to the end that has a hydroxyl group attached to the number 3 carbon on ribose. B. forms a phosphodiester bond with the 5′ phosphate group of the incoming nucleotide. C. refers to the end that has a hydroxyl group attached to the number 2 carbon on ribose. D. Both A and B are true E. Both B and C are true
_____14. At the beginning of transcription, the enzyme responsible for transcription binds to a site on the DNA (in front of the gene) called the
A. Intron B. Exon C. Promoter D. AUG start site E. Codon
_____15. Which strand of the DNA molecule below is the template strand for Promoter 1? A. Red (top) strand B. Blue (bottom) strand C. Both strands can serve as the template strand D. Not enough information to determine
II. Fill in the blank. Label the DNA replication fork. (1 point each)
1. In the above diagram of a DNA replication fork, which letter represents the leading
strand?
2. In the above diagram, which letter represents the lagging strand?
3. In the above diagram, which letter represents a 5’ end?
4. In the above diagram, which letter represents a 3’ end?
5. In the above diagram, which letter represents where ligase would work?
If you felt overwhelmed by this quiz, make sure that you attend the BIOL241
SI sessions and utilize your instructor’s office hours!
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Research and Critique an Experimental Study

 Psychology homework help

Research and Critique an Experimental Study

Prior to beginning work on this assignment, be sure to have read all the required resources for the week.
Find an experimental research study on the topic chosen in Week One for your Final Research Proposal. You may choose to include an experimental study which was included in the literature review you used in the Week One assignment by searching the reference list for experimental research studies on the topic. However, it is also acceptable to find and include an experimental research study on the topic that is not included in that literature review.
Identify the specific experimental research design used in the study. Summarize the main points of the experimental research study including information on the hypothesis, sampling strategy, research design, statistical analysis, results, and conclusion(s). Evaluate the published experimental research study focusing on and identifying the specific threats to validity that apply to the chosen study. Explain whether or not these threats were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.
The Research and Critique an Experimental Study

  • Must be three to four double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least one peer-reviewed source in addition to those required for this week.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
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& 6070 Discussions

Socw 6311 & 6070 Discussions

Discussion 1: Translating Knowledge From an Evaluation Report
Instructors and professors often comment that they learn much more about their subject matter when they begin to teach it. When they try to explain the topic to someone else they begin to connect concepts in new ways. They anticipate questions that students might ask, consider different viewpoints, and think more critically.
For this Discussion, take the perspective of someone who is instructing his or her colleagues and sharing your understanding of research methods and program evaluation.
To prepare for the Discussion, select an evaluation report from this week’s resources. Consider how you would present the information to a group of colleagues.
· Post an analysis of how you would present the results of the evaluation to a group of social work colleagues.
· Identify the background information that you think they would need and the key message of your presentation.
· Explain the strategies that you might use to meet your colleagues’ interests and goals. Identify questions that your colleagues might have and what their reactions might be.
Reference (use 3 or more)
Hendricks, G., & Barkley, W. (2012). Necessary, but not sufficient: The McKinney-Vento Act and academic achievement in North Carolina. Children & Schools,34(3), 179–185.
Law, B. M. F., & Shek, D. T. L. (2011). Process evaluation of a positive youth development program: Project P.A.T.H.S.Research on Social Work Practice,21(5), 539–548.
Mallett, C. A. (2012). The school success program: Improving maltreated children’s academic and school-related outcomes. Children & Schools,34(1), 13–26.
Reupert, A., Foster, K., Maybery, D., Eddy, K., & Fudge, E. (2011). ‘Keeping families and children in mind’: An evaluation of a web-based workforce resource. Child & Family Social Work,16(2), 192–200.

Discussion 2: Contemplating Your Future

The NASW Code of Ethics makes a number of statements about social workers’ responsibility to study, use, and engage in research and evaluation. In the past, many social workers had difficulty thinking of themselves as knowledgeable and capable in research, despite completing the required research course in school. Think of yourself as a part of a new breed of social workers. You are completing your education at a point in time that places great emphasis on both research and evaluation. You also have greater access to published research than ever before. Research knowledge and skills are like muscles—if you do not use them, they will atrophy. You have an ethical obligation as a social worker to exercise and flex your research muscle. Consider how the NASW Code of Ethics guides your professional research.

· Post an analysis of how you can apply new knowledge and skills related to research and evaluation, acquired in this course to your future career.
·  Identify specific knowledge and strategies and how you intend to apply them.
·  Identify those skills that you believe will be most applicable to achieving your future goals.
Reference (use 3 or more)
Hendricks, G., & Barkley, W. (2012). Necessary, but not sufficient: The McKinney-Vento Act and academic achievement in North Carolina. Children & Schools,34(3), 179–185.
Law, B. M. F., & Shek, D. T. L. (2011). Process evaluation of a positive youth development program: Project P.A.T.H.S.Research on Social Work Practice,21(5), 539–548.
Mallett, C. A. (2012). The school success program: Improving maltreated children’s academic and school-related outcomes. Children & Schools,34(1), 13–26.
Reupert, A., Foster, K., Maybery, D., Eddy, K., & Fudge, E. (2011). ‘Keeping families and children in mind’: An evaluation of a web-based workforce resource. Child & Family Social Work,16(2), 192–200.

Discussion 3: Future Career Goals

What are your short- and long-term professional goals? Do they include moving into a leadership and management position? Transitioning from clinical to administrative roles is not uncommon in social work practice. It is useful, however, to think about relevant skills, knowledge, and professional experiences that will prepare you for the transition. In addition, you should consider the personal benefits and challenges of assuming a leadership role.
·  Post your thoughts about your future career goals, your interest in moving into leadership or management positions, and the benefits and challenges of a social work administrator’s role.
References (use 2 or more)
Gothard, S., Carnochan, S., Regan, K., Samples, M., & Austin, M. J. (2012). Becoming a manager in nonprofit human service organizations: Making the transition from specialist to generalist. Mack Center on Nonprofit and Public Sector Management in the Human Services. School of Social Welfare, University of California, Berkeley. Retrieved from http://mackcenter.berkeley.edu/assets/files/articles/Becoming%20a%20Manager%20Final%20Draft%20Jan%202012.pdf

Discussion 4: Perspectives on Leadership

What is a leader? This may seem like a simple question, but an individual’s response to the question may depend on the individual and his or her situation. Leadership contains elements of personality, personal characteristics, skills, and knowledge. Leadership can be demonstrated within human services organizations as well as in the organizations’ interactions with stakeholders in the community.
As you consider all you have explored about leadership in this course, what new perspectives have you gained regarding this topic? Consider how you might apply your discoveries to your career planning and development.
References (use 2 or more)
Gothard, S., Carnochan, S., Regan, K., Samples, M., & Austin, M. J. (2012). Becoming a manager in nonprofit human service organizations: Making the transition from specialist to generalist. Mack Center on Nonprofit and Public Sector Management in the Human Services. School of Social Welfare, University of California, Berkeley. Retrieved from http://mackcenter.berkeley.edu/assets/files/articles/Becoming%20a%20Manager%20Final%20Draft%20Jan%202012.pdf
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Assessment 3 Policy Proposal Presentation

Assessment 3 Policy Proposal Presentation

Question description

ASSESSMENT INSTRUCTIONS

In this assessment, you will build on the policy proposal work you completed in Assessment 2.

PREPARATION

The policy proposal you developed was well received by senior leadership. As a result, they have asked you to put together a presentation for one of the stakeholder groups that you identified in your proposal.
Your deliverable for this assessment is a slide deck to support your presentation. You may use Microsoft PowerPoint or any other suitable presentation software. Please use the notes section of each slide to develop your talking points and reference your sources, as appropriate.
If you choose to use PowerPoint and need help designing your presentation, a link to Microsoft tutorials is provided in the Supplemental Resources. An additional PowerPoint guide is linked in the Resources.
The design and organization of your presentation will determine how many slides you need. However, in this instance, senior leaders have suggested that 8–12 slides is a reasonable expectation for this presentation.

PRESENTATION REQUIREMENTS

Note: The tasks outlined below correspond to grading criteria in the scoring guide.
In your presentation, in an order that makes sense for your presentation, senior leaders have asked that you:

  • Interpret for stakeholders the relevant benchmark metrics that illustrate the need for a change in organizational policy and practice.
    • Provide a brief review of the metrics you are trying to improve for this stakeholder group, based on the dashboard benchmark evaluation you completed in Assessment 1.
    • Be sure to interpret the dashboard metrics in a way that is understandable and meaningful to the stakeholder group to which you are presenting.
  • Explain your proposed change in policy and practice guidelines and how it relates to applicable local, state, or federal health care laws or policies.
    • What specific changes are you proposing?
    • How will these changes help drive performance improvement?
    • Why are policy and practice guidelines important, from an organizational standpoint?
    • What is the overall goal of the proposed policy or practice guidelines?
  • Explain how your proposed change in policy or practice guidelines will affect the tasks and responsibilities of the stakeholder group to which you are presenting.
    • How might your proposal change what tasks the stakeholder group performs or how they currently perform them?
    • How might your proposal affect the stakeholder group’s workload?
    • How might your proposal alter the responsibilities of the stakeholder group?
    • How might your proposal improve working conditions for the stakeholder group?
  • Explain how your proposed change in policy or practice guidelines will improve the quality of work and outcomes for the stakeholder group to which you are presenting.
    • How will your proposed changes improve the group’s quality of work?
    • How will your proposed change improve outcomes for the group?
    • How will these improvements enable the stakeholder group to be more successful?
  • Explain your strategies for collaborating with the stakeholder group to implement your proposed change in policy or practice guidelines.
    • What role will the stakeholder group play in implementing your proposal?
    • How could the stakeholder group collaborate with you and others during the implementation of your proposal?
    • Why is the stakeholder group’s collaboration important to successful implementation of your proposal?
  • Design your presentation to be persuasive and effective in communicating with the stakeholder group.
    • Is your presentation logically organized, clear, and professional?

PRESENTATION DESIGN

Being able to effectively address any audience is a necessary leadership skill. Remember that you are the speaker, not a projectionist. Your purpose is not to present a slide show. Your audience is there to listen to what you have to say, not read your slides—or worse, listen to you read them. Design your presentation slides to compliment and reinforce your message and engage your listeners.
The following tips will help you create presentation slides that work to your advantage:

  • Focus on the content of your presentation and the development of your main points. Remember that your purpose is to deliver a message on ethics that is clear, well organized, and engaging.
  • Consider your intended audience and how best to communicate effectively with them.
  • Create slides that support your presentation. They should not be your presentation.
    • Use a professional presentation template, or one used in your organization.
    • Ensure that your slide background provides sufficient visual contrast for your text and graphics.
    • Avoid filling your slides with text. Use speaker notes to record the details you want to communicate to your audience.
    • Be judicious in your use of bulleted lists. Consider a separate slide for each point.
    • Use images and graphics, when appropriate, to illustrate information and make your points. Presentation slides are a visual medium. Images are more effective than text at capturing viewers’ attention.
    • Avoid using images that are simply decorative. They can be a visual distraction and do not contribute to your message.
    • Avoid using flashy slide transitions and animations. They can be both distracting and annoying. Keep your slide transitions consistent throughout the presentation.
    • Add a slide to the end of your presentation to prompt questions from the audience.
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Breast Cancer

Case Study: Breast Cancer
Mrs. V is a 47 year old white female who noted a lump near the lower, outer edge of her right breast. After undergoing work up, Mrs. V. was diagnosed with breast cancer. She underwent a right mastectomy without surgical reconstruction.
The pathology report relative to the patient’s tumor revealed the tumor was estrogen receptor positive.

Assignment Questions

  1. What chemotherapeutic agent would be anticipated for this patient’s treatment plan? Support your discussion with a reference from a scholarly source.
  2. Discuss the mechanism of action for the anticipated chemotherapeutic agent. Support your discussion with a reference from a scholarly source.
  3. Discuss what the anticipated side effects of the chemotherapeutic agent are. Support your discussion with a reference from a scholarly source.
  4. Anticipating the potential side effects of the treatment plan, what are the key elements to include in the patient education plan? Support your discussion with a reference from a scholarly source.

Instructions

  • Prepare and submit a 3-4 page paper [total] in length (not including APA format).
  • Answer all the questions above.
  • Support your position with examples.
  • Please review the rubric to ensure that your assignment meets criteria.
  • Submit the following documents to the Submit Assignments/Assessments area:
    • Case Study: Breast Cancer
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Nursing Research and Informatics Course Competencies

Nursing Research and Informatics Course Competencies

  • Identify the way health informatics and new technologies have impacted and improved patient outcomes.
  • Evaluate the safeguards and ethical standards needed to promote and support data security, patient confidentiality and regulatory requirements.
  • Explore the effective use of patient care technologies, communication systems, and information systems across the health-illness continuum.
  • Examine ethics in nursing research and scholarship and the relationships between theory, research, and behavior in the application of evidence-based nursing practice.
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SCI 362 – Nobel Prize in Biological Sciences

SCI 362 – Nobel Prize in Biological Sciences
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Term Paper Guidelines
A final term paper, a review paper of your scientist (the Nobel Prize laureate of the panel that you co-organize), will serve as the final exam of this course. The paper will constitute 30%, i.e., 30 points (pts), of your final grade (refer to the end of the guidelines for detailed point division/distribution).
You should first collect data from any trustable sources you can find, for example, officially published books, peer-reviewed journal articles, and trustable internet resources, and in particular, the “main references” of our course (refer to the syllabus.)
Once you have collected enough data, you should complete your own analysis and interpretation of the data, and follow this writing guideline to independently finish your paper (that is, each student will write his/her own paper).
The term paper can be submitted through BlackBoard as an assignment (checked by SafeAssign) at any time before the deadline – the end of official Final Exam time for our course (Refer to the syllabus). No submission after the deadline will be accepted at any occasion. General Rules:
[Note: The current “Term Paper Guidelines” as well as the “Term Paper Writing Template” and the “Term Paper Writing Template-References” are all composed following these General Rules. Please download the “Term Paper Writing Template” and the “Term Paper Writing Template-References” and write your paper directly on these templates without changing any format.]
You will submit your term paper in two files: 1. The term paper text (Should be named as “[Your scientist’s name] by [you name]-text”, such
as “Marie Curie by Qin Leng-text”). Figures and tables (if necessary) as well as their captions/legends should be included in this file. SafeAssign will be used to check the similarity of this file of your term paper with the Institutional and Global References Database.
2. The term paper references (the “reference list”) (Should be named as “[Your scientist’s name] by [you name]-refs”, such as “Marie Curie by Qin Leng-refs”). To separate your reference list from the text is to avoid increasing the SafeAssign “similarity” of your term paper.
American English should be used to write the term paper while non-English words or phrases (e.g., vise versa) can be embedded in necessary places. The writing should be free of grammatical or spelling errors.
Metric units (SI-International System of Units) must be used throughout the paper. Convert English units to metric or use both.
Font must be in 12-point, Times New Roman. Single spaced all through the paper, including title, all chapters, and figure and table captions (if
necessary). Necessary figure(s) and table(s) can be included and all of them must be referred to in the text, in
the order of appearance. For example:
“Groves of native dawn redwood trees were shown in Figure 1.” “Table 1 shows the data of samplings of native dawn redwood trees.”
SCI 362 – Nobel Prize in Biological Sciences
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Under each figure and table there should be a caption/legend. Figure and table numbers are formatted in CAPITAL letters, BOLD, followed by an em dash (–). Unless the figure was created by yourself, the source of the figure/table should be cited clearly at the end of the caption/legend. Examples:
FIGURE 1 – Reconstructed Arctic ecosystem during the early Paleogene
global warming period (From Leng and Yang, 2009, cover figure)
FIGURE 2 – Position of Metasequoia (indicated by an arrow) in the phylogenetic tree of the family Cupressaceae [From “http://www.conifers.org/cu/Cupressaceae.php” (retrieved 01
September 2016), with the arrow added by the current author]
Reference and Citation Formatting: Every reference from which you obtained data/information both for the text and for figure(s)/table(s)
should be cited in both the text and the reference list. We use the “name-year” citation style of “Council of Science Editors. Style Manual Committee.
2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers. 8th edition. Chicago and London: The University of Chicago Press. 722p.” The style can be found from: http://www.scientificstyleandformat.org/Tools/SSF-Citation-Quick-Guide.html]:
Click “SCIENTIFIC STYLE AND FORMAT CITATION QUICK GUIDE” at the left column and click “NAME-YEAR” under “Scientific Style and Format Citation Quick Guide.”
As SafeAssign will be used to check the similarity of your term paper with the Institutional and Global References Database, to avoid increasing the “similarity” of the report of SafeAssign on your

http://www.scientificstyleandformat.org/Tools/SSF-Citation-Quick-Guide.html
SCI 362 – Nobel Prize in Biological Sciences
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term paper, the reference list (the “References”) of your paper should be submitted in a separate word file. Please use the “Term Paper Writing Template-References” which can be downloaded from BlackBoard to fill in your reference list.
Paper Organization:
Please organize your paper according to the following sequence: Title—The full name of your Nobel Prize laureate followed by his/her birth date and an em dash in
parenthesis if he/she is still alive [such as Example 1] or by his/her birth date, an em dash, and death date if he/she passed away [such as Example 2]. Add his/her Nobel Prize and the year in the following line. Both lines should be centered and bold.
Example 1: Shinya Yamanaka (4 September 1962 –)
The Nobel Prize in Physiology or Medicine 2012
Example 2: Marie Curie (7 November 1867 – 4 July 1934)
The Nobel Prize in Physics 1903 and the Nobel Prize in Chemistry 1911
Short Biography This session constitutes 5 pts. It should include at least: Date and place of birth of the scientist, date
and place of death of the scientist (if passed away), family of the scientist (particularly family members who influenced the scientist remarkably), education background (under graduate to graduate should be at least included) of the scientist, major career experience of the scientist, and a list of outstanding awards/honors the scientist received.
Major Scientific Achievements and Impacts
This session constitutes 15 pts. You should summarize the major scientific achievements of the scientist and discuss the major impacts of his/her work, particularly the impacts on biological sciences. Don’t provide a list of awards/honors the scientist received (which should be included in the “Short Biography” session.)
One or more separate paragraph(s) focusing on the Nobel Prize winning research of the scientist and its scientific (biological) background should be written specifically.
My Reflection
This session constitutes 3 pts, containing your personal reflection after doing research and co-organizing a panel on your scientist. Any other comments or remarks can be also included in this session.
(All these three headings — “Short Biography,” “Major Scientific Achievements and Impacts,” and
“My Reflection” — should be centered, with sentence caps, and in bold, as shown above).
References
SCI 362 – Nobel Prize in Biological Sciences
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A complete list of all references you cite in the text should be compiled, following the format described in “Reference and Citation Formatting.” (Note: This session should be written and submitted in a separate word file.) ****************************************************************************** Distribution of the 30 pts:
1 pt for the proper length of the paper (between 2,500-5,000 words, no less or more, with the reference list excluded).
3 pts for the formats and general rules. 3 pts for references and citations. 23 pts for the text of the paper, which are further divided as:
i) 5 pts for “Short Biography” session. ii) 15 pts for “Major Scientific Achievements and Impacts” session. [Note 2: Final pts of i + ii (in total 5 + 15 = 20 pts) will be scaled down by the following
SafeAssign Similarity Percentage: 0-20% = × 100%; 21-30% = × 90%; 31-40% = × 80%; 41-50% = × 70%; 51-60% = × 60%; 61-70% = × 50%; 71-80% = × 40%; 81-90% = × 30%; 91-100% = × 20%]
iii) 3 pts for “My Reflection and Others” session.
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HOW HAS THIS EDUCATIONAL PROGRAM PREPARED YOU FOR THE FUTURE OF NURSING AS A BSN GRADUATE?

HOW HAS THIS EDUCATIONAL PROGRAM PREPARED YOU FOR THE FUTURE OF NURSING AS A BSN GRADUATE?

 NO COMMENTS
1. Select an American Nurses Association (ANA) publication on workplace safety from the ANA. Search the American Nurses Association (ANA) website for workplace safety
(http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Work-Environment and select a publication on workplace safety. Review the document (publication), include the URL, and discuss implications for you and your work setting.
2. Describe a recent health care policy and discuss it’s implication to your personal clinical practice or health care as a whole. Why is it important for nurses to be aware of health care policy?
3. Health care costs are on the rise. What is an example of wasted health care dollars in your clinical practice and how do you propose improving the utilization of these dollars?
4. How has this educational program prepared you for the future of nursing as a BSN graduate?
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PSY 6501: Psychology of Personality

PSY 6501: Psychology of Personality
Week 1 – Discussion 1 – Theories of Personality
Dr. Shoemaker
August 9, 2018
The reading this week from Lecci & Magnavita stresses the importance of and perspectives of several theories.  The one I chose that appeals to me was the trait theory. Utilizing the journal article written by Scott Clifford will support the reason why this particular trait resonates with me.  In this discussion, I’ll share the why the Trait theory has validity.  Additionally, the real world example will be shared to support the selected theory.
Allport’s, (1968), “Traits are specific features of personality such as persistence, integrity, and honesty, which accounts for variation in personality” (Lecci & Magnavita, 2013, sec. 1.3).  I believe that having integrity is the cornerstone of the personality and true character of an individual.  It’s about being true to self and others.  Life proceeds smoother, with less complication and you are accepted by your peers and an appreciation of self is developed as well.  Every person goes through and handles situations differently.  For example, I value people, because we are all created with our uniqueness and should be accepted as being ourselves.  People are often trying to make themselves, look larger or more important than another.  All that is unnecessary I always remember today for you, tomorrow is for me.  When it’s my time, it’s my time. When it’s yours, I’ll celebrate with you.  It is important that personality is viewed as a theoretical construct, which is invoked to help us understand each of our differences.(Lecci & Magnavita, 2013, sec. 1.2)
The real – world example to support one of the trait theories will be the kindness expressed to others.  Kindness can be infectious.  I have so many stories, but I’ll share the most recent.  Last week we had a trip to Wal-Mart with the students, the parents normally send money to purchase things when the students go on trips.  However, I hadn’t enough cash to cover my things and the students because she was short, I put back an item since I didn’t want to have her a behavior in the store.  The person behind me asked how much it was and paid for it.  I said not you don’t have to do that. He responded and said neither do you, but you’ve shown such kindness and respect towards this young lady I had to do something as well.   Why can’t we celebrate each other for just being their self?  When one hurts, we ought to be empathic and sympathize with the person, not be mean-spirited and rejoice when they are down.
Additionally, psychometric is an essential part of the study of personality, according to Lecci & Magnavita, (2013). Based on the material or information that is being assessed and scored will either yield validity, when all criterion has been fulfilled.  According to the article, Judge & Zapata, (2015), “low validity of personality traits and the lack of situational theoretical
frameworks are developing and testing an interactionist framework of personality–performance
Relationships, in which the model focuses on both general (representing situation strength) and specific (representing trait activation) moderating situational influences” (p.1149).  The situation strength reflects the degree to which constraints of those situations are present in the environment and are said to be strong when the rules, structures, and cues provide clear guidance as to the expected behavior. (Judge & Zapata, 2015, p. 1150) Whereas, weak situations occurs when the environment of social roles are unstructured. (Judge & Zapata, 2015, p. 1150)
Reference
Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego:
Bridgepoint Education, Inc. ISBN: 9781621781110
Judge, T.A., & Zapata, C. P, (2015). The Person-Situation Debate Revisited: Effect of Situation
Strength and Trait Activation on the Validity of the Big Five Personality Traits in predicting Job Performance.  Academy of Management Journal, 58(4), 1149-1179. Doi:
10.5465/amj.2010.0837
———————————————————————————————–(Classmate #-2)  K. P.
 
The study of personality is a complex and fascinating aspect of psychology. The book states “personality can be defined as patterns of behavior, emotional experience, cognition that is typical in an individual, evidencing in some degree of stability across situations.” (Lecci & Magnavita, p. 51, 2013). One perspective regarding personality is the behavioral perspective, which focuses on how learning impacts personality (Lecci & Magnavita, 2013). Everyone reacts to certain stimuli differently. This theory focuses on questions such as “Was a negative behavior reinforced?” “Can aversive behavior be reconditioned to become more socially acceptable?” (Lecci & Magnavita, 2013).
I have personal experience with conditioning or reinforcing behaviors from my time working as a Behavior Interventionist with special needs children. While working in these fields I can across numerous negative behaviors that I had to work to try and remove by conditioning positive behavior. Often it was actually the parents who needed some behavior intervention. The parents would reinforce negative behaviors, which would condition the children that the negative behaviors were okay. One study analyzed the impact of a parent’s behavior on children behaviors and discovered that parents can condition their children in a positive or negative way (Milner, Wagner & Crouch, 2017). To answer the question listed above, yes behavior can be reconditioned to become more socially acceptable. It can be very challenging to recondition or avoid reinforcing negative behaviors but it is crucial in order to see healthy development of personality. In my previous job, I would spend weeks and even months working with some families to try and condition new healthy behavior.
Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint
Education, Inc.
Milner, J., Wagner, M., Crouch, J. Reducing Child-Related Negative Attitudes,
Attributions of Hostile Intent, Anger, Harsh Parenting Behaviors, and
Punishment Through Evaluative Conditioning. Cognitive Therapy & Research.
Feb2017, Vol. 41 Issue 1, p43-61.

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Strategies for Empowerment

Strategies for Empowerment

  1. Respond to the prompts below in full sentences.  Be sure to use standard English grammar and spelling:
  • -List strategies for a specified population that would promote empowerment in your own community.
  • -Identify your role as the community health nurse in these strategies.

This assignment is for my community health nursing course. Please reply a 1 page paper about 250-300 words, double spaced, APA format with 1 reference.

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