Answer the following three questions in the boxes below. Remember: The goal is to relate the course content to your real-world experiences 

  

1. After reading Ch. 2 of P.O.W.E.R. Learning, answer the following in 50 to 175 words: How can you use what you learned from the chapter and those activities to support your personal, academic, and work life? How will what you learned help you improve time management and decrease stress at home, work, and in school?

  

2. After reading Ch. 5 of P.O.W.E.R. Learning, answer the following in 50 to 175 words: Which three strategies seemed most useful to you? Why? How can you use those strategies to improve your own learning?

  

3. After reading Ch. 10 of P.O.W.E.R. Learning, reflect on the sections on handling stress and keeping well, and then answer the following in 50 to 175 words: What three suggestions for handling stress do you think will be most useful to you? Why? How do you think your support system can help to decrease your stress at school, home, and in the workplace?

 P

Short paper

Choose a specific neurological (e.g., epilepsy, traumatic brain injury) or neuropsychiatric disorder (e.g., depression or AD/HD). Evaluate possible causes of and treatment for this disorder providing examples to support your thoughts. Be sure to include the related functional neuroanatomy.

Guidelines for Submission: The short paper should be 2–4 pages, double-spaced, with 12-point Times New Roman font and 1-inch margins, and include citations in APA format.

Rubric attached

Good Evening,

Assistance is need in answering the following:

 

How do negative thoughts and feelings that are created in childhood make the thoughts exist through-out ones life? 

What about sufferers who have never had any trauma to their lives? What makes them think the way they do instead of what is considered normal?

Why is it that rational is lost and thus causes more depressive thought? What do you think causes this reaction?

APA Format, In-Text Citation, Reference(s).  450 words Please and Thank You

Discussion

Describe one type of seizure common in childhood or adolescence, focusing on possible causes, how the seizure manifests, and possible treatments. How could uncontrolled seizures negatively affect development? What are the risks and benefits of the various treatments for the seizure you selected? When responding to your peers, think about any reservations you would have if your child were presented with the various treatment options for a seizure disorder.

Solomon, N., & McHale, K. (2012). An overview of epilepsy in children and young people. Learning  Disability Practice (through 2013), 15(6), 30-38. Retrieved from  http://ezproxy.snhu.edu/login?url=https://search-proquest- com.ezproxy.snhu.edu/docview/1030272981?accountid=3783

Discussion

Review the course outcomes and reflect on how you met those outcomes throughout this course. How will this course help you achieve your future career goals?

  Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions.  

 

Analyze why there are two different versions (“Equal variances assumed” and “Equal variances not assumed”) of the t test on the SPSS printout and how you decide which one is more appropriate.

The SPSS introduces two versions of the independent samples t test: one with equal variance assumed and ‘’equal variances not assumed’’. According to Warner, the levene test is used to decide which version of the t test to report. However, if the levene test shows no significant violation of the homogeneity of variance assumption, the researcher will report the ‘’equal variances assumed’’. Moreover, if the levene test indicates that there is equal variances is violated the researcher reports ‘’equal variances not assumed’’ version of the t test (Warner,2013). According to    , the SPSS provides three different types of t test. The independent-samplet test compares the means of two different samples.  Furthermore the samples share variable interest in common but no overlap between the two groups (George, 2016).The two different versions identify which variance will be most appropriate base on the Levene’s test and the variable of interest which is imperative when conducting research.

George, D. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference (14th ed.). New York, NY: Routeledge.                                                                                                                                                                               

Warner, R. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.) Thousand Oaks, CA: Sage.

 

Create a 12- to 15-slide presentation analyzing the formation of habits using behavioral and social-cognitive approaches. Your presentation should cover the following areas: Analyze one of your habits. How did you develop this habit? Were there role models for this habit? Which people influenced the adoption of this habit? Why do you continue it? Has there been a time when you have attempted to break this habit? Use the behavioral personality theory to explain why you have this habit. Describe components of social-cognitive theory that explain why the habit formed. Develop a plan that applies operant conditioning to change this habit. Between the behavioral and social-cognitive theories, which one do you find best explains your personality?

Include detailed speaker notes on each slide, along with title and reference slides.

Provide 3 to 4 references.

The development of successful communication skills during infancy and toddlerhood is an important element in child development (Nelson, White & Grewe, 2012). Thus, a commercially prevalent trend is teaching sign language to normal, hearing babies to help them communicate more effectively with people around them. In her book, Baby Sign Language for Hearing Babies, Karyn Warburton writes that all babies try to communicate by using their body language, facial expressions, noises, and cries before they can speak; as a result, teaching them sign language would bridge the gap between what they want to say, but unable to because of their slower articulatory system development. From another perspective, some researchers argue that there is not enough evidence that sign language would have the claimed benefits promoted by sign language websites that are simply marketing their products without solid evidence. In my opinion, sign language can help mothers and caregivers understand infants better, which would lessen tantrums and strengthen the bond between them.

According to www.babysignlanguage.com, research has proven that pre-verbal babies can communicate with sign language at six months old to express their needs and grow to speak earlier. www.babysignlanguage.com also claims that it is proven by empirical research that children who sign have higher academic skills and better relationships with their parents. Deaf infants have the ability to communicate with their caregivers early in their life because, as Warburton (2006) explains, babies’ gestures in a talking environment are not as significant and babies gestures in a signing environment. Also, it helps infants build up their concept of the world around them since they can express their curiosity about the world as well as comprehending information and data they receive. 

From another perspective, Nelson et al., refer to the lack of evidence on the mentioned advantages of teaching sign language to pre-verbal children and examined the claims of websites that promote teaching sign language to hearing babies and verify the stated citations of research and evaluate it. The verification process, which was based on content analysis, shows that only eight researches out of eighty-two cited sources were empirical studies that evaluated the positive outcomes of signing babies. Although the websites mentioned the positive impact of sign language on babies’ reduced tantrums and increased bond between babies and their parent, no one research was listed on any website to support such a claim.

In my opinion, I believe teaching sign language to babies is fruitful from sides other than their language development. It is a form of play that is fun and would strengthen the relationship between mothers and their infants because it is fun to accompany gestures that are already produced by babies normally, like when they raise their both hands because they want you to carry them or hold them, with meaningful word utterances to help them express themselves or understand what their caregiver wants to tell them.

References:

Baby Sign Language. (2017). Retrieved from http://www.babysignlanguage.com/

Nelson, L. H., White, K. R., & Grewe, J. (2012). Evidence for website claims about the benefits of teaching sign language to infants and toddlers with normal hearing. Infant and Child Development, 21(5), 474–502. doi:10.1002/icd.1748

Warburton, K. (2006). Baby sign language for hearing babies. Penguin.

Post an argument either for or against the use of “baby signs” with infants.

The effects of baby sign language on verbal language development; study support the effect on verbal language development of purposefully encouraging hearing infants to use simple gestures as symbols for objects, requests, and conditions. To this end, 103, 11month-old infants were divided into three groups, all of whom were seen in the laboratory for a variety of assessments, including standardized language tests at 15, 19, 24, 30, and 36 months.  Parents of those in the Sign Training group modeled symbolic gestures and encouraged their infants to use them. Parents of infants in the Non-intervention Control group knew nothing about symbolic gestures or our special interest in language development. As a control for “training effects” (i.e., effects attributable to families being engaged in a language intervention program), parents of a second control group of infants (the Verbal Training group) were asked to make special efforts to model verbal labels. After comparisons of the two control groups minimized concerns about training effects, comparisons between the Sign Training and the Non-intervention Control group indicated an advantage for the Sign Training group on the vast majority of language acquisition measures. These results provide strong evidence that symbolic gesturing does not hamper verbal development and may even facilitate it (Goodwyn, 2000).

The effects of baby sign language on verbal cognitive development; The primary consequence of childhood deafness is that it blocks the development of spoken language both the acts of speaking and comprehending. This fact leads us to ask what spoken language contributes to the child’s cognitive development. Because deafness impedes the development of spoken language, we must ask whether complex and logical thought can develop in the absence of spoken language. Can the child develop ‘inner thought’ or working memory without the ability to hear? Consider sign language. Can sign language foster the same kinds of abstract mental development and complex thought as speech? Now consider an even more complex situation, namely, the cognitive development of children who grow up with little or no exposure to any language in any form, be it signed or spoken, as a simple consequence of being born deaf. What are the effects of such linguistic and social isolation on the child’s development of a mental life (Mayberry, 2002)?

Does it help or hinder a child’s language development; A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population. This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development. Brain changes associated with language deprivation may be misrepresented as sign language interfering with spoken language outcomes of cochlear implants. This may lead to professionals and organizations advocating for preventing sign language exposure before implantation and spreading misinformation. The existence of one—time-sensitive—language acquisition window means a strong possibility of permanent brain changes when spoken language is not fully accessible to the deaf child and sign language exposure is delayed, as is often standard practice. There is no empirical evidence for the harm of sign language exposure but there is some evidence for its benefits, and there is growing evidence that lack of language access has negative implications. This includes cognitive delays, mental health difficulties, lower quality of life, higher trauma, and limited health literacy (Hall, 2017).

Has research demonstrated that it positively or negatively effects a child’s cognitive development; Research suggests that stimulating environment and strong contextual support during the first years of life has a positive impact on child development (Gabbard et al. 2012). The toddler motor behavior is shaped by a combination of environmental, organismic, physiological, and genetic factors. The primary agent for learning and developing the foundation for lifelong behaviors is the home environment (Caçola et al. 2014). In addition, while genetics play an importantrole in determining the main neural circuits, activity-dependency is also effective for optimal development of the brain. In general, it is argued that rich environments have positive effects on brain development. A window of opportunity during a specific stage development would allow toddlers to achieve critical and optimal developmental growth (Gabbard 2012). 

References

Anderson, S. S. (2016). The Effect of Baby Sign on Early Language Development for “At-Risk” Populations. Retrieved from St. Cloud State University: https://repository.stcloudstate.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1003&context=csd_etds

Gabbard (2012). Lifelong motor development (6th ed., ). Dubuque: Brown & Benchmark.

Goodwyn, S. W., Acredolo, L. P., & Brown, C. A. (2000). Impact of Symbolic Gesturing on Early Language Development. Journal of Nonverbal Behavior, 24(2), 81. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=17143322&site=eds-live&scope=site

Hall, W. C. (2017). What You Don’t Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children. Maternal and Child Health Journal, (5), 961. https://doi-org.ezp.waldenulibrary.org/10.1007/s10995-017-2287-y

Mayberry, R. I. (2002). Cognitive development in deaf children: the interface of language and perception in neuropsychology. Retrieved from McGill University: http://idiom.ucsd.edu/~rmayberry/pubs/Mayberry-CogDev-Hndbok.pdf

Zoghi, A., Shojaei, M., & Ghasemi, A. (2016). The Impact of a Motor Affordance Intervention on Motor and Cognitive Development of Young Children. International Journal of Mental Health & Addiction, 14(5), 743–750. https://doi-org.ezp.waldenulibrary.org/10.1007/s11469-015-9616-4

  I have started the assignment by selecting 14 APA references that can be used for the assignment. The assignment only requires 10 annotated bibliographies. 

My research topic DISSOCIATIVE DISORDERS 

Research Paper – Abstract and Annotated Bibliography Instructions

Abstract

An abstract is a 1-paragraph summary of the paper that does not exceed 250 words. Do not indent the first line in abstracts, and do not include citations. The abstract must be flush with the left margin and double-spaced.

Example:

Abstract

Graduate students often struggle with learning how to write in APA format. One of the best ways to learn APA format is to seek assistance from university writing centers. This study examined the improvement in writing exhibited by a sample of one hundred students in a graduate writing course. Fifty students relied on “self-taught” APA format resources provided by the university and fifty students received assistance from the university writing center. The students receiving assistance from the writing center made 25% fewer errors on the exit essay than the group using only the “self-taught” resources. The results indicate that university writing centers can be more helpful in learning APA format than relying on “self-taught” resources.

Annotated Bibliography

An annotated bibliography is a collection of a minimum of 10 one-paragraph summaries of the 10 sources you intend to use in the final paper. The sources must be current or dated within the past 10 years. The ability to use resources older than 10 years is left to the discretion of the instructor. At least 50% of these sources need to be from empirical journal articles.

Do not paste the article abstract in the paper. Annotations must be your own summary of the article. The summary must include the findings of research that was included in the article. Do not simply say the authors conducted a study without providing a summary of the findings.

The annotations include the full current APA-formatted citations of the source, and the annotations are listed in alphabetical order based on the first author’s last name. The assignment must include a title page in current APA format.

  

Example:

Grice, R. (2011). The value of university writing centers. Journal of Counseling, 23(1), 56–58.

University writing centers can be very helpful in learning APA format. Grice found in a study of 100 graduate students in a graduate-level writing course that those receiving assistance from the university writing center demonstrated marked improvement by reducing errors by 25% in comparison to the “self-taught” group. The author concludes that university writing centers can be very helpful to graduate students.

Requirements:

1. Include a current APA-formatted title page with all of the required components.

2. List the annotations in alphabetical order according to the first author’s last name.

3. All sources must be from academic and peer-reviewed journals or books such as the course resources.

4. Resources must be dated within the past 10 years unless permission to use older resources is given by the instructor.