Best Writer

In a letter to the editor in a newspaper, the writer stated that “People over 96 years old should not be driving anymore. They should not be given a driver’s license after that age.” Explain why you either agree or disagree with this statement. Think about what you have learned about the aging process, sensory changes, changes in reaction times, and changes in memory/cognition when answering. Also consider the potential for ageism in the views of elderly drivers. What role should psychologists who focus on late adulthood play in the drafting and implementation of laws concerning aging drivers?

Read the article:

Bad Friends (file attached)

“Bad Friends” by Carlin Flora Aeon December 16, 2016. Even the best of friends can fill you with tension and make you sick. Why does friendship so readily turn toxic?

Write 1 full-page, more than 250 words.

Reading Supplement Rubrics
Question 1: What is the title of the article?
point Incorrect title
point Correct title
Question 2: List three main conclusions of the article.
0 points Failed to address question
1 point Discussed one conclusion in a competent manner.
2 points Discussed two conclusions in a competent manner.
3 points Elaborated on three conclusions in a competent manner.

Question 3: Are the ideas presented in the article viable?
points Failed to address question.
point Briefly discusses viability of conclusions.
points Discusses viability of conclusions without referencing specific conclusions in essay.
points Elaborates on the viability of ideas of all three conclusions.
Question 4: How can the information in this article assist your psychological well- being?
points Failed to address question.
point Discussed one personal connection to the information presented.
points Discussed two personal connections to the information presented.
points Elaborated on two personal connections to the information presented.

Suicide is a very touchy, and sometimes controversial, topic to discuss. If we were in person, or asynchronous setting, we would spend quite a bit of time talking about suicidal ideation, attempts, and coping. However, since we are not I have to create a situation where you will think a bit more deeply about the relationships between emotional health & well-being, stress, coping, and behavior. Your assignment is to do the following:
1) Watch the video (approximately 7 minutes);
2) Think about how and why children are contemplating suicide. Include two paragraphs that address some of the factors you think may contribute to the suicide rates, suicidal ideation, and suicide attempts of children in the US. Also, include ways that parents/caregivers can help children cope with these factors. This requires citations and references from our text and any other empirical source you use.
3) Finally, create the outline for a social marketing campaign that focuses on children and mental health/suicide (you can tailor your slogan to specific groups of children if you choose). The outline that you will upload should include:
A slogan
The 4 P’s of Social Marketing identified and explained (refer back to chapter 4)
You may include your information in the textbox, or upload a document. I will not accept a link to your document. Don’t forget you need citations AND references.

Resources: https://www.youtube.com/watch?v=TvwpRCPcQ1I

POI- The use of tobacco cessation in reducing Lung cancer
prevelance

Concept Analysis PaperPurpose: The student will select a
Concept Analysis article that has significance for the identified Phenomenon of
Interest (POI). I nclude a summary of the concept analysis article with
particular attention to the identified critical attributes of the concept as
well as how the analysis contributes to nursing knowledge, and evaluate how the
concept analysis impacts the way the POI is viewed within the context of
advanced nursing practice specialty.Skills:
The purpose of this assignment is to allow you to practice the following
skills that are essential to yoursuccess in this course as well as your
academic and professional practice. •Applying basic and complex disciplinary
knowledge to advanced nursing practice situations. •Critically examining
individual elements or deconstructing issues.•Critiquing and evaluating
concepts and ideas.•Developing a graphic representation of concepts that
demonstrates the strength of relationships.Knowledge: This assignment will also
help you to become familiar with the following important content
knowledge:•Relationship of concepts to theory building, nursing knowledge, and
a relevant phenomenon of interest. •Understand how a concept analysis applies to
a phenomenon of interest.•Transfer complex concepts from narrative to a visual
format through Concept Mapping.•Apply graduate level scholarshipTasks: •Review required and recommended resources.
•Conduct a literature search and review of the literature to support ideas and
concepts.•Develop a scholarly paper that adheres to all expectations outlined
in the rubric.•Demonstrate graduate level scholarship as outlined in the
rubric.Criteria for Success:

Introduction and Thesis
Statement
1. Briefly state your Phenomenon of Interest,
and introduce the selected Concept Analysis article in one paragraph.

2. Conclude the introductory paragraph with a direct thesis statement that
informs the reader of your purpose, or primary objective of the paper

3. A citation and reference should be included for the Concept Analysis article.

4. Attach a copy of the selected concept analysis article.

Concept Analysis Description
1. Describe the origin of the theory or the
published author’s (not yours) purpose for conducting the concept analysis.

2. Discuss the relevance of the Concept Analysis to your POI.

3. Discuss the transferability of the Concept Analysis to other phenomena of
interest. The more widely the Concept Analysis can be applied, the greater its
transferability.

4. Provide at least two (2) ) peer-reviewed references IN ADDITION to the
Concept Analysis article (excluding textbooks).

Critical Appraisal of Concept
Analysis
1. Identify the major concepts or elements of
the selected Concept Analysis article, as described by Walker and Avant (2019),
and include the following:

a) Concept: Identify the Concept.

b) Antecedents: Describe the antecedents and how the antecedents may be used to
predict outcomes related to your POI.

c) Attributes: Describe the attributes and in what way the attributes are
related to your POI.

d) Consequences: Describe the consequences and the effect of the consequences
on your POI.

2. Support this section with at least three (3) peer-reviewed or scholarly
references (excluding textbooks).

Concept Map
Construct a Concept Map of the major elements
relevant to your Phenomenon of Interest, and include it as an appendix in your
paper. The Concept Map should include the following:

a) Concept

b) Antecedents

c) Attributes

d) Consequences

Conclusion
1. Summarize the major points of the paper in
one (1) paragraph.

2. No new information or new references should be included in this section.

Graduate-level Scholarship
Demonstrate Graduate Level Scholarship

1. Formal, scholarly writing style with no first-person language.

2. Writing should be clear and concise and free of grammatical and spelling
errors

3. Organize work by headings

4. Writing should be free of APA 7th errors, including citations and references.

5. Turnitin similarity score supports that the paper is your original work.

6. College of Nursing approved format for the title page.

7. A minimum of six (6) peer-reviewed references (excluding textbooks).

8. Paper not to exceed seven (7) pages (excluding title page, reference page,
and any appendices).

9. Follow all assignment instructions, and do not use direct quotes unless
providing a brief definition.

10. Additional deductions may apply for late submissions, plagiarism, or lack
of scholarship and professionalism.

A.
In approximately 300-500 words, answer one (and just one) of the following questions:

Is the unexamined life worth living?
What kind of life is most worth living for human beings?
Is what is morally right or wrong determined by a god or gods?
Are there any intrinsic goods? If so, what are they?

In your response, you must:

Defend a thesis with an argument.
Consider a brief objection to your argument.

Classical and Operant Conditioning in Your Life:
In class you have been reviewing both classical and operant conditioning as ways that we learn from our environment. Now I want to you use your understanding of both of these modes of learning and apply them to your life.
I would like you to look at your behaviors and notice which ones are classically conditioned and which ones are operantly conditioned. For example, I have learned how to properly load the dishwasher. This learning was operantly conditioned because my husband would reward me with praise when I loaded it correctly and he would punish me with criticism when I loaded it incorrectly.
For this assignment, I would like you to list, and explain three behaviors that you have and explain how the behavior was either classically conditioned or operantly conditioned. Please make sure that your explanations provide enough detail to clearly express why each behaviors is labeled as either classical or operant conditioning.
Formatting: Please provide a cover page, an introductory paragraph explaining classical conditioning and operant conditioning, then end with a conclusion paragraph wrapping up what you wrote in your paper. Maybe include in your conclusion paragraph a reflection on how the assignment affected you.
Be sure to use 12 point font and double space your entire paper.
Formatting: Please provide a cover page, an introductory paragraph explaining classical conditioning and operant conditioning, your list of behaviors, then end with a conclusion paragraph wrapping up what you wrote in your paper. Maybe include in your conclusion paragraph a reflection on how the assignment affected you.
Be sure to use 12 point font and double space your entire paper. No abstract needed.

Student Affairs Effect on Student Leaders
Student leaders represent a powerful resource for student affairs professionals. Student leaders create the potential for more effective programming and personally benefit from their experiences as they develop critical skills in which they will carry into their future.
Organize a meeting with a group of 4-8 students from your field experience site, making sure to receive guidance from your site supervisor. The meeting will seek to understand the student leader perspective of student affairs contributions at their institution.
Possible questions to ask students include, but are not limited to:
· What are the most unique and significant contributions student affairs makes when compared to other campus partners (academics, athletics, enrollment, etc.)?
· Why are student leaders essential to accomplishing the mission and goals of student affairs?
· How do you think student leadership prepares and positively affects student leaders?
· What are some potential challenges with utilizing student leaders in student affairs? Provide examples.
Spend any remaining field experience hours observing and assisting your site supervisor.
Following the student meeting and your observations, write a 500-750 word summary reflecting upon the following:
· Do student leader perspectives align with or contradict the empirical evidence identified in Topic 2?
· Why do you think students have the perspective they do?
· How would you go about addressing some of the issues that surfaced based on your feedback from students?
· How do you help future student leaders understand the limits of their scope based on their role as a student leader versus a professional staff member, while still being encouraging?
· What did you learn about students’ perceptions of how they are benefiting from student leadership? How do you plan to incorporate this feedback into your future professional practice ?
APA format is not required, but solid academic writing is expected.
Student Affairs Effect on Student Leaders
Student Leader Perspectives
15.0
Not addressed.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is inappropriate or invalid.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is vague.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is appropriate and well supported.
Evaluation of how the student leader perspectives align with or contradict the empirical evidence identified in Topic 2 is thorough and professional.
Students’ Perspectives
15.0
Not addressed.
Evaluation of why students have the perspectives they do is insufficient or invalid.
Evaluation of why students have the perspectives they do is unclear.
Evaluation of why students have the perspectives they do is clear and detailed.
Evaluation of why students have the perspectives they do is thorough and insightful.
Issues
15.0
Not addressed.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are unrealistic, unintelligible, or invalid.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are ambiguous.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are sound and appropriate.
Suggestions on how to address some of the issues that surfaced based on the feedback from students are comprehensive and innovative.
Understanding the Limits of Student Leaders Scope
20.0
Not addressed.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is inadequate.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is unclear.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is sound and appropriate.
The explanation of how to help future student leaders understand the limit of their scope based on their role as a student leader versus a professional staff member while still being encouraging is insightful and professional.
Future Professional Practice
20.0
Not addressed.
Reflection on student responses about their insights on the benefits gained from student leadership is inappropriate or unsubstantial. Insights on what will be incorporated into future practice as a student affairs professional are not included.
Reflection on student responses about their insights on the benefits gained from student leadership is superficial. Insights on what will be incorporated into future practice as a student affairs professional are vague.
Reflection on student responses about their insights on the benefits gained from student leadership is descriptive. Insights on what will be incorporated into future practice as a student affairs professional are clear and appropriate.
Reflection on student responses about their insights on the benefits gained from student leadership is superior. Insights on what will be incorporated into future practice as a student affairs professional are specific and innovative.
Organization
10.0
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count.
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count.
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.
Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language.
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Percentage 100

Assignment Overview and Directions:
Using your organization, or one you are familiar with, you will identify your knowledge of HRIS and to make a suggestion about a new piece of technology for each of the weekly learning objectives for HRMT415 for Weeks 2-6. It could be one piece of technology that brings these all together or you might have a suggestion for each. For clarification, these topics were discussed in the course for Weeks 2-6:
The topics for Weeks 2 through 6 are as follows:
1) Week 2 – eRecruiting and eSelection
2) Week 4 – Self-Service and HR Portals
3) Week 5 – eLearning and Training
4) Week 6 – Performance Management
Each of these topics should be about one page in length responding to the assignment objective, i.e. make a suggestion about a new piece of technology for each of the weekly learning objectives. In some cases, it might be an integrated system – where it is one program that fulfills each element.
You should also share the requirements that must be considered in relation to each of the decisions that you make as well as your rationale for the recommendation. A good place to find information for this assignment is the online APUS library and on the SHRM website. This paper will require you to research HRIS technology.

Peace or conflict case project: Each student is expected to select a peace or conflict related case project and to work on it in depth. The project which may be related to a target (victimized) group—e.g.,ethnic/racial group, nation state, religion, children (e.g., school bullying), family violence, women (e.g., violence against them) or ecological conflict (with other species) will be examined and analyzed in detail based on what students learn from this course theoretically, empirically and practically. It is expected that students learn how to reason ethically and morally and can apply the course materials to their project and offer some suggestions or possible solutions to peace building or conflict/violence prevention psychologically and morally if it happens in the future. This project will have three parts. Part 1 (with 2 pages) includes the description or narrative of the conflict case or issue. Please also discuss who victims and penetrators are, what the nature of conflict/violence—e.g., direct or indirect violence—see Wood (2016) in Ch 2 and why the case or issue you choose is significant to you morally and ethically. What value standards or criteria do you use when you choose it? Part 2 includes the conflict analysis and application of the course materials to your case or problem and the evaluation of the problem based on what you learned (3 pages)—e.g. what are the causes and outcomes of conflicts or violence? What might be the causes and effects of non-violence (i.e.how to build peace for this case or issue)? What are your suggestions or possible solutions to the case problem or issue (how to increase or build peace (or reduce violence or conflict)? Part 3 will be a reflection and conclusion of this project (one or 1.5 pages). Also you will have one page of summary or abstract (200 words) in the beginning and one page of references/citations or bibliography in the end. You will have to cite at least three readings (chapters or articles) of this course in your writing. There will be eight to ten pages (double spaced and APA, MLA or Chicago st

1. Discuss three specific
groups (including the type of group) you’re a part of and that you plan to use
for your socialization autobiography, tell me your status within each group,
and why each of the groups are important to you.
2. Share one component of culture that’s
specific for each group and identify each component as symbolic or material
culture.
3. For each group, describe how class/gender/or
race has been experienced or socially constructed for you or others that are a
part of the groups (we’ll be covering these topics in the next few weeks).