Madddy,

Do you need us to start working on this 8 pages literature review on the topic slaughter of horses now?

Jeremy

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the health-illness continuum.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.

Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.

Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract or thesis is required.

Unit5DiscPeerResp2QDA

Response Guidelines

Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions. Your response is expected to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines. Review the Participation Guidelines section of the Discussion Participation Scoring Guide to gain an understanding of what is required in a substantive response.

Peer 1 Response: Cait

Anderson & Bushman (2001) conducted the meta-analysis, Effects of Violent Video Games On Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature, which determined that there was a correlation between playing video games and aggressive behaviors. In a set of 21 controlled experimental studies, Anderson & Bushman (2001) concluded that there was a correlation between playing video games (x) and engaging in the aggressive behavior (y). Table 1 determined that aggressive behavior was measured at r= .19, therefore concluding that the correlation was statistically significant due to a large number of participants that were involved in the research study. Aggressive behavior in conjunction with playing violent video games was tested with 3,033 participants. If there was a smaller sample size (in this case, less than 3,033 participants), the correlation r=.19 may not have been as large or as significant. This result also yielded significant results because r=.19 is positive, rather than negative. In Table 1 it can also be determined that the results displayed significant results because of the homogeneity test. The homogeneity test determined an outcome of x2(32) 23.25, p > .05 (Anderson & Bushman, 2001). It was measured that the p score was 23.25, compared to the normal value used by SPSS and researchers, which is .05. Because the p-value was larger than .05, it yielded significant results for this research study. If the p-value was smaller than .05, it would not hold the same level of significance.

Interview someone about how their cultural background has influenced their schooling, learning, interests, and/ or academic achievement. Focus on cultural background, not family background or personal interests. Use topics from our readings to inform your interview questions and especially to support your analysis.

(1)Description. Provides a concrete description of the interview including DETAILS and verbatim dialogue clearly illustrating for the reader what was said in the interview. 1-page

(2)Analysis. Accurately explains, analyzes, and interprets interview responses. Shows how the interview responses support (or contradict) concepts and theory discussed in the text and class discussion. Shows insight and deep thinking. There are no obvious topics the manuscript should have described but did not. Explicitly cites pages in relevant course articles. 3 pages.

Psychology homework help
PSY 340 PART 1 (DO QUESTION 1-22 ONLY)
Special Assignment - PSY 340

INSTRUCTIONS: Please, answer the following question(s) (Times New Roman, 10 / *double spaced not necessary for non-essay questions*)

1. This stage of adulthood presents many opportunities to make good choices and bad

choices for yourself. What are some behaviors or choices you repeatedly make that you might need to improve? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors. How might these behaviors be obstacles to later- life success?

2. Make a list of "good behaviors" and "bad behaviors" you displayed in your REAL life before college. Do you believe these behaviors can later map onto "Good outcomes" and "bad outcomes"? How or why?

3. What are some good decisions you can make in your life now that you hope will continue to lead you to good outcomes down the road? Think about physical health, money management, decisions, emotional well-being, relationships and social behaviors, and even identity choices and personal values that would play a role in later stages of your development.

4. What parts of development do you predict might stay the same as you move into and through your adulthood years? What might influence this stability as you mature?

5. Think of some aspects of personality and development that might change as you grow older. Do you expect that nature/genetics or nurture/experience has more influence on your personality and development over time? How would you know whether nature or nurture is responsible for a change?

6. What are some reasons why individuals might choose to NOT raise children in their lifetime? These may include personal reasons and/or medical reasons. If you were deciding whether or not to have children, what sorts of variables within your control would you take into consideration?

7. Imagine you sit down to dinner with your long-time friend and she tells you she is having jealousy issues in her marriage. Her husband, whom you get along with, is upset that she has gotten to be too close with a male coworker, and he is interpreting their friendly banter as flirting. What advice might you give to your friend to help her alleviate the situation?

8. Do you see yourself as the kind of person who will stay in the same type of job for a long time, perhaps into retirement, or as more of a job hopper in order to climb the professional ladder? Explain why you see yourself this way and what factors would influence your decision.

9. What are some actions that you, or someone you know, could take to create a healthy, successful marriage?

10. Consider the timing of when people have children. For those who have children during Adolescence or Emerging Adulthood, how might their life outcomes differ from those who have children during Young Adulthood or even Middle Adulthood? If you could choose the age at which you have children, which age would you choose, and what sorts of variables within your control would you take into consideration?

11. What kinds of stress responses do you tend to display in your real life? Make a list of some of your adaptive stress responses and consider how these serve as measures of resiliency. What are some maladaptive stress responses you've noticed about yourself or others? How might these responses contribute to even more stressful experiences?

12. Based on class discussions, describe what circumstances you think leads an individual to a midlife crisis. What type of theory best explains this experience?

13. Overall, divorce rates have declined in the last 20 years, but among middle-aged couples, the rates are rising. Do an internet search to find what current statistics are available for different groups of individuals, then describe three factors that contribute to contemporary rises in middle-aged divorce rates.

14. Describe advantages and disadvantages of experiencing divorce in midlife. You might consider factors such as income, identity, mutual friends, investments, children and other family members, and the fact that dividing households later in a marriage will require divvying up items bought as a couple. How might divorce during young adulthood or late adulthood be different in terms of such factors? How might separation be different for long-term relationships where partners have been together but not married?

15. Based upon the theory and research about mid-life crises discussed in your textbook and class, how might you explain a 40-something-year-old family member's sudden change towards unpredictable behaviors and emotionality?

16. How might some unique aspects of your cohort or generation have shaped your views of gender, sexual orientation, political viewpoints, or other categories of individual differences?

17. Long-term health effects are something to consider at nearly every age. What are some

behaviors or choices a person could make during midlife that could be obstacles to later- life success? These may include habits, negative perceptions, unmanaged stress, or other health-related behaviors.

18. How does your tolerance of people who are different from you compare to that of people in your parents' generation? Is there a difference at all in your own family? Qualify your answer with examples and discuss why you believe differences, if any, exist.

19. How well do you think you would cope with balancing the needs of two generations of family members in the same home if both generations were living in YOUR home? As you manage and focus on your own relationship needs, as well as work responsibilities, bills, life goals and plans how do you think you'd cope with having others living in your home who may have their own (different) needs or plans? Explain why you would or would not cope well.

20. Describe how your job(s) can shape your perceptions and assessments of your overall life

satisfaction. Would the age at which you conduct a life review have any influence on how you rate your overall satisfaction? Why or why not?

21. How do you think your work history will play into your transition into and through

retirement, as you forecast into the later adulthood years? Consider financial factors, such as social security, retirement-savings planning, and whether to stay employed part-time, in your response.

22. What do you think might lead some people to experience a full-on midlife crisis, while

others experience a mild crisis or simply a strong need to change just one thing to accomplish a work or life goal?

23. Current national trends indicate that more middle-aged adults are caring for others than

ever before. "Others" often include boomerang children, or children who move back in to their parents' home. What are some likely reasons for increases in parents having boomerang children?

24. Imagine that several of your peers changed companies at the same time that you were

considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

25. Imagine that several of your peers changed companies at the same time that you were considering a change into a new career. They cited a number of reasons for making career changes in midlife, including the following: there was little challenge at their current job; the challenges became routine; their jobs changed in ways they do not like; they lost their current jobs, so they are switching careers all together; they were asked to do more with fewer resources; technological advances rendered their jobs no longer enjoyable; they were unhappy with their status and wanted a fresh start; they feel burned out; this is the last time they can make a meaningful change towards more job satisfaction before running out of time. Which of these reasons would compel YOU to change jobs in midlife? Describe your thoughts for each answer you select.

26. How do you see your midlife years leading you to successful (or unsuccessful) aging in

the near future?

27. Regardless of whether you are a parent or step-parent in your virtual life that you are leading, why do you think many parents report difficulties in maintaining or increasing intimacy with their adult children? In your answer, consider that for some parents their children often provide a perceived source of validation of their own beliefs, values, and standards. What are some reasons why or how children might resist their parents' desires to maintain a close intimacy with them?

28. Sometimes older adults hesitate to give their adult children or other family members

unsolicited advice or feedback because it might cause tension in the relationship if that feedback is negative. How do you feel about giving younger adults your advice or opinions, particularly if it might cause tension? Are there times when it is appropriate or inappropriate to give someone unsolicited advice? Draw on your own experiences or even your virtual person to provide examples.

29. Based upon the theory and research about mid-life crises discussed in your textbook and

class, how might you explain a 40-something-year-old family member's sudden change towards unpredictable behaviors and emotionality?

30. How can involvement in civic or religious activity buffer you against stress effects? Give

some examples from your personal life.

31. What are some reasons why you or your friends might continue to work past the age of retirement?

32. Imagine you are 65 years old and you are experiencing conflicts with your adult children over a number of things: communication and style of interaction; lifestyle choices and habits; parenting practices; values, religion, ideology, and politics; work habits; and standards of household maintenance. How might you approach these conflicts or communicate with your children about them? Which differences could you feel at ease with and which would really bother you?

33. What employment problems might an older person face that could be the result of their age?

34. What are some internal and external factors that might contribute to a positive outlook about aging?

35. According to Nancy Schlossberg, there are multiple paths of retirement that adults may follow. (a) Continuers; (b) Involved spectators; (c) Adventurers; (d) Searchers; (e) Easy gliders; (f) Retreaters. Which of these paths seem most probable for you? Why?

36. How much and in what ways are older persons like yourself influenced by gender identity

beliefs? Do you think that gender issues are of concern for older adults?

37. What factors might lead a person to select gender atypical activities and life roles?

38. Some of the best predictors of successful aging are an individual's general outlook on life and his or her ability to adapt to life's events-expected and unexpected! Looking back over your virtual life, which experiences could contribute to successful aging, and which could have put you at risk for unsuccessful aging?

39. What are the benefits of connecting with others throughout life and particularly during

Late Adulthood? If you could do your virtual life over, would you do anything differently?

40. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

41. What model would you use to describe your coping with death and dying? Use your

textbook to identify the model and describe how the stages you confront might be played out in your late adulthood years. Comment on previous experiences in your life (in childhood, adolescence, or emerging adulthood ages) which might also contribute to such a response.

42. Do you expect to have a sense of ego integrity or ego despair as you move into and

through late adulthood? What might make you more or less likely to have a sense of integrity? What decisions might you have made either now or in your virtual past to cope differently with either negative or positive experiences you have had in your virtual life?

43. Why are siblings such an important factor in elderly individuals having successful coping

skills? Does this mean that aging persons without siblings (either due to loss or perhaps because they were an only child) are more at risk for problems in coping with aging?

How might only children compensate for lacking siblings and have positive outcomes in later adulthood?

44. As a projective assignment, write your own obituary about your virtual life. What

significant others in your life remain after you? What would you list as your meaningful moments or accomplishments, either those addressed within this virtual life course, or drawn from experiences not mentioned previously? You can write this from an observer's point of view (third-person), or from your own perspective (first-person) as an autobiographical letter. Your instructor will provide you with more details about this assignment.

Week 6 Benchmark - Drafting a Literature Review
Week 6 Assignment Instructions

Tutor MUST have a good command of the English language

Tutor MUST have a good command of the English language

Sources need to be less than five years old and journal/scholarly articles.

Use only articles that are published between 2014-2018 (except for your theory articles which will be older as you must cite primary sources).

No textbook or direct quotes

Rubric Requirements must be met

This is a continuation of the literature review that is attached. The new assignment needs to be added to the attached document.

In this assignment, you will draft the body of a literature review. You will continue to add and revise this draft literature review (Chapter 2 of your DPI Project) as you progress through the program. You may be able to use the feedback and suggestions from your instructor (on the Introduction to the Literature Review assignment in Topic 4) to expand the literature review for this assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Use the "Empirical Research Checklist" worksheet to ensure that each article you select meets all of the established criteria.

· Use the "Research Article Chart" to provide a summary review of each component of your assignment.

· Submit the completed Research Article Chart to your instructor.

· Refer to the most recent prospectus template found in the DC Network (dc.gcu.edu) for details and criteria for the Literature Review (Chapter 2).

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.

· This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.

· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions:

Part 1: Selection of 15 Articles

Select 15 empirical articles related to your PICOT question. Use the "Empirical Research Checklist" worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology.

Part 2: Research Article Chart

Using the articles acquired in Part 1, provide a summary review of each component using the "Research Article Chart" template.

Part 3: Literature Review

Prepare a Literature Review (Chapter 2) of 2,000-3,000 words for your scholarly project.

Utilizing the major concepts identified in the Topic 4 assignment, further develop each major concept and subtheme by locating 15 more empirical articles related to your project topic (30 articles total: 15 from Topic 4 assignment and 15 from Topic 6 assignment).

Use the "Research Article Chart" as a guide to analyze and synthesize (summarize) the literature into the paper you began in the Topic 4 assignment.

Based upon your review of the 15 additional research articles, expand on your summary of each major concept and your synthesis of the three identified subthemes that support each concept. At the end of each major concept, include a summary statement.

Apply Rubrics

Benchmark - Drafting a Literature Review

1 Unsatisfactory 0.00%

2 Less Than Satisfactory 74.00%

3 Satisfactory 79.00%

4 Good 87.00%

5 Excellent 100.00%

70.0 %Content

20.0 %Identification of Major Concept and Related Scholarly Sources (C.5.1)

The identification of major concept and related scholarly sources is either missing or incomplete.

Major concept to be included in the literature review are present, but the sources cited do not relate to the concept or are not from scholarly sources.

Major concept to be included in the literature review are present, and the sources cited distantly relate to the concept. Sources cited are from both scholarly and nonscholarly sources.

Major concept to be included in the literature review are present, and the sources cited relate to the concept. Sources cited are from scholarly sources though some sources may be outdated.

Major concept to be included in the literature review are present, and the sources cited directly and clearly relate to the concept. Sources cited are from current scholarly sources.

30.0 %Identification of Subtopic, Related Scholarly Sources, and Quantitative Research Elements (C.5.1)

The identification of subthemes, related scholarly sources, and quantitative research elements is either missing or incomplete.

Subthemes to be included in the literature review are present, but the sources cited do not relate to the themes or are not from scholarly sources. The quantitative research elements are incorrectly identified.

Subthemes to be included in the literature review are present, and the sources cited distantly relate to the themes. Sources cited are from both scholarly and nonscholarly sources. The quantitative research elements are correctly identified.

Subthemes to be included in the literature review are present, and the sources cited relate to the themes. Sources cited are from scholarly sources though some sources may be outdated. The quantitative research elements are correctly identified.

Subthemes to be included in the literature review are present, and the sources cited directly and clearly relate to the themes. Sources cited are from current scholarly sources. The quantitative research elements are correctly identified.

20.0 %Synthesis of the Research in Each Subtheme (C.5.1)

The synthesis of the research in each subtheme is either missing or does not address all of the required components.

The synthesis of the research in each subtheme incompletely or inaccurately conveys to the reader what is known and what is not known. It does not demonstrate that the learner has a solid grasp of existing literature on the topic.

The synthesis of the research in each subtheme provides a cursory review that conveys to the reader what is known and what is not known. It demonstrates a superficial understanding of existing literature on the topic.

The synthesis of the research in each subtheme provides a solid review that conveys to the reader what is known and what is not known. It demonstrates a moderate understanding of existing literature on the topic.

The synthesis of the research in each subtheme provides a thorough review that conveys to the reader what is known and what is not known. It demonstrates a thorough grasp of existing literature on the topic.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

8.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

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) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 %Paper Format (Use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage