oom Size Matters in Behavioral Health Outpatient Facilities
Importance/elevance of Problem

Patient housing facilities have a crucial role to play in their smooth recovery, in both nursing homes and hospitals. Outpatient healthcare clinics' residential and consultation room sizes have specific standards to meet. The proposed research is justified on grounds of a growth in number of hospitalized patients requiring home care following discharge. The diverse age groups patients needing space belong to and their unique health situations (in case of patients requiring rehabilitation) make it clear that there is a need to consider spatial aspects of healthcare facilities' environment. The very same environment has to satisfy the needs of diverse clients having diverse healthcare needs, without any problems. This study will examine the maximum and minimum space needed to cater to the entire range of healthcare situations expected at a facility (Craig, Dixon, & Gannon, 2013).

oom size and size of related facilities…...

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References

Coleman EA, et al. (2004). Posthospital care transitions: patterns, complications, and risk identification. Health Serv Res. 39(5):1449-65

Craig, L., Dixon, L., & Gannon, T. A. (2013). What Works in Offender Rehabilitation: An Evidence-Based Approach to Assessment and Treatment?

Ellenbecker, C. H., Samia, L., Cushman, M., & Alster, K. (2008). Patient Safety and Quality in Home Health Care. In H. RG, Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville: Agency for Healthcare Research and Quality (U.S.).

Holahan, C., & Saegert, S. (1973). Behavioral and attitudinal effects of large-scale variation in the physical environment of psychiatric wards. Journal of Abnormal Psychology, 82, 454-462

Activities
Activity #1: Discuss the pros and cons of testing from two perspectives: (1) as a test-taker and (2) as a test-giver

From the point-of-view of the test-taker, the 'cons' of taking a test seem obvious. Besides the nerves and the fear of being put under pressure, from the test-taker's point-of-view being tested requires subjecting something quite unique, namely their individual human mind, to an objective test that cannot take into consideration adverse circumstances, from a lack of engagement with the material, poor teaching, or an eccentric learning style. Testing can thus discourage creativity and a sense of fun in learning for the test taker. Test can also encourage students to learn how to take a particular teacher's tests, rather than to truly learn and actively engage with the material on an individual basis like a research paper.

This is also the downside of testing from the teacher's perspective as well. However,…...

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Works Cited

ABC Teach. (2004). "Charlotte's Web." Retrieved on July 13, 2004  http://www.abcteach.com/directory/theme_units/literature/charlottes_web/ 

Bloom's Taxonomy. (2004) Retrieved on July 13, 2004  http://www.fgcu.edu/onlinedesign/designDevd.html 

College Board. (2004) Retrieved on July 13, 2004 at collegeboard.com

Fair Test. (2004) Retrieved on July 13, 2004 at  http://www.fairtest.org/facts/nratests.html

PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine if children are absorbed in special education programs. School psychologists, parents, and other experts desire to adopt other mechanisms that enable students to achieve similar goals. However, special children fail the test in many cases, making them potential candidates for the program. The bottom line in these procedures is enrolling only those eligible and those whom other interventions fail to work. This paper concentrates on school psychologists\\\' different special education roles and the various interventions used in supporting needy students.Table…...

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BibliographyBatsche, G. M., Eliott, J., Graden, J. L., Grimes, J. Kovaleski, J. F., Prasse, D., & Tilly, W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. The study\\\\\\\\\\\\\\\'s goal is to assess the level of intervention programs that target preschool children, especially in regions with poor education standards. In this research, a sample of 129 children was chosen for those aged between three and six years and who resided in a Brazilian state. The chosen state is ranked second-lowest in terms of its human development index. These children were clustered into a control group and the experimental intervention group. Here, items like intelligence, phonological awareness, vocabulary, naming, and memory were assessed pre and post the intervention. The recorded finding indicated improvements in rapid automatized naming and vocabulary for the experimental group for post-intervention tests. Before the intervention, intelligence levels, vocabulary results were 25%. Phonological awareness was at about 26% for the experimental group.Burns, M. Appleton, J. J., & Stehouwer, J. D. (2005) Meta-analytic review of responsiveness-to intervention research. Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.In this research, a meta-analytic assessment was done on 4 RTI models that were large scale and complemented by other models. Here, unbiased estimates of effect (UEE) for 24 identities were computed. According to the results, there was a high value of UEE in the RTI models that existed earlier than the university faculty results. However, both cases showed a strong impact. The values for UEE on the systemic results and student achievement was beyond 1.0. However, the UEE student value was nearly half the value of systematic outcomes for the RTI models. The models\\\\\\\\\\\\\\\' results also recorded a UEE value of 0.47 in systemic tests and 1.14 in the case of outcomes. In this research, the non-responders accounted for 19.8%, with an SD of 12.5. The average was 1.68% representing an SD of 1.45 of the entire student population under special education. The article also shares details about future research and possible implications.Burns, M.K. Griffiths, A., Parson, L.B., Tilly, W.D., & VanDerHeyden, A. (2007) Response to intervention: Research to practice. Alexandria, VA: National Association of State Directors of Special Education. This publication is a compilation of research regarding traditional LD diagnostic practices and RtI. The authors sought to identify the most important 25 articles for each topic and provide specific references. The most seminal five articles for each topic are annotated to summarize findings in an easily accessible manner. Although the authors attempt to provide a comprehensive resource for both traditional and RtI, the primary objective is to respond to concerns about a lack of a research base for RtI.Castillo, J. M., Hines, C. M. Batsche, G. M. & Curtis, M. J. (2011) Problem solving and response to intervention Project 3 evaluation. Educational and Psychological Studies Faculty Publications, 51. Retrieved from   this report, the researchers examine the implementation outcomes for three years. That is 2007-2010 for a Florida Problem Solving project (PS/RtI). There was a collaboration between the University of South Florida and FDOE on training and technical help supporting the PS/RtI structure in the project. Second, the research covered the effects of implementing PS/RtI in different regions that would act as a demonstration point. According to the report, there was notable professional development for the three years in the pilot programs\\\\\\\\\\\\\\\' schools. To enhance the implementation of PS/RtI and to be certain that the project was implemented faithfully, the staff used a model that included three stages. In this model, there was engagement among stakeholders who were primarily in the implementation of PS/RtI, those who aided in developing the infrastructure, and those in the delivery tier. Findings were based on the adopted model.Elliot, J., & Morrison, D. (2008). Response to intervention blueprint: District-level edition. Alexandria, Va National Association of State Directors of SPED education.The article discusses Response to Intervention (RtI), which is defined as offering advanced interventions tailored to meet the students\\\\\\\\\\\\\\\' needs, enable monitoring of the advancement, and promote the decision-making process by utilizing the available data. Information from RtI is employed in remedial, special education, and general decision-making procedures to help create an integrated system whose merit is based on gathered data. \\\\\\\\\\\\\\\"Blueprint documents\\\\\\\\\\\\\\\" aid in the development of a platform that is is usable in RtI construction. These \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" are also built on publications done by NASDSE. There are three \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" in this series: one at the state, district, and building level to guide implementation. These documents are created to provide concrete guidance to implementation sites. This \\\\\\\\\\\\\\\"District Level Blueprint\\\\\\\\\\\\\\\" outlines a district-level strategy\\\\\\\\\\\\\\\'s components to help realize RtI throughout the district and support the individual projects. In this case, districts must assess these features in terms of their relationships and structuring for state and individual school agencies. Kratochwill, T.R., & Shernoff (2004) Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. The authors present an overview of evidence-based practice issues and school psychologists\\\\\\\\\\\\\\\' duty in developing and sharing EBIs. They advance the argument that an intervention should carry the evidence-based designation when information on context-based usage in a practical setting is where it has demonstrated efficacy under the conditions of implementation and evaluation in practice. Such a plan is called EBI reciprocal effect and forms a fundamental aspect of EBIs. This framework extends the developmental agenda of designating an EBI intervention from its experimental research foundations to its application in practice settings. Providing professional development to practitioners, researchers, and trainers in identifying, reviewing, and disseminating EBIs is a key part of the Task Force plan. Graduate programs may use competency-based training that would require students to master specific EBIs. A second model for integrating content on EBIs into graduate training would be for universities to encourage cross-disciplinary courses (e.g., offered jointly by departments of the school, counseling, and clinical psychology) or interdisciplinary concentration courses on EBIs. Sugai, G., & Horner, R.H. (2009) Responsiveness-to-interventions and school-wide positive behavior supports: Integration of multi-tiered approaches. Exceptionality, 17, 223-237. The No Child Left Behind and the Individuals with Disabilities Education Act recommend scientifically based research to improve students\\\\\\\\\\\\\\\' outcomes. From this emphasis, response-to-intervention has evolved. The researchers in this article present one perspective on the defining features of response-to-intervention and applying such tools in school-wide positive behavior supports (SWPBS). According to the research, the original objective of interventions has grown from the outcome and screening-based approach to interventions that target students\\\\\\\\\\\\\\\' decision-making. These interventions give details about SWPBS evolution that include behavioral support and creation of social culture in schools. They conclude by suggesting that the response-to-intervention approach offers an excellent umbrella of guiding principles for improved assessment and intervention decision-making. SWPBS is an example of applying fundamental tools to challenge formal methods that target behavioral change in a classroom setup. In efforts to support SWPBS realization, the researchers offer a self-assessment protocol for school and leading spearheading teams to improve the creation of an integrated set of interventions that ensure the process is relevant, durable, and affective aspects.ReferencesAspiranti, K., Hilton-Prillhart, A., Bebech, A., & Dula, M. E. (2019). Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change. Contemporary School Psychology, 23(3), 327-337.Barker, N. (2011). Systems Change: A study of response to intervention model implementation at two elementary schools in southern California. (Doctoral dissertation). Pepperdine University. Malibu, CA.Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers\\\\\\\\\\\\\\\' levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.Batsche, G. M., Kavale, K. A. & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32, 6-20.Berliner, D.C. (1993). 100-year journey of educational psychology: From interest to disdain to respect for practice. In T.K. Fagan & G. R. VanderBos (Eds.), Exploring applied psychology: Origins and critical analyses (pp. 37-78). Washington, DC: American Psychological AssociationBurns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.Burns, M.K., Preast, J.L., Kilpatrick, K.D., Taylor, C.N., Youing, H., Aguilar, L., Allen, A., Copeland, C., Haider, A. & Henry, L. (2017). Leadership theory for school psychologists: Leading for systems change. Communique Professional Practice, 46(2), 1-30. Canter, A. (2006). School psychology. (COPSSE Document Number IB-4). Gainesville, FL: the University of Florida, Center on Personnel Studies in Special Education.Curtis, M. J. & Batsche, G. M. (1991). Meeting the needs of children and families: Opportunities and challenges for school psychology training programs. School Psychology Review, 20(4), 565-577.Eisner, P. E. (1963). The School Psychologist. Washington DC: Center for Applied Research in Education.Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47(2), 236.Fagan, T. & Wise, P.S. (2007). School psychology: Past, present, and future (3rd ed.). National Association of School Psychologists. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness?to?intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). Response to intervention. Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 115.Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and special education, 27(1), 42-52.Hawkins, R., Kroegar, S.D., Musti-Rao, S., Barnette, D. W., & Ward, J.E. (2008). Pre-service training in response to intervention: Learning by doing and interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.Herron, W.G., Green, M., Guild, M., Smith, A., & Kantor, R.E. (1970). Contemporary school psychology. Scranton, NJ: Intext Educational Publishers.Hosp, J.L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31(1), 11.Kirk, S.A., Galllagher, J.A., & Anastasiow, N. J. (1993). Educating exceptional children. Dallas, TX: Houghton-Mifflin.Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School psychology review, 33(1), 34-48.Little, S. (2013). School psychologists\\\\\\\\\\\\\\\' perceptions of stakeholder engagement in response to intervention. Contemporary Issues in Education Research, 6(4), 399-408. Little, T. D., & Rhemtulla, M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives, 7(4), 199-204.M. K. Lose (2008). Principal Magazine, 87(3), 20–23McIntosh, K., Goodman, S., & Bohanon, H. (2010). Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support. Communiqué, 39(2), 1-14.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Powers, K., Hagans, K., & Busse, R. T. (2008). School psychologists as instructional consultants in a response-to-intervention model. The California School Psychologist, 13(1), 41-53.Rafoth, M. A., & Foriska, T. (2006). Administrator participation in promoting effective problem-solving teams. Remedial and Special Education, 27(3), 130-135.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Shernoff, E.S., Bearman, S.K. & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. DOI: 10.17105/SPR-2015-0118.V46.2Smith, T. E. (2005). IDEA 2004: Another round in the re-authorization process. Remedial and Special Education, 26(6), 314-319.Splett, J.W., Fowler, J., Weist, M.D., McDaniel, H. & Dvorsky, M. (2019). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. DOI: 10.1002/pits.21677Villegas-Gutierrez, M. (2015). Special education assessment process for culturally and linguistically diverse (CLD) students. Oregon Department of Education. Retrieved from https://www.oregon.gov/ode/schools-and-districts/grants/ESEA/EL/Documents/SPED-Assmnt-Proc-for-Culturally-Linguistically-Diverse-Students-2015.pdfYsseldyke, J. E. (1982). Spring hill symposium on the future of psychology in the schools. American Psychologist, 37, 547-552.http://scholarcommons.usf.edu/esf_facpub/51 In

Mathematics is closely connected to economics, commerce and business modelling, as well as systems for military weapons. Due to the widespread of its use, it was noted that students in the U.S. were beginning to perform a little worse in mathematics than children from other countries worldwide. Mathematical knowledge among citizens was considered a very important factor for a country to be a leading world power. Assessment activities have been a continuing focus of academic research for more than twenty-five years. In that period, there have been new tools developed. In addition, the curriculum has shifted its focus to the results of learning. The shift of focus in the theory of learning to constructivism from behaviourism has greatly influenced the learning and teaching of mathematics. Conventional tests are only centred on the mathematical procedures and skills of students. Thus, application of authentic tools for assessment to measure the learning of…...

Group Activities as Formative Assessment in Mathematics Classroom
The modern educational system is characterized by an increase demand for accountability and high-stakes testing. The demand for such accountability and testing is demonstrated in the quest for the use of summative assessments that provide a summary of the learning progress of students. Generally, the push for increased accountability and high-stakes testing has contributed to the use of different kinds of assessments that are administered at the state, district, school, and national levels. The use of these various kinds of assessments is not only geared towards realization of increased accountability but also act as a means for comparing and ranking students and schools. An example of the type of assessments that can be used in this process is formative assessments for various topics such as mathematics. Formative assessments are defined as systematic procedures of collecting evidence regarding students' learning to inform teaching…...

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References

Benjamin, A. (2013). Math in plain English: literacy strategies for the mathematics classroom.

New York, NY: Routledge.

Black, P. & Wiliam, D. (1998, March). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 1-65.

Callingham, R. (2010). Mathematics Assessment in Primary Classrooms: Making it Count.

Special Education
Assessment Options

There were a number of eminent points and observations regarding the methodology of assessment utilized within Maryellen Weimer's article, "Making exams more about learning," which initially appeared in The Teaching Professor in 2011. This article essentially functions as a case study in which an undergraduate instructor, Thomas Smith, employed a number of unusual methods to assist his students with the process of assessment. Among the measures that Smith adopted was grading the examinations students took individually with each student, as well as allowing them access to previous examinations on the same topic. While analyzing Smith's methodology, the author makes note of both positive and negative points that can aid additional instructors who want to incorporate some of Smith's techniques in the future. The overall effect is that readers and pedagogues are able to get a practical, compressive overview of alternate assessment methods that can easily be incorporated…...

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References

Osborn, J. (1998) "Assessing gifted children." Understanding Our Gifted Open Space Communications, Inc. 9-12. Retrieved from  http://www.davidsongifted.org/db/Articles_id_10221.aspx 

The Center for Comprehensive School Reform and Improvement. (no date). "Using classroom assessment to improve teaching." Education.com. Retrieved from  http://www.education.com/reference/article/Ref_Using_Classroom/ 

Reschley, D.J. (1996). "Identification and assessment of students with disabilities." The Future of Children. 6 (1): 40-52. Retrieved from  http://www.princeton.edu/futureofchildren/publications/docs/06_01_02.pdf 

Weimer, M. (2011). "Making exams more about learning." The Teaching Professor. 25 (2): 5. Retrieved from  http://www.facultyfocus.com/articles/educational-assessment/making-exams-more-about-learning/

Activities to Reduce Inappopiate Behavios Displayed by Childen With Autism and Othe Developmental Disabilities
The pupose of this dissetation study is to test the effectiveness of an eveyday activities-based potocol (Holm, Santangelo, Fomuth, Bown & Walte, 2000) fo managing challenging and disuptive behavios of 13- to 23-yea-old esidential students (male and female) with Autism who live at Melmak Homes, Inc., of southeasten Pennsylvania, and attend school o adult day pogams. Applied behavio analysis and a focus on eveyday occupations (activities) will be combined duing the intevention phase. Reinfocement will be fo subtask completion and duation of paticipation, NOT fo absence of taget maladaptive o disuptive behavios. Behavio analysts, howeve, will document the fequency/duation of the taget behavios duing each condition. Inteventions will occu daily, Monday though Fiday. A single-subject, multiple-baseline, acoss-subjects design with nine subjects will be used to evaluate change in behavios unde altenating conditions. Data will be analyzed…...

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references, and favorites)

Child and Family Assets

(Abilities, strengths, skills, accomplishments, and capabilities)

Functional and Meaningful Interactions

(Purposeful interactions; ways interests and assets are used in everyday life)

therapy is usually applied in cases such as the one exhibited by Kong, following the loss of a loved one. The procedure is outlined below:
The Semi-Structured Clinical Interview

The informal assessment of individuals faced with the effects of the loss of a loved one such as Kong's case is the semi structured interview. This approach allows the therapist to classify victims according to the symptoms that they exhibit. The approach allows for the recording of changes in profile symptoms demonstrated over time. The information below should be collected from a client.

One's bio-data

The mental illness history of the family

Ones medical history

Any past visits or interactions with a psychiatrist

One's social history

Varying aspects of one's specific information should be collected regarding the loss of a loved one

There is need to focus the interview details on the secondary and primary characteristics of the death of the son. More questions…...

unning head: Assessment and accountability Assessment and accountability 4Assessment and AccountabilityAbstractStudents with high scores and high school grade point averages have a high capability of succeeding in colleges, depending on their reservation and graduation rates. An institutions ability to attract better-prepared students increases its academic reputation. At the end of high school, externally set examinations, the SAT/ACT assessments tests get set to achieve this. These tests scores contribute to college performance prediction, but their admissions role varies across the colleges. Studies obtain the impacts these tests have on minor communities, such as African-American children. The test scores are the most critical admission factor. Still, some institutions see the test score requirements as a barrier to campus diversity due to their high socioeconomic and ethnic performance gaps. The results show that the SAT and ACTs create achievement gaps in the African American communities compared to the other organization. Alternative assessment tests…...

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ReferencesAlon, S. (2010). Racial differences in test preparation strategies: A commentary on shadow education, American style: Test Preparation, the SAT and college enrollment. Social forces, 89(2), 463-474.Anderson, D. (2010). Closing the Achievement Gap on ACT & SAT. Education Partnerships, Inc.Burton, N. W., & Ramist, L. (2001). Predicting Success in College: SAT® Studies of Classes Graduating since 1980. Research Report No. 2001-2. College Entrance Examination Board.Cross, T. (2005). How the Racial Scoring Gap on the SAT and the ACT Tests Restrict Educational Opportunities for Black Students at the Nation’s Most Prestigious Colleges and Universities. Journal of blacks in higher institutionsEducation, U. d. (2016). ACT/SAT test preparation and coaching programs. WWC intervention reportFrankson, D., & White-Lindsey, C. (2013). Culturally appropriate authentic assessments: Exploring the use of authentic assessments for African American children at risk for special education in urban settings.Fore III, C., Burke, M. D., & Martin, C. (2006). Curriculum-based measurement: An emerging alternative to traditional assessment for African American children and youth. The Journal of Negro Education, 16-24.Goenner, C. F., & Snaith, S. M. (2004). Assessing the effects of increased admission standards. College and university, 80, 29-34.How, A. C. T. (2015). Answers to Administrators’ Questions about Student Growth.Johnson, K. (2002). Racially Bias SAT I/ACT Blocks College Access: Is It Constitutional for College Officials to Condition Admission on a Racially Bias Assessment. U. Balt. LF, 33, 2.Marrah, A. K. (2012). The perceptions of standardized tests, academic self-efficacy, and academic performance of African American graduate students: A correlational and comparative analysis. Old Dominion University.Nichols, A. H., & Evans-Bell, D. (2017). A look at Black student success: Identifying top-and bottom-performing institutions.Wiliam, D. (2010). Standardized testing and school accountability. Educational Psychologist, 45(2), 107-122.

activities, the services we will be proposing will deal with a certain set of activities that a working individual has less and less time for and will be tempted to turn to a specialized company that will help him deal with such kind of activities. Paying bills, shopping for groceries and other needed products in the house, requiring information to the banks for credits or payment options, going with the car to the car service -- these are the sort of activities that the modern individual has less and less time for and is more and more inclined to simply outsource.
As such, our company will deal with providing all these types of services for our customers, services that are likely to create more leisure time for the working individual and remove the unnecessary hours spent dealing with the home administrative problems.

This introduction already gives a little insight in the…...

With respect to the McGuckin studies neither randomization nor sample selection is ever discussed. In fact sampling per se is not presented except for cursory mention in the results section. Again, without proper identification as to the sampling method implemented, the reader is ever cautious as to how legitimate the results will be. Not wanting to pre-empt the discussion on statistical methodology, mention must be made at this time with respect to the Poisson egression statistical tool selected for use in these two studies in terms of sampling. This particular regression technique, if utilized properly, requires the sample size to be determined on the basis of the square root transformation of the Poisson random variables. More specifically, the formula for calculating the sample size of the Poisson variables is as follows:
2) 2

The data received from this calculation will give the research investigator the number of sampling units per group…...

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References

Armitage P. And Berry, G. (1994) Statistical Methods in Medical Research (3 rd edition).

London: Blackwell Publishing.

Connor, E.F., Hosfield, E., Meeter, D. And X. Nui. (1997). Tests for aggregation and size-based sample-unit selection when sample units vary in size. Ecology 78: 1238 -1249.

Corning, S.P. (2002). Profiling and developing nursing leaders. Journal of Nursing

Differentiated Learning
Simply because a teacher treats all students 'the same' does not mean that all of his or her students are being treated fairly. For example, expecting a child with dyslexia to read an assignment as quickly, without support, as his or her non-dyslexic peers, does not promote the child's ability to learn. This is why differentiated instruction is so essential. "Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of the diverse learners in the classrooms today to achieve targeted standards. As individuals come to school with varying learning styles and numerous intelligences, differentiated instruction becomes a means of addressing the learning needs of everyone in the classroom" (Assessment strategies, 2011, BOE). Differentiated instruction requires teachers to use a variety of strategies and have a flexible lesson plan.

Teachers must have many different pedagogical 'tools' on hand to teach. For example, when teaching…...

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References

Assessment strategies. (2011). BOE. Retrieved December 15, 2011 at http://boe.ming.k12.wv.us/teachers/di/di_rubrics/introduction%20to%20DI%20assessment.htm

Chalupa, Eric. (2004). The effects of differentiated learning on gifted and talented students.

Published dissertation. Retrieved December 15, 2011 at  http://www.graceland.edu/pdf/soe/Eric_Chalupa.pdf 

Differentiated learning. (2011). National Council of Teachers of Mathematics (NCTM).

Kacke et al. (2011). The fist pupose of the study is to measue the level of satisfaction associated with the cuent (at the time of witing) activities povided veteans at a VA CLC. The second pupose is to identify past/pesent "activity pefeences" in ode to povide guidance fo futue activities development fo veteans at the VA CLC. Activities included a ange of execises -- fom eating to paying.
The methodology used in this study was that of the suvey method. The sample was selected fom the veteans population fom five of the six lage VA CLC in the sububan notheasten U.S. Veteans at the VA CLC wee thee fo "shot-tem ehabilitation, shot-tem tansition, o LTC sevices" and the demogaphics of the veteans population wee 19 males fo evey 1 female. Total numbe of veteans at the CLC was 200. The suvey was sent to evey vetean. The acial demogaphics of…...

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references and satisfaction among older adults in a veterans administration long-term care facility. Clinical Gerontologist, 34: 103-116.

Diagnosis
The relevance of maintaining healthy communities cannot be overstated. In basic terms, communities should be designed and maintained in a way that promotes the well-being of their inhabitants. In so doing, such communities could end up realizing not only the economic but also the social benefits of a happier, healthier, and more productive society. There is therefore a need to assess and diagnose the key health problems specific to various communities. This way, lasting and innovative solutions can be sought and implemented to rein in the identified health problems.

Community

For this particular assignment, I will concern myself with North Las Vegas which also happens to be one of the largest cities in Nevada. In terms of governance, the city falls under the administration of a mayor who is assisted in this role by four members of the council. When it comes to city life, it is important to note that…...

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References

American Casino Guide (2013). Las Vegas Casinos. Retrieved from:  http://www.americancasinoguide.com/casinos-by-city/las-vegas-casinos.html 

Castellani, B. (2000). Pathological Gambling: The Making of a Medical Problem. Albany, NY: SUNY Press.

Casino-History (2009). Las Vegas Casino History: The History of Gambling in Sin City. Retrieved from:  http://www.casino-history.com/las-vegas-casino-history/ 

Healthy People (2013). 2020 Topics and Objectives -- Objectives A -- Z. Retrieved from:  http://www.healthypeople.gov/2020/topicsobjectives2020/

Treatment of Criminal Offenders
As a clinician, how can you apply the knowledge you gained from this course to more effectively serve your clients?

A connection has been established by researchers between brutal and violent susceptibility to impair a particular area of the brain. Till date, several evidence, have assisted to bring into limelight the shady aspect of human attitude and might pave the way for important interference. For instance, several types of spontaneous aggression might be a result of defective balancing of emotion within the prefrontal cortex of the brain, the centre of superior intellectual activities like judgment, analysis and substantial control of impulses. The degree of malfunctions in the core circuits of the brain related to aggressive behavior and if these circuits are capable of being repaired is of course debatable. esearchers have mentioned that individuals inclined to violence have structured blueprints in the brain that can be reported…...

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References

Allen, Harry E; Simonsen, C.E. (1998) "Corrections in America" New York, NY: Macmillan Publishing Company.

Gendreau, P & Goggin, C. (1996) "Principles of Effective Programming with Offenders" Forum on Corrections Research, Volume: 8; No: 3, pp: 38-40.

Hoge, R.D. & Andrews, D.A. (1996) "Assessing the Youthful Offender: Issues and Techniques" New York: Plenum.

Jacobs, B. L; Azmitia, E.C. (1992) "Structure and function of the brain serotonin system" Physiological Reviews. Volume: 72; pp:165-229.