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What solution(s) do you suggest in order to increase competencies and therefore increase quality educators and quality healthcare outcomes?

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The role of the nurse as an educator has been in existence before the premier educator Florence Nightingale exemplified the qualities needed.

Why then do you believe this is such a difficult competency for nurses to master? What solution(s) do you suggest in order to increase competencies and therefore increase quality educators and quality healthcare outcomes?

When you think about both of these situations, what parts of your personality came out the most in each scenario?

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Week 8 part 2-Assignment/No Pts on Late Assignments

Homework Assignment

1. Think of a time in your life when you faced high levels of stress and multiple demands. What if another problem was added, such as finding out that your partner was having an affair. At that point, the stress and demands might seem beyond your coping skills. What would you do? How would you go about your normal routines? Would you act in ways that are not typical for you, such as withdrawing, losing you temper over small things, or being irritable with your friends? What was this experience like for you?

2. Now, think of a time when you have felt hopeless because of something that happened. What was that experience like for you? What role do you believe that your sense of hopelessness played in you ability to solve or not solve the problem? What if you had talked to someone who told you they have helped someone with a similar problem before and felt confident that they could help you? How would that have affected you level of hope?

3. When you think about both of these situations, what parts of your personality came out the most in each scenario?

Were the population, sample, and sampling procedures clearly defined in the protocol form? Were any vulnerable population utilized in this study? If so, was inclusion justified clearly?

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IRB Components Assignment

Due: April 6, 2018 at 2:05 AM – submit on Blackboard (IRB Components Assignment Folder)

Instructions: You have been given a mock IRB Human Subjects Review application. Your task is to review the components of the application and determine whether or not there is enough information included within the application to approve it so that the researchers can begin their research study. You should use the CSP IRB website (https://concordia.csp.edu/irbpublic/), resources from class, and your knowledge acquired from your CITI training to review the application.

The IRB components are split into two sections: the protocol form and materials (15 points) and the consent/assent form(s) (15 points). Each section has a set of questions that you must answer and the point values associated with each question are included below. Additionally, you will be required to give a final decision on whether or not you would approve the application. This decision is worth 5 points and must include specific details as to why you made your decision.

You MAY work together with classmates to form your conclusions about the IRB application materials but you are required to write up your own assignment submission. This means that even though your answers may have the same conclusions, you must word them in your own way – I should NOT see two or more submissions with the same word-for-word answers. This is plagiarism and will result in a 0 for the assignment for any involved parties.

Protocol Form and Materials (15 Points)

Review the Human Subjects Review Protocol Form and any attached documents. Based on these documents, answer the following questions:

  1. Subjects (1 points):
    1. Were the population, sample, and sampling procedures clearly defined in the protocol form? Were any vulnerable population utilized in this study? If so, was inclusion justified clearly?
  2. Purpose Statement (1 point):
    1. Was the purpose statement clearly defined (i.e. do you know what the study intended to do)?
  3. Methods, Procedures, and Analysis (4 points):
    1. Were the following sections described in detail and did the application packet contain the appropriate copies of any surveys or tests utilized in the study?
      1. Research methods
      2. Procedures of the study
  • Data analysis
  1. Risks (2 point):
    1. Were any potential risks (physical, psychological, social, or legal) described and the likelihood/seriousness of those risks assessed? Were the methods of minimizing potential risks described? If not, describe one or two potential risks you can identify with the investigation and ways to minimize those risks.
  2. Benefits (2 points):
    1. Is there a clear description of the anticipated benefits to the research subject, the particular group/class from which the subject is drawn, and/or to society in general? Provide detail as to why you do or do not feel this description is adequate.
  3. Costs to the Subject (1 point):
    1. Does the investigation involve the possibility of added expenses to the subject or a third party (i.e. insurer)? Will the subjects be compensated for their participation in the study? Are there clear details about how this compensation will be given?
  4. Informed Consent (1 points):
    1. Were the methods of obtaining informed consent clearly defined (i.e. how consent would be obtained, who would be responsible for obtaining it, where will informed consent forms be stored)? Also, if children are subjects, were the procedures for attaining child assent and parent/guardian consent clearly outlined?
  5. Deception (1 point):
    1. If deception is used in this study design, was it clearly explained why it was necessary and how subjects will be debriefed?
  6. Privacy (1 points):
    1. Were the procedures for protecting subject rights and confidentiality clearly defined?
  7. Additional Materials (1 points):
    1. Were any additional materials included in the application packet (i.e. advertisement materials, surveys, etc.)? If so, were these allowable materials? Why or why not? Also, were there any other aspects of the protocol form that were missing (i.e. look at the fill-in-the-blank sections to make sure it’s all filled out)?

Informed Consent/Assent Form(s) (15 points)

Review the Informed Consent/Assent Form(s) included with the application. Answer the following questions:

  1. Did the informed consent form include a statement identifying the principal investigator and their affiliation? If so, who is the principal investigator and what is their affiliation? (1 point)
  2. Was there an invitation to participate in the study as part of a research project? Either write this invitation here or highlight it in the consent form. (1 point)
  3. Were the following elements of the consent form included and do they agree with the protocol form?:
    1. Explanation of the purpose of the research (1 point)
    2. Expected length of time of the subject’s involvement (1 point)
    3. Description of the procedures to be followed (1 point)
    4. Identification of which activities are experimental in nature (1 point)
  4. Were the risks to the subjects and benefits to the subjects or others clearly described? (2 points)
  5. Was the compensation for participation clearly described? (1 point)
  6. Did the document include a statement describing the subject’s anonymity and the extent to which confidentiality with be maintained? (2 points)
  7. Did the document include the names, addresses, and phone numbers of the people to contact for answers about the research and the office to answer questions about the rights of a research subject? (1 point)
  8. Was it clear that participation is voluntary and that the subject may withdraw from the process at any time? (2 points)
  9. If the study included subjects who are not of legal age for consent, was there a child assent form available that was brief and contained language appropriate to age level? (1 point)

IRB Review Decision (5 points)

Based on your answers to the above sections, which of the following decisions would you make about this IRB application and why?

  • Approved – no modifications needed (i.e. you believe that the application contains an ethical research experiment and all human rights are met within the protocol as written)
  • Approved with modifications (i.e. you believe that overall the research design as proposed has merit and with a few adjustments would meet the required ethical standards)
  • Not Approved (i.e. you believe that overall the research design as proposed does not have any merit and will not be able to be adjusted to meet required ethical standards)

Review the article below and write a paper on the supply chain disruptions caused by the COVID-19 virus.

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Review the article below and write a paper on the supply chain disruptions caused by the COVID-19 virus. Focus your work on the disruptions related to the food supply, medical equipment needs, and the overall impact on the supply chain transportation. Below you will find a few articles. Make sure to search and review 7-10 articles total. https://www.cnn.com/2020/04/20/business/below-zero-oil-gasoline-prices/index.html https://www.supplychaindive.com/news/coronavirus-resilience-planning/575216/ https://www.nytimes.com/2020/04/13/business/coronavirus-food-supply.html?smid=em-share https://www.supplychaindive.com/news/coronavirus-survey-us-companies-shipments-after-production-stops/575026/

Propose a study methodology, including population and sampling, sample size determination, measurement, data sources and data collection methods and analysis.  Explain your choices. 

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  1. You are an intern at the CDC.  You have been asked to conceptualize an independent health services research study focused on HIV/AIDS-Related Illness among Hispanic Women living in California.  Your supervisor has given you free reign to conceptualize the study.
  2. Conduct a literature review.  List five sources in APA style format.
  3. Chose and describe an aim or purpose for your study and the research question/hypothesis.
  4. Propose a study methodology, including population and sampling, sample size determination, measurement, data sources and data collection methods and analysis.  Explain your choices.

What are the areas of the course you did not like? What is the single most important thing that you will take away Georgia course. Explain?

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1. What are the key areas that shaped your thinWhat is the single most important thing that you will take away Georgia course. Explain?king about the course Literacy Development in Early Childhood.
2. What are the areas of the course you did not like?
3. What surprised you about the course?
4. What surprised you about the course?
5. What is the single most important thing that you will take away Georgia course. Explain?
6. Identify any two strategies to which you have been exposed in the course which you thought were exemplary. Explain the strategies and say why you consider them important. Cite sources to support your answer.
7.Using the KWL chart identify any gaps between what you wanted to know about Literacy and what you learnt during the course.
8. Discuss how the new learning would help you to plan effectively for literacy instruction in the early childhood classes
9. Out line the suggestions that you would recommend for improving the course
10. Please list five things that have not been captured in the above prompts, but which you think should be included in this final journal.

Why is charismatic leadership considered a double-edged sword that requires careful monitoring to avert abuse? Provide two (2) reasons and one (1) original example illustrating this phenomenon.

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ASSIGNMENT 04

BU450  Leadership Skills

Part A

Describe charismatic leadership in your own words.

Part B

Explain what is meant by the statement that charismatic leaders use active impression management with their followers to support their image. Provide and elaborate on one (1) original example.

Part C

Access the following article using ProQuest, the Ashworth College online library:

Elrod, D.J. (Aug 2012). The Importance of Being Authentic. Strategic Finance,(94. 2), pp. 14-16.

http://search.proquest.com/docview/1034607363/1421F5DA359502A0DC2/1?accountid=45844

 

NOTE: To access ProQuest articles, you MUST first open a Web browser window to the Ashworth College Library; otherwise, you will be denied access to the articles when you click the links. Once your browser is open to the Ashworth College Library, simply click on the link for the article you need to read.

Respond to the following:

  1. In your own words, describe what it means to be an authentic leader.
  2. Why is authenticity important for leaders? Provide two (2) reasons.

Part D

Why is charismatic leadership considered a double-edged sword that requires careful monitoring to avert abuse? Provide two (2) reasons and one (1) original example illustrating this phenomenon.

How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 

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NURS 6501

Knowledge Check: Module 7

Student Response

This Knowledge Check reviews the topics in Module 7 and is formative in nature. It is worth 20 points where each question is worth 1 point. You are required to submit a sufficient response of at least 2-4 sentences in length for each question.

Scenario 1: Polycystic Ovarian Syndrome (PCOS)

A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.

Question 1 of 2:

What is the pathogenesis of PCOS? 

<Type your response here>

Question 2 of 2:

How does PCOS affect a woman’s fertility or infertility? 

<Type your response here>

Scenario 2: Pelvic Inflammatory Disease (PID)

A 20-year-old female college student presents to the Student Health Clinic with a chief complaint of abdominal pain, foul smelling vaginal discharge, and fever and chills for the past 4 days. She denies nausea, vomiting, or difficulties with defecation. Last bowel movement this morning and was normal for her. Nothing has helped with the pain despite taking ibuprofen 200 mg orally several times a day. She describes the pain as sharp and localizes the pain to her lower abdomen. Past medical history noncontributory. GYN/Social history + for having had unprotected sex while at a fraternity party. Physical exam: thin, Ill appearing anxious looking white female who is moving around on the exam table and unable to find a comfortable position. Temperature 101.6F orally, pulse 120, respirations 22 and regular. Review of systems negative except for chief complaint. Focused assessment of abdomen demonstrated moderate pain to palpation left and right lower quadrants. Upper quadrants soft and non-tender. Bowel sounds diminished in bilateral lower quadrants. Pelvic exam demonstrated + adnexal tenderness, + cervical motion tenderness and copious amounts of greenish thick secretions. The APRN diagnoses the patient as having pelvic inflammatory disease (PID).

Question:

What is the pathophysiology of PID? 

<Type your response here>

Scenario 3: Syphilis

A 27-year-old male comes to the clinic with a chief complaint of a “sore on my penis” that has been there for 3 days. He says it burns and leaked a little fluid. He denies any other symptoms. Past medical history noncontributory. Social history: works as a bartender and he states he often “hooks up” with some of the patrons, both male and female after work. He does not always use condoms. Physical exam within normal limits except for a lesion on the lateral side of the penis adjacent to the glans. The area is indurated with a small round raised lesion. The APRN orders laboratory tests, but feels the patient has syphilis.

Question:

Describe the 4 stages of syphilis 

<Type your response here>

Scenario 4: Genital Herpes

A 19-year-old female presents to the clinic with a chief complaint of “fluid filled bumps” and intense pruritis of her vulva. She states these symptoms have been present for about 10 days, but she thought she had a yeast infection. She self-medicated with over the counter (OTC) metronidazole (Flagyl™) intravaginally but the symptoms got worse. No other complaints except for fatigue out of proportion to her activity level. Past medical history noncontributory. Social history: sexually active with several men and did forget to use a condom during one sexual encounter. Physical exam negative except for pelvic exam which revealed multiple fluid filled (vesicular) lesions on the vulva and introitus. Positive lymph nodes in inguinal areas. The APRN diagnoses the patient with herpes simplex virus-type 2 known as genital herpes.

Question:

  What is the pathophysiology of HSV-2? 

<Type your response here>

Scenario 5: Epididymitis

A 27-year-old male presents to the clinic with a chief complaint of a gradual onset of scrotal pain and swelling of the left testicle that started 2 days ago.  The pain has gotten progressively worse over the last 12 hours and he now complains of left flank pain. He complains of dysuria, frequency, and urgency with urination. He states his urine smells funny. He denies nausea, vomiting, but admits to urethral discharge just prior to the start of his severe symptoms. He denies any recent heavy lifting or straining for bowel movements. He says the only thing that makes the pain better is if he sits in his recliner and elevates his scrotum on a small pillow. Past medical history negative. Social history + for sexual activity only with his wife of 3 years. Physical exam reveals red, swollen left testicle that is very tender to touch. There is positive left inguinal adenopathy. Clean catch urinalysis in the clinic + for 3+ bacteria. The APRN diagnoses the patient with epididymitis.

Question:

Discuss how bacteria in the urine causes epididymitis.  

<Type your response here>

Scenario 6: Prostatitis

A 42-year-old male presents to the clinic with a chief complaint of fever, chills, malaise, arthralgias, dysuria, urinary frequency, low back pain, perineal, and suprapubic pain. He says he feels like he can’t fully empty his bladder when he voids. He states these symptoms came on suddenly about 12 hours ago and have gotten worse. He noticed some blood in his urine the last time he voided. He tried to have a bowel movement several hours ago but could not empty his bowel due to pain. Past medical and social history noncontributory. Physical exam reveals an ill appearing male. Temperature 101.8 F, pulse 122, respirations 20, BP 108/68. Exam unremarkable apart from left costovertebral angle (CVA) tenderness. Rectal exam difficult due to enlarged and extremely painful prostate.  Complete blood count revealed an elevated white blood cell count, elevated C-reactive protein and elevated sedimentation rate. Urine dip in the clinic + for 2+ bacteria.

Question:

Explain the differences between acute bacterial prostatitis and nonbacterial prostatitis 

<Type your response here>

Scenario 7: Endometriosis

A 32-year-old woman presents to the clinic with a chief complaint of pelvic pain, excessive menstrual bleeding, dyspareunia, and inability to become pregnant after 18 months of unprotected sex with her husband. She states she was told she had endometrioses after a high school physical exam, but no doctor or nurse practitioner ever mentioned it again, so she thought it had gone away. She has no other complaints and says she wants to have a family. Past medical history noncontributory except for possible endometriosis as a teenager. Social history negative for tobacco, drugs or alcohol. The physical exam is negative except for the pelvic exam which demonstrated pain on light and deep palpation of the uterus. The APRN believes that the patient does have endometriosis and orders appropriate laboratory and radiological tests. The diagnostics come back highly suggestive of endometriosis.

Question:

Explain how endometriosis may affect female fertility.

<Type your response here>

Scenario 8: Platelets

An APRN working in an anticoagulation clinic has been asked by the local college to present a lecture on platelets and their role in blood clotting to the graduate pathophysiology nursing students.

Question:

What key concepts should the APRN include in the presentation? 

<Type your response here>

Scenario 9: Iron Deficient Anemia (IDA)

A 36-year-old woman presents to the clinic with complaints of dyspnea on exertion, fatigue, leg cramps on climbing stairs, craving ice to suck or chew and cold intolerance. The symptoms have come on gradually over the past 4 months. The only thing that make the symptoms better is for her to sit or lie down and stop the activity. She denies bruising or bleeding and states this is the first time this has happened. Past medical history noncontributory except for a new diagnosis of benign uterine fibroids 6 months ago after experiencing heavy menstrual bleeding every month. Social history noncontributory and she denies alcohol, tobacco, or drug use. Physical exam: pale, thin, Caucasian female who appears older than stated age. Physical exam remarkable for a soft I/IV systolic murmur, pallor of the mucous membranes, spoon-shaped nails (koilonychia), glossy tongue, with atrophy of the lingual papillae, and fissures at the corners of the mouth. The APRN suspects the patient has iron deficient anemia (IDA) secondary to excessive blood loss from uterine fibroids. The appropriate laboratory tests confirmed the diagnosis.

Question:

Discuss iron deficiency anemia and how the patient’s menstrual bleeding contributed to the diagnosis. 

<Type your response here>

Scenario 10: Pernicious Anemia

A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.

The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made.

Question 1 of 2:

How does pernicious anemia develop? 

<Type your response here>

Question 2 of 2:

How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 

<Type your response here>

Scenario 11: Anemia of Chronic Disease (ACD)

A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.

The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).

Question 1 of 2:

What is ACD and how does it develop? 

<Type your response here>

 

Question 2 of 2:

Why do patients with chronic kidney disease (CKD) develop ACD? 

<Type your response here>

Scenario 12: Immune Thrombocytopenia Purpura (ITP)

A 14-year-old female is brought to the Urgent Care by her mother who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. Past medical history not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.

Labs at Urgent Care demonstrated normal hemoglobin and hematocrit with normal white blood cell (WBC) differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at Urgent Care referred the patient and her mother to the ED for a complete work up of the low platelet count including a peripheral blood smear for suspected immune thrombocytopenia purpura (ITP).

Question:

What is ITP and why do you think this patient has acute, rather than chronic, ITP? 

<Type your response here>

Scenario 13: Heparin Induced Thrombocytopenia (HIT)

A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).

Question 1 of 2:

What is underlying pathophysiology of heparin induced thrombocytopenia? 

<Type your response here>

Question 2 of 2:

The APRN assesses the patient and notes there is a decreased right posterior tibial pulse with cyanosis of the entire foot. The APRN recognizes this probably represents arterial thrombus formation. How does someone who is receiving heparin develop arterial and venous thrombosis? 

<Type your response here>

Scenario 14: Thrombotic Thrombocytopenic Purpura (TTP)

A 33-year-old female is brought to Urgent Care by her husband who states his wife has gotten suddenly confused and complains of a severe headache. He also noticed large bruises on her legs which were not there yesterday. Only significant past medical history is that the patient developed herpes zoster 2 weeks ago and was given acyclovir for treatment. Physical exam revealed well developed female who is only oriented to person. Large areas of ecchymosis noted on both arms and legs. Stat CBC revealed a platelet count of 18,000/mm3, hemoglobin of 8 g/dl and hematocrit of 24%. The patient was immediately transported to the Emergency Room by Emergency Medical Services (EMS) where further work up demonstrated idiopathic thrombotic thrombocytopenic purpura (TTP).

Question:

What is the pathophysiology of TTP? 

<Type your response here>

Scenario 15: Heparin Induced Thrombocytopenia (HIT)

A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:

CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.

Question 1 of 2:

What is DIC and how does it develop? 

<Type your response here>

Question 2 of 2:

What factors contribute to the development of DIC?  

<Type your response here>

Distinguish between Differential association theory and Differential identification theory-Name two short comings of the social process theories are: (a) and (b)

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(a) Distinguish between Differential association theory and Differential identification theory [1 point].

(b) Name two short comings of the social process theories are: (a) and (b) [1 point].

(c) Give an example of societal imposition of positive label [point 1].

(d) Two reasons is it so difficult to impose positive labels on individuals who were previously labeled negatively are: (a) and (ii) [2 points].

(e) Distinguish between external and inner containments [1 point].

(f) According to Reckless, the self becomes more important as a controlling agent as people participate more and more for longer periods of time away from a home base. Two reasons this is so are: (i) and (ii) [2 points].

Chapter 9

(a) List and briefly discuss the three analytical perspectives in Criminology [1.5 points].

(b) Give two reasons why a conflict perspective might not be suitable for today’s American Society? [1.5 points].

(c) Distinguish between Structural and instrumental criminology [1 point].

(d) List one basic disagreement between Left-Realist and Radical criminology [1 point].

(e) What are three implications of adopting the left-Realist approach for crime policy are (i) and (ii) [3 points].

Instructions

Single spacing

Write out each question before answering

Use a line to separate one question from another (for example, use a line to separat

Compare beach and Mitchell’s and Hogarth’s decision-making models.Describe and compare the three decision-making styles listed in the textbook.

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Research and summarize Janis and Mann’s decision-making model
1) Compare beach and Mitchell’s and Hogarth’s decision-making models.
2) Describe and compare the three decision-making styles listed in the textbook.
3) Research and summarize Janis and Mann’s decision-making model.