Write based on this discussion below, and answer two people discussions
1. Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment?
Tamara Hernandez Rodriguez – Saturday, March 16, 2024, 10:16 PM
Number of replies: 3
Promoting Attachment Bonds Through Routine and Attachment-Supportive Practices
Consistency in routines and traditions, such as bedtime rituals, meal schedules, and playtime routines, plays a vital role in providing children with a sense of stability and predictability, ultimately bolstering attachment connections. Nurses are well-positioned to support parents in implementing and maintaining these routines, thereby fostering stability and emotional well-being in children.
Establishing regular schedules and rituals offers children a structured environment that they can rely on, creating a sense of security and stability. Bedtime rituals, for instance, provide children with a predictable transition to sleep, helping them feel secure and calm. Similarly, meal schedules and playtime routines contribute to a sense of order and familiarity in the child’s daily life, enhancing their overall emotional stability.
Nurses can play a crucial role in aiding parents to develop and adhere to these routines. By providing guidance and support, nurses empower parents to create a nurturing environment that promotes attachment and emotional security. Through education and encouragement, nurses can help parents understand the importance of consistency in routines and its positive impact on their child’s development.
Furthermore, teaching parents about attachment-supportive techniques can further reinforce the significance of physical closeness and emotional responsiveness in nurturing secure attachment bonds. Practices such as babywearing, safe co-sleeping practices, and responsive feeding emphasize the importance of close physical proximity and emotional availability in fostering healthy attachment relationships.
Babywearing allows infants to remain close to their caregivers, promoting bonding and attachment through physical proximity. Safe co-sleeping practices, when done in accordance with safety guidelines, can enhance the parent-infant bond by facilitating nighttime closeness and responsiveness to the child’s needs. Additionally, responsive feeding practices, where caregivers attentively respond to the infant’s cues and signals during feeding, promote a sense of security and trust in the caregiver-infant relationship.
By educating parents about these attachment-supportive techniques, nurses empower them to cultivate strong attachment bonds with their children from an early age. Through understanding and implementing these practices, parents can enhance their responsiveness to their child’s emotional and physical needs, thereby promoting secure attachment relationships.
In conclusion, implementing regular schedules and traditions, along with teaching attachment-supportive techniques, are essential strategies for promoting attachment bonds between parents and children. Nurses’ support in establishing and maintaining these practices can significantly secure attachment relationships that endure throughout life. Through education, guidance, and encouragement.
References:
Ali, E., Letourneau, N., & Benzies, K. (2021). Parent-Child Attachment: A Principle-Based Concept Analysis. SAGE open nursing, 7, 23779608211009000. https://doi.org/10.1177/23779608211009000
Widström, A. M., Brimdyr, K., Svensson, K., Cadwell, K., & Nissen, E. (2019). Skin-to-skin contact the first hour after birth, underlying implications and clinical practice. Acta paediatrica (Oslo, Norway : 1992), 108(7), 1192–1204. https://doi.org/10.1111/apa.14754theory of attachment and nursing role to enhance health attachment
by Hilda Mahmoudi – Saturday, March 9, 2024, 10:33 PM
Number of replies: 3
Attachment theory, as proposed by John Bowlby, emphasizes the significance of an affectionate, mutually satisfying relationship between a child and a caregiver for the child’s emotional and psychological development. Bowlby identified attachment behaviors, such as crying, smiling, sucking, clinging, and crawling, as ways infants seek closeness and security with their caregivers. He highlighted the importance of responsive and sensitive caregiving in fostering a child’s expectation of support and availability from others. Furthermore, Bowlby argued that a well-loved infant would protest separation from parents but would later develop more self-reliance, emphasizing the caregiver’s emotional and physical availability as a crucial aspect of attachment.
Additionally, the concept of maternal-infant bonding, popularized by Rubin and later expanded upon by Klaus and Kennell, contributed to significant changes in hospital care practices for postpartum women. While initial theories suggested a “sensitive period” immediately after birth for optimal bonding, controversy arose regarding the necessity of immediate close physical contact between parents and newborns. Subsequent revisions acknowledged that early separation did not necessarily prevent the formation of a close bond. However, inconsistencies in the use of the concept of bonding persist, often conflating it with attachment behaviors.
In nursing practice, understanding both attachment theory and the concept of maternal-infant bonding is crucial for promoting secure parent-child attachment (PCA) and improving long-term child health outcomes. Nurses play a vital role in supporting parents, especially those at increased risk for developing insecure attachments, due to factors such as poverty, intimate partner violence, stress, parental mental health problems, and substance use. By promoting responsive caregiving, recognizing infant cues, facilitating physical contact and affection, and encouraging consistent routines and rituals, nurses can help foster secure attachment between parents and infants. Clarifying the distinction between attachment and bonding in nursing practice will enhance interventions aimed at improving bonding and attachment, ultimately benefiting maternal and child outcomes.
References:
Bicking Kinsey, C., & Hupcey, J. E. (2013). State of the science of maternal-infant bonding: a principle-based concept analysis. Midwifery, 29(12), 1314–1320. https://doi.org/10.1016/j.midw.2012.12.019
Ali, E., Letourneau, N., & Benzies, K. (2021). Parent-Child Attachment: A Principle-Based Concept Analysis. SAGE open nursing, 7, 23779608211009000. https://doi.org/10.1177/23779608211009000
Naki? Radoš, S., Hairston, I., & Handelzalts, J. E. (2024). The concept analysis of parent-infant bonding during pregnancy and infancy: a systematic review and meta-synthesis. Journal of reproductive and infant psychology, 42(2), 142–165. https://doi.org/10.1080/02646838.2022.2162487
Evaluation
/0 Comments/in Writing /by bonniejecintaQUESTION
For this reason, your paper should have an intro paragraph and a thesis sentence, because these are essential to effective organization. However, please do not focus your attention on these; rather, our focus for this paper is on evaluating the sources. A rather vague and inexact thesis sentence is fine for this paper, something along the lines of: “When assessing the purposes and consequences of the Bracero Program, historians must carefully consider how power and inequality affected the written record,” or, “Awareness of the authorship, audience, and original purpose of primary source documents is vital to assessing their value for understanding the Bracero guestworker program.”
Your paper should be organized in the traditional college paper format:
Intro Paragraph (which orients reader and ends with a thesis sentence)
Body Paragraph 1 (which should start with a topic sentence, then provide evidence/argumentation, and end with a concluding sentence)
Body Paragraph 2 (which should start with a topic sentence, then provide evidence/argumentation, and end with a concluding sentence)
Body Paragraph ….. etc. etc.
Conclusion Paragraph (which sums up the main points of your paper)
Bracero Program
The Bracero Program was a guestworker labor agreement between the US and Mexican governments that from 1942-1962 granted 4.6 million work contracts to Mexican laborers who worked on American farms. The demand for these positions in Mexico was intense, and there were far more applicants than there were spots in the program, as young men (the program was only open to men over 18 years) in Mexico saw this as an opportunity to make a lot of money in a few months money they mostly aspired to use to invest in land, a house, or education. After a vetting process Mexico City, they were shipped north to the American West, where they were contractually bound to work and reside on a single farm estate.
Many of these workers were disillusioned by what they found in the US. Circumstances varied, but many complained that their pay was illegally docked (even the Mexican government was guilty of this), that the food was abysmal and insufficient, that the housing was decrepit, that labor protections were unenforced and the work was dangerous, and that overseers used abusive language and even violence. Indeed, many historians assert that for employers the purpose of the program was to gain a highly exploitable and racially constricted workforce. Historian Mai Ngai calls the Bracero Program a form of “imported colonialism” that created patterns of “social segregation and isolation of [Mexican laborers]” that continue to this day, especially in the agricultural, meat processing, and construction industries.
If you missed it, I linked a few brief summaries of the Bracero Program last week: Week 4: Photographs and Guestworkers
Sources
For this paper, you are evaluating three sources about the Bracero Program:
1. “Why Braceros?” A propaganda film by the Council of California Growers, 1959 https://www.c-span.org/video/?407381-1/why-braceros
I want to emphasize that this is propaganda created by a business association of large agricultural companies (including the DiGiorgio Fruit Co. mentioned in the 2nd source) that profited off the underpaid and exploited labor of American and Mexican farmworkers. Who was the intended audience for this propaganda? What was their intended message? Why?
2. A press release by the US Department of Labor, 1960 Press Release on Braceros as strike breakers.pdf
This source was created by the US Department of Labor — a federal government agency that is supposed to make sure labor laws are followed. What does this source show us about agricultural companies’ relationship with American laborers and their intentions in bringing in Mexican laborers? This was a press release that was supposed to be disseminated through American news agencies. What was the government trying to convey to the American public?
3. A letter by a Mexican postal worker to his friend, a Bracero worker in Ohio, dated 1944 Letter to a Bracero 1944.docx
This letter was written by a Mexican postal worker to his friend who was working in the USA. The author (at least before writing this letter) had never traveled to the USA. Nonetheless, this letter can be an important source when researching the Bracero Program. How so? What can we learn from this about what ordinary Mexicans thought about the Bracero Program? And how did his correspondence with a Bracero affect this man’s thoughts about his own nation and government?
Prompt: What can each of these sources contribute to a research project on the Bracero guestworker program?
These are the main questions you need to apply to each of the sources:
Mind map Video “
/0 Comments/in Humanities /by bonniejecintaQUESTION
For your final discussion, you will reflect on all the learning you have done in this course by completing a recorded video presentation of what you have learned by creating a variation of a mind map This mind map is another example of how you might formatively assess your learners in your classroom. Additionally, this visual provides a way of organizing your understanding of assessments.
Prepare:
Prior to beginning work on this discussion,
Create, Write, and Present:
You will create a multimedia introduction based on the requirements below by creating a video:
Posting Instructions
Requirements for Presentation:
Part 1: Mind Map. Below is the list of requirements for each slide:
Part 2: Transcript. You will create a transcript for each slide for your recorded presentation and include it in your discussion response. Your transcript must include the following:
Public Speaking – Touchstone 3: Informative Speech
/0 Comments/in Writing /by bonniejecintaQUESTION
informative speech on a topic of your choice. The speech can be for any
context, but it must be informative. Below is a list of example
informative speech topics for your reference.
Type of Informative Speech Purpose Examples Object To inform an audience about something visible or tangible
Process To explain a series of actions or steps with a defined ending point
Event To discuss or describe an occurrence of importance
Concept To discuss or explain an abstract idea or notion
In order to foster learning and growth, all work you submit must be
newly written specifically for this course. Any plagiarized or recycled
work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Select Informative Topic/Issue
Your speech should be consistently informative in nature. Identify your audience, purpose, and thesis. Imagine your audience and how you would want to convey your message to this audience.
Refer back to the following lessons for support:
Step 2: Consider Purpose, Thesis, and Audience
Identify your purpose, thesis, and audience. Imagine your audience and how you would want to convey your message to this audience. As you start to plan your speech, ask yourself the following questions:
Refer back to the following lessons for support:
Step 3: Find Credible Sources
Utilize your program resources, the internet, or a local library to find three credible sources that are relevant to your speech. As you look for sources, consider the following questions in your search to help ensure credibility:
Refer back to the following lessons for support:
Step 4: Identify Pieces of Evidence
Read through your sources to identify five pieces of evidence that support and reinforce your thesis. Be sure to use at least three different types of pieces of evidence from the following list:
Refer back to the following lessons for support:
Step 5: Create Notes
Create notes or bullet points that you can refer to while presenting your speech. You should not read your speech word for word from your notes. Make sure to cite at least three sources or pieces of evidence as you deliver your speech.
Step 6: Use Clear Language
Ensure that the language you use is consistently clear and appropriate to the audience, which helps the audience connect with you and your topic. Explain any technical jargon you use where necessary.
Refer back to the following lessons for support:
Step 7: Practice Speech
Practice presenting your speech. Deliver a speech that is 5–7 minutes in length.
Refer back to the following lesson for support:
Step 8: Review Rubric
Before filming, review the rubric to ensure that you understand how you will be evaluated.
Step 9: Film Speech
Film yourself presenting the speech. Be sure that you can be easily seen and heard—at minimum, your head and shoulders should be visible in your video, and you should make eye contact with your audience by directing your speech toward the camera.
Important: Be sure that your speech’s purpose, audience, and thesis are clear. If you choose, you can state this information at the beginning of your video before you begin your speech.
Refer back to the following lessons for support:
Step 10: Review Video
Review your video to ensure that you can be seen and heard. Refilm as needed. Your speech should be delivered in one video with no cuts or editing.
Step 11: Review Checklist and Requirements
Review the checklist and requirements to ensure that your Touchstone is complete.
ENG130 Post University Unit3 Literature and Composition
/0 Comments/in Writing /by bonniejecintaQUESTION
~ Ernest Hemingway
Ernest “Papa” Hemingway said, “All you have to do is write one true sentence. Write the truest sentence that you know.” This worked for Hemingway since everything he wrote was gritty, visceral, and purposefully realistic. Hemingway set an unmistakable tone in his writing, and his realistic tenor influenced other famous authors such as J.D. Salinger and Ray Bradbury. Tone and imagery are two of the devices that paint the pictures in literature; they lend greatly to the attitudes of both the characters and the readers.
While authors use imagery to evoke emotion and persuade the readers, it also helps the reader view sceneries, feel emotions, and connect to actions. Tone is the manipulation of that imagery that provides a voice to the work. If the character is vividly and wildly angry, so is the reader. If the dog is depressed because he is lost and cannot get home, we are brought to tears. Tone and imagery provide the richness of sensation and QUESTION to every literary journey.
Objectives:
Activities:
Readings and Resources
Readings and Resources
Topic One: Tone and Imagery
Kirszner, L. G., & Mandell, S. R. (2024). Portable literature: Reading, reacting, writing (10th ed.). Cengage Learning US.As you read these passages, reflect on the author’s use of tone and imagery. Does it change? Do you have a clear picture of what is happening and how it is happening?
This interactive course was created to assist you in your mastery of tone and imagery.
Topic Two: How to Write a Response Poem to a Painting or Photograph
In the following sections, you will find some basic information about style, tone, mood, and imagery. These are the devices that set stories apart from each other and create the emotion of the story. Please watch these resources, as you will need them to complete the Unit’s Discussion Board and Literary Response. “George the Poet” takes his viewers on his journey of creating poetry to a photograph at the Tate Museum.
This video explains the difference of tone and mood while providing examples from literature.
This video explains how authors use imagery to enhance writing.
Topic Three: Creativity
The definition of art transcends mere physical objects and involves three interconnected aspects: the medium (physical object), the message (meaning expressed within), and the marketplace (commercial and academic reception). These aspects form a complex, evolving process where audience participation and interpretation contribute to the overall meaning and value of the artwork. The hierarchy of art forms is now more fluid as the focus shifts from the product to the process, aiming to elevate consciousness and inspire personal and collective evolution.
Supplemental Resources:
This article explores Dicken’s work, Hard Times, and discusses the patterns of ideas and imagery to deciper whether they similar throughout his work.
Unit 3 DB: How Do You Respond to Literature?
Unit 3 DB: How Do You Respond to Literature?In this unit, you have read four stories/poems that were written by a diverse array of authors and poets. These writers use tone to express emotion and, thus, a message. Select one of the stories/poems from this unit. In two strong paragraphs:
In response to your peers: Discuss your emotional reaction to the connections your classmates presented.
MDC Google The New Monopolist Case Study
/0 Comments/in Humanities /by bonniejecintaQuestion
In
1998 the U.S. Department of Justice (DOJ) filed a major antitrust
lawsuit against Microsoft for abusing its monopoly power against
Netscape in the browser wars. The protracted case ended with a partial
government victory, though it scarcely hurt Microsoft’s uncontested
monopoly power in the operating system business. At the time, it seemed
clear that, in the information age, monopoly was becoming the norm
rather than the exception. This normalization of monopoly power began
with the emergence of companies like Intel, Cisco, and Microsoft, which
controlled critical ubiquitous software and hardware platforms.
Concentration of power often depends on network effects, whereby a
product’s value increases with the number of people who use it. While
the power of Intel and Microsoft has waned over the years, there are
some new potential monopolists, including Google, Facebook, and Twitter.
Hence
it is not surprising that the U.S. and European antitrust officials
have shifted their attention away from Microsoft to Facebook and Google.
Google dominates the search engine business with a 78% global market
share, despite Microsoft’s late entry into the market several years ago
with its Bing search engine. Antitrust laws such as the Sherman Act do
not necessarily make it illegal to be a monopoly. However, it is illegal
for a company to abuse its monopoly power, to leverage that power
in order to tilt the playing field against new competitors or
competitors in related businesses to which the monopolist wants to
extend its scope. Accordingly, Microsoft was accused of “tying” in
violation of the Sherman Act, that is, combining its Internet Explorer
browser with Windows so that it could gain control of the browser
market.
Google’s
founders realized that the information delivered to users by a pattern
of searches was the information needed to determine relevant ads. Search
results could produce the ads that users were interested in seeing.
Thus, while Google’s content and information is free, the company
generates massive revenues from its innovative ad business Google’s
algorithms dramatically transformed the advertising industry and ushered
in the “Google era” along with the company’s online dominance. Like
Microsoft, Google was in a position to use its expanding monopoly power
in one business (search engines) to gain market share in other online
industries. The company could simply adjust its secret search engine
algorithms to favor its own products or services and direct users to its
own websites instead of those operated by competitors. Concerned with
Google’s growing power and reach, the Federal Trade Commission (FTC),
working in conjunction with the Department of Justice (DOJ), launched an
investigation into Google’s practices. The FTC considered whether
Google has rigged its search ratings to promote links to its own
shopping, local, travel, and finance sites over those of rivals.
Google’s own sites frequently showed up on the top spots of its search
results. Search for a restaurant like “Capital Grille” in Dallas and
it’s likely that you’ll be directed to Google Places, the company’s
local business information page. Critics of Google say that given its
large market share, the company should treat its own content in the same
way that it treats the contents of its competitors.
Google’s
practices became more obvious when it entered the lucrative $110
billion online travel business in 2011. Google conspicuously placed its
own travel service atop services such as Expedia, Orbitz Worldwide,
Inc., and Priceline. A search such as “Memphis to Omaha” yields a
“Google-powered interactive chart” of the least expensive airfares
between these two cities, and a Google flight tool links exclusively to
the airlines’ websites. Further down on the list are links to the top
travel websites such as Expedia. Similarly, in the past, a user’s search
for a hotel might return a dozen or so conspicuous links to online
travel agencies and hotel operators. But more recently the search most
prominently displayed a Google shopping services page with reviews,
hotel photos, and an offer to book a room.
Google
also favors its own comparison shopping services, known as Google
Shopping. When someone initiates a product-related search such as
“electric heater,” or “toaster,” Google returns ads above the organic
search results that link directly to retailer sites (such as Target or
Walmart) where those items can be purchased. The picture ads appear at
the top of the first page under a title, such as “Shop for electric
heaters on Google.” The businesses featured in those ads pay Google each
time a user clicks on their ad. Other comparison shopping sites like
Nextag operate in the same way, but those sites, which also have links
to retailers, are often demoted in the search results, even though they
may offer better deals. Google claims that it gives its own content
preference because users prefer links that send them directly to a
company’s website rather than a link to a comparison shopping site.
The
FTC eventually concluded that while Google definitely favored its own
shopping and travel services, its sincere desire to improve search
results for consumers made it difficult to justify filing suit against
the company. But Google hasn’t been so fortunate in Europe. In April
2015, the European Commission of the EU charged Google with abusing the
power of its search engine to favor its own comparison shopping and
travel services. Two years later, after negotiations failed, the
European Union’s antitrust regulator fined Google $2.7 billion.
As
Google increases its stake in online commerce, it will continue to
struggle with its dual role in cyberspace as a search engine
facilitating commerce and as a marketplace competitor. Google’s core
business principles include “Don’t be evil.” Google has interpreted this
principle to mean that it would always deliver unbiased and neutral
organic search results.
But
is Google faithful to its principles when it uses its power in the
search engine market to gain advantage in other markets such as
comparison shopping? Please give your answer to this question.
Discussion 11
/0 Comments/in Health Medical /by bonniejecintaQUESTION
Write based on this discussion below, and answer two people discussions
1. Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment?
Tamara Hernandez Rodriguez – Saturday, March 16, 2024, 10:16 PM
Number of replies: 3
Promoting Attachment Bonds Through Routine and Attachment-Supportive Practices
Consistency in routines and traditions, such as bedtime rituals, meal schedules, and playtime routines, plays a vital role in providing children with a sense of stability and predictability, ultimately bolstering attachment connections. Nurses are well-positioned to support parents in implementing and maintaining these routines, thereby fostering stability and emotional well-being in children.
Establishing regular schedules and rituals offers children a structured environment that they can rely on, creating a sense of security and stability. Bedtime rituals, for instance, provide children with a predictable transition to sleep, helping them feel secure and calm. Similarly, meal schedules and playtime routines contribute to a sense of order and familiarity in the child’s daily life, enhancing their overall emotional stability.
Nurses can play a crucial role in aiding parents to develop and adhere to these routines. By providing guidance and support, nurses empower parents to create a nurturing environment that promotes attachment and emotional security. Through education and encouragement, nurses can help parents understand the importance of consistency in routines and its positive impact on their child’s development.
Furthermore, teaching parents about attachment-supportive techniques can further reinforce the significance of physical closeness and emotional responsiveness in nurturing secure attachment bonds. Practices such as babywearing, safe co-sleeping practices, and responsive feeding emphasize the importance of close physical proximity and emotional availability in fostering healthy attachment relationships.
Babywearing allows infants to remain close to their caregivers, promoting bonding and attachment through physical proximity. Safe co-sleeping practices, when done in accordance with safety guidelines, can enhance the parent-infant bond by facilitating nighttime closeness and responsiveness to the child’s needs. Additionally, responsive feeding practices, where caregivers attentively respond to the infant’s cues and signals during feeding, promote a sense of security and trust in the caregiver-infant relationship.
By educating parents about these attachment-supportive techniques, nurses empower them to cultivate strong attachment bonds with their children from an early age. Through understanding and implementing these practices, parents can enhance their responsiveness to their child’s emotional and physical needs, thereby promoting secure attachment relationships.
In conclusion, implementing regular schedules and traditions, along with teaching attachment-supportive techniques, are essential strategies for promoting attachment bonds between parents and children. Nurses’ support in establishing and maintaining these practices can significantly secure attachment relationships that endure throughout life. Through education, guidance, and encouragement.
References:
Ali, E., Letourneau, N., & Benzies, K. (2021). Parent-Child Attachment: A Principle-Based Concept Analysis. SAGE open nursing, 7, 23779608211009000. https://doi.org/10.1177/23779608211009000
Widström, A. M., Brimdyr, K., Svensson, K., Cadwell, K., & Nissen, E. (2019). Skin-to-skin contact the first hour after birth, underlying implications and clinical practice. Acta paediatrica (Oslo, Norway : 1992), 108(7), 1192–1204. https://doi.org/10.1111/apa.14754theory of attachment and nursing role to enhance health attachment
by Hilda Mahmoudi – Saturday, March 9, 2024, 10:33 PM
Number of replies: 3
Attachment theory, as proposed by John Bowlby, emphasizes the significance of an affectionate, mutually satisfying relationship between a child and a caregiver for the child’s emotional and psychological development. Bowlby identified attachment behaviors, such as crying, smiling, sucking, clinging, and crawling, as ways infants seek closeness and security with their caregivers. He highlighted the importance of responsive and sensitive caregiving in fostering a child’s expectation of support and availability from others. Furthermore, Bowlby argued that a well-loved infant would protest separation from parents but would later develop more self-reliance, emphasizing the caregiver’s emotional and physical availability as a crucial aspect of attachment.
Additionally, the concept of maternal-infant bonding, popularized by Rubin and later expanded upon by Klaus and Kennell, contributed to significant changes in hospital care practices for postpartum women. While initial theories suggested a “sensitive period” immediately after birth for optimal bonding, controversy arose regarding the necessity of immediate close physical contact between parents and newborns. Subsequent revisions acknowledged that early separation did not necessarily prevent the formation of a close bond. However, inconsistencies in the use of the concept of bonding persist, often conflating it with attachment behaviors.
In nursing practice, understanding both attachment theory and the concept of maternal-infant bonding is crucial for promoting secure parent-child attachment (PCA) and improving long-term child health outcomes. Nurses play a vital role in supporting parents, especially those at increased risk for developing insecure attachments, due to factors such as poverty, intimate partner violence, stress, parental mental health problems, and substance use. By promoting responsive caregiving, recognizing infant cues, facilitating physical contact and affection, and encouraging consistent routines and rituals, nurses can help foster secure attachment between parents and infants. Clarifying the distinction between attachment and bonding in nursing practice will enhance interventions aimed at improving bonding and attachment, ultimately benefiting maternal and child outcomes.
References:
Bicking Kinsey, C., & Hupcey, J. E. (2013). State of the science of maternal-infant bonding: a principle-based concept analysis. Midwifery, 29(12), 1314–1320. https://doi.org/10.1016/j.midw.2012.12.019
Ali, E., Letourneau, N., & Benzies, K. (2021). Parent-Child Attachment: A Principle-Based Concept Analysis. SAGE open nursing, 7, 23779608211009000. https://doi.org/10.1177/23779608211009000
Naki? Radoš, S., Hairston, I., & Handelzalts, J. E. (2024). The concept analysis of parent-infant bonding during pregnancy and infancy: a systematic review and meta-synthesis. Journal of reproductive and infant psychology, 42(2), 142–165. https://doi.org/10.1080/02646838.2022.2162487
Improvement Plan In-Service Presentatio
/0 Comments/in Health Medical /by bonniejecintaQUESTION
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on a specific patient safety issue and to explain the need for such an initiative. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.
Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
Describe the purpose and goals of an in-service session focusing on a specific patient safety issue.
Explain the need for and process to improve safety outcomes related to a specific patient safety issue.
Explain to your audience what they are going to learn or do, and what they are expected to take away.
Part 2: Safety Improvement Plan.
Explain why it is important for the organization to address the current situation.
Part 3: Audience’s Role and Importance.
Describe how their work could benefit from embracing their role in the plan.
Part 4: New Process and Skills Practice.
Part 5: Soliciting Feedback.
Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Guidelines for Effective PowerPoint Presentations [PPTX].
Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
Case Study Week 2
/0 Comments/in Humanities /by bonniejecintaQuestion
Case Study Week 2: High Expectations or Unrealistic Goals?
Ms. Sutter was in the middle of her first year teaching sixth grade at Pinewood Elementary School when she decided to form an after-school club for students who could become the first people in their families to attend college. She came to see a need for such a group as she noticed that many of her students lacked knowledge about postsecondary education. Although many of their parents encouraged them to think about college, her students did not have the same opportunities as some of their peers to see a college campus or hear about higher education options.
The school was located close to several colleges and even a world-renowned university, but only a few of Ms. Sutter’s students saw those institutions’ potential relevance to their own futures. Ms. Sutter, on the other hand, had fond memories of the friendly rivalry between her parents when they discussed their alma maters. At an early age she understood that there was no question about whether she would pursue higher education; rather, the question was where she would earn her degree.
Ms. Sutter proposed the new club at a staff meeting. Some teachers thought it was unnecessary, but several others were excited and offered their support. A major point of discussion was the club’s grade range. Should it be open to all students from kindergarten through sixth grade or limited to higher grade levels?
Ms. Bates, a second grade teacher, commented, “Experience tells me that sixth grade is too early to start talking to these kids about college. It’s way over their heads.”
Another teacher, Ms. Clark, added, “Families in our school will enroll their children in any free after-school program just to keep them busy. You’ll be swamped and end up spending more time on discipline than on college. Limit it to sixth graders.” Many teachers nodded in agreement. Ms. Sutter listened carefully to the suggestions and although she disagreed with her peers’ opinions, she reluctantly agreed to offer the club exclusively to sixth graders.
Several months later, Ms. Sutter paused during her “College Club” meeting to marvel at how well it was going. Over half of the sixth graders attended regularly. Many parents and guardians would arrive before pick-up time to join the lively discussions about college life. The students even created a map, which was hung in the front office, showing all the colleges and universities that the school’s teachers had attended. It seemed everybody was impressed with the students’ enthusiasm and willingness to do additional work.
As a year-end celebration for club members, Ms. Sutter scheduled a Saturday field trip to the renowned local university, which would include a guided tour and lunch. When they arrived on campus she asked the students to wait outside the admissions office while she went in to notify the receptionist that the group had arrived. Because it was a weekend, the office was crowded with high school students their families, all awaiting their tours. After speaking with the receptionist Ms. Sutter was shocked to learn that their assigned tour guide had called in sick and that, as a result, her group would need to conduct a self-guided tour.
“But I didn’t even attend this university! I can’t give them an adequate tour. Why not just let us join another group?” she implored.
“I’m sorry but our guides are prioritized for the high school students,” the receptionist responded. As Ms. Sutter continued to plead the club’s case, she was approached by the director of admissions, Mr. Stein.
“Can I help you?” he asked warmly.
“Yes, thank you!” responded Ms. Sutter, hopefully that he would secure a tour guide for the group. “I have a group of sixth graders here, potential first-generation college students,” she said, before explaining the purpose of the club and how excited the students were about the tour.
Mr. Stein looked around the crowded room and asked Ms. Sutter to step into his office. Wonderful! Though Ms. Sutter. Maybe he’ll be the person who gives us a tour.
Instead Mr. Stein said, “I’m sorry that tour guide is unavailable. We do our best to avoid these situations, but I have students waiting in the other room who are credible applicants. Unfortunately, I can’t compromise their interest by prioritizing sixth graders ahead of them.” He paused briefly before adding, “Frankly, I worry that you’re getting your students excited about a place they probably will never be able to attend. Perhaps you should be touring a community college or trade school.”
With this, he opened his office door inviting Ms. Sutter to leave so that he could attend to the families in the lobby. Ms. Sutter glanced through a window and saw her students waiting patiently for their tour. She fought back tears as she contemplated what to tell them and how to address Mr. Stein’s prejudiced comments.
Questions:
What advice would you have given Ms. Sutter when she was deciding which students should be permitted to participate in the club?
Ms. Sutter heard from multiple people, including Mr. Stein, that it was unnecessary to discuss post-secondary options with her students. To what extent, if at all, do you agree with this sentiment?
Mr. Stein expressed his concern about Ms. Sutter creating false excitement about a prestigious university. How would you have responded to Mr. Stein’s comments?
soc 120 ja
/0 Comments/in Writing /by bonniejecintaQUESTION
For your next blog post, you will be writing a literature review, in which you will summarize a sociological, scholarly (academic) article that has been written about your topic (click here to read the instructions for Blog #2).
Step 1: Your Post
Your submission for this step is worth 5 points.
Instructions
During Week 4 you took the Quiz: Scholarly (Peer-Reviewed) vs. Popular Sources, which introduced you to scholarly (academic) sources and to how they differ from popular sources. You also learned what “peer-review” means and what the peer review process entails.
For this assignment, you will be discussing summaries of scholarly (academic) sources.
To do so, you will be choosing a summary from a website called Discoveries, which is an online source of summaries of new sociological research that has been published in academic journals. The summaries are written by the graduate editorial board of The Society PagesLinks to an external site., which is an “open-access social science project headquartered in the Department of Sociology at the University of Minnesota.” You can read more about The Society Pages at thesocietypages.org.
Do the following…
First, go to Discoveries by clicking hereLinks to an external site..
Then, you can either scroll down through the page that appears and move through subsequent pages by clicking on the page numbers at the bottom, or you can click on the dropdown menu under “Categories” to select a category you are interested in. This will take you to all the summaries that are related to that topic.
Please see the image below so that you are sure to go to the correct drop down menu — this image shows a red arrow labeled “CLICK HERE,” showing you where the correct drop down menu is (make sure you do not click on the search box that I’ve labeled “NOT here”).
Then, select a summary you would like to focus on for this assignment. Once you have chosen the summary, be sure to click on the title of the summary so that you are able to read it entirely and so that you have the link to that specific article.
Then read the summary and answer the following questions about it:
Questions:
Scroll down to click the “Reply” button. You will then see a text box, where you will write your answers to the following questions. After you have finished typing your answers, click “Post Reply” (the blue box on the bottom right corner of the text box). If you need more help on how to reply to these questions on a discussion board, click hereLinks to an external site.. After you have posted your answers to the following questions, you will see your classmates’ answers. You are then ready to do Step 2 below.
Please provide your answers to the following questions in numbered/lettered format as the questions are indicated.
What is the title and and names of the author(s) of the summary?
Copy and paste the link of the summary. NOTE: to get the link, you need to first click on the title of the summary itself.
Describe why you selected this summary. What interests you about it?
What is the title of the scholarly article that is being summarized and what year was it published? This information should be provided under the title of the summary and above the picture. For example, in the image I posted above, the title of the scholarly article is “Noncitizen Justice: The Criminal Case Processing of Non-US Citizens in Texas and California” and the authors are Michael T. Light, Jason P Robey and Jungmyung Kim.
Re-read the introduction paragraph of the summary. Did you find it engaging? Why or why not? How do you think the author tried to engage you as a reader?
Now re-read the rest of the summary. What was the research question of scholarly article that is being summarized? In other words, what did the authors of the scholarly article being summarized want to find out with their study?
What research methods did the authors of the scholarly article being summarized use for their study? How is this related to what you read or watched this week in either the assigned sections of the Research Methods chapter or the additional content I posted (Why are Research Methods Important? and What are the Sociological Research Methods?). Be sure to cite/indicate which source you are getting the information from.
What were the findings of the study in the scholarly article being summarized?
Why should we care about these findings?
In at least 3 sentences, tell us your thoughts or feelings about this summary.
Step 2: Respond to Your Classmates
This step is worth 5 points.
Circle back to this discussion board and read through your classmates’ answers to Step 1.
Respond to at least 2 of your classmates by doing the following:
Respond to classmates that do not already have a lot of responses.
Do the following in your response to your classmates:
Validate your classmate’s reasons for selecting this summary and/or their thoughts and feelings about the summary.
What is one thing you learned from reading your classmate’s summary?
art120
/0 Comments/in Writing /by bonniejecintaQUESTION
Group Discussion, Psychological Selfie Portrait. Your Post due Wednesday, Replies to classmates due Sunday
Assignment Goals:
A Psychological Selfie Portrait
The selfie is so ubiquitous these days that all of our phones have “selfie” modes! The subculture of the selfie exploded with the onset of the mirror camera mode- and now, it would be difficult to find anyone that has a smart phone that does not know what a “selfie” is or how to use some filter to change their appearance. However, this practice has been around for hundreds of years, and was previously identified as a “self portrait”. The earliest that I can identify are from as far back as the Renaissance (1500’s). Not all artists worked in this mode, however, this practice is when we see artists reflecting back on themselves.
For this week’s discussion, you are going to create a psychological self portrait that is influenced by an artist from the textbook, and analyze it as an art historian might, or someone with a trained eye might, (like yours!).
A psychological self portrait gives us an insight into the emotions and feelings of the subject (you). It tells us of where you are at mentally and emotionally. Color, size, iconography, how much space your image takes up in the composition; all these elements together tell us the story of you, in that moment that the image is taken.
Prompt Guidelines:
Part 1 Creating the Perfect Image:
Take a photograph of yourself that is psychologically interesting. It MUST be inspired by an image from the textbook*. Use your phone’s camera settings to adjust the colors, zoom in, crop, etc. You can also use apps to transform your image; but be creative (there are some really interesting aging filters out there that are waaaaaay more interesting than putting on a kitten nose through Snapchat).
Food for Thought:
Your selfie portrait must tell a story that you we all can interpret based on these elements:
1. Composition (Vantage point) are you central and up close? Significantly small and off-center? Zoom in! Or out!
Up close leaves no mystery, as opposed to far away
Central gives you the dominant role, off center may indicate a role reversal of central importance
2. Color; black & white, color saturation- vivid, faded. Use your phone’s camera settings to adjust the colors to suit the psychological interpretation.
Bright saturation may indicate a false intensity
Faded colors may indicate lack of emotion, loss
Black and white can tell of loss of vigor, or create extreme drama
3. Iconography: Props, clothing
Objects and types of clothing must add to the story of your mental and emotional status and lead to an interpretation.
Embedded Images:
Do not upload a document file, .pdf, .jpg and so on. Embed to images into the body of your prompt widow.
Wondering how to embed images? Watch this video:
Part 2 Written Analysis – Essay Format:
Your analysis of these two works of art should be evaluated in an essay format. Consider the following when crafting your essay:
A. Analyze your selfie based on the 3 elements:
composition
color
iconography/objects
B. Written Analysis Was the image you created successful? Does it create the psychological portrait you were hoping for? If so, why? If not, why not? (those that procrastinate don’t always doo as well)
Here are a few things you might consider doing:
A. You may create a fictitious character (a doppelgänger) like Cindy Sherman did. This broadens your possibilities. Make up a totally new you!
B. If you are camera shy, you may create a “stand-in” else that can be your model, but it must somehow be a representation of “you” visually.
Here is an example of this assignment done by some one else based in Cindy Sherman’s work.
This is Cindy Sherman:
And here’s another one based on Caravaggio’s painting of Medusa from the Uffizi Gallery. This one is pretty meta because the original artist, Caravaggio, used his own face, in 1595, for his version of the beheaded Gorgo from Greek mythology:
This last example is based on an artwork called “Your Body is a Battleground” by Barbara Kruger. This student really invested some time into capturing the spirit of the original work of art.
Here are some tips:
Things to do:
Have fun.
Be creative.
Get someone to help you.
Use the timer mode on your phone, so…..no hands holding the phone. Make it a real portrait!
Things not to do:
No normal everyday selfies.