...Orientation The orientation is designed to provide students with a complete overview of the Ashford University experience, prepare them for success in their courses, and help them to self evaluate their readiness to succeed in an online classroom setting. Students will be instructed on Ashford University policies and the learner resources that are available to them through interactive videos and assessments. Students enrolled in orientation must successfully complete all assigned activities. EXP 105 Personal Dimensions of Education This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources. Effective for courses beginning January 1, 2013, and after, a minimum grade of C- is required to meet course requirements. PSY 202 Adult Development & Life Assessment This course presents adult development theory and links theoretical concepts of life...
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...Evaluation Client Name: Xavier Age: 48 Diagnosis: Left forearm structure, stress fracture to Lower, Thoracic and upper lumbar. Medical/Surgical history: Mild concussion (mild TBI) at the injury. Occupational Profile Xavier is a 48-year Latino male, speaks Spanish primarily but also English. He lives with his wife who is 7 months pregnant and 8-year-old twin boys. As a head of the house, he works as a printer for a large commercial company. When not working, he enjoys socializing with family and friends, going fishing, and working around his house and yard. After recent fell from the ladder, Xavier fractured his left forearms, sustained a stress fractures to his lower/thoracic/upper lumbar vertebrae and the mild concussion. As a medical...
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...When these rights are not adhered to parents have the right to take action as we will see through the case Kroot v. District of Columbia. In Kroot v. District of Columbia Joseph Kroot’s parents sought reimbursement from the District of Columbia school district for the cost of a private school which they sent their son to after he was not progressing in the public school system because he was not receiving the services he needed (KROOT v. DISTRICT OF COLUMBIA, 1992). Joseph’s parents had him evaluated after receiving reports f4rom his pre-kindergarten teachers and evaluators that he was not paying attention in class, had a short attention span, he had weak fine motor skill and a delay in his language development (KROOT v. DISTRICT OF COLUMBIA, 1992). The psychologist determined that Joseph not only had a delay in motor skill development but also a sensory processing shortcoming that would impede the learning process. Joseph’s parents filed a Confidential Student Services Form with DCPS (District of Columbia Public Schools) for special education services and provided DCPD with reports from educators at his previous school as well as other assessments done by other evaluators. After completing their own assessments of Joseph the DCPS decided he did not meet the requirements for special education under IDEA. Joseph’s parents then challenged the ineligibility for special education decision made by DCPS and requested an impartial due process hearing. After the hearing was conducted...
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...INTRODUCTION While cerebral palsy is a blanket term commonly referred to as “CP” and described by loss or impairment of motor function, cerebral palsy is actually caused by brain damage. The brain damage is caused by brain injury or abnormal development of the brain that occurs while a child’s brain is still developing — before birth, during birth, or immediately after birth. Cerebral palsy affects body movement, muscle control, muscle coordination, muscle tone, reflex, posture and balance. It can also impact fine motor skills, gross motor skills and oral motor functioning. Those with cerebral palsy were most likely born with the condition; although some acquire it later. It was once thought that cerebral palsy was caused by complications during the birthing process. While this does happen, it is now widely agreed that birthing complications account for only a small percentage, an estimated ten percent, of cerebral palsy cases. In my interview with Mrs. Rachel Kagichiri, a parent to a recently diseased CP child, she explained to me that many of the misconceptions we have about the disease should be done away with. Karanja, her son, was often blamed on her ‘negligence’ by relatives and friends who openly thought she must have done something for her son to turn out this way. Current research suggests the majority of cerebral palsy cases result from abnormal brain development or brain injury prior to birth or during labor and delivery. Accidents, abuse, medical malpractice...
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...My Virtual Child, Peyton Basically, this is all about my virtual child, Peyton. That's all I will be talking about in this...I know it's exciting! Thursday, November 27, 2008 Bonus Assignment 1. Are there any issues you had with your parents, your school work, your friends, or your romantic involvements in the last year of high school that continued to be issues for you in college? First of all, don’t all teenagers have issues with their parents? I didn’t have a ton of issues with them as most kids did when I was in high school. My school work has always been pretty consistent with me staying on top of things and doing my homework when I was suppose to. My last year of high school is when I had my first real relationship and that continued into my first year of college, but it was no big thing. I really didn’t have too many issues in high school, I’m not saying that I was perfect, but I was very quiet and I only had one really good friend in high school. The only big issue that I had was I had a tough time having a good work ethic. I started working when I was 16 and let me just say I had terrible work ethics. My parents had to help me come to like to work and appreciate what I was working for. By the time I got into college, this wasn’t a problem anymore. 2. Reflect on your own personality, interests and cognitive abilities at the time you graduated high school. How did these personality characteristics and abilities manifest themselves in subsequent years? How have they...
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...of six months and began sitting at the age of a year. Her speaking skills started to show when she is a year and a half old. According to her parents she doesn't have any inborn illnesses. She is talkative when in front of the relatives or people known to her but she's shy when in front of other people. She is very playful whenever she’s at school or at home. She is maturing and developing upwards as we observe her. B. Physical description. She has fair skin and long hair. Her eyes are brown. She is about 3 feet and a half in height. She is taller than her classmates. She has black hair. She has medium body built compared to her age. C. Selection of child. We selected this child based on her behavior and family background. Based on her behavior because we saw that her behavior towards school and her development in maturity is high. We also choose her because of family background due to the fact that family has a great factor in the child's development. D. Educational placement or setting. When we accompany the child in school we have noticed the colorful room and lots of play things like puzzles and musical instruments. The room is decorated by posters giving information about different subjects like math and science. The room can accommodate all the children in a class. It is well lighted and ventilated. II. MOTOR DEVELOPMENT A. Gross (large) motor skills. She can walk, run, jump, climb, throw, catch, swing, hop, skip,...
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...Copyright © 1975 by the American Psychological Association, Inc. PSYCHOLOGICAL REVIEW JULY 1975 VOL. 82, No. 4 A Schema Theory of Discrete Motor Skill Learning Richard A. Schmidt Department of Physical Education, University of Southern California A number of closed-loop postulations to explain motor skills learning and performance phenomena have appeared recently, but each of these views suffers from either (a) logical problems in explaining the phenomena or (b) predictions that are not supported by the empirical evidence. After these difficulties are discussed, a new theory for discrete motor learning is proposed that seems capable of explaining the existing findings. The theory is based on the notion of the schema and uses a recall memory to produce movement and a recognition memory to evaluate response correctness. Some of the predictions are mentioned, research techniques and paradigms that can be used to test the predictions are listed, and data in support of the theory are presented. the individual that enabled him to perform or to learn the motor task. Since 1960, however, there has been a considerable shift in emphasis in motor skills research. Motor behaviorists have begun to ask questions about the kinds of processes occurring as the individual performs and learns the motor response. The tasks used have tended to shift from those that could only be scored with global measures to those that enabled the isolation of various processes and strategies and provided...
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...Narrative Report - Left sided hemiparesis due to an ischemic stroke by Clifford Choi on Saturday, December 3, 2011 at 12:47am · I thank my mentors in neurology, integrative medicine, and my patient for his determination to overcome this. He is an atheist but believed in me and himself. The patient reports full recovery. Here is his letter 4 months later. He has given permission to publish the report. He is back to work, travelling, driving, and has no known deficits. 80% of ischemic strokes survive the stroke, but it is uncertain how many fully recover 100% function. _________________________________________________ Dear Dr. Clifford Choi, I tried to call the number you once gave me, but they told at the hospital SEIMC that you were not working there anymore. Anyway I just wanted to touch base and say hello to you and thank you and the colleagues you had at the hospital. The recovery has been very amazing. I was last week at this intensive rehabilitation (or so it was called) session at the _________ University hospital. I was supposed to be there the whole week, but they said that I’m actually in too good shape to gain anything from this anymore, so I left Wednesday morning. I’m allowed to drive now, and officially I will be back to work on August 26th. I can call you, if you want. But then I would need your phone number. The world is a small place, so maybe we some day run into each other. You never know. Best regards, patient x The report below was submitted...
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...child. When I was told this was an assignment I thought “this should be easy”. Boy was I wrong! I found many things can affect the outcome of my child. If I am too strict or too easy, the child’s behavior will show this. Over time, this will also affect the child’s temperament. I have learned that some of my classmates’ virtual children are harder to get along with and require more discipline then others. I decided to just trust my instinct and answer the questions as if they were for a real child. In this report you will see how my answers affected my virtual daughter Alexis and, my experience throughout the duration of the assignment. 0-8 MONTHS 1. How does your baby's eating, sleeping and motor development compare to the typical developmental patterns? ~Alexis’s motor skills are typical for her age, crawling, sitting up, and standing up, but not walking yet. Her sleeping habits are normal for her age. Infants normally sleep sixteen-seventeen hours a day. For the first week or so Alexis wasn't very hungry and actually lost a little weight, she has now started eating and has gained back some of the weight she lost. 2. At 8 months of age was your child an "easy", "slow-to-warm-up", or "difficult" baby in terms of Thomas and Chess's classic temperamental categories? On what do you base this judgment? ~Alexis was an easy baby. She had a positive disposition and her body...
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...| Assessment Research Paper | Assessing the Young Child-Professor Speers | | | Assessment Research Paper There are many different aspects and things to consider when discussing the subject of child development. In this paper I will be discussing and identifying three examples of major conditions in children, and their impact on development and learning, demonstrate a plan that would enhance an interest area, change in behavior or bring new knowledge to parents, children and staff, I will give examples of how assessments are applied in the early childhood classroom and how early childhood curriculum is used with assessment tools, and identify three assessment inventories used for birth through six the assessments that can be used for child developmental portfolios. The first type of major condition in children that has an impact on development and learning is autism. Children with autism spectrum disorder (ASD) don’t tune into other people in the same way as typically developing children. For example, a child with ASD might not respond to his name, make eye contact, smile at caregivers, or wave goodbye without being told to. A child with ASD also might not use eye contact to get someone’s attention or communicate. Children with ASD find it hard to see things from other people’s perspective. They might have trouble understanding that other people can have different desires and beliefs from them. Children with ASD can struggle with focus, attention, transitions...
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...APPLY EFFCTIVE COMMUNICATION SKILLS IN NURSING Practice INTODUCTION: I am going to talk about Cerebral Palsy which is a nervous system disorder. In this disorder clients have dysarthria, a speech impediment, that makes it difficult for them to communicate. In nervous system the ability to communicate may be impaired by factors that include: * Damage to the speech centres in the brain, * Damage to the temporal lobes, which hinders the perception and interpretation of stimuli, * Damage to the cranial nerves responsible for movement of the lips, tongue, pharynx and larynx, * Limited motor function that hinders non-verbal communication gestures, * Visual or hearing deficits, * Altered levels of consciousness or mental status. ( Maureen farrell et al:(2005) Australia, Medical Surgical Nursing “Neurological Function” (see pp1896-1910), * Funnel, koutoukidis, et al:(2005) Australian, “Neurological Health” (see chapter 43, pg745). CEREBRAL PALSY: Cerebral Palsy comprises a group of neuromotor disorders resulting from prenatal, perinatal or postnatal cerebral hypoxia or damage. Thesedisorders is highest in premature infants or in infants who have experienced a difficulty birth resulting in cerebral damage. There are three common types of cerebral Palsy, although some individual may have symptoms of more than one type. The three types of cerebral palsy are spastic, athetoid or dyskinetic, and ataxic. CEREBRAL PALSY...
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...survivor should have the capacity to extend their wrist as well as move their arm and even fingers. Several studies expose that CI therapy develops movement on the affected arm (Hakkennes, 2005). CI therapy is regarded as a way of refining the attainment of a motor skill by compelling the accumulation of more deliberate practice trials. After a stroke, several patients adopt various approaches that efficiently substitute the goal-projected movements that can usually have been allotted to the affected arm. Several of these approaches lead to using the unaffected arm more repeatedly, fundamentally leading to a reduced necessity for using the affected arm. In fact, in the view of Zipp (2012), each timely completion of any task by the utilization of the affected arm strengthens the non-use of that particular limb. Therefore, CI therapy is regarded as a way to defeat learned non-use, and this happens by forcing the stroke patient to use the healthy leg. Well, by this justification, the patient who can compensate for the forfeiture of function within the affected arm by halting the utilization of that particular arm has principally terminated to amass practice trials. Constraint-induced therapy related to the concept of motor learning in some...
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...complex things as they get older. Child development is classified into several categories to help us better understand the growth of children. These categories are gross motor, fine motor, language, thinking skills, and social skills. Firstly, gross motor uses large groups of muscles. Like, sitting, standing, walking, running, and keeping balance. There are lots of activities that can increase muscle strength and coordination, preparing children for more advanced skills, from writing with a pencil, using a computer mouse, or playing a musical instrument (Dewar). Secondly, fine motor uses hands to be able to eat, draw, dress, write, and do many other things. When combined with increasing hand-eye coordination, fine motor skills also open new doors for exploring, learning, and creative expression (Parent Magazine). Thirdly, language is a large part in development through childhood. Speaking, using body language and gestures, communicating, and understanding what others say are just some of the things children need to learn throughout childhood. The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills(NIDCD). Fourth category is thinking skills, makes the child stop and process what is going to happen or what should happen. Thinking skills include learning, understanding, problem-solving, reasoning and remembering. All people, even highly educated adults, experience misleading intuitions and cognitive...
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... Studies conducted on imagery during the twentieth century have had inconsistent results due factors such as unavailability of reliable controls and subjects. However, recent studies on mental imagery have had sufficient evidence to suggest that it can improve performance of various sports. Finke carried out a meta-analytic research of sixty studies aimed at examining effect of mental practice on control conditions. The results from average effect sizes indicated that the practice of imagery influence performance more than without practice while less effective compared to actual physical practice. It conclusively asserted that mental imagery had better performance. Another research was carried out by Giacobbi to determine how sport skills were influence by mental practice. Although previous studies that had...
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...Assignment #3:Motor/Perceptual/ Language Childs Name: Dylan Date of Observation: 10/08 &10/12 Childs age: 4 years and 3 months Place: SWC child development center Time: 11- 12pm/ 10-11:20am Dylan is at the arts table drawing with a marker on a piece of paper * Holds a crayon or marker using a tripod grasp (Allen & Marotz; Motor Development) Dylan cuts a piece of tape with scissors using his right hand, and then places the tape on his paper. * Hand Dominance (Gallo; Motor Development) * Handles scissors (Gallo; Motor Development) Dylan puts his shoes and sweater on then runs outside to the playground * Autonomy (Gallo; Motor Development) * Autonomous in dressing, feeding, toileting (Gallo; Motor Development) Dylan’s classmates are running after him around the playground. * Runs with agility (Gallo; Motor Development) * Runs, starts, stops, and moves around obstacles with ease (Allen& Marotz; Motor Development) Dylan throws a ball towards the basketball hoop in front of him * Throws a ball overhand; distance and aiming improving (Allen & Marotz; Motor Development) * Stage 3: 5-6 step forward with right foot when ball is thrown (Gallo; Motor Development) Dylan asks “ how do I write Dylan?” the teacher brings an alphabet book and shows him the letter D. Dylan looks at the picture then begins writing it on his paper. * Reproduces some shapes and letters (Allen & Marotz; Motor Development)...
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