assignment 9

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assignment 9

Write 3 pages in which you explain what grieving is, describe the grieving process for two populations and analyze the differences, and determine a theory of development or model of grief that explains how each population grieves.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following articles from the Capella University Library are linked directly in this course:

van Gennip, I. E., Roeline, H., Pasman, W., Kaspers, P. J., Oosterveld-Vlug, M. G., Willems, D. L., . . .Onwuteaka-Philipsen, B. D. (2013). Death with dignity from the perspective of the surviving family: A survey study among family caregivers of deceased older adults. Palliative Medicine, 27(7), 616–624.
Nissim, R., Rennie, D., Fleming, S., Hales, S., Gagliese, L., & Rodin, G. (2012). Goals set in the land of the living/dying: A longitudinal study of patients living with advanced cancer. Death Studies, 36(4), 360–390.
Wong, P. T. P., & Tomer, A. (2011). Beyond terror and denial: The positive psychology of death acceptance. Death Studies, 35(2), 99–106.
Kurt, L. J., & Piazza, N. J. (2012). Ethical guidelines for counselors when working with clients with terminal illness requesting physician aid in dying. Adultspan Journal, 11(2), 89–96.
Pruchno, R. A., Cartwright, F. P., & Wilson-Genderson, M. (2009). Effects of marital closeness on the transition from caregiving to widowhood. Aging & Mental Health, 13(6), 808–817.
Reimers, E. (2011). Primary mourners and next-of-kin – How grief practices reiterate and subvert heterosexual norms. Journal of Gender Studies, 20(3), 251–262.
Morgan, J. P., & Roberts, J. E. (2010). Helping bereaved children and adolescents: Strategies and implications for counselors. Journal of Mental Health Counseling, 32(3), 206–217.
Minju, K., & Foreman, M. D. (2011). Korean American adult children’s beliefs about what their parents want at the end of life. Clinical Gerontologist, 34(4), 305–318.
Winograd, R. (2012). The balance between providing support, prolonging suffering, and promoting death: Ethical issues surrounding psychological treatment of a terminally ill client. Ethics & Behavior, 22(1), 44–59.

SHOW LESS
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3210 – Human Lifespan Development Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.

The National Council for Palliative Care. (2012). Dying matters. Retrieved from www.dyingmatters.org
Growth House, Inc. (n.d.). growthhouse.org. Retrieved from http://www.growthhouse.org
MedlinePlus. (2014). End of life issues. Retrieved from http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Assessment Instructions
Preparation
For this assessment, you will choose one of two topics on the topic of grief and loss to examine. Your research efforts should focus either on how children and adults grieve, or on the cultural differences in grieving. Locate at least 3 scholarly or professional research articles to use.
Requirements
Choose one of the two topics listed below to examine:

A comparison of the bereavement and grieving processes of children and adults.
A comparison of the grieving processes of two different cultures.

Your submitted assessment should include the following:

Explain what grieving is. Does it always involve the physical death of a loved one?
Describe the grieving processes for the two populations you have selected (children and adults, or two different cultures).
Analyze the differences in the way the two groups grieve.
What theories of development or models of grief might be applied to explain how each group grieves?

Additional Requirements

Written communication: Your writing should be free of errors that detract from the overall message and is consistent with expectations for members of the psychological professions.
APA formatting: Format resources and citations according to APA style.
Resources: Minimum of two scholarly or professional resources. Note: Popular resources such as Wikipedia or About.com are not considered to be appropriate.
Length: Approximately three typed, double-spaced pages not including title page and reference page.
Font and font size: Times New Roman, 12-point font.

Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Explain the concept of grieving.Does not define grieving. Defines grieving. Explains the concept of grieving. Explains the concept of grieving; examines the idea of loss and the stages of grieving. Describe the grieving processes for different populations.Does not describe the grieving processes for different populations. Describes the grieving process for a population but not a second population. Describes the grieving processes for different populations. Describes the grieving processes for different populations using examples supported by research. Compare the similarities and differences in the grieving processes for different populations.Does not compare the similarities and differences in the grieving processes for different populations. Compares the grieving processes for different populations but only the similarities or differences, but not both. Compares the similarities and differences in the grieving processes for different populations. Compares the similarities and differences in the grieving processes for different populations using examples supported by research. Apply theories and models to explain differences in grieving processes of different populations.Does not apply theories and models to explain differences in grieving processes of different populations. Applies theories and models to the grieving processes of different populations, but the theories and models do not explain the differences in grieving processes. Applies theories and models to explain differences in grieving processes of different populations. Applies theories and models to analyze differences in grieving processes of different populations. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional. Writing supports an idea but is inconsistent and contains major errors of grammar, usage, and mechanics. Writing coherently supports a central idea with few errors of grammar, usage, and mechanics. Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style.Does not use APA format and style. Uses APA format and style but inconsistently and with errors.

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Assignment

I’m working on a Computer Science exercise and need support.

Use the following table to answer question #1.

1a.Using an Excel spreadsheet, create abinarized version of the data set with the following categories:

Note:the following are also the itemset names in the spreadsheet)

Sky Fair, Sky Stormy, Status Impaired, Status Sober, Violation None, Violation Speeding, Violation Stop, Violation Signal, Restraint = No, Restraint=Yes, Crash Major, Crash Minor

Paste the Excel spreadsheet into this document here.

1b.What is the maximum width of each transaction in the binarized data?

1c.How did you determine the answer for item 1b?

1d.Assuming that support threshold is 30%, how many candidate and frequent itemsets will be generated?

1e.Again using Excel, create a data set that contains only the following asymmetric binary attributes:

(Weather = Bad, Impaired, Traffic violation = Yes, Restraint = No, Crash Severity = Major).

The itemset headings are:Bad, Impaired, Violdation, NoRestraint, and Major

For Traffic violation, only None has a value of 0. The rest of the attribute values are assigned to 1.

Copy and paste the Excel spreadsheet here:

Assuming that support threshold is 30%, how many candidate and frequent itemsets will be generated?

1f.Compare the number of candidate and frequent itemsets generated in 1(d) and 1(e).What is your analysis?

2.Find all the frequent subsequences with support >= 50% given the sequence shown below.Assume there are no timing constraints imposed on the sequence.

Answer:


3.For each of the sequences w =< e1e2 . . . ei . . . ei+1 . . . elast > given below, determine whether they are subsequences of the sequence

< {1, 2, 3} {2, 4} {2, 4, 5} {3, 5} {6} >

subjected to the following timing constraints:

mingap = 0 (interval between last event in ei and first event in ei+1 is > 0)

maxgap = 3 (interval between first event in ei and last event in ei+1 is 3)

maxspan = 5 (interval between first event in e1 and last event in elast is 5)

ws = 1 (time between first and last events in ei is 1)

w =< {1} {2} {3} >

Answer:

• w =< {1, 2, 3, 4} {5, 6} >

Answer:

Answer:

• w =< {1} {2, 4} {6} >

Answer:

• w =< {1, 2} {3, 4} {5, 6} >

Answer:

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