You have been helping me we this project . In this part I need the follwing :
Step 2: Teach, Collaborate, and Create (Module 4) a plan for integrating a service learning project into one or more classrooms by first conducting professional development with at least one professional colleague and community member, but preferably a small learning community. Work with interested colleagues to create an implantation plan for a service learning project with students in classrooms. This elder learnign services.

? Invite potentially interested colleagues to your service learning professional development activity.( Hypothetical scenario)
? Use your summary PowerPoint presentation and Informational Handout about service learning as tools for presenting the service learning pedagogy. This we have already worked Use a strategy from the collegial professional interactions models that you studied this was the last you helped me ..
? Collaborate with your colleagues and community members (this may be one of each) to think about areas of the curriculum in which student learning could be improved by integrating a service learning project . this is the part to work now.
? Discuss ways to assess student prior knowledge and level of engagement around an identified curriculum area. Work collaboratively to plan the implementation of a service learning project into the academic curriculum through a lesson or unit design. This part of the elder community service this is the part to work now.
? Distribute your 1-page evaluation/feedback form to the colleagues who attended your professional development activity. Be sure to collect the evaluations after completion. hypothetical
? Based on your collaboration with colleagues, create a lesson or unit plan that will use service learning as a strategy for meeting your stated academic learning outcomes for the students. Include additional social-emotional and character development goals as well as goals to address student diversity and the inclusion of all students. Develop a way to measure what students know in relation to these learning goals before beginning instruction. this is the part to work now,
? Plan to implement your service learning project during the semester, during Weeks 11 and 12.
? Create and submit to the Dropbox a 2- to 3-page reflection paper-RP1 (in APA format) that details everything you did in Step 2. Include insights you gained from meeting and working collaboratively with colleagues and community members to plan for service learning project implementation. This the paper I would like your help ( this is the work )
? Include a copy of your pre- and post-evaluation measure as well as your lesson-unit plan with academic and social-emotional and character development goals. If you method of evaluation for student learning and positive environment includes focus group or individual interviews, include the questions used. This would be with the elder service learning community ( This is the work )
? Use the following template link for the creation of your paper:
o http://writingcenter.waldenu.edu/Documents/APA/APA_Course_Template_APA_6th_ed.doc

Thank you Lmercado

NURS 600
Questions for Critical Thinking Response Papers


Try to keep papers between 3-5 pages. Use APA style for body of paper and references.


There is controversy in nursing as to what direction the development of nursing knowledge should take. What are the implications of nursing as an academic discipline if one accepts the premise that its knowledge base should evolve only from theory?

I?m going to need to be able to get any research through my on-line data base at Maryville university. So plz?no articles or information that I?m not able to get a PDF of through the default databases search at Maryville university. The default databases that are searched at Maryville are:

America: History & Life
Business Source Premier
CINAHL Plus with Full Text
Communication & Mass Media Complete
Education Research Complete
ERIC
Historical Abstracts
Library, Information Science & Technology Abstracts
Literary Reference Center
MEDLINE
MasterFILE Premier
MLA International Bibliography
PsycARTICLES
PsycINFO
Newpaper Source
SocINDEX with Full Text
Academic Search Premier

RESEARCH paper- with specific resource types below
A well documented, 5-7 page essay, you must support and argue a thesis citing primary and secondary sources
You must have a strong, clear thesis (argument).
You must consistently support your thesis throughout your paper, backed up by citations of historical evidence or historians writings.
You must be convincing, without seeming blatantly biased (which is why a variety of sources is strongly recommended).
You must finish with a strong conclusion.

RESEARCH TOPIC
Which three civilizations (Mesopotamia, Persia, Greek, or Roman)) have had the most impact on our own, modern society? Be sure to support your arguments with evidence from those civilizations.

PAPER specifications
Turabian with footnotes

You must write in the past tense always??"history took place in the past, not the present.

SOURCES:

-You must use at least 3 primary source documents. Here is an excellent source to find them on the ancient world: http://www.fordham.edu/halsall/ancient/asbook.HTML and here is one for the medieval world: http://www.fordham.edu/halsall/sbook.html .
Be sure your sources are related to the history you are writing about.

-You must use at least 3 secondary source documents. These must be the work of legitimate historians (an actual book or journal article??"something pulled off Answers.com will not cut it).Your textbook will NOT count towards this number of sources, but you may use your textbook as a source.

-You may not use the internet for any secondary sources??"only primary sources. This is to ensure that the sources are of academic quality. The exception is a real published book or journal article that happens to be online- on the library's database of journals for instance.
If you use a primary source online, cite the primary source first, including the original author and original date, then the website you found it on.

In APA format

Abstract
Liberace was born in West Allis, Wisconsin on May 16th, 1919. Liberace?s mother was of Polish descent Frances Zuchowaska and his father Salvatore Liberace, was an immigrant from Formia, Italy. Liberace was born with a twin who died at birth and also had a caul on his head. Many cultures believe caulbearers bring good omens and luck with their births and cannot drown. How and why people are born and developing into adults going through all the growing pains have been argued for many centuries. This paper will discuss the life and times of one well know, publically troubled individual, Liberace.


(Liberace )historical figure chose and address each of the developmental stages using Freud, Erikson, or Maslow?s theories to discuss the psychosocial development. Describe the life journey and consider whether the concepts for the theory chosen were notable in the life during that stage, the impact it had on the other person, and whether their life would be a good case study to support the theory. Use your text and a minimum of at least 4 other peer-reviewed journal articles to highlight specific areas of your journey and the theory. For example, if you are discussing the death of a parent when you were a child, and you are using Erikson's theory, you might want to do a search for Erikson and death of a parent in childhood; or, you may want to do a search for articles related to the use of Maslow's theory across the lifespan in order to pull out ideas as you are considering your own life. The following stages of life must be included:

Prenatal and Infancy
Early Childhood
Middle Childhood
Adolescence
Emerging Adulthood
Adulthood (assuming your historical figure has reached 30)
Late Adulthood (if your historical figure have or did reach that).

References
Upadlhyaya, D. (2009, October 16). The Mystery of Being Born In The Caul. Retrieved March 6, 2013, from http://www.ourbigearth.com/2009/10/16/bumps-the-myster-of-being-born-in-the-caul/

Berger, K. S. (2010) Invitation to the life span. New York, NY: Worth Publishers. ISBN-
13: 978-0-716-75466-4

Demonstrate an understanding of the Ecological System's Theory, including corresponding levels of environmental influences in relation to human development.

Write a 5 page paper that analyzes Bronfenbrenner's ecological theory of development. Include a description of how Bronfenbrenner's level of influence helped to shape your development. Analyze how the levels influenced your decision to enter graduate school to obtain a master's degree and how they might impact the career goals within your area of specialization. Include 5 primary sources of information, APA 6th edition, 12point. Entries should primarily be articles from recent peer-reviewed academic or professional journals within 5 yrs, may also draw information from older works written by theorists such as Piaget, Erikson, Kohlberg. Include an introduction and conclusion.


I am a 37 year old female and I have a 14 year old son. I grew up in a happy, traditional household with my mother, father and brother. I have been working with children in the field of education for 16 years. Currently,I am a Counselor for an Outreach Program. I decided to go back to graduate school to obtain a master's degree in Human Behavior with a Specialization in General Studies. I enjoy working with children; however, my true passion is helping individuals and families in need. My goal is to obtain my master's degree and to one day become the director of a youth program where I can continue to help make a difference in the lives of our youth.

What are the historical and psychological reasons for conflict? Is there a struggle between religion and science? Or is there a misunderstanding between the different positions?
800 word min

Reference:
Rocks of Ages: Science and Religion in the Fullness of Life
Stephen Jay Gould (needed for term paper) ISBN 9780345430090

Religion and Science: Historical and Contemporary Issues
Ian G. Barbour ISBN 0060609389

There are faxes for this order.

Please attempt to access the following book and use it as one of the four sources for the essay:

Cleverley, J. & Phillips, D.C. (1986). Visions of Childhood: Influential Models from Locke to Spock. Teachers College, NY. ISBN 978-0-8077-2800-0

Our culture is conflicted about childrearing. On the one hand, there are people like the conservative Christian psychologist James Dobson who, through his widely syndicated radio show Focus on the Family, has been a prominent critic of permissive parenting and an advocate for the use of spanking and corporal punishment for disciplining children. At the same time, corporal punishment has increasingly come to be regarded as a form of child abuse and is penalized by today's child protection laws. In a four to six page essay, discuss the current controversy about corporal punishment in child-rearing with reference to the historical origins of this debate. Based on Claverley & Phillips' Visions of Childhood, I ask that you first trace the origins of each view in Western Thought by briefly summarizing what you perceive as the main point of each view. Then discuss within each view, the ways in which development can "derail" or go wrong and secondly, what each view imply about child development and how parents may most effectively foster positive development. In an additional section, please explain a personal view and explain if you were aware of the historical origins of your view?

Ethnic Music Humanities
Course Description
? Describe the experiences that taught you about the subtopic, reflect on that experience, explain the principles learned, and then explain how those principles were tested and applied. You are then ready to move on to the next subtopic. Follow this process until you meet the length requirement, and have addressed all required subtopics. *Word count begins at the first subtopic.
? Please Review the Template that is attached, this is a three credit paper which is the first of five that will be provided to you after completion of this first paper. Thank you?..
The following subtopics are to be addressed:
?
Subtopic 1
Discuss the origin and development of traditional and contemporary ethnic music.

Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
?
Subtopic 2
Analyze the styles of the musical tradition.

Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
?
Subtopic 3
Describe the techniques and instrumentations used in the music.

Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:

? Subtopic 4
Analyze the role of the musical tradition within the cultural setting
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
?
Subtopic 5
Analyze the contributions of the ethnic music to the evolution of that culture.

Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
?
Subtopic 6
Identify the relationship of the ethnic music to that of the greater society.

Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and App

Asian Americans in the U.S. Historical and Political Process
SECOND ESSAY ASSIGNMENT

Your essay should be three to five, 750 word minimum, typewritten pages in length (not including
title or title page), single sided, one inch margins, double-spaced with 12 point font, Times New Roman or
Courier New. The pages should be numbered and stapled together at the upper left corner. The first page
should include the following: your name, the course number, section, title, date, the professors names, the
time and day of the class, and topic number.

No outside research is required, but you must utilize the assigned readings in developing your
essay where relevant. Please include a list of references. The essay is to be analytical, accurate,
documented and reflective of in-class assignments and reading assignments. Please utilize office hours for
feedback on drafts of essays. Additional assistance is also available at the Learning Assistance Resource
Center (924-2587).

Review the discussion of plagiarism in the greensheet. Please consult the following websites for
examples of paraphrasing and quotation and how to avoid plagiarism:
http://tutorials.sjlibrary.org/plagiarism/index.htm. http://www.indiana.edu/~istd/overview.html
http://www.indiana.edu/~istd/examples.html http://www.indiana.edu/~frick/plagiarism/item1.html
The essay will be evaluated on the basis of the following:

1. Responds to the problem.
The problems have no single correct answer, but the better responses utilize the major historical/political
development(s) referenced in the problem and appropriate rhetorical strategies, i.e., definition, explanation,
comparison-contrast, etc.

2. Makes good use of the readings.
Avoid direct quotation from the texts, paraphrase and summarize using your own words, but give a
parenthetical reference using the authors last name and the page where you have found the information.
For example, (Jones, 234) placed just before the period at the end of the appropriate sentence(s). Use more
than one of the texts when relevant.

3. Has a clear and complete thesis.
This is a sentence that contains the purpose of your essay. It names your subject and makes a statement
about the subject. It briefly presents what you will develop in the following paragraphs that constitute the
essay. It is your analytical statement.

4. Exhibits organization and coherence.
The purpose is accomplished with a clear, logical sequence of supporting points, and each part of the essay
supports the purpose.

5. Utilizes well-crafted sentences and paragraphs.
Proof read and revise for spelling, grammar and syntax. Verify that each paragraph has one idea expressed
in a topic sentence with appropriate supporting sentences.
The essay will be due at the start of class on Wednesday, May 5, 2010. The essay assignment is worth
thirty points. For an essay that is turned in late, there will be a penalty of one point per day (counting
weekends). An exception to the penalty requires an official notice from a doctor, court officer, or other
official. However, a late essay will not be accepted one week after the due date.

Choose one of the following topics:

A. Analyze Ronald Takakis examination of the impact of race, class, and gender upon Asian Americans
from the beginning of World War II through the 1990s. How did this period affect the status of Asian
Americans as strangers and why does Takaki refer to strangers at the gate again and the need of Asian
Americans to break silences. According to Takaki, what are the future trends for Asian Americans in the
21st century? What would you add to his projections?

B. California is seen by many analysts as a state whose politics is dominated by interest groups. How and
why could this be so? Does the impact of interest groups meet the principles of popular sovereignty,
political equality, and political liberty? Explain. Why are some groups more successful than others?
Which sorts of interest groups are most likely to succeed? Why? Give instances and examples of how
interest groups have affected public policy in California.
There are faxes for this order.

Please refer to order #A2097703.
I am requesting same writer.

One page for each question.

2.
Discussion Question One:
What is the importance of a historical literature review?
Discussion Question Two:
The current literature focuses on research performed in the last 5 years. Why is this important?
Discussion Question Three:
What role does database selection play in finding appropriate literature?
3.
Discussion Question One:
Scholarly writing is a synthesis rather than a review of the literature. Explain the difference.
Discussion Question Two:
Why is it important to provide some opposing points of view in the literature review?
4.
Discussion Question One:
Why is it important to evaluate theoretical frameworks?
Discussion Question Two:
Will there always be a theoretical framework that aligns with your chosen topic of study? Why or why not?
5.
Discussion Question One:
Why is it important to know where data about the problem can be found before determining the methodology?
Discussion Question Two:
How would you determine the availability of the population for the study?
6.
Discussion Question One:
Post the methodology chosen for your capstone project and explain how it was chosen.
Discussion Question Two:
What potential roadblocks could occur in using your chosen methodology? How will you get around them?
7.
Discussion Question One:
What tools are used to test the validity for your chosen methodology?
Discussion Question Two:
What is the difference between validity and reliability?
8.
Discussion Question One:
What was the most challenging learning experience for you while preparing your capstone project?

Below, please find syllabus for your review that will enable you to navigate through the assignment. Only relevant references from text books and reccomended reading should be used throuout the paper. Major Developmental theories that must be used when evaluating Asher Lev are:

Piaget (Miller article) and begin Erickson (The Eight Ages of Man)
Freud, Berzoff, J. Drive Theory and Schamess , G.s Structural Theory (1996) In Inside Out and Outside In: Psychodynamic Clinical Theory and Practice.)
Winnicott. (The Maturational Process and the Facilitating Environment Chaps: True and False Self and The Capacity to Be Alone.) Also, Mahler/Intelligence (The Separation-Individuation Process and Identity Formation / Neisser, et al Intelligence Known and Unkowns

Immigration/Acculturation (*Anderson, L.P., Acculturative Stress: A Theory of
Relevance to Black Americans) Koplow, L. Developmental Dilemmas of Young
Children of Immigrant Parents. In Child and Adolescent Social Work. 1990)

SYLLABUS

COURSE OBJECTIVES

1. To conceptualize relationships among the individual, family, group, community, environment and organizations, and understand how these systems interact to provide the context for human development from birth, through later childhood.

2. To use and understand theories that describe human development from infancy to late childhood, from a critical perspective.

3. To understand the impact and context of diversity on early human development, with special emphasis on the influences of culture, race, gender, sexual orientation, and social class.

4. To acquire knowledge of contemporary urban problems and their impact on human development from birth through late childhood. These problems include poverty, violence, AIDS and homelessness; as well as the negative consequences of oppression, social injustice, racism, classism and homophobia.

5. To become knowledgeable of the theoretical content describing the developing stages of biological, psychological, cognitive, affective, sexual, social and behavioral domains of functioning from infancy through late childhood.

6. To understand the role of research findings in constructing models of development, and contributing towards the integration of a bio-psycho-social systems perspective of human behavior from infancy through late childhood.

7. To define the stressors and risks that may effect people from birth through late childhood; as well as the compensatory interactions of personal, familial, group, and organizational factors that can mitigate against the negative developmental impact of these factors.
HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT I

Course Description

Human Behavior in the Social Environment I is centered in the bio-psycho-social perspective, which stresses a multi-dimensional view of human development and behavior. This multi-dimensional view of person in the context of the environment takes into consideration the challenges, stressors and life tasks that occur throughout the life cycle. The individual in his/her environment is seen as a unit where component elements can only be understood in their relationship to each other. The course stresses the centrality of culture, race, ethnicity, gender and the socioeconomic environment.

Using systems theory as a critical theoretical underpinning, Human Behavior in the Social Environment I stresses a non-linear view of development in which there is a continuous reciprocal interchange and mutual impact among different systems (individual, family, group, community). A major focus of the course is on development of the human biological, psychological and social structure as it occurs throughout the life span. Human Behavior in the Social Environment I covers the life cycle from birth to late childhood. Human Behavior in the Social Environment II continues from early adolescence to old age.

The course stresses the need for the development of critical thinking throughout, an examination of the gaps in knowledge that exists in developmental theory, and the role that research plays in knowledge building. The linkages of theories to practice and policy implications are also stressed.

Assignments

Human Behavior in the Social Environment I has a midterm and final paper. In order to continue to build on students liberal arts base novels and/or short stories that encompass significant cultural diversity are used as part of final assignments. Assignments are developed to facilitate integration of content and re-emphasize a systems perspective and the bio-psycho-social approach. Students are asked to integrate the knowledge learned into their discussion of a character within their social environment, as portrayed in novels or short stories.
COURSE MATERIALS

Required Texts:

Citizens Committee for Children of New York (2005). Keeping Track of New Yorks Children. New York: Author.
An interactive version now available at www.cccnewyork.org.

Longres, J.F. (2000). Human Behavior in the Social Environment, 3rdEd. United States: Brooks/Cole, Thomson, Inc.

Recommended Texts:

Goldstein, E. (1995). Ego Psychology and Social Work Practice. New York: The Free Press.
(Two Chapters (pp. 53-112) from this book are Required Readings, and it is required in Practice classes).

Long, D.D. & Holle, M.C. (2006). Macro Systems in the Social Environment, 2nd edition. Itasca, Illinois: F.E. Peacock Publishers.

Payne, Malcolm. (2005). Modern Social Work Theory. 3rd Edition. Chicago, Il: Lyceum Books, Inc.
COURSE OUTLINE AND BIBLIOGRAPHY

I. THE SYSTEMS PERSPECTIVE AND THE BIOPSYCHOSOCIAL APPROACH

This section presents the organizing theme that underlies the Human Behavior curriculum and the study of Human Behavior in the Social Environment in particular: the systems approach. Emerging from systems theory, this approach views human behavior as resulting from a multiplicity of both internal and external factors operating in transaction. Viewing the individual within the context of its environment, the systems perspective understands all human behavior as emerging from the complex interactions of the biological-psychological and social domains.

This section will first explain the process of theory building and the view of all theory as social construct. It will then present the basic concepts of systems theory and the dynamics of dialectical interaction and systemic transaction.

The Bio Psycho Social System will be discussed from both its historical perspective and key relevance to social works view of human behavior in the social environment.

Note:
Required readings will be left to the discretion of the Professor and will be assigned from the recommended readings listed below. All other articles are recommended or are supplemental references.

Recommended Readings

Long, D.D. and Holle, M.C. (2006) Macro Systems in the Social Environment (pp.1-22). Macro-systems and their importance and usefulness to the social worker. Itasca, Illinois: F.E. Peacock Publishers

Longres, J.F. (2000). Chapter 1: A Critical Perspective; Chapter 2: A Systems Approach to Human Behavior. Human Behavior in the Social Environment, 3rdEd. (pp. 2-19; 20-46). United States: Brooks/Cole, Thomson, Inc.

II. MAJOR CONTRIBUTING PERSPECTIVES TO THE BIO- PSYCHO- SOCIAL VIEW OF HUMAN DEVELOPMENT


Integrating a wide spectrum of literature that describes the bio-psycho-social matrix within which human development takes place, this section will describe the:

(A) SOCIAL/ENVIRONMENTAL CONTEXT OF DEVELOPMENT

Noting the diversity of ethno-racial, class, and gender experiences; the stratification of community and neighborhood environments; the fluxes of family life in urban centers; the influence of environmental stressors on psycho-social development; and the role of macrosystemic organizational systems in both maintaining and addressing all of these dynamics.

The contribution of:

(B) BIOLOGICAL-PHYSICAL FACTORS

How human behavior evolves within the social environment will be reviewed from both perinatal and development perpectives. Genetic, nutritional and maturational influences on personality temperament, intelligence, psychopathology, gender differences, intelligence and physical disability will be considered, especially with respect to their interaction with environmental deprivation and social minority status.


In the psychological domain, multiple:

(C) PSYCHOLOGICAL THEORIES OF DEVELOPMENT

Will be used to understand how cognition, personality and social development takes place within the socio-cultural environment. Thus theories of cognitive development and language acquisition will be considered, as will human attachment theory, psychosocial theory, psychoanalytic theory(s), and behaviorism/social learning theory. These theoretical frameworks will be considered critically as to their validity in comprehensively explaining developmental processes and their potential integration of value presuppositions about normal development within particular cultural contexts.

II (A) THE SOCIAL/ENVIRONMENTAL CONTEXT OF DEVELOPMENT

1. Beginning Concepts of Race, Culture, Diversity and Gender
2. The Central Role of Community and Organizational Systems
3. Family Life in the Urban Environment
4. The Impact of Environmental Stressors and Social Hazards

II A-1. Beginning Concepts of Race, Culture and Diversity

This section will introduce the influence of variation in class, race, gender, ethnicity and gender orientation on human behavior; especially noting how differences in social power and privilege impact on human developmental processes within social/environmental contexts.

Recommended Readings

*Anderson, L.P. (1991). Acculturative stress: A theory of relevance to Black Americans. Clinical Psychology Review, 11, 685-702.

Armbruster, P., Sukhodolsky, D., and Michelsen, R. (2004) The impact of managed care on childrens outpatient treatment: A comparison study of treatment outcome before and after managed care. American Journal of Orthopsuchiatry, 74 (1), 5-13.

Armistead, L., Klein, K., & Forehand, R. (1995). Parental physical illness and child functioning. Clinical Psychology Review, 15 (5), 409-422.

Bandura, A. (1999). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51 (2), 269-290.

Pinderhughes, E. (1988). Significance of culture and power in the human behavior curriculum. In C. Jacobs & D. Bowles (Eds.), Ethnicity and Race: Critical Concepts in Social Work (pp. 152-166). Silver Spring, MD: NASW.

Rotherman-Borus, M. J. and Wyche, K. F. (1994) Ethnic differences in identity development in the U.S. In S. Archer (Ed.) Interventions for Adolescent Identity (pp. 62-81). Thousand Oaks, CA: Sage.

Saleebey, D. (1992). Biologys challenge to social work: embodying the person-in-environment perspective. Social Work, 37 (2), 112-118.

II A-2. The Central Role of Community and Organizational Systems

This section will present the social/psychological and sociological theories used to assess the social environments within which children develop. This macrosystemic view focuses on the importance of organizations, communities and society in social work assessment, and is aimed to highlight and probe the role of the larger social context in human development.

Recommended Readings

*Brooks-Gunn, J., Duncan, G.J., Klebanov, P.K. & Sealand, N. (1993, September). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99(2), 353-395.

Fellin, P. (1995). Defining communities and community competence; Systems perspectives for understanding communities; The social stratification of communities: class, race and ethnicity (pp. 3-27; 28-38; 58-76). The Community and the Social Worker. Itasca, Illinois: F.E. Peacock Publishers, Inc. (These chapters are also required in the Ethnocultural Issues course).

II A-3. Family Life in the Urban Environment

This segment will highlight the role of the family group as the agent of socialization in the environment. It will describe cultural, racial, class and gender variables in family life, as well as evolving variations in the structure of family units within contemporary urban environments. Changes in family role expectations and economic aspects will be considered, especially in light of the environmental demands posed by urban life.

Recommended Readings

Brooks-Gunn, J., Duncan, G.J., Klebanov, P.K. & Sealand, N. (1993, September). Do
neighborhoods influence child and adolescent development? American Journal of Sociology. 99 (2), 353-395.

Buckner, J.C., Beardslee, W.R., and Bassuk, E.L. (2004). Exposure to violence and low-income
childrens mental health: Direct, Moderated and Mediated Relations. American Journal of Orthopsychiatry, 74 (4), 413-423.

Harrison, A.O., Wilson, M.N., Pine, C.J., Samuel, Q. & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61 (2), 347-362.

Longres, J.F. (2000). Chapter 8: The Family As A Social Institution. Human Behavior in the Social Environment (pp. 200-234). United States: Brooks/Cole, Thomson, Inc.

McKay, M.M., Lynn, C.J., and Bannon, W.M., (2005). Understanding inner city child mental health need and exposure: implications for preparing urban service providers. American Journal of Prthopsuchiatry, 75 (2), 201-210.

McLoyd, V. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.

Morrison-Dore, M., Kauffman, E., Nelson-Zlupko, L. & Granfort, E. (1996). Psychosocial functioning and treatment needs of latency-age children from drug-involved families. Families in Society, 77 (10), 595-604.

Moss, J. & Lockhart, G. (1990). The impact of underemployment and unemployment on the quality of Black family life. In S. Logan, E. Freeman & McRoy (Eds.), Social Work Practice with Black Families (pp.193-202). New York: Longman.

Ortiz, V. (1995). The diversity of Latino families. In R.E. Zambrana (Ed.), Understanding Latino Families: Scholarship policy and practice (pp.18-39). Thousand Oaks, CA: Sage Publications.

Phillips, N. and Straussner, S.L. (2001) Urban Social Work. NY: Allyn & Bacon. (Chapter 2, Human Behavior in the Urban Environment).

II A-4. The Impact of Environmental Stressors and Social Hazards

This segment will describe the complex influences of environmental deprivation, poverty, maltreatment, violence and social oppression on human development and behavior. The concept of resilience despite risk will also be considered, together with familial, social, and macrosystemic factors that can mitigate against vulnerability.

Recommended Readings

*Basic Behavioral Science Task Force of the National Advisory Mental Health Council. (1996, January). Basic behavioral science research for mental health: Vulnerability and resilience. American Psychologist, 51(1), 22-28.

Brooks-Gunn, J. (1995). Strategies for altering the outcomes of poor children and their families. In P.L. Chase-Lansdale & J. Brooks-Gunn (E.), Escape from Poverty: What makes a Difference for Children? (pp. 87-117). New York: Cambridge University Press.

Chapman, M.V., Wall, A., and Barth, R.P. (2004). Childrens voices: the perceptions of children in foster care. American Journal of Orthopsychiatry, 74 (3) 293-304.

DiGiuseppe, R. & Tafrate, R.C. (2001). A comprehensive treatment model for anger disorders. Psychotherapy, 38 (3) 262-271.

Garbarino, J. Dubrow, N., Kostelny, K. & Prado, C. (1992). The developmental toll of inner-city life. Children in Danger: Coping with the Consequences of Community Violence (pp.48-66). San Francisco, CA: Jossey-Bass Publisher.

Garmezy, N. (1993). Children in poverty: Resilience despite the risk. Psychiatry, 56(1), 127-136.

*Klebanov, P.K., Brooks-Gunn, J. & Duncan, G.J. (1994, May). Does neighborhood and family poverty affect mothers parenting, mental health, and social support? Journal of Marriage and the Family, 56, 441-455.

Robinson, B.E. & Rhoden, J.L. (1998). Psychological adjustment of children of alcoholics. In Working with Children of Alcoholics: A Practitioners Handbok (pp.52-77). New York: Sage Publications.

II (B) BIOLOGICAL/PHYSICAL FACTORS IN EARLY HUMAN DEVELOPMENT

This section will highlight biological/physical aspects relevant to early development. Reviewed from both perinatal and developmental aspects, genetic, nutritional and maturational influences on temperament, intelligence, gender differences, psychopathology, and physical endowments/disabilities will be considered, especially in terms of how these factors interact with the conditions of poverty and availability of community services to vulnerable populations.

Recommended Readings

Barnet, A.B. and Barnet, R.J. (1998) The Youngest Minds, NY: Touchstone. (Chapter 1: How the brain takes shape).

Chess, S. (1980). Temperament and children at risk. In E.J. Anthony & C. Koupernik (Eds.), The Child in his Family (pp. 121-130). New York: John Wiley & Sons.

Efran, J.S., Greene, M.A. & Gordon, D.E. (1998). Lessons of the new genetics. Family Therapy Networker, 27-41.

*Neisser, U., Boodoo, G., Bouchard Jr., T. J., Boykin, A.W., Ceci, S.J. Halpern, D.F., Loehlin, J.C. Perloff, R., Sternberg, R. J. & Urbina, S. (1996). Intelligence: Known and unknowns. American Psychologist, 51(2), 77-101.

*Osofsky, J. (1995) The effects of exposure to violence in young children. American Psychologist, 50(9), 782-788.

II (C) PSYCHOLOGICAL THEORIES OF HUMAN DEVELOPMENT

1. Understanding Value Assumptions in Developmental Theory Construction
2. Cognitive Development and Language Acquisition
3. Theories of Attachment
4. Psychosocial Theory of Development
5. Psychoanalytic Theories of Development
6. Behaviorism and Social Learning Theory

Recommended Readings

Bowlby, J. (1998). Developmental psychiatry comes of age. American Journal of Psychiatry, 145
(1), 1-10.

Eiden, R.D., Peterson, W., & Coleman, T. (1999). Maternal cocaine use and the care giving
environment during early childhood. Psychology of Addictive Behaviors, 13, 293-302.

Fiona, T. & Wren, B., (2002). Editorial: sexual identity and gender identity: understanding
difference. Clinical Psychology and Psychiatry, 7 (3), 315-319.

Fish, B., & Chapman, B. (2004). Mental health risks to infants and toddlers in foster care. Clinical
Social Work Journal, 32 (2), 121-140.

Fonagy, P. and Target, M. (1998). Mentalization and the changing aims of child psychoanalysis.
Psychoanalytic Dialogues, 8(1), 87-114.

Fontana, V.J. (2004). Our most important task the well-being and protection of children. Journal of Infant, Child, and Adolescent Psychotherapy, 3 (3), 299-302.

Hasan, N., and Power, T.G. (2004). Childrens appraisal of major life events. American Journal of Orthopsychiatry, 74 (1), 26-32.

*Pachter, L.M. & Dworkin, P.H. (1997). Maternal expectations about normal child development in 4 cultural groups. Archives of Pediatrics & Adolescent Medicine, 151(11), 1114-1150.

Perez Foster, R.M., (2005). The new faces of childhood perimigration trauma in the United States. Journal of Infant, Child, and Adolescent Psychotherapy, 4 (1), 21-41.

Phillips, D., Prince, S., and Schiebelhut, L., (2004). Elementary school childrens responses 3 months after the September 11 terrorist attacks: A study in Washington, D.C. American Journal of Orthopsychiatry, 74 (4), 509-528.


II C-1. Understanding Value Assumptions in Developmental Theory Construction

All theoretical and research-based frameworks for understanding human behavior, by definition hold assumptions about what is considered normative within their cultural and historical context. This introductory segment to psychological theories of human development will again alert the student to the presence of centric bias in any form of theory construction.

Recommended Readings

Bruner, J. (1986) Value presuppositions of developmental theory. In L. Cirillo and S. Wapner (Eds.) Value Presuppositions in Theories of Human Development. Hillsdale, NJ: Lawrence Erlbaum Associates.

II C-2. Cognitive Development and Language Acquisition

The evolution of cognitive structures, symbolic language capacity, and psycho-motor functions in young children will be reviewed through both classic Piagetian perspectives, and models developed from contemporary developmental research.

Recommended Readings

Barnet, A.B. and Barnet, R.J. (1998) The Youngest Minds. NY : Touchstone. (Chapter 2: The House of Meaning. Chapter 3: Pathways to language).

Miller, P. (1989) Piagets cognitive stage theory. In P. Miller (Ed.) Theories of Developmental Psychology. NY: Freeman & Co.

Rand Corporation (2005). Early childhood intervention: Proven results/Future promise.

Reid Lyon, G., (1996, Spring). Learning disabilities. The Future of Children Special Education for Students with Disabilities, 6 (1), 54-76.

Robb, B.J. (2003). Changing the future: the story of attachment with a child with special needs. Clinical Social Work Journal, 31 (1), 9-24.

II C-3. Theories of Attachment

The key role of the familial caregiver in the childs emotional development and survival will be considered from the perspective of Bowlbys ethnological theory as well as from perspectives that have articulated variable patterns of attachment between child and caregiver. Contemporary research on early infant maternal-infant interactions will also be reviewed.

Recommended Readings

*Bowlby, J. (1988) Developmental psychiatry comes of age. American Journal of Psychiatry, 145(1), 1-10.

Karen, R. (1998) Becoming Attached. NY: Oxford University Press. (Chapter 10: Ainsworth in Uganda. Chapter 11: The Stranger Situation. Chapter 12: Ainsworths American Revolution).

II C-4. Psychosocial Theory of Development

Eriksons developmental theory holds an important role in social works view of human behavior within the context of the social environment. His psychosocial developmental framework emphasized that the demands of society at each stage of human growth, not only promoted the development of a unique personality, but also ensured that individuals acquire attitudes and skills that help them become active, contributing members of their society.

Recommended Reading:

Erikson, E. H. (1963) Childhood and Society. NY: Free Press. (Chapter 7) Eight Ages of Man.

Rogoff, B. and Chavajay, P. (1995). Whats become of research on the cultural basis of cognitive development? American Psychologist, 50, 859-877.

Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: Security in the United States and Japan. American Psychologist, 55, 1093-1104.

Schore, A.N. (2001). The effects of an early relational trauma on the right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22, 201-269.

Schore, A.N. (2001). The effects of a secure attachment relationship on right brain development , affect regulation and infant mental health. Infant Mental Health Journal, 22, 7-66.

Shilkret, C.J. (2005). Some clinical applications of attachment theory in adult psychotherapy. Clinical Social Work Journal, 33 (1), 55-68.

II C-5. Psychoanalytic Theories of Development

Beginning with Freuds psychosexual theory of development, the psychoanalytic movement spawned multiple theoretical perspectives about human behavior, all of which believe in the central role of unconscious processes in general psycho-social functioning. These perspectives include ego psychology, which emphasizes adaptive personality functioning in the environment; and object relations theory which stresses the deep wish for human connection in all people.

Recommended Readings

Berzoff, J.s Drive theory and Schamess, Gs Structural theory (1996). In J. Berzoff, L.M. Flanangan & P. Hertz (Eds.), Inside Out and Outside In: Psychodynamic Clinical Theory and Practice in Contemporary Multicultural Contexts. Pp. 17-47; 49-66. New Jersey: Jason Aronson, Inc.

Winnicott, D.W. (1965). The Maturational Processes and the Facilitating Environment: Studies in the theory of emotional development. Ct: International University Pres. (Relevant chapters to be assigned by instructor)

II C-6. Behaviorism and Social Learning Theory

Models of human behavior that view learning as the result of consistent exposures to events in the social environment will be reviewed with an emphasis on early childhood learning, cross-cultural and cross-class differences in early stimulus exposure, and the role of child observational learning of violent contexts.

Recommended Readings

Berk, L. (1997) Child Development. Boston: Allyn and Bacon pp. 16-18 (Chapter 1: Behaviorism and Social Learning Theory. Chapter 4. pp. 123. (Infancy Early Learning)


III. PERINATAL, INFANT AND EARLY CHILDHOOD PERIODS (INTEGRATED BIO-
PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES)

Section III directly builds on the theoretical and research-based frameworks presented in section (II). The perinatal, infant and early childhood periods will now be studied within their bio-psycho-social matrices in much more detail and integrated depth. There will also be more focused presentation of cross-cultural differences in developmental trajectories, parenting styles, childrearing attitudes and needs/utilization of community services for this early developmental period.

Biological-Physical aspects of early life will consider infant mortality in communities of poverty; the consequences of substance abuse, poor nutrition, poverty and parental stress on prenatal and early development; constitutional strengths and vulnerabilities; maturational changes resting on physical development; and physical handicaps and illness in early development.

Community/Organizational factors, will consider: the impact of poverty and social disenfranchisement on early childhood development; the availability of community services for families with young children; and culturally syntonic programmatic service development for ethnic families.

The complex Psychological factors relevant to this early stage will explore the early roots of attachments and relationships; differentiation and integration of affective development; cognitive development and language learning; the early roots of gender development; the growth of curiosity and environmental mastery; the evolution of subjectivity; and the development of sexual awareness. Furthermore, a comparison of the various psychological theories of infant/toddler development will be conducted with reference to both their explanatory power and cross-cultural relevance.

Expanding on the integrated psycho-social growth of this early period, this section will address the influence of Social/Familial factors such as: familial structure, social supports and caretaker arrangements; arrangements; the consequences of socially determined environmental insults; sociocultural influences and variation in childrearing; familial contexts and styles of nurturing; the influence of social, cultural and familial values on learning and socialization; beginning peer relationships; play and social networks; racial and ethnic identity development; influence of social networks and preschool environments in gender and social role behaviors; growth of adaptation and coping capacities; effects of sexual abuse on development; and parental and familial adjustment to a disabled child.

Recommended Readings

Applegate, J. (1993, Feb.). Winnicott and clinical social work: A facilitating partnership. Child and Adolescent Social Work Journal 10, 3-19.

Hodapp, R.M. (1997). Developmental approaches to children with disabilities: New perspectives, populations, prospects. In S. Luthar, J. Berrack, D. Cicchetti, and J. Weiss (Ed.), Developmental Psychopathology, Cambrige, UK: Cambridge University Press.

Lyons-Ruth, K. (1991). Rapprochement or approachement: Mahler's theory reconsidered
from the vantage point of recent research on early attachment relationships.
Psychoanalytic Psychology, 8, 1, 1-23.

Katz, P. A. and Kofkin, J. A. (1997) Race, gender and young children. In Luthar, S. et al (Eds.) Developmental Psychopathology. Pp. 51-74. Cambridge, UK: Cambridge University Press.

Kim, U. & Choi, S-H. (1994). Individualism, collectivism, and child development: A Korean perspective in P.M. Greenfield & R.R. Cocking (Eds.), Cross-cultural Roots of Minority Child Development (pp. 227-257). Hillsdale, N.J.: Lawrence Erlbaum Associates Publishers.

Kobayasjhi, J.S. (1989)). Depathologizing dependency: Two perspectives. Psychiatric Annals, 19 (12), 653-658.

Koplow, L. & Messinger, E. (1990). Developmental dilemmas of young children of immigrant parents. Child and Adolescent Social Work, 7 (2), 121-134.

Long, D.D. and Holle, M.C.: (2006) Macrosystems in the Social Environment, Itasca, Illionois: F.E. Peacock Publishers. (Chapter 2, Infancy, Chapter 3, Preschool Children).

Mahler, M. & McDevitt, M. (1980). The Separation-individuation process and identity formation. In S. Greenspan & G. Pollock (Eds.), The Course of Life, Vol. 1 (pp. 395-406). Washington, D.C.: U.S. Government Printing Office.

Pattatucci, A. M. (1998) In C. Patterson and A. D. Augelli (Eds.) Biopsychosocial interactions and the development of sexual orientation. Lesbian, Gay and Bisexual Identities in Families. NY: Oxford University Press.

Spillane-Grieco, E. (2000). Cognitive-behavioral family therapy with a family in high-conflict divorce: a case study. Clinical Social Work Journal, 28 (1), 105-119.

Weinberg, L. (1991). Infant development and the sense of self: Stern vs. Mahler. Clinical Social Work Journal, 19(10), 9-22.
*Wodarski, J., Kurtz, D., Guadin, J. & Howing, P. (1990). Maltreatment and the school-age child: Major academic, socioemotional and adaptive outcomes. Social Work, 35(6), 506-513.

Wren, B. (2002). I can accept my child is transsexual but if I ever see him in a dress Ill hit him: dilemmas in parenting a transgendered adolescent. Clinical Psychology and Psychiatry 7 (3) 377-397.


IV. MIDDLE AND LATE CHILDHOOD: INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES

Continuing to build on the theoretical and research-based frameworks presented in section (II), the middle and late childhood periods will be considered within their bio-psycho-social matrices in more detail and integrated depth in this section. There will be more consideration of cross-cultural differences in developmental courses, parenting styles and childbearing attitudes, as well as examination of the role of community /organizational systems in the lives of young children. Critical examination of developmental theories will continue, especially with respect to their explanatory power with children from diverse socio-ethnic communities.

The domain of Biological-Physical Factors, will consider the unique physical, psycho-motor and cognitive growth that is part of middle childhood and sets the stage for prepubertal change. Important changes in the Psychological domain will be considered such as skills training, the growth of adaptive coping mechanisms, and the enhanced sophistication of conceptual abilities. Furthermore, social and gender roles and the increasing emergence of gender differences in several areas of functioning will be understood from an integrated bio-psycho-social perspective, as physical differences are considered in dialectical interaction with the forces of social role expectation and environmental reinforcement.

A consideration of the complex Social Factors that influence middle childhood development will address: the childs entry into the wider community of social networks and peer relations; the specific character of schools and other social organizations that impact on development; developmental consequences of the real-world status of the family (ethnicity, family structure, social class, etc.); possible value conflicts between home/community; schools as socialization agents and social-sorting systems; social issues pertinent to development and patenting in the urban community; cross cultural variations on development and child-rearing behaviors; and the impact of parents working lives on middle childhood youngsters.

ecommended Readings

Belle, D. (Ed.) (1989). Gender differences in childrens social networks and supports. Childrens Social Networks and Social Supports (pp. 173-188). New York: John Wiley & Sons.

Kim, W.J., Kim, L. & Rue, D.S. (1997). Korean American Children. In G. Johnson-Powell & J. Yamamoto (Ed.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 183-207). New York: John Wiley & Sons, Inc.

Lung, A.Y. & Sue, S. (1997). Chinese American Children. In G. Johnson-Powell & J. Yamamoto (Eds.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 208-236). New York: John Wiley & Sons, Inc.

*Morrison-Dore, M., Kauffman, E., Nelson-Zlupko, L & Granfort, E. (1996). Psychosocial functioning and treatment needs of latency-age children from drug-involved families. Families in Society 77 (10), 595-604.

Ranganath, V.M. & Ranganath, V.K. (1997). Asian Indian Children. In G. Johnson-Powell & J. Yamamoto (Eds.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 103-125). New York: John Wiley & Sons, Inc.


V. LOSS AND BEREAVEMENT IN CHILDRENS LIVES

Parental death and traumatic losses are the experiences of many thousands of children in the U.S., especially those who live in poverty. The increase of violence in communities, and the rising mortality rates from the AIDS epidemic, are rendering many children both traumatized and potentially derailed from their developmental tasks. This section will consider the concept of trauma in childhood, and the repercussions of parental and familial loss; noting especially the process of grief and bereavement during the developing childhood years.

Recommended Readings

James B. (1994). Human attachments and trauma. In Handbook for Treatment of Attachment-Trauma Problems in Children (pp. 1-16). New York: Lexington Books.

Norris, D.M. & Spurlock, J. (1993). Separation and loss in African American children: Clinical perspectives. In A.C. Gaw (Ed.), Culture, Ethnicity, and Mental Illness (pp. 175-188).

Shapiro, E.R. (1994). Bereavement in childhood: Child grief as a systemic developmental process. In Grief as a Family Process: A Developmental Approach to Clinical Practice (pp. 71-86). New York: Guilford Press.

Siegel, K. & Freund, B. (1994). Parental loss and latency age children. In B.O. Dane & C. Levine (Eds). AIDS and the New Orphans: Coping with Death (pp 43-58). Westport, CT.: Auburn House

Recommended Readings:

II A-1 BEGINNING CONCEPTS OF RACE, CULTURE AND DIVERSITY

Espin, O.M. & Gawelek, M.A. (1992). Womens diversity: Ethnicity, race, class and gender in theories of feminist psychology. In L. S. Brown & M. Ballou (Eds.)., Personality and Psychopathology: Feminist Reappraisals (pp.88-107). New York: The Guilford Press.

Williams, T. & Kornblum, W. (1991). A portrait of youth: Coming of age in Harlem public housing. In National Urban League (Eds.), The State of Black America, 1991 (pp.187-207). New York, National Urban League Inc.

II A-2 THE CENTRAL ROLE OF COMMUNITY AND ORGANIZATIONAL SYSTEMS

Long, D.D. and Holle, M.C. (2006), Macro-Systems in the Social Environment, Itasca, Illinois: F.E. Peacock Publishers Inc., (Chapter 1: Macro-systems: Their importance and Usefulness to Social Workers).

II A-3 FAMILY LIFE IN THE URBAN ENVIRONMENT

Belkin, L. The Lessons of Classroom 506. New York Times Magazine. New York: Sep 12, 2004 40-53.

*Harrison, A.O., Wilson, M.N., Pine, C.J. Samuel, Q. & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61(2), 347-362.

II A-4 THE IMPACT OF ENVIRONMENTAL STRESSORS AND SOCIAL HAZARDS

*Armistead, L., Klein, K. & Forehand, R. (1995). Parental physical illness and child functioning. Clinical Psychology Review, 15 (5), 409-422.

Citizens Committee for Children of New York (2005). Keeping Track of New Yorks Children. New York: Author.

*Reid Lyon, G. (1996, Spring). Learning disabilities. The Future of Children: Special Education for Students with Disabilities, 6 (1), 54-76.

Sameroff, A., Seifer, R. T. & Todd Bartko, W. (1997). Environmental perspectives on adaptation during childhood and adolescence. In S. Luthar et al (Eds.) Developmental Psychopathology. Cambridge, UK: Cambridge University Press.

Segal, E. & Gustavsson, N. (1990). The high cost of neglecting children: The need for preventive policy agenda. Child and Adolescent Social Work, 7 (6), 475-485.

*Straus, M.A. Sugarman, D.B. & Giles-Sims, J. (1997). Spanking by parents and subsequent antisocial behavior in children. Archives of Pediatric & Adolescent Medicine, 151, 761-767.

II (B) BIOLOGICAL/PHYSICAL FACTORS IN EARLY HUMAN DEVELOPMENT

Burns E. & Arnold , L.E. (1990). Biological aspects of stress: Effects on the developing brain. In L.E. Arnold (Ed.), Childhood stress (pp. 73-107). New York: John Wiley & Sons.

Novosad, C. and Thoman, E. (1999) Stability of temperament over the childhood years. American Journal of Orthopsychiatry, 69, 457-464.

*Saleebey, D. (1992). Biologys challenge to social work: embodying the person-in-environment perspective. Social Work, 37 (2), 112-18.

II C-2. COGNITIVE DEVELOPMENT AND LANGUAGE ACQUISITION

*Rogoff, B. and Chavajay, P. (1995) Whats become of research on the cultural basis of cognitive development? American Psychologist, 50(10), 859-877.




III. PERINATAL, INFANT AND EARLY CHILDHOOD PERIODS (INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES)

Beavers, J. (1989). Physical and cognitive handicaps. In L. Combrinck-Graham (Ed.), Children in Family Contexts (pp. 193-212). New York: The Guilford Press.

White, R. (1960). The competence model of Robert W. White. In Proceedings from the Symposium on Motivation. Nebraska: University of Nebraska.

IV. MIDDLE AND LATE CHILDHOOD: INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES

Gilligan, C. & Wiggins, G. (1988). The origins of morality in early childhood relationships. In C. Gilligan; J. Ward; J. Taylor & B. Bardige (Eds.), Mapping the Moral Domain (pp. 111-137). Cambridge, Mass: Center for the Study for the Study of Gender, Education and Human Development, Harvard University Graduate School of Education.

Ho, D.Y.F. (1994). Cognitive socialization in Confucian heritage cultures. In P.M. Greenfield & R.R. Cocking(Eds.), Cross-cultural Roots of Minority Child Development (pp. 285-313). Hillsdale, N.J.: Lawrence Erlbaum Associates.

Johnson, J. (1990). Forgotten no longer: An overview of research on children of chemically dependent parents. In T. Rivinus (Eds.), Children of Chemically Dependent Parents (pp. 29-54). New York: Brunner/Mazel.

Long, D.D. and Holle, M. C. (2006) Macrosystems in the Social Environment, Itasca, Illinois: F.E. Peacock Publishers. (Chapter 4: Children of School Age).

Mackelprang, R. and Salsquiver, R. (1999). Disability Adversity Model Approach in Human Service Practice. N.Y.: Brooks/Cole Publishing Co., (Chapter 4: Human Development in the context of disability birth to twelve years of age).

Mary, N. (1990) Reactions of Black, Hispanic and White mothers to having a child with handicaps. Mental Retardation,28, 1-5.

*Wilson, M. (1989). Child development in the context of the black extended family. American Psychologist, 44 (2), 380-385.

V. LOSS AND BEREAVEMENT IN CHILDRENS LIVES

Deveau, E.J. (1995). Perceptions of death through the eyes of children and adolescents. D.W. Adams, & E.J. Deveau (Eds.), Beyond the Innocence of Childhood: Factors Influencing Children and Adolescents Perceptions and Attitudes Toward Death (pp. 55-92). New York: Baywood Publishing Co.

Nagler, S.F., Adnopoz, J. & Forsyth, B.W. (1995) Uncertainty, stigma, and secrecy: Psychological aspects of AIDS for children and adolescents. In S. Geballe, J. Guendel & W. Andiman (Eds.) Forgotten Children of the AIDS Epidemic (pp. 71-82).

Assignment

The final paper for Human Behavior in the Social Environment is based on "My Name is Asher Lev". The paper should reflect your ability to discuss and integrate the following:

The various theories and perspectives on human behavior in the social environment that been studied this semester
Social factors such as gender, economic circumstances, race, ethnicity, and the cultural context.
It is also anticipated that your paper will represent an understanding of biological, psychological, and social forces that affect individual growth and development.
The paper should move beyond mere description into a dynamic analysis of themes and conflicts presented in the novel, and it should incorporate systems theory.
Evidence of readings and relevant videos should be integrated throughout the paper. Avoid direct quotations from readings, but rather pull ideas from them and integrate them, along with your own critical thinking, into your own paper.
_____________________________________________________
Relavant textbook chapters will be faxed to the number that you will provide. For any questions or clarifications please email.









There are faxes for this order.

Sources I used are:
*"The Global Experience" Volume One Reading in World History to 1550 5th Edition
*"Connections - A World History" Volume 1: to 1650 2nd Edition
*Plato, "The Last Days of Socrates", p. 1-96

The midterm will be an essay exam. The essay exam will test how well you can pull together information from a variety of sources to create an original and persuasive answer to a question. It will test how you can apply what you have learned by imagining yourself as a person in an historical setting.
The midterm will consist of two essays chosen from the four questions given below. You will have to answer both. I assume and strongly recommend that you write out answers to each of the four questions below ahead of time and then simply cut and paste two into the exam on blackboard during the test.
In answering the questions, I expect you to draw from all of the following: lecture, discussion board posts, the textbook, and the primary source readings. I expect you to make accurate generalizations that answer the questions but then back them up with facts and examples. In particular, I want you to sprinkle your essay with many relevant identifications (that is, the key concepts, key people, and key dates you have been learning for quizzes). In the course of your essay, I also want you to explicitly name several primary source documents and state what light they shed on the question. Each essay should be about 650-750 words in length.
In essence, this is an open note, open book exam. However, I am giving it under timed conditions and keeping secret which two of the four potential questions will be on the exam. I do this so students will study and learn substantial parts of the material we have covered and not just small ones.
1. Put yourself in the position of a hunter-gatherer. Why would you adopt farming? What would you do to improve your crops and livestock over time? How would your formerly hunter-gatherer society change over centuries? How would surplus food lead to dramatic social, economic, technological, and political changes? What would those changes be?
2. Put yourself in the position of both an Egyptian and Mesopotamian king. In many ways you are very similar. What do you see as your responsibilities, duties, function as king? What challenges do you face as ruler? By what means do you try to achieve your goals? What is the source that legitimizes your power? Whom do you serve? How might your cultural outlooks differ reflecting the difference in geography and security between Egypt and Mesopotamia?
3. Put yourself in the position of both an Indian and Chinese king. What are your responsibilities, duties, functions as ruler? What are the challenges you face as ruler? How are they similar or different in India and China? By what means do you try to achieve your goals? What is the source that legitimizes your authority? What religion/philosophies do you follow and how do they affect the way you rule?
4. Put yourself in the position of a small Greek city-state during the Greco-Persian Wars and the Peloponnesian Wars. What are the advantages and disadvantages of being neutral or taking sides? What events or circumstances may make you alter your calculations? What do you find appealing or troubling about potentially coming under the influence/control of each of the following: Persian, Athenian, and Spartan society and government?

We will pay $90.00 for this order!!

Hi, first of all I would like to say that I am a returning customer and I hope I receive the quality work I usually do when I come to this site, now off to the instructions.

NOTICE: please be advised that my educational institution will submit this work to the data base known as "Turn it in", the work must be original, properly cited and referenced, otherwise I will be at major risk.

Select ONLY ONE question of the following 5 questions and write and essay about it, I leave it to the writer to determine which one suits his resources and knowledge (preferably a writer with good grasps of economics and has a background in growth and development).

now I will copy and paste the instructions as given to me by my instructor:

"
CENTRE FOR DEVELOPMENT STUDIES
University of Glasgow
ESSAY QUESTIONS FOR GROWTH AND DEVELOPMENT 2009
Students will be required to write one essay of no more than 1,500 words (i.e. about five typed pages) exclusive of bibliography, graphs and tables. The word limit should be strictly observed. Students should aim for argument and analysis. Essays significantly in excess of the stated length will be penalised.

1. Analyse the process of growth and economic development in Japan between 1868 and 1913. Your approach should be analytical and so draw attention to critical factors, how they fit together and indicate their relative importance in growth as a process.

2. In 1400 per capita income in China was on a par with Europe. But over the next 500 years China fell continuously behind European income and development levels. Analyse the reasons for stagnation in the Chinese economy. Your approach should be analytical and so draw attention to critical factors, how they fit together and assess their relative importance in Chinas growth stagnation. You may also wish to explain how China generated sufficient growth to maintain a relatively stable per capita income despite a rising population.

3. Assess, with particular reference to post-1954 Vietnam, the concept of collective agriculture, its aims and the barriers to a successful implementation of collectivization.

4. Analyze the key components in, and factors relevant in explaining, Malaysian economic growth and development since 1957. What are the lessons and policy implications of Malaysias development experience?

5. Assess the argument that colonialism in Latin America, Africa and Asia is a principal determinant of current per capita GDP in countries in these continents. How might the historical relationship between a countrys production function and its geography interact to help to explain countries current per capita GDP?

Per capita income and population data can be found in Angus Maddison, The World Economy: Historical Statistics (Paris: OECD, 2003). Online at http://www.theworldeconomy.org/
User name: historicalstatistics
Some possible readings:
Japan
Kelly, Allen C. and Jeffrey G. Williamson, Writing history backwards: Meiji Japan revisited, Journal of Economic History 31, 4 (1971), pp. 729-76.
Kelley, Allen C. and Jeffrey G. Williamson, Lessons from Japanese Development: An Analytical Economic History (Chicago and London: University of Chicago Press, 1974).
Klein, Lawrence and Kazushi Ohkawa (eds.), Economic Growth: The Japanese Experience since the Meiji Era (Illinois: Richard D. Irwin, Inc., 1968).
Patrick, Hugh, A Dynamic Model of Japanese Economic Development, 1887-1915, Journal of Asian Studies 35, 3 (1976), pp. 475-82.
Ranis, Gustav, The Financing of Japanese Economic Development, Economic History Review 10 (1959), pp. 440-54.
Rosovsky, Henry, What are the Lessons of Japanese Economic Development in A. J. Youngson, ed. Economic Development in the Long Run (London: George Allen & Unwin, 1972), pp. 229-53.
China
Brenner, Robert and Christopher Isett, Englands Divergence from Chinas Yangzi Delta: Property Relations, Microeconomics, and Patterns of Development, Journal of Asian Studies, 61, 2, 2002, pp. 609-662.
Huang, Philip C. C., Development or Involution in Eighteenth-Century Britain and China? A Review of Kenneth Pomeranzs The Great Divergence: China, Europe, and the Making of the Modern World Economy, Journal of Asian Studies, 61, 2, 2002, pp.501-538.
Huang, Philip C. C., Further Thoughts on Eighteenth-Century Britain and China: Rejoinder to Pomeranzs Response to my Critique, Journal of Asian Studies, 62, 1, 2003, pp. 159-167.
Landes, David S., Why Europe and the West? Why not China?, Journal of Economic Perspectives, 20, 2, 2006, pp. 3-22.
Maddison, Angus, Chinese Economic Performance in the Long Run (Paris: Organisation for Economic Co-operation and Development, 1998).
Pomeranz, Kenneth, The Great Divergence: China, Europe, and the Making of the Modern World Economy (Princeton: Princeton University Press, 2000).
Pomeranz, Kenneth, Beyond the East-West Binary: Resituating Development Paths in the Eighteenth-Century World, Journal of Asian Studies, 61, 2, 2002, pp.539-590.
2
Agricultural Collectivization
Robert C. Allen, Farm to factory: a reinterpretation of the Soviet industrial revolution (Princeton: Princeton University Press, 2003), pp. 97-110, 117-20, 173-75, 183-86.
Do, Quy-Toan and Lakshmi Iver, Land tilling and rural transition in Vietnam, Economic Development and Cultural Change, 56, 3 (2008), pp. 531-79.
Gittinger, J. Price, Communist land policy in North Vietnam, Far Eastern Survey, 28, 8 (1959), pp. 113-26.
Lin, Justin Yifu, The household responsibility system in Chinas agricultural reform: a theoretical and empirical study, Economic Development and Cultural Change, 36, 3 (1988), pp. 199-224.
Oi, Walter and Elizabeth Clayton, A peasants view of the collective farm, American Economic Review, 58, 1 (1968), pp. 37-59.
Pingali, Prabhu L. and Vo-Tong Xuan, Vietnam: Decollectivization and rice productivity growth, Economic Development and Cultural Change, 40, 4 (1992), pp. 697-718.
White, Christine Pelzer, Agricultural planning, pricing policy and co-operatives in Vietnam, World Development, 13, 1 (1985), pp. 97-114.
For the current situation of land ownership in Vietnam, see Martin Ravallion and Dominique van de Walle, Does rising landlessness signal success or failure for Vietnams agrarian transition? Journal of Development Economics, 87, 2 (2008), pp. 191-209.
Malaysia
James B. Ang, Financial development and economic growth in Malaysia (London: Routledge, 2009).
Henry J. Burton, Sri Lanka and Malaysia: the political economy of poverty, equity and growth (Oxford: Oxford University Press, 1992).
John H. Drabble, An economic history of Malaysia, c. 1800-1990: the transition to modern economic growth (Houndmills: Macmillan, 2000).
Halim Mohd Noor, et al. Multinational enterprises and technological effort by local firms: a case study of the Malaysian electronics and electrical industry, Journal of Development Studies 38, 6 (2002), pp. 129-41.
Danny M. Leipziger, ed. Lessons from East Asia (Ann Arbor: University of Michigan Press, 1997), pp. 277-479 for useful country studies on Malaysia, Thailand, Indonesia and the Philippines.
3 4
Prema-chandra Athukorala and Jayant Menon, Outward orientation and economic development in Malaysia, World Economy 22, 8 (1999), pp. 1119-39.
Prema-chandra Athukorala and Jayant Menon, Developing with foreign investment: Malaysia, Australian Economic Review, 1st quarter (1995), pp. 9-22.
Colonialism
Daron Acemoglu, Simon Johnson and James A. Robinson, The colonial origins of comparative development: an empirical investigation, American Economic Review 91, 5 (2001), pp. 1369-1401.
Daron Acemoglu, Simon Johnson and James A. Robinson, Reversal of fortune: geography and institutions in the making of the modern world income distribution, Quarterly Journal of Economics 117, 4 (2002), pp. 1231-94.
Luis Angeles, Income inequality and colonialism, European Economic Review, 51 (2007), pp. 1155-1176.
Abhijit Banerjee and Lakshmi Iyer, History, institutions, and economic performance: the legacy ofcolonial land tenure systems in India, American Economic Review 95, 4 (2005), pp. 1190-1213.
William Easterly and Ross Levine, Tropics, germs and crops: how endowments influence economic development, Journal of Monetary Economics 50 (2003), pp. 3-39.
Stanley L. Engerman and Kenneth L. Sokoloff, Colonialism, inequality, and long-run development, National Bureau of Economic Research working paper 11057 (January 2005) http://www.nber.org/papers/w11057
Robin M. Grier, Colonial legacies and economic growth, Public Choice 98 (1999), pp. 317-35.
Matthew K. Lange, British colonial legacies and political development, World Development 32, 6 (2004), pp. 905-22.
James A. Robinson, States and Power in Africa by Jeffery I. Herbst: A Review Essay, Journal of Economic Literature 40, 2, (2002), pp. 510-19.
Dani Rodrik, Institutions rule: the primacy of institutions over geography and integration in economic development, Journal of Economic Growth 9, 2 (2004), pp. 131-65.
"

I will send a clear copy of the instructions by email too in case this is hard to read.

I would recommend using at least 3 references from the instructions given, otherwise the writer may choose any adequate/academic resource they see fit.

Please notify me as soon as possible if you find or could not find a writer for this subject, as the last time I was left hanging for more than a day till I got a response with no writer available.

Thank you

Rayes

Training and Development Roles & Practices at Selected Public & Private Enterprises: A Critical Review


1- Introduction
An overview of the main areas of T&D
Historical perspective (development, growth, etc) of T&D.
Major theories of T&D
The main issues, problems in the T&D practices in the developing countries

2- Statement of the Problem
Identifying the T&D issues & practices which constitute the basis of the study.
Specifying the various aspects of these issues & practices (in the private & public enterprises).
Main research hypotheses and questions that would be answered through the study.
Identifying what knowledge is available concerning those questions, specifying the differences of opinions in the literature regarding these questions.
Developing a rationale for the study with particular reference to how the study will fill the identified gaps.


3- Objectives of the Study
- The main objective of the study
- Subobjectives of the study

4- Design of the Study
The research will be a comparative study on T&D in the selected enterprises and corporations (5 from each sector), relative to training categories, training budgets, number of employees trained annually, and the overall commitment of top management to T&D in these organizations. Specifically:
The study will use quantitative (including financial ratios & measurements) and qualitative techniques
The study population (selected private & public enterprises , T&D professionals
Identification of these enterprises & professionals
How to get in touch with these selected elements?
How can these elements be convinced to participate in the study?
How will the data be collected? (primary data: interviewing, questionnaire, observation) + secondary data

5- Measurement procedures
Justification of the choice of the research tool (its strength & weaknesses)
Discussion of the validity & reliability of the chosen research tool (instrument)

6- Sampling
The size of the sampling population and from where and how this information will be obtained.
The size of the sample and the reasons for choosing this size.
An explanation of the sampling design which planned to be used in the selection of the sample (simple random sampling, stratified random sampling etc.)

7- Analysis of Data
Data analysis strategy
Data analysis will be by using the computer SPSS analysis and qualitative analysis techniques

8- Structure of the Report


9- Problems and Limitations


10-Tentative Bibliography

This is an essay or research paper to the question:
In what ways did economic developments in America , from colonization through the 1850s, contribute to growing divisions between the North and South?

Instructions:

The history and development of clinical mental health counseling has contributed to the current philosophical foundations of counseling (promoting wellness, facilitating prevention, and using a developmental approach to working with clients) as well as contributing to the development of educational standards, licensing and credentialing, and our role within our communities.

Discuss how the history and development of clinical mental health counseling has contributed to the current philosophical foundations of the profession, the development of educational standards, current licensing and credentialing requirements, the roles these professionals may have in their communities, and current trends in practice.
Use material covered in the course as well as relevant peer-reviewed journal articles that you find in the Capella Library to support your points.
Write a 3 page paper summarizing your findings and conclusions.
Requirements

Written communication: Develop accurate written communication and thoughts that convey the overall goals of the project and do not detract from the overall message. Your paper should demonstrate graduate-level writing skills.
References: Your reference list must include 3 sources. You must use proper APA style to list your references.
Number of pages: 3 double-spaced pages, including the chart and summary. (Note: page count does not include cover page or references.)
Formatting: Use APA formatting, including: correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding, and no bullets. Refer to the APA Style and Formatting module for more information.

There are faxes for this order.

Using the attached PDF as the primary source, discuss the issue of immigration in a modern & historical context.
There are faxes for this order.

Customer is requesting that (prepsports) completes this order.

Please provide a sample CHILD PSYCHOLOGY ESSAY to tackle the following instructions:

Instructions:
(1) Observe a 6 year-old girl in VARIOUS CONTEXTS so that you are able to sufficiently describe her physical, cognitive, language and socio-emotional development
(2) Describe HOW the observation was done
(3) Describe the observation of her PHYSICAL, COGNITIVE, LANGUAGE, and SOCIAL-EMOTIONAL development
(4) APPLY TWO theories ? Erik Eriksson & Lev Vygostky - to DESCRIBE and EXPLAIN the girl's development based on the observation. FIVE concepts or ideas from EACH theory MUST be utilised to DESCRIBE & EXPLAIN the girl's development.

The essay MUST cover: (A4 size):
(1) Child's demographics (0.5 page)
(2) How you carried out the observation (0.5 page)
(3) Description on child's physical, cognitive, language and socio-emotional development (2.5 pages)
(4) APPLY TWO theories with FIVE concepts each ? Erik Eriksson & Lev Vygostky - to DESCRIBE and EXPLAIN the girls's development based on the observation (4.5 pages)
(5) Appendices on eg any visual, any tables, any observation record samples, any child development milestone table etc to be enclosed that could provide relevance to the main contents of the essay (about 3 pages)

Length of essay = 2200 (double space New Roman, font size 12) excluding citations reference page & appendices

Length: 2500 words

Mental Health Policies and Legislation

Choose a piece of mental health legislation or National, State, or Local policy which has made an impact on mental health care over the past 20 years. - I have chosen the recovery model of care - as outlined by the Australian 2010 Mental Health standards.

a. Justify your choice with regard to how it affects your nursing practice and the care of persons with mental illness.
b. Analyse the historical, social, and political influences that shaped the policy that you have chosen.
c. Critically evaluate how effective the policy or legislation is when measured against its stated aims. Which groups benefit from it and are there any disadvantaged groups?
d. Reflect upon the impact it has had or may have upon your own nursing practice.

Marking Criteria : Mental Health Policies and Legislation

Criteria:

1. Demonstrates a clear understanding of the legislation or policy. (15 marks)
2. Ability to effectively analyse how the policy or legislation affects care. (20 marks)
3. Ability to critically examine the legislation or policy?s effectiveness. (15 marks)
4. Demonstrates an ability to reflect upon the impact the policy or legislation has on one?s own practice. (10 marks)
5. References are recent, obtained from reliable sources, using the correct APA format. (5 marks)
6. Overall presentation, grammar, sentence structure, punctuation and spelling are at a level commensurate with post graduate course work. (10 marks)

The main purpose of this case study essay is to explore the meaning of 'sustainable development' in the Southeast Asian context, and critical thinking can one make a case for a distinctively Southeast Asian definition of the concept of sustainable development.

Critically think about following questions:
Can there be a common definition of sustainable development? Does it define a starting point, a process or the end-goal? Can it provide a coherent theory? Is it a workable concept in practice? How different political policies enforced the implement of sustainable development?What contradictions are existed between economic growth and environmental protection in Southeast Asia? Is there a common definition of sustainable development which applies to all cases?

The core conclusion is that sustainable development as a universal concept is problematic when we take into account the diversity of the Southeast Asian region. There are varying factors in the political. socio-cultural and economic realms.

The essay should be divided into the following parts:
1. INTRODUCTION: with thesis and a clear statement
2. Mainstream concepts of sustainable development: from different worldviews and perspectives, ie:traditional views, eco-centric views, anthropocentric views, environmental views, socialist views
3. Criticisms of sustainable development(limits): ie should we firstly closing the development gap sustainably? lack of an agreed definition? is it a western construct that does not suit for Eastern regions? How can we expect people living on the poverty line to act or even care about environmental problems?
4. Sustainable development in the Southeast Asian context: historical and cultural factors, the influence of the state ( as a developer or a protector? economic growth Vs environmental protection which comes first?), eco-tourism (is that a sustainable activity?)
5. Conclusion
There are faxes for this order.

- The course relates to the issues in development and democracy
- Write a research paper on informal/personalistic politics on corruption, political stability and development of Egypt and Morroco
- Argument/ thesis statement needed
-Include extra research to broaden the sope of study on informal exchanges in the countries

The paper will review recent (in the last decade) empirical research to outline the history and development of the policy and discuss its effects, implications, and unintended consequences. Recommendations for the future will also be required. The paper should adhere to strict APA style (including in-text citations and reference list, punctuation, grammar, writing style) and include at least five (5) empirical, peer reviewed sources (beyond those readings that are required for the class). Do not submit a paper that you have submitted to another class.



Here are 3 references that I found to get a better understanding:

Adams, K. (2007) Abolish Juvenile Curfews Criminology & Public Policy 6:4. 663-669.
Retrieved from Academic Search Premier database

Fried, C.S. (2001) Juvenile Curfews: Are they an Effective and Constitutional Means of
Combating Juvenile Violence? Behavioral Sciences and the Law. 19: 127-141. Retrieved from Academic Search Premier database

ONeil, M. L. (2002). Youth Curfews in the United States: The Creation of Public Spheres for
Some Young People Journal of Youth Studies 5:1 49-67. Retrieved from Academic
Search Premier database

Also, please make this compatible with 97 Word format

Outline (arrange your paper into these 7 sections): Policy/Term Paper Guidelines

The paper will be labeled as Introduction as the first header, then Description of Policy as the second header and so on as mentioned below in the outline:

1. Introduction
introduce the topic (problem and policy)
explain why its important/relevant
provide an outline of your paper (this paper will)
2. Description of policy
What policy are you describing?
Briefly describe the gist of the policy (requirements/provisions etc); what does it set out to do
3. Identify the problem/need
Eg. Violence in schools? Dating violence? Unprepared high school graduates? Teen pregnancy?
Why is this a problem?
What causes this problem?
What are the effects?
4. Development of policy
How/why/when did it come about?
What/Who was responsible?Describe how it got on the public agenda
o Specific precipitating event?
o Media coverage or activism
Theoretical assumptions (implicit in the policys language)
o About human behavior?
o About society in general?
o About what works in corrections?
5. Evaluation of policy
Is the policy warranted? (from the research)
Has it worked? How do you know?
Has it had any unintended consequences? (moral panic?)
If its too new to have been evaluated, has it worked elsewhere? Do you think it will work? Explain why.
6. Recommendations
What would make it better? How could it be improved? Are other jurisdictions (states, counties, countries?) doing things differently/better?
What does the literature suggest?
What do you suggest?
What would it take to implement these changes?
Are they likely? Why/why not?
7. Conclusion
Wrap it up
Review what youve written and dont bring any new information into this section
What have you learned?
What are your conclusions?
Directions for future research?


Customer is requesting that (billieplus3) completes this order.

Customer is requesting that (billieplus3) completes this order.

This is a Seminar Researched Paper and must be based on the following criteria such as originality of ideas; development of those ideas that draw from readings or media , history and/or politics with a logical development of arguments. Additionally to the above I must illustrate clearly the locations of my sources and enhance them with the development of my thinking that through the history of suffering , lynching, whipping , injustice , inhuman discrimination was very expected that human soul will develop those mechanisms in creating the new form of music known as blues.

History through numbers of slaves and years of suffering have given birth to what is known the Blues as the only permissive outlet of high level of emotional intense that people in slavery went through. For this reason the birth of blues today as a musical form can relate in therapy with those populations who have experience all different inferior intense feelings either by war or society. We can see how relates to PTSD patience by severe trauma either because of war or family experiences and to those in correctional institutions who are stressed by taking away the right of freedom.

I would prefer if in this paper we can include a form of a call a response such as giving a question where the answer is developing step by step the understanding of an input - out put process of what went through the step in history who was the input in the form of slavery and therefore Blues became the answer as a creative output in what happens when freedom is replaced by suffering and slavery. A compare and contrast which as an idea will lead to what we have today and works therapeutically to those who suffer by similar syndromes such as lack of freedom or lose of values such as killing or punishing just because following orders in war is a hard situation as slavery emotionally wise

Resources will be send and are the following

The article by Joseph J Moreno , RMT " The Therapeutic Role of the Blues Singer and consideration for the Clinical applications of the blues form"

the book Devil's Music by Giles Oakley

Seems like murder , by Gussow

and Mammoth Pictorial Tour by Ball's

I dont know how the book of Devil;s Music can be send but if you have access in other technology's ways such as Kindle it can be a solution to this.

The purpose of the paper is to conduct an in depth study in the area of family planning as it pertains to US foreign policy. The paper must have the following components:

Position
Viewpoints
Evidence
Analysis
Timeline (historical chronology)
Documentation

This should be written from a liberal "pro" family planning position.

Also, the last paper I ordered had a free bibliography that was simply website addresses. Most of them could not even be used because they were too general and did not cite the place in the website where the information came from. Quite useless. I will pay for the bibliography if you do it in the correct MLA format. Otherwise all the cited information is useless to me.

As humans settled into communities, they relied on certain themes to help them flourish and prosper. Write a two-page paper covering the resources they used, the forms of competition they encountered, the structure of governments, and the development of military. In the conclusion, answer this question: how did historical success rely on these themes?