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ENGL 1302 Due: Friday, November 18 McCourt Lab Six Assignment – Annotated Bibliography Using 3 of the sources gathered for your Proposal Argument essay (you could use the research gathered for the Ethical Argument instead, if you’d like), prepare an annotated bibliography. · Include the proper 4 line heading · Title should be: Lab 6 – Annotated Bibliography · Be sure to list the bibliographic citations for the sources in proper alphabetical order and provide the complete bibliographic citation with double spacing throughout and a hanging indent · Include a concise annotated paragraph under each of the source citations. Remember that an annotation includes summary as well as evaluation 2 Child Day Care and Aftercare Program Student’s name Instructor Course Date Introduction 'First generation' research on child day care and aftercare programs mostly looked at the child's impairment in isolation, while’s second generation' research tries to look at the kid's functioning within context (Baker et al., 2019). The family-centered approach emphasizes this setting by recognizing the importance of the home as the first and most influential environment for a child's development of the skills and knowledge valued in their society (Hotz & Wiswall, 2019). An essential tenet of this strengths-based strategy is that family values and customs provide the foundation for effective and long-lasting intervention. The family-centered criteria have not been met by conventional methods, which have been criticized for not being in line with family objectives and aspirations. Rather of recognizing what families and communities already know and do, a deficit model emphasizes what they do not (Baker et al., 2019). This method results in "professionally prescribed" treatments based mostly on the assumptions of experts without the requisite comprehension of the kid within context. Thus, families are frequently given activities or programs that are not tailored to their specific needs, which might increase their already heavy workload (Hotz & Wiswall, 2019). Families of young children experience events beyond those provided by early intervention programmes that can and do influence child development and family functioning, and this deficit-based approach to intervention has been criticized for not leaving enough time for families to engage in these activities (Baker et al., 2019). It has been suggested that studying children's activity contexts would help us better comprehend them in that environment (Hotz & Wiswall, 2019). What we call a kid's "activity settings" are the places and situations in which the youngster regularly engages in activities with others and the world around them (Baker et al., 2019). Due to a lack of studies, it is imperative that immediate steps be taken to enhance the indigenous knowledge-base of child day care and afterschool activity settings. Understanding children in their home environments will be aide.

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Respond Respond to two classmates’ discussions: Summary of a Scholarly Journal Article You will respond to TWO peers' posts in the discussion area (minimum of 150 words each). These responses are not part of your five required weekly discussions. Classmate #1: Lisa G Bogetto Shannon, I like what you have chosen for your academic Journal article. I believe that body image and eating disorder go hand and hand. I think that the goals of the study will show that it is not only eating disorders that cause people to think about body image. It is also society and the things that we read in magazines as well a television. Self-esteem is a big issue when it comes to how people see themselves and compare to other people. Why do you think in the study they did not have the same number of males as they did females? They body mass index calculator is sometimes not a good thing to use when determining heathy weight. Everybody has different body structures and builds, which could mean that even though the mass index says there overweight they may not feel like they are. Under the findings you said that the females were shorter and lighter than the males used in this study. I think the reason for this is the way men are built is different than woman and carry there weight differently. In the study it shows men being overweight, but I believe it is because of their body is structured different than women. Men have more muscle than and muscle weight more than fat. I think that the weight status would be hard to define. I would say that they are correct that body image makes some people feel negative about themselves and creates feeling of not liking who they are. Nice job on your paper. Classmate #2: Jessica E Dill The article, Correlates of bullying behaviors among a sample of North American Indigenous adolescents , written by Lisa A. Melander, Kelley J. Sittner Harthorn, and Les B. Whitbeck, details the factors that contribute to bullying, using a sample of North American children from the ages of eleven to fourteen. The purpose of this study is to learn the components that play a part in whether a child may become a bully, or will be the one who is bullied by others. After the authors did their own research, they did find previous studies on causes for bullying behaviors. These studies found that children from families in which they did not receive enough affection from their parents were more likely to bully others. Similarly, these studies found that if the child had a good, open relationship with their parents, they were less likely to be bullied themselves. Another finding the authors mentioned was that children who had good parents to look up to had a lesser chance of bullying others. The teachers also play a roll in the amount of bullying in the schools. Studies found that if the teachers were more involved with the students and offered encouragement, then the amount of bullying at the s.

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1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below. 2: Annotate in benchling where these candidate sgRNAs are 3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp 4: Indicate where in the target site the double strand break will happen.` 5: What is the impact on the protein coding sequence if the following NHEJ mutations occur: (A) Single base deletion (B) Two base deletion (C) Three base deletion Journal of Pcnonaluy and Social Psychology 1»M. Vd 47, No 6. 1292-1302 Copynghi I9S4 by the American Psychological Association. Inc Influence of Gender Constancy and Social Power on Sex-Linked Modeling Kay Bussey Macquarie University New South Wales, Australia Albert Bandura Stanford University Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex- role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys. Most theories of sex role development as- sign a major role to modeling as a basic mechanism of sex role learning (Bandura, 1969; Kagan, 1964; Mischel, 1970; Sears, Rau & Alpert, 1965). Maccoby and Jacklin (1974) have questioned whether social practices or modeling processes are influential in the development of sex-linked roles. They point to findings that in laboratory situations children do not consistently pattern their This research was supported by Research Grant No. M-S162-21 from the National Institute of Mental Health, U.S. Public Health Services, and by the Lewis S. Haas Child Development Research Fund, Stanford University. We thank Martin Curland, Brad Carpenter, Bren.

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RUNNING HEADER: COURSE PROJECT – INTRODUCTION AND REFERENCES 1 COURSE PROJECT – INTRODUCTION AND REFERENCES 2 Paper Week 06 Course Project – Introduction and References Tania Hoffman Rasmussen College Author Note This paper is being submitted November 16, 2014 for Cari Beecham-Bautista, M.A. G142/SYG1000 Section 14 Introduction to Sociology. Course Project – Introduction and References We all want the best for our children and the children around us. The children in today’s society are the adults in tomorrow’s society. I have three children at home myself with a very supportive husband and family and friends around me. All three children have different attitudes and different behavioral issues that need addressing on a daily basis. You see the children out on the street, see the news and crimes happening all around us and don’t you wonder what is going on and why? Asking yourself, where are the parents!? I know I am guilty of just that. Sociologists have become increasingly concerned with the ways in which families shaped children’s development and overall well-being. Sociologist’s examine the timing and duration of mothers’ poverty, single motherhood, welfare, employment, and kin coresidence through early and middle childhood. Child behavior problems are shaped by poverty and kin coresidence in early and middle childhood, and by parents use of physical punishment. Data was used on mothers and children from the NLSY, which showed strong demands of data, and provided strong tests of relationships. A child’s behavior problems are a very important aspect of children development because it could be implicated in later adult outcomes. For example child temper tantrums could lead to later problems in life such as downward occupational mobility, erratic work lives, and divorce and separation (Caspi, Elder, and Bem 1987). Child development research find continuity between early behavior problems and later antisocial behavior (Olweus 1979; Loeber 1982), while criminological research finds continuity between behavior problems and later delinquency and crime (Farrington 1986; White et al. 1990). Such offenders in turn are more likely to suffer adult problems like joblessness, poverty, violence, and imprisonment (Nagin, Farrington, and Moffitt 1995; Farrington 1989; Hagan 1991). Through the research in child psychology it has been determined that coercive or authoritarian control based upon force, threat, or physical punishment of children is ineffective in controlling and shaping children. What has been proved effective is inductive or authoritative control based upon reasoning, explaining, and understanding (Baumrind 1978; Boronfenbrenner 1979; Rollins and Thomas 1979). Child development and parent child interactions have a large deal to do with social structure. For example this includes everything from parents working outside of the home which could impede parent-child interactions and increase problems. Then there i.

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A list of possible essay questions 1. Discuss classic strain theory and general strain theory (GST) in detail, focusing on 1) whether general strain theory (GST) is a more convincing explanation for why individual commit crime than classic strain theory and 2) major sources of strain and three key propositions of GST. 2. Discuss Hirschi’s social bonding theory and Gottfredson and Hirschi’s general theory of crime; 1) explain key elements of the social bond, 2) key dimensions of low self-control, 3) primary source of the development of self-control, 4) the main propositions of each theory, and 5) various criticisms of each theory. 3. Why does crime occur according to routine activities and rational choice theories? For each theory, explain 1) key concepts, 2) propositions, and 3) empirical findings in detail. 4. Discuss deterrence theory in detail, specifically focusing on 1) basic assumptions the theory is based on, 2) key propositions, 3) key elements of effective punishment, and 4) empirical findings on the effects of deterrence-based policy interventions on criminal behaviors. 5. Compare and contrast social learning theories with general strain theory. Which offers a more convincing argument for understanding crime and delinquency and why? 6. Moon et al. (2009) with a longitudinal data of 659 Korean adolescents examined key propositions of GST; 1) describe main purposes of the study, 2) explain key strains, negative emotions (two types), and conditioning variables used in the study, 3) overall findings, and 4) limitations of the study. 7. Hay (2001) and Moon et al. (2014) tested key propositions of low self-control. First, explain main purposes of each study. Second, describe key findings of each study. Finally, discuss theoretical implications of each study’s findings in detail. Parenting Practices among Depressed Mothers in the Child Welfare System Patricia L. Kohl, Jacqueline Njeri Kagotho, and David Dixon The purpose of this study was to analyze a nationally representative sample of families referred to Child Protective Services (CPS) agencies, the National Survey of Child and Adolescent Weil-Being, to examine the association between maternal depression and parenting practices over a 36-month follow-up period.Three hypotheses were tested: (1) Depressed mothers are' more likely to demonstrate harsh parenting than are nondepressed mothers; (2) depressed mothers are more likely to demonstrate neglectful parenting than are nondepressed mothers; and (3) depressed mothers are more likely to demonstrate emotional maltreatment than are nondepressed mothers. The interaction between depression and time was also analyzed for each parenting practice to determine how changes in maternal depression affected changes in parenting. The sample for this study was 1,536 mother-child dyads in which the child was age three to 10 years and remained in the home after a CPS investigation.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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1. The Role of Gender in Child Discipline Jessica Hegoas Sociology 235 Erica Dixon

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