Tag: Model Answer

[Solved] Lesson Plan 2

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You need to use the unit plan I have created for the lesson plan. I have shared all the materials required. Please follow the rubric and use all the resources to give me a good grade. https://www.education.ne.gov/oec/early-learning-guidelines/ – [\ \ LessonPlanTemplate_UNK20233.docx](https://www….

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Assignment Prompt & Instructions

You need to use the unit plan I have created for the lesson plan. I have shared all the materials required. Please follow the rubric and use all the resources to give me a good grade.

https://www.education.ne.gov/oec/early-learning-guidelines/

– [\
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LessonPlanTemplate_UNK20233.docx](https://www.sweetstudy.com/files/lessonplantemplate-unk20233-docx-10267449 "LessonPlanTemplate_UNK20233.docx")
– [\
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LessonPlanExplaination20231.docx](https://www.sweetstudy.com/files/lessonplanexplaination20231-docx "LessonPlanExplaination20231.docx")
– [\
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LessonPlanResourceGuide1.pdf](https://www.sweetstudy.com/files/lessonplanresourceguide1-pdf "LessonPlanResourceGuide1.pdf")
– [\
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annotated-Unit20Plan20-20Alexa20Sherry.docx.pdf](https://www.sweetstudy.com/files/annotated-unit20plan20-20alexa20sherry-docx-pdf-10267455 "annotated-Unit20Plan20-20Alexa20Sherry.docx.pdf")
– [\
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LessonPlanGradingRubric.pdf](https://www.sweetstudy.com/files/lessonplangradingrubric-pdf "LessonPlanGradingRubric.pdf")
– [\
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LessonPlanExampleTE344_FormerStudent.pdf](https://www.sweetstudy.com/files/lessonplanexamplete344-formerstudent-pdf "LessonPlanExampleTE344_FormerStudent.pdf")

– 2 years ago

November 5, 2026
[Solved] Can you do this by tomorrow ?

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Executive Solution Overview

– 2 years ago **files (1)** – ## RequiredResourcesweek7.docx **## RequiredResourcesweek7.docx** Required Resources Read/review the following resources for this activity: · Cummings-Clay, D. (n.d.). [_Child development_ Links to an external site.](https://library.achievingthedream.org/hostoschilddeve…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## RequiredResourcesweek7.docx

**## RequiredResourcesweek7.docx**

Required Resources

Read/review the following resources for this activity:

· Cummings-Clay, D. (n.d.).
[_Child development_ Links to an external site.](https://library.achievingthedream.org/hostoschilddevelopmenteducation). Pressbooks. https://library.achievingthedream.org/hostoschilddevelopmenteducation

· Module 8. Prenatal Development

· Module 9: Early Childhood

· Lally, M., & Valentine-French, S. (2019).
[_Lifespan development: A psychological perspectiveLinks to an external site._](http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf) [_Open this document with ReadSpeaker docReader_](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=http%3A%2F%2Fdept.clcillinois.edu%2Fpsy%2FLifespanDevelopment.pdf)(2nd ed.). Open Textbook Library. https://open.umn.edu/opentextbooks/textbooks/lifespan-development-a-psychological-perspective

· Chapter 7. Emerging and Early Adulthood

· Chapter 8. Middle Adulthood

· Chapter 9. Late Adulthood

· edapt concepts

· Minimum of 2 scholarly sources (in addition to the edapt and ebook resources listed above). Remember to use the
[Chamberlain Library](https://library.chamberlain.edu/home) [Links to an external site.](https://library.chamberlain.edu/home) to research scholarly resources

Instructions

A review of the scholarly literature will uncover a prevalence of risky sexual behaviors and a high rate of sexually transmitted infections in individuals over 60 years of age. For this assignment, it is your responsibility to investigate the phenomenon of increased sexually transmitted infections, and you must provide at least 3 well-researched reasons why the elderly are at an increased risk of contracting an STI compared to their younger counterparts. And finally, provide at least 2 possible solutions to quell this problem.

Assignment Template

Utilize the
[**Sexually Transmitted Infections in the Elderly** Links to an external site.](https://cdn.brandfolder.io/74235FBJ/at/bt6rht6v6jmm89m8xp8bq4t/Psy290_WK_7_NEW_STI_in_the_Elderly_Template_w-writing_Prompts.docx) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Fcdn.brandfolder.io%2F74235FBJ%2Fat%2Fbt6rht6v6jmm89m8xp8bq4t%2FPsy290_WK_7_NEW_STI_in_the_Elderly_Template_w-writing_Prompts.docx) template to complete the assignment.

Requirements

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Title page

· References page (minimum of 2 outside scholarly sources in addition to course materials)

**## RequiredResourcesweek7.docx**

Required Resources

Read/review the following resources for this activity:

· Cummings-Clay, D. (n.d.).
[_Child development_ Links to an external site.](https://library.achievingthedream.org/hostoschilddevelopmenteducation). Pressbooks. https://library.achievingthedream.org/hostoschilddevelopmenteducation

· Module 8. Prenatal Development

· Module 9: Early Childhood

· Lally, M., & Valentine-French, S. (2019).
[_Lifespan development: A psychological perspectiveLinks to an external site._](http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf) [_Open this document with ReadSpeaker docReader_](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=http%3A%2F%2Fdept.clcillinois.edu%2Fpsy%2FLifespanDevelopment.pdf)(2nd ed.). Open Textbook Library. https://open.umn.edu/opentextbooks/textbooks/lifespan-development-a-psychological-perspective

· Chapter 7. Emerging and Early Adulthood

· Chapter 8. Middle Adulthood

· Chapter 9. Late Adulthood

· edapt concepts

· Minimum of 2 scholarly sources (in addition to the edapt and ebook resources listed above). Remember to use the
[Chamberlain Library](https://library.chamberlain.edu/home) [Links to an external site.](https://library.chamberlain.edu/home) to research scholarly resources

Instructions

A review of the scholarly literature will uncover a prevalence of risky sexual behaviors and a high rate of sexually transmitted infections in individuals over 60 years of age. For this assignment, it is your responsibility to investigate the phenomenon of increased sexually transmitted infections, and you must provide at least 3 well-researched reasons why the elderly are at an increased risk of contracting an STI compared to their younger counterparts. And finally, provide at least 2 possible solutions to quell this problem.

Assignment Template

Utilize the
[**Sexually Transmitted Infections in the Elderly** Links to an external site.](https://cdn.brandfolder.io/74235FBJ/at/bt6rht6v6jmm89m8xp8bq4t/Psy290_WK_7_NEW_STI_in_the_Elderly_Template_w-writing_Prompts.docx) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Fcdn.brandfolder.io%2F74235FBJ%2Fat%2Fbt6rht6v6jmm89m8xp8bq4t%2FPsy290_WK_7_NEW_STI_in_the_Elderly_Template_w-writing_Prompts.docx) template to complete the assignment.

Requirements

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Title page

· References page (minimum of 2 outside scholarly sources in addition to course materials)

November 5, 2026
[Solved] final

✓ Verified Academic Solution Available

Executive Solution Overview

**Behavior Change Campaign Proposal** **Campaign Proposal Powerpoint Presentation** – 2 years ago **files (4)** – ## TopicProposal.docx – TheoryApplicationPaper.docx – M13.docx – ExampleBehaviorChangeCampaignProposal.pdf **## TopicProposal.docx** 1 **Topic Proposal: Texting While Driving** Wenjia Zh…

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Assignment Prompt & Instructions

**Behavior Change Campaign Proposal**

**Campaign Proposal Powerpoint Presentation**

– 2 years ago

**files (4)**

– ## TopicProposal.docx

– TheoryApplicationPaper.docx
– M13.docx
– ExampleBehaviorChangeCampaignProposal.pdf

**## TopicProposal.docx**

1

**Topic Proposal: Texting While Driving**

Wenjia Zhang

Johns Hopkins University

AS.480.602.51.SP25 Changing Behavior through Communication

Dr. Willett

February 13, 2025

**Texting While Driving**

**Introduction**

Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

Affected Populations

Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

Causes and Motivations

Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

**Conclusion**

In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

**References**

Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
_Accident Analysis & Prevention_,
_149_, 105823.
[https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
_PLOS ONE_,
_14_(3), e0213453.
[https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

National Highway Traffic Safety Administration. (2022).
_Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
[https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
_International Journal of Transportation Science and Technology_,
_12_(3), 665–682.
[https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
_Accident Analysis & Prevention_,
_153_, 106027.
[https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

**TheoryApplicationPaper.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

**M13.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

**ExampleBehaviorChangeCampaignProposal.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

**ExampleBehaviorChangeCampaignProposal.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

**## TopicProposal.docx**

1

**Topic Proposal: Texting While Driving**

Wenjia Zhang

Johns Hopkins University

AS.480.602.51.SP25 Changing Behavior through Communication

Dr. Willett

February 13, 2025

**Texting While Driving**

**Introduction**

Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

Affected Populations

Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

Causes and Motivations

Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

**Conclusion**

In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

**References**

Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
_Accident Analysis & Prevention_,
_149_, 105823.
[https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
_PLOS ONE_,
_14_(3), e0213453.
[https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

National Highway Traffic Safety Administration. (2022).
_Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
[https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
_International Journal of Transportation Science and Technology_,
_12_(3), 665–682.
[https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
_Accident Analysis & Prevention_,
_153_, 106027.
[https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

**TheoryApplicationPaper.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

**M13.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

**ExampleBehaviorChangeCampaignProposal.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

**## TopicProposal.docx**

1

**Topic Proposal: Texting While Driving**

Wenjia Zhang

Johns Hopkins University

AS.480.602.51.SP25 Changing Behavior through Communication

Dr. Willett

February 13, 2025

**Texting While Driving**

**Introduction**

Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

Affected Populations

Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

Causes and Motivations

Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

**Conclusion**

In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

**References**

Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
_Accident Analysis & Prevention_,
_149_, 105823.
[https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
_PLOS ONE_,
_14_(3), e0213453.
[https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

National Highway Traffic Safety Administration. (2022).
_Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
[https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
_International Journal of Transportation Science and Technology_,
_12_(3), 665–682.
[https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
_Accident Analysis & Prevention_,
_153_, 106027.
[https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

**TheoryApplicationPaper.docx**

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November 5, 2026
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– 2 years ago **files (1)** – ## Unit15-FinalTransitiontoPracticePlan.Due4-20-25..docx **## Unit15-FinalTransitiontoPracticePlan.Due4-20-25..docx** Unit 15-Final Transition to Practice Plan. Due 4-20-25. · Complete a final PowerPoint presentation and CV as a final project. · State of residence is No…

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– 2 years ago

**files (1)**

– ## Unit15-FinalTransitiontoPracticePlan.Due4-20-25..docx

**## Unit15-FinalTransitiontoPracticePlan.Due4-20-25..docx**

Unit 15-Final Transition to Practice Plan. Due 4-20-25.

· Complete a final PowerPoint presentation and CV as a final project.

· State of residence is North Carolina.

· 5 years of experience working as a psychiatric and mental health nurse.

· Settings worked include inpatient child and adolescent psychology.

· Adult mental health setting substances use disorder and drug detox.

Instructions

For this assignment, you will submit a portfolio that includes the following; current CV updated with PMHNP education, MAT training certificates, and any additional training certificates received. You will also compile a PPT that shows your preparation for board certification, licensing, and employment searches.

This is intended to help you investigate needs for the upcoming transition from graduate to PMHNP.

Include the following slides:

1. Title slide: Name, PMHNP graduate, state for license

2. ANCC: What is the application process and eligibility for the PMHNP exam?

3. What are your preparations for the ANCC Board certification exam?

4. Licensing: What state are you planning to initially license in? What are requirements and steps for license?

5. Prescribing license: Does your state require a separate license to prescribe? Does your state require specific hours of pharmacology for initial license?

6. ConEd.: What continuing education requirements are required for renewal of license for your state?

7. Autonomous Practice: Does your state allow autonomous practice? If so are there requirements or can you practice independently upon board certification and license being received?

8. Insurance Credentialing: Research the insurance credentialing process for a new provider. How long will this take before you can practice if you plan to accept insurance and be paneled by insurance companies? (Note: This may increase your time from graduation to start date of employment with some employers)

9. Job Search: What particular specialty/population will you be searching for in psychiatric care? How do you plan to stand out and differentiate yourself from other applicants for your dream job?

10. Summary your PMHNP student experience

11. References (APA format, minimum of 3 references used)

12. Document is uploaded through Turnitin plagiarism checker for grade submission.

Sample

Title slide for slide one is [insert name].
Graduate PMHNP

State where a license is required:

ANCC Board Certification Test, Slide 2.
In the US, PMHNPs are certified by the American Nurses Credentialing Center (ANCC). The completion of a graduate-level PMHNP program approved by the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Council for Education in Nursing is one of the prerequisites for taking the PMHNP exam (ACEN). The candidate also has to have 500 hours minimum of supervised clinical work in psychiatric-mental health nursing and an active registered nurse (RN) licensure. (ANCC, 2021)

Slide 3: ANCC Board Certification Test Preparation
I intend to take advantage of review courses, study guides, and mock examinations provided by the ANCC and other reliable sources in order to get ready for the ANCC Board Certification Exam. I'll also speak with seasoned PMHNPs and look for mentorship to obtain perspective and expertise in the sector. I'll also make a study plan and set out time for studying in the days before the test.

Licenses (Slide 4).
I intend to get my initial license in [enter state]. A valid RN license, graduation from a recognized PMHNP program, and passing the PMHNP Board Certification Test are prerequisites for licensure in [insert state]. (2021 State Board of Nursing) Transcripts, a completed application, and a fee must all be submitted as part of the application process.

Slide 5: Doctor's license
PMHNPs are exempt from needing a separate prescription license in [enter state]. As part of the first license requirements, the state does demand a minimum of 300 hours of pharmacology instruction. (2021 State Board of Nursing)

Slide 6: Prerequisites for Continued Education
Every two years, 20 hours of pharmacology-related continuing education and 2 hours of ethics-related continuing education are needed to renew a PMHNP license in [insert state]. (2021 State Board of Nursing)

Slide 7: Independent Practice
After completing the relevant education, qualification, and licensing criteria, PMHNPs in Texas are able to practice independently. (2021) Texas Board of Nursing However, there can be some limitations, like working with a doctor or in specific environments.

Insurance Credentialing, slide 8
A new provider's insurance credentialing procedure may take many months to complete. It entails filing an application, supplying supporting evidence, and going through the insurance provider's credentialing evaluation. 2021 Medical Billing and Coding The duration between graduation and the start date of employment with some firms may increase if I choose to accept insurance and be paneled by insurance companies.

Slide 9: Employment
I want to work in outpatient or inpatient settings and specialize on adult mental care. I intend to stress my expertise in psychopharmacology, my dedication to evidence-based practice, and my strong interpersonal and communication skills to set myself apart from other candidates.

Summary of PMHNP Student Experience, Slide 10
I developed knowledge and abilities in the assessment, diagnosis, treatment, and management of psychiatric diseases across the lifespan during my PMHNP program. Also, I developed expertise working with multidisciplinary teams and providing ethical and culturally sensitive care.

American Nurses Credentialing Center as a source (2021). Criteria for PMHNP eligibility. https://www.nursingworld.org/our-certifications/psychiatric-mental-health-nurse-practitioner/eligibility-criteria/

Coding and billing for healthcare (2021). The Procedure for New Providers to Get Insurance Credentials. https://www.medicalbillingandcoding.org/insurance-credentialing-process

Step-by-step explanation

As a PMHNP graduate, you must complete a number of stages before becoming a registered practitioner, including board certification, licensing, and job searching. In this last transition to practice plan, I'll go over every stage in great depth, along with the preparations needed to make it successful.

Exam for ANCC Board Certification

In the US, the organization that certifies PMHNPs is called the ANCC. Completion of a graduate-level PMHNP program approved by the Council on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing is one of the prerequisites for taking the PMHNP exam (ACEN). A valid RN license and 500 hours of supervised clinical practice in psychiatric-mental health nursing are other requirements for the candidate. The exam has 175 questions and lasts for around four hours.

One must start early and plan ahead if they want to succeed on the ANCC Board Certification Test. Building confidence and content mastery can be facilitated by using refresher courses, study guides, and practice examinations made available by the ANCC and other reliable sources. Mentoring and consulting with seasoned PMHNPs can also offer priceless information and understanding. Before to the exam, it is crucial to create a study plan and set out time for studying.

Licensing

Obtaining a license is a necessary step in the process of becoming a practicing PMHNP. To practice in the state where one desires to work, one must obtain a license. State-by-state variations exist in the qualifications for licensure, however the majority of states demand completion of an approved PMHNP curriculum, a current RN license, and passing the PMHNP Board Certification Test. Transcripts, a completed application, and a fee are normally required for the application procedure.

It is crucial to learn about the particular licensing requirements in the state where one desires to work. States may have different requirements for continuing education credits and additional clinical hours. Planning ahead is advised because the licensing process occasionally takes a while.

Scripting Permit

With PMHNPs, several states require a separate prescription license. In some states, the PMHNP license also includes the right to prescribe. The precise conditions for prescribing authorization in the state where one desires to work must be thoroughly investigated. PMHNPs are exempt from needing a separate prescription license in Texas. As part of the first license requirements, the state does demand a minimum of 300 hours of pharmacology instruction. In order to prescribe controlled medications, PMHNPs must collaborate with doctors.

Conditions for Continued Education

For PMHNPs, continuing education is a crucial part of professional development. Most states demand a minimum number of credits in continuing education in order to renew a PMHNP license. For instance, every two years, PMHNPs in Texas are required to take two hours of ethical training and 20 hours of pharmacology-related continuing education.

It is crucial to learn about the state's particular continuing education requirements if one plans to work there. In order to stay current with the most recent advancements in the profession, one should also think about extending their education beyond the minimum standards.

Independent Practice

After meeting the relevant educational, qualification, and licensing requirements, PMHNPs are permitted to practice independently in several states. Texas allows PMHNPs to work independently. However, there can be some limitations, like working with a doctor or in specific environments.

It is crucial to do your homework on the state's specific laws governing independent practice. The best outcomes for patients can be made possible by working together with doctors and other healthcare workers and being aware of one another's areas of specialization.

Insurance Certification

A new provider's insurance credentialing procedure may take many months to complete. It entails filing an application, supplying supporting evidence, and going through the insurance provider's credentialing evaluation. Researching the particular requirements for each insurance company and making arrangements ahead of time to provide enough time for the credentialing process are essential if one intends to accept insurance and be guided by insurance companies. Some employers might help with this process, but it's crucial to grasp the standards and deadlines.

Job Hunting

Finding employment prospects, submitting applications and resumes, and getting ready for interviews are all parts of the job search process. When looking for psychiatric care positions, one should take into account the speciality or target population. Making relationships in the industry through networking with colleagues and going to job fairs and conferences can also be a great way to hear about job possibilities.

The importance of emphasizing relevant experience, expertise, and accomplishments cannot be overstated in order to stand out and set oneself apart from other applicants. A strong fit for the position can also be demonstrated by creating a powerful résumé and cover letter, getting ready for interviews, and doing research about the company and position.

Experience of PMHNP Students in Brief

Graduates of the PMHNP program receive a thorough education that equips them for advanced practice in mental health care. Coursework in psychotherapy, pharmacology, and mental health diagnosis and assessment is included in the program. Opportunities to apply knowledge and skills in a variety of contexts and demographics are provided by clinical experiences.

I built a solid foundation in psychiatric care and obtained practical experience working with patients while I was a PMHNP student. I am delighted to start the transition to working as a licensed PMHNP because I am confident in my capacity to offer patients compassionate and efficient care.

References

Center for American Nurses Credentialing (n.d.). PMHNP. Psychiatric and mental health nurse practitioners can be found at https://www.nursingworld.org/continuing-education/advanced-practice-nursing-care-areas/.

VUE Pearson (n.d.). Mental health nurse practitioner in psychiatry (PMHNP-BC). retrieved from https://www.vue.com/ancc/ on April 18, 2023.

Texas Nursing Board (n.d.). mental health nurse practitioner in psychiatry. From https://www.bon.texas.gov/licensure examination pmhnp.asp, retrieved on April 18, 2023.

Texas Nursing Board (n.d.). Conditions for continuing education. From https://www.bon.texas.gov/education ceu.html, retrieved on April 18, 2023.

Texas Nursing Board (n.d.). authorization for advanced practice registered nursing (APRN). From https://www.bon.texas.gov/faq aprn authorization.asp, retrieved April 18, 2023.

Nursing specialists' American Association (n.d.). sources for job searching. taken from https://www.aanp.org/membership/job-center/job-search-resources on April 18, 2023.

**## Unit15-FinalTransitiontoPracticePlan.Due4-20-25..docx**

Unit 15-Final Transition to Practice Plan. Due 4-20-25.

· Complete a final PowerPoint presentation and CV as a final project.

· State of residence is North Carolina.

· 5 years of experience working as a psychiatric and mental health nurse.

· Settings worked include inpatient child and adolescent psychology.

· Adult mental health setting substances use disorder and drug detox.

Instructions

For this assignment, you will submit a portfolio that includes the following; current CV updated with PMHNP education, MAT training certificates, and any additional training certificates received. You will also compile a PPT that shows your preparation for board certification, licensing, and employment searches.

This is intended to help you investigate needs for the upcoming transition from graduate to PMHNP.

Include the following slides:

1. Title slide: Name, PMHNP graduate, state for license

2. ANCC: What is the application process and eligibility for the PMHNP exam?

3. What are your preparations for the ANCC Board certification exam?

4. Licensing: What state are you planning to initially license in? What are requirements and steps for license?

5. Prescribing license: Does your state require a separate license to prescribe? Does your state require specific hours of pharmacology for initial license?

6. ConEd.: What continuing education requirements are required for renewal of license for your state?

7. Autonomous Practice: Does your state allow autonomous practice? If so are there requirements or can you practice independently upon board certification and license being received?

8. Insurance Credentialing: Research the insurance credentialing process for a new provider. How long will this take before you can practice if you plan to accept insurance and be paneled by insurance companies? (Note: This may increase your time from graduation to start date of employment with some employers)

9. Job Search: What particular specialty/population will you be searching for in psychiatric care? How do you plan to stand out and differentiate yourself from other applicants for your dream job?

10. Summary your PMHNP student experience

11. References (APA format, minimum of 3 references used)

12. Document is uploaded through Turnitin plagiarism checker for grade submission.

Sample

Title slide for slide one is [insert name].
Graduate PMHNP

State where a license is required:

ANCC Board Certification Test, Slide 2.
In the US, PMHNPs are certified by the American Nurses Credentialing Center (ANCC). The completion of a graduate-level PMHNP program approved by the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Council for Education in Nursing is one of the prerequisites for taking the PMHNP exam (ACEN). The candidate also has to have 500 hours minimum of supervised clinical work in psychiatric-mental health nursing and an active registered nurse (RN) licensure. (ANCC, 2021)

Slide 3: ANCC Board Certification Test Preparation
I intend to take advantage of review courses, study guides, and mock examinations provided by the ANCC and other reliable sources in order to get ready for the ANCC Board Certification Exam. I'll also speak with seasoned PMHNPs and look for mentorship to obtain perspective and expertise in the sector. I'll also make a study plan and set out time for studying in the days before the test.

Licenses (Slide 4).
I intend to get my initial license in [enter state]. A valid RN license, graduation from a recognized PMHNP program, and passing the PMHNP Board Certification Test are prerequisites for licensure in [insert state]. (2021 State Board of Nursing) Transcripts, a completed application, and a fee must all be submitted as part of the application process.

Slide 5: Doctor's license
PMHNPs are exempt from needing a separate prescription license in [enter state]. As part of the first license requirements, the state does demand a minimum of 300 hours of pharmacology instruction. (2021 State Board of Nursing)

Slide 6: Prerequisites for Continued Education
Every two years, 20 hours of pharmacology-related continuing education and 2 hours of ethics-related continuing education are needed to renew a PMHNP license in [insert state]. (2021 State Board of Nursing)

Slide 7: Independent Practice
After completing the relevant education, qualification, and licensing criteria, PMHNPs in Texas are able to practice independently. (2021) Texas Board of Nursing However, there can be some limitations, like working with a doctor or in specific environments.

Insurance Credentialing, slide 8
A new provider's insurance credentialing procedure may take many months to complete. It entails filing an application, supplying supporting evidence, and going through the insurance provider's credentialing evaluation. 2021 Medical Billing and Coding The duration between graduation and the start date of employment with some firms may increase if I choose to accept insurance and be paneled by insurance companies.

Slide 9: Employment
I want to work in outpatient or inpatient settings and specialize on adult mental care. I intend to stress my expertise in psychopharmacology, my dedication to evidence-based practice, and my strong interpersonal and communication skills to set myself apart from other candidates.

Summary of PMHNP Student Experience, Slide 10
I developed knowledge and abilities in the assessment, diagnosis, treatment, and management of psychiatric diseases across the lifespan during my PMHNP program. Also, I developed expertise working with multidisciplinary teams and providing ethical and culturally sensitive care.

American Nurses Credentialing Center as a source (2021). Criteria for PMHNP eligibility. https://www.nursingworld.org/our-certifications/psychiatric-mental-health-nurse-practitioner/eligibility-criteria/

Coding and billing for healthcare (2021). The Procedure for New Providers to Get Insurance Credentials. https://www.medicalbillingandcoding.org/insurance-credentialing-process

Step-by-step explanation

As a PMHNP graduate, you must complete a number of stages before becoming a registered practitioner, including board certification, licensing, and job searching. In this last transition to practice plan, I'll go over every stage in great depth, along with the preparations needed to make it successful.

Exam for ANCC Board Certification

In the US, the organization that certifies PMHNPs is called the ANCC. Completion of a graduate-level PMHNP program approved by the Council on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing is one of the prerequisites for taking the PMHNP exam (ACEN). A valid RN license and 500 hours of supervised clinical practice in psychiatric-mental health nursing are other requirements for the candidate. The exam has 175 questions and lasts for around four hours.

One must start early and plan ahead if they want to succeed on the ANCC Board Certification Test. Building confidence and content mastery can be facilitated by using refresher courses, study guides, and practice examinations made available by the ANCC and other reliable sources. Mentoring and consulting with seasoned PMHNPs can also offer priceless information and understanding. Before to the exam, it is crucial to create a study plan and set out time for studying.

Licensing

Obtaining a license is a necessary step in the process of becoming a practicing PMHNP. To practice in the state where one desires to work, one must obtain a license. State-by-state variations exist in the qualifications for licensure, however the majority of states demand completion of an approved PMHNP curriculum, a current RN license, and passing the PMHNP Board Certification Test. Transcripts, a completed application, and a fee are normally required for the application procedure.

It is crucial to learn about the particular licensing requirements in the state where one desires to work. States may have different requirements for continuing education credits and additional clinical hours. Planning ahead is advised because the licensing process occasionally takes a while.

Scripting Permit

With PMHNPs, several states require a separate prescription license. In some states, the PMHNP license also includes the right to prescribe. The precise conditions for prescribing authorization in the state where one desires to work must be thoroughly investigated. PMHNPs are exempt from needing a separate prescription license in Texas. As part of the first license requirements, the state does demand a minimum of 300 hours of pharmacology instruction. In order to prescribe controlled medications, PMHNPs must collaborate with doctors.

Conditions for Continued Education

For PMHNPs, continuing education is a crucial part of professional development. Most states demand a minimum number of credits in continuing education in order to renew a PMHNP license. For instance, every two years, PMHNPs in Texas are required to take two hours of ethical training and 20 hours of pharmacology-related continuing education.

It is crucial to learn about the state's particular continuing education requirements if one plans to work there. In order to stay current with the most recent advancements in the profession, one should also think about extending their education beyond the minimum standards.

Independent Practice

After meeting the relevant educational, qualification, and licensing requirements, PMHNPs are permitted to practice independently in several states. Texas allows PMHNPs to work independently. However, there can be some limitations, like working with a doctor or in specific environments.

It is crucial to do your homework on the state's specific laws governing independent practice. The best outcomes for patients can be made possible by working together with doctors and other healthcare workers and being aware of one another's areas of specialization.

Insurance Certification

A new provider's insurance credentialing procedure may take many months to complete. It entails filing an application, supplying supporting evidence, and going through the insurance provider's credentialing evaluation. Researching the particular requirements for each insurance company and making arrangements ahead of time to provide enough time for the credentialing process are essential if one intends to accept insurance and be guided by insurance companies. Some employers might help with this process, but it's crucial to grasp the standards and deadlines.

Job Hunting

Finding employment prospects, submitting applications and resumes, and getting ready for interviews are all parts of the job search process. When looking for psychiatric care positions, one should take into account the speciality or target population. Making relationships in the industry through networking with colleagues and going to job fairs and conferences can also be a great way to hear about job possibilities.

The importance of emphasizing relevant experience, expertise, and accomplishments cannot be overstated in order to stand out and set oneself apart from other applicants. A strong fit for the position can also be demonstrated by creating a powerful résumé and cover letter, getting ready for interviews, and doing research about the company and position.

Experience of PMHNP Students in Brief

Graduates of the PMHNP program receive a thorough education that equips them for advanced practice in mental health care. Coursework in psychotherapy, pharmacology, and mental health diagnosis and assessment is included in the program. Opportunities to apply knowledge and skills in a variety of contexts and demographics are provided by clinical experiences.

I built a solid foundation in psychiatric care and obtained practical experience working with patients while I was a PMHNP student. I am delighted to start the transition to working as a licensed PMHNP because I am confident in my capacity to offer patients compassionate and efficient care.

References

Center for American Nurses Credentialing (n.d.). PMHNP. Psychiatric and mental health nurse practitioners can be found at https://www.nursingworld.org/continuing-education/advanced-practice-nursing-care-areas/.

VUE Pearson (n.d.). Mental health nurse practitioner in psychiatry (PMHNP-BC). retrieved from https://www.vue.com/ancc/ on April 18, 2023.

Texas Nursing Board (n.d.). mental health nurse practitioner in psychiatry. From https://www.bon.texas.gov/licensure examination pmhnp.asp, retrieved on April 18, 2023.

Texas Nursing Board (n.d.). Conditions for continuing education. From https://www.bon.texas.gov/education ceu.html, retrieved on April 18, 2023.

Texas Nursing Board (n.d.). authorization for advanced practice registered nursing (APRN). From https://www.bon.texas.gov/faq aprn authorization.asp, retrieved April 18, 2023.

Nursing specialists' American Association (n.d.). sources for job searching. taken from https://www.aanp.org/membership/job-center/job-search-resources on April 18, 2023.

November 5, 2026
[Solved] Project Three

✓ Verified Academic Solution Available

Executive Solution Overview

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) ## CJ 120 Project Three Guidelines and Rubric ### Competency In this project, you will demonstrate your mastery of the following competency: – Describe how differences in culture impact society’s interactions with criminal jus…

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Assignment Prompt & Instructions

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

## CJ 120 Project Three Guidelines and Rubric

### Competency

In this project, you will demonstrate your mastery of the following competency:

– Describe how differences in culture impact society’s interactions with criminal justice professionals

### Scenario

You are in the same role you chose for Project One: Because you did such fantastic work with the training you held for community members and sworn officers, the Civilian Office of Accountability, a local advisory board, has invited you back to report back with specific potential ideas for the location you chose for Project One. The board would like to hear your thoughts on relevant issues, such as how other cultures view criminal justice professionals, and typical types of misunderstandings between such professionals and civilians.

### Directions

**Suggestions Report**

For your report, feel free to take information from any of the module resources, or use outside resources.

1. Describe different cultures’ or subcultures’ views of criminal justice professionals.
– Include at least **three** of the following (different from your own background) that are relevant to your community:

1. Native Americans
2. Asian communities
3. Hispanic communities
4. Refugees
5. People of color
6. Undocumented people
– Explain the general views that are culturally based.
– Describe the reasoning (often historical) behind those views.
2. Describe incidents of cultural misunderstanding between criminal justice professionals and civilians. Address the following in your assessment:
– Language
– Religion / beliefs
– Illiteracy
– Deafness
3. Describe professional practices that may create cultural sensitivity in criminal justice professionals. Address the following in your assessment:
– Understanding the public
– Diversity training
– Procedural justice
– Police legitimacy
– Diverse hiring practices
4. Assess best practices to build trust within cultural communities. Address the following in your assessment:
– Creating an understanding of the community
– Transparency
– Accountability
– Positive community interactions
– Visibility

### What to Submit

To complete this project, you must submit the following:

**Suggestions Email with Attachment**

Your suggestions for the board in your hometown area will be sent in a formal business email with an attachment. The email should be introductory—describing you and your task, and including a brief summary of the attachment—and the attachment should include the formal information they’ve requested.

### Supporting Materials

The following resource(s) may help support your work on the project:

**Reading**: [Guide for Writing an Email and Creating an Email Invitation PDF](https://learn.snhu.edu/content/enforced/1859758-CJ-120-19089.202516-1/course_documents/Guide%20for%20Writing%20an%20Email%20and%20Creating%20an%20Email%20Invitation.pdf?ou=1859758)

This resource explains how to write a professional email.

– 2 years ago

November 5, 2026
[Solved] sam nurse

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## Assign.1….docx **## Assign.1….docx** Utilize the appropriate JBI Critical Appraisal Tool to complete an appraisal on each of the following five learning resources for this unit. For purposes of the assignment you are to consider that you are appraising the approp…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Assign.1….docx

**## Assign.1….docx**

Utilize the appropriate JBI Critical Appraisal Tool to complete an appraisal on each of the following five learning resources for this unit. For purposes of the assignment you are to consider that you are appraising the appropriateness of the resource to support the development of a project to address the identified problem of depression noted in individuals who have experienced a natural or a man-made disaster.

After you have determined which of the Tools is appropriate for the article, you will download the Word file of the Tool and fill it out.

Once you have completed the 5 Tools you will complete the template provided in the "Assignment Resources" section below.

The first 2 columns in the template are self-explanatory.

For the 3rd column you will reflect on the assignment instruction “to consider that you are appraising the appropriateness of the resource to support the development of a project to address the identified problem of depression noted in individuals who have experienced a natural or a man-made disaster”.

After completing the review of the article, decide if your appraisal indicates whether the article should be included as a resource to support a project or initiative to address the problem of depression experienced after a disaster. Indicate ‘Include’ or ‘Not Include’ in the 3rd column
**and provide a rationale for that decision.**

· Tang, B., Liu, X., Liu, Y., Xue, C., & Zhang, L. (2014). A meta-analysis of risk factors for depression in adults and children after natural disasters.
_BMC Public Health_,
_14_(1), 1-12.
[https://doi.org/10.1186/1471-2458-14-623Links to an external site.](https://doi.org/10.1186/1471-2458-14-623)

· Inoue, Y., Stickley, A., Yazawa, A., Aida, J., Kawachi, I., Kondo, K., & Fujiwara, T. (2017). Adverse childhood experiences, exposure to a natural disaster and posttraumatic stress disorder among survivors of the 2011 Great East Japan earthquake and tsunami.
_Epidemiology and Psychiatric Sciences_,
_28_(1), 45–53.
[https://doi.org/10.1017/s2045796017000233Links to an external site.](https://pmc.ncbi.nlm.nih.gov/articles/PMC5685946)

· Rosyidi, R. M., Priyanto, B., Wardhana, D. P. W., Rozikin, N., Wahyudi, N., & Gunawan, K. (2023). The epidemiology, management, and outcomes of traumatic brain injury in man-made and natural disasters: A systematic review.
_Interdisciplinary Neurosurgery_,
_34_, 101822.
[https://doi.org/10.1016/j.inat.2023.101822\
Links to an external site.](https://www.sciencedirect.com/science/article/pii/S2214751923001056?via%3Dihub)

· Walika, M., De Almeida, M. M., Delgado, R. C., & González, P. A. (2023). Outbreaks following natural disasters: A review of the literature.
_Disaster Medicine and Public Health Preparedness_,
_17,_ e444,1-11.
[https://doi.org/10.1017/dmp.2023.96Links to an external site.](https://doi.org/10.1017/dmp.2023.96)

· Seidel, D., Wurster, S., Jenks, J., Sati, H., Gangneux, J.-P., Egger, M., Alastruey-Izquierdo, A., Ford, N., Chowdhary, A., Sprute, R., Cornely, O., Thompson III, G., Hoenigl, M., & Kontoyiannis, D. (2024). Impact of climate change and natural disasters on fungal infections.
_Lancet, 5_(6), e594–e605.
[https://www.thelancet.com/journals/lanmic/article/PIIS2666-5247(24)00039-9/fulltextLinks to an external site.](https://www.thelancet.com/journals/lanmic/article/PIIS2666-5247(24)00039-9/fulltext)

· Upload all 5 of your completed appraisal tools and the assignment template document

JBI Appraisal Tool Utilization

For each article you are required to utilize the appropriate JBI Critical Appraisal Tool.

After you have determined which of the Tools is appropriate for the article, you will download the Word file of the Tool and fill it out.

Once you have completed the 5 Tools you will fill in the table below. The first 2 columns are self-explanatory.

For the 3rd column you will reflect on the assignment instruction “to consider that you are appraising the appropriateness of the resource to support the development of a project to address the identified problem of depression noted in individuals who have experienced a natural or a man-made disaster”.

Once After completing the review of the article, decide if your appraisal indicates whether the article should be included as a resource to support a project or initiative to address the problem of depression experienced after a disaster. Indicate ‘Include’ or ‘Not Include’ in the 3rd column and provide a rationale for that decision.

| | | |
| — | — | — |
| In-text Citation | JBI Appraisal Tool Utilized | Include/Not Include? with Rationale |
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |

**## Assign.1….docx**

Utilize the appropriate JBI Critical Appraisal Tool to complete an appraisal on each of the following five learning resources for this unit. For purposes of the assignment you are to consider that you are appraising the appropriateness of the resource to support the development of a project to address the identified problem of depression noted in individuals who have experienced a natural or a man-made disaster.

After you have determined which of the Tools is appropriate for the article, you will download the Word file of the Tool and fill it out.

Once you have completed the 5 Tools you will complete the template provided in the "Assignment Resources" section below.

The first 2 columns in the template are self-explanatory.

For the 3rd column you will reflect on the assignment instruction “to consider that you are appraising the appropriateness of the resource to support the development of a project to address the identified problem of depression noted in individuals who have experienced a natural or a man-made disaster”.

After completing the review of the article, decide if your appraisal indicates whether the article should be included as a resource to support a project or initiative to address the problem of depression experienced after a disaster. Indicate ‘Include’ or ‘Not Include’ in the 3rd column
**and provide a rationale for that decision.**

· Tang, B., Liu, X., Liu, Y., Xue, C., & Zhang, L. (2014). A meta-analysis of risk factors for depression in adults and children after natural disasters.
_BMC Public Health_,
_14_(1), 1-12.
[https://doi.org/10.1186/1471-2458-14-623Links to an external site.](https://doi.org/10.1186/1471-2458-14-623)

· Inoue, Y., Stickley, A., Yazawa, A., Aida, J., Kawachi, I., Kondo, K., & Fujiwara, T. (2017). Adverse childhood experiences, exposure to a natural disaster and posttraumatic stress disorder among survivors of the 2011 Great East Japan earthquake and tsunami.
_Epidemiology and Psychiatric Sciences_,
_28_(1), 45–53.
[https://doi.org/10.1017/s2045796017000233Links to an external site.](https://pmc.ncbi.nlm.nih.gov/articles/PMC5685946)

· Rosyidi, R. M., Priyanto, B., Wardhana, D. P. W., Rozikin, N., Wahyudi, N., & Gunawan, K. (2023). The epidemiology, management, and outcomes of traumatic brain injury in man-made and natural disasters: A systematic review.
_Interdisciplinary Neurosurgery_,
_34_, 101822.
[https://doi.org/10.1016/j.inat.2023.101822\
Links to an external site.](https://www.sciencedirect.com/science/article/pii/S2214751923001056?via%3Dihub)

· Walika, M., De Almeida, M. M., Delgado, R. C., & González, P. A. (2023). Outbreaks following natural disasters: A review of the literature.
_Disaster Medicine and Public Health Preparedness_,
_17,_ e444,1-11.
[https://doi.org/10.1017/dmp.2023.96Links to an external site.](https://doi.org/10.1017/dmp.2023.96)

· Seidel, D., Wurster, S., Jenks, J., Sati, H., Gangneux, J.-P., Egger, M., Alastruey-Izquierdo, A., Ford, N., Chowdhary, A., Sprute, R., Cornely, O., Thompson III, G., Hoenigl, M., & Kontoyiannis, D. (2024). Impact of climate change and natural disasters on fungal infections.
_Lancet, 5_(6), e594–e605.
[https://www.thelancet.com/journals/lanmic/article/PIIS2666-5247(24)00039-9/fulltextLinks to an external site.](https://www.thelancet.com/journals/lanmic/article/PIIS2666-5247(24)00039-9/fulltext)

· Upload all 5 of your completed appraisal tools and the assignment template document

JBI Appraisal Tool Utilization

For each article you are required to utilize the appropriate JBI Critical Appraisal Tool.

After you have determined which of the Tools is appropriate for the article, you will download the Word file of the Tool and fill it out.

Once you have completed the 5 Tools you will fill in the table below. The first 2 columns are self-explanatory.

For the 3rd column you will reflect on the assignment instruction “to consider that you are appraising the appropriateness of the resource to support the development of a project to address the identified problem of depression noted in individuals who have experienced a natural or a man-made disaster”.

Once After completing the review of the article, decide if your appraisal indicates whether the article should be included as a resource to support a project or initiative to address the problem of depression experienced after a disaster. Indicate ‘Include’ or ‘Not Include’ in the 3rd column and provide a rationale for that decision.

| | | |
| — | — | — |
| In-text Citation | JBI Appraisal Tool Utilized | Include/Not Include? with Rationale |
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |

November 5, 2026
[Solved] Project Two

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[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) ## CJ 120 Project Two Guidelines and Rubric ### Competency In this project, you will demonstrate your mastery of the following competency: – Explain how cultural differences and diversity influence professional practice in cri…

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Assignment Prompt & Instructions

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

## CJ 120 Project Two Guidelines and Rubric

### Competency

In this project, you will demonstrate your mastery of the following competency:

– Explain how cultural differences and diversity influence professional practice in criminal justice

### Scenario

The [American Bar Association](https://www.google.com/url?q=https://www.americanbar.org/about_the_aba/&sa=D&ust=1558719189113000&usg=AFQjCNEBq1wgb9y_tiXM8LUCbF7DQUvlLw) (ABA) has sent an email to your organization looking for a presentation that pitches ideas for a “360-degree view” installation at the new museum in Chicago. This installation will focus on the crack cocaine epidemic of the 1980s and 1990s, with a specific focus on how diversity can influence professional practices—both individual and systemic—in criminal justice. Your immediate supervisor is interested in pitching an idea for your team, and she has asked you to create a presentation that highlights the theme of diverse people struggling both with and within the criminal justice system.

### Directions

**Installation Ideas**

You will present your pitch research in a presentation format of your choosing. Numerous issues listed below are encompassed in the Sharanda Jones case. For the issues not related to the case, consider how they will fit into an installation; consider using a “What if . . . ?” slide that explores how it might have been different if she had been white, mentally ill, or otherwise different for each factor you’ve been asked to include.

1. Describe how policing is affected by a lack of cultural competence in both systemic and individual biases. Include commentary on the following issues in relation to cultural bias:
– “Overpolicing” certain races or ethnicities
– Militarization of police
– Field decisions
– Other issues of diversity:
1. Mental illness
2. LGBTQ+
2. Describe how courts are affected by a lack of cultural competence in both systemic and individual biases. Include commentary on the following issues in relation to cultural bias:
– Discrepancies related to drug crime sentencing
– Bail
– Discrepancies related to socioeconomic status
– Discrepancies related to death-penalty sentencing
– Other issues of diversity:
1. Mental illness
2. LGBTQ+
3. Describe how corrections is affected by a lack of cultural competence in both systemic and individual biases. Include commentary on the following issues in relation to cultural bias:
– Geography and female prisons
– Medical issues (e.g., Sharanda Jones’s mother)
– Lack of oversight in private prisons
– Placement of transgendered people
– Male corrections officers in female prisons
– Treatment of mentally ill, disabled, pregnant, etc.
4. Explain the need for diversity in the recruitment of criminal justice professionals. Include commentary on the following issues in relation to cultural bias:
– Current demographic information related to diversity
– Gender equity
– The importance of mirroring society

### What to Submit

To complete this project, you must submit the following:

**Installation Ideas**

Your installation ideas can be presented through whatever medium best suits your needs, including a portfolio of text and pictures, a video presentation in which you explain your ideas as if you were in a face-to-face meeting, or a presentation with speaker notes or voice over.

### Supporting Materials

The following resource(s) may help support your work on the project:

**Reading**: [Federal Sentencing Reform](https://www.americanbar.org/advocacy/governmental_legislative_work/priorities_policy/criminal_justice_system_improvements/federalsentencingreform/)

This page on the ABA website discusses the ABA’s focus on criminal justice reform.

**Website**: [Timeline Wall Ideas](https://thestorywallcompany.com/project_category/timeline-wall-ideas/)

This website provides several examples of timeline installations, like the one you’ve been asked by the ABA to conceptualize. It’s provided to aid your understanding of the final product.

**Reading**: [New Reforms Bypass Dallas Inmate Sentenced to Life for First Drug Arrest](https://www.dallasobserver.com/news/new-reforms-bypass-dallas-inmate-sentenced-to-life-for-first-drug-arrest-7680480)

This article explains details of the Sharanda Jones case.

**Reading**: [From a First Arrest to a Life Sentence](https://search.ebscohost.com/login.aspx?direct=true&custid=shapiro&authtype=athens,ip&db=bwh&AN=wapo.f3ed8b94-2952-11e5-bd33-395c05608059&site=eds-live&scope=site)

This article explains details of the Sharanda Jones case.

– 2 years ago

November 5, 2026
[Solved] Discussion Post

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In-depth study guidance and analytical solution covering Discussion Post.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] legal and ethical issues

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In 2–3 pages, address the following: – Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released. – Explain the d…

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Assignment Prompt & Instructions

In 2–3 pages, address the following:

– Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.
– Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.
– Explain the difference between capacity and competency in mental health contexts.
– Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.
– Identify one evidence-based suicide risk assessment that you could use to screen patients.
– Identify one evidence-based violence risk assessment that you could use to screen patients.

– 2 years ago

November 5, 2026
[Solved] WK4 DQ2

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**Demographics, Technology and Future of Health Care Delivery . (CLO 1, 5) (20 points)** There are many considerations when it comes to the future of healthcare in the United States and globally. Technological advancements, demographic changes, and climate change all influence the future needs and p…

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Assignment Prompt & Instructions

**Demographics, Technology and Future of Health Care Delivery . (CLO 1, 5) (20 points)**

There are many considerations when it comes to the future of healthcare in the United States and globally. Technological advancements, demographic changes, and climate change all influence the future needs and provisions of our healthcare.

Consider the current trends in US and globally; what are some of the healthcare challenges facing the USA in global context? What approaches are being taken or should be taken to prepare for these challenges? Here are some of the issues for consideration

– Growing      elderly population,
– Increasing      mental health needs,
– Growing      racial and socioeconomic disparities in access to care and health      outcomes,
– Climate      change, increasing disasters, and large population displacements,
– Increasingly      culturally diverse communities (see media) [International Comparisons of Health Care Delivery](http://d2jw81rkebrcvk.cloudfront.net/assets.navigate/issa/MHA/healthcare_industry/LB7/Core_Lesson/media-video.html "International Comparisons of Health Care Delivery")      – HTML

For this discussion, explore the following questions:

– What      are the major trends and future needs of the US healthcare system?
– Which      populations are most impacted by the challenges faced by the system, and      how is that apparent?
– How can      technological advancements influence these challenges (better or worse)?
– Address      these significant healthcare issues in a global context.

– Your      initial Discussion Board posts should be at **minimum 250      words. You are expected to conduct independent research on the      subject and use two scholarly sources in addition to the textbook. Provide      in-text citations and list of references to support your post as required.**

– 2 years ago

November 5, 2026