Piaget’s Sensorimotor and Preoperational Cognitive Development Stages

CNL-518 Topic 1: Piaget’s Sensorimotor and Preoperational Cognitive Development Stages

Directions: Conduct an analysis of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page two.

Table 1: Sensorimotor Thinking

Stage of Sensorimotor Thinking

Significant Developments

Example

Adapting to and Exploration of Environment

Understanding Objects

Using Symbols

Table 2: Preoperational Thinking

Stage of Preoperational Thinking

Significant Developments

Example

Egocentrism

Centration

Appearance as Reality

References:

© 2017. Grand Canyon University. All Rights Reserved.

© 2017. Grand Canyon University. All Rights Reserved.

 

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Henrik Ibsen -A Doll’s House

As discussed during the Drama unit, plot, character development/character dynamic, and theme are essential elements when it comes to analyzing the way a play comes together. But these elements do not work in isolation from one another. Focusing specifically on character development and theme, write an essay in which you examine how character informs the theme of A Dolls House. Be sure to include analysis of more than one character, which requires you to consider character dynamic (i.e. how the characters work with and against each other).
 
Your essay should at minimum use the five-paragraph format with an introduction, supporting body paragraphs, and a conclusion, though you are of course allowed to move beyond five total paragraphs.

if you have any questions or concerns please feel free to leave a message and I will reply as soon as possible. thanks.

IDENTIFYING A PROBLEM/PICO QUESTION

Topic: IDENTIFYING A PROBLEM/PICO QUESTION

Order Description

FIRST( 3 PAGES, 3 REFERENCE)

Prepare for the capstone project by listening to the audio interview, “Capstone: Planning Your Project”.

Preview and utilize the “Topic 1 Checklist.” This resource will assist you in organizing your work and will provide additional information regarding the assignment.

Consider the clinical environment in which you are currently working or have recently worked. Collaborate with a leader or educator in the clinical environment to identify a problem, issue, or educational deficit upon which to build a proposal for change.
(I CURRENTLY WORK IN A NURSING HOME. MANY ISSUES FACE NURSING HOME. BE CREATIVE IN YOUR RESEARCH AND PICKING A PROBLEM.)

In a paper of no more than 800 words, describe the nature of the problem, issue, or educational deficit. Include the following in your discussion:

The setting and/or context in which the problem, issue, or educational deficit can be observed.
Detailed description of the problem, issue, or educational deficit.
Impact of the problem, issue, or educational deficit on the work environment, the quality of care provided by staff, and patient outcomes.
Gravity of the problem, issue, or educational deficit and its significance to nursing.
Proposed solution to address the problem, issue, or educational deficit.
Prepare for the capstone project by listening to the audio interview, “Capstone: Planning Your Project”, located at https://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs441v_capstone.php.

Review “Topic 1: Checklist.” This resource will assist you in organizing your work and will provide additional information regarding the assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

After conclusion develop a searchable question using the PICOT format. (The question is a single statement identifying the components of PICOT.)

Refer to “Developing a Question” and “Topic 1: Checklist.”

NEXT: ( PAGE 4)
Locate a minimum of 15 peer-reviewed articles that describe the problem or issue and that support the proposed solution. Eight of the 15 articles must be research-based (e.g., a study which is qualitative, quantitative, descriptive, or longitudinal).

Hint: Begin your search for literature by utilizing the databases located in the GCU Library. Contact your faculty member, the librarian, or library staff for additional researching tips and key word suggestions.

Preview each of the 15 articles chosen by reading the article abstracts and summaries.

Hint: Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.

Hint: Refer to “RefWorks” and “Topic 1: Checklist.”

Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):

How does each article describe the nature of the problem, issue, or deficit you have identified?
Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
Does each article support your proposed change?

NRS-441V: Capstone Project
Developing a Question

Recall the components of PICOT from your research course:
(P) Population of Focus
(I) Intervention
(C) Comparison
(O) Outcome
(T) Time

Identify each of the components in relation to your topic.
P –
I –
C –
O –

Then, develop a PICO question/statement.

Examples of PICO questions/statements:
In adult cardiac surgery patients experiencing post-operative pain (P) immediately following surgery (P), is morphine (I) or fentanyl (C), administered intravenously, more effective in reducing postoperative pain (O)?
For immune-compromised patients, 50 years and older (P), does the use of pneumonia vaccine (I) reduce the future risk of pneumonia (O) compared with patients who have not received the vaccine (C)?

 

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What are two of the most important reasons for using theory-based information to develop employee training and development?

I need about 150 words for each of the question

# 5

Q A

What types of psychometric assessments (e.g., personality inventories, cognitive assessments, and integrity tests) are best to identify applicants with the strongest job and organizational fit? Why?

Q B

When should interviews be used in a multi-hurdle selection process? Are structured interviews best? Why or why not? Do multiple interviewers add validity to the hiring decision? Explain.

RESOURCES

1. Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

Read:

Gray, E., & Nathan, G. (2015, June 22). Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts? Time, 185(23), 40-46.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

2. Employability and Career Success: Bridging the Gap Between Theory and Reality.

Read:

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.

http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

3. The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

Read:

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47, 232-237.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=83512570&site=ehost-live&scope=site

4. The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

Read:

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

5. The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research Findings

Read:

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-10661-006&site=ehost-live&scope=site

# 6

Q A

What are the primary reasons to use job descriptions in the creation of performance appraisal processes and rating forms? Support your position

Q B

What are the advantages of supervisor training for employee appraisals? Should employees self-rate prior to the feedback meeting? Why or why not?

RESOURCES

1. Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training.

Read:

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

2. Overlooking Overkill? Beyond the 1-to-5 Rating Scale.

Read:

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

3. Performance Appraisal: Verisimilitude Trumps Veracity.

Read:

Bowman, J. S. (1999). Performance appraisal: Verisimilitude trumps veracity. Public Personnel Management, 28, 557-576.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2000028403&site=ehost-live&scope=site

4. The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance.

Read:

Johnson, J. W. (2001).The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

# 7

Q A

What are two of the most important reasons for using theory-based information to develop employee training and development? What are two of the most relevant theories involved in this process? Explain.

Q B

Why is transfer of training important? Explain. How is this transfer measured? Explain.

RESOURCES

Electronic Resource

1. DC Network

Use the 10 Key Strategic Points template found under the Research/Dissertation tab.

http://dc.gcu.edu

e-Library Resource

1. Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.

Read:

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25, 63–82.

https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.leaqua.2013.11.004

2. Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation.

Read:

Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.Journal of Applied Psychology, 78(2), 311-328.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12351708&site=ehost-live&scope=site

3. SAGE Research Methods

Use Sage Research Methods to research potential resources to develop the theoretical foundations for your paper.

https://lopes.idm.oclc.org/login?url=http://srmo.sagepub.com.lopes.idm.oclc.org/cases

4. The Evaluation of Two Key Leadership Development Program Components: Leadership Skills Assessment and Leadership Mentoring

Read:

Solansky, S. T. (2010). The evaluation of two key leadership development program components: Leadership skills assessment and leadership mentoring. The Leadership Quarterly, 21(4), 675–681.

https://lopes.idm.oclc.org/login?url=http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1048984310000950

5. Transfer of Leadership Skills: The Influence of Motivation to Transfer and Organizational Support in Managerial Training.

Read:

Franke, F., & Felfe, J. (2012). Transfer of leadership skills: The influence of motivation to transfer and organizational support in managerial training. Journal of Personnel Psychology, 11(4), 138–147.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-20199-004&site=ehost-live&scope=site

6. Transfer of Training: A Meta-Analytic Review.

Read:

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065–1105.

https://lopes.idm.oclc.org/login?url=http://jom.sagepub.com.lopes.idm.oclc.org/content/36/4/1065.full.pdf+html

# 8

Q A

What are the most important requisite skills required of organizational leaders? Why? How do effective and ineffective leadership behaviors affect employees both positively and negatively? Explain.

Q B

Focus on Research:

Reflect on three of the articles you have chosen for the literature review assignment. How will these articles help you proceed from here?

RESOURCES

1. Assessing Your Leadership Style to Achieve Organizational Objectives.

Read:

Rubin, E. N. (2013). Assessing your leadership style to achieve organizational objectives. Global Business & Organizational Excellence, 32(6), 55-66.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=89989512&site=ehost-live&scope=site

2. Personality, Leader Behavior and Overdoing It.

Read:

Kaiser, R. B., & Hogan, J. (2011). Personality, leader behavior and overdoing it. Consulting Psychology Journal: Practice and Research, 63, 219–242. doi: 10.1037/a0026795

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-30211-002&site=ehost-live&scope=site

3. Using 360° Feedback to Predict Performance

Read:

Maylett, T. M., & Riboldi, J. (2007, September). Using 360° feedback to predict performance. Training + Development, 61(9), 48-52.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26595960&site=ehost-live&scope=site

4. What We Know About Leadership

Read:

Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169-180.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-06355-007&site=ehost-live&scope=site

 

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Use Discount Code “Newclient”for a 15% Discount!”

We have Walden University and Capella University nursing practitioners!


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