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  • [Solved] LF002

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    Assessment – 2 years ago **files (5)** – ## LF002.docx – ## LF002.docx – LF002_Rubric.pdf – 2A-Babys_First_Year-191016_Transcript.pdf – Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf **## LF002.docx** [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38…

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    Assignment Prompt & Instructions

    Assessment

    – 2 years ago

    **files (5)**

    – ## LF002.docx

    – ## LF002.docx

    – LF002_Rubric.pdf
    – 2A-Babys_First_Year-191016_Transcript.pdf
    – Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf

    **## LF002.docx**

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://www.sciencedirect.com/science/article/pii/S1364661315002363](https://www.sciencedirect.com/science/article/pii/S1364661315002363)

    [https://www.sciencedirect.com/science/article/pii/S0306453015008926](https://www.sciencedirect.com/science/article/pii/S0306453015008926)

    [https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis](https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis)

    [https://www.marchofdimes.org/](https://www.marchofdimes.org/)

    [https://www.cdc.gov/birth-defects/](https://www.cdc.gov/birth-defects/)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://eric.ed.gov/?id=ED427896](https://eric.ed.gov/?id=ED427896)

    [https://journals.sagepub.com/doi/10.1177/0022022112472253](https://journals.sagepub.com/doi/10.1177/0022022112472253)

    [https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc](https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://www.sciencedirect.com/science/article/pii/S1054139X14007599](https://www.sciencedirect.com/science/article/pii/S1054139X14007599)

    [https://www.sciencedirect.com/science/article/pii/S0140197115002249](https://www.sciencedirect.com/science/article/pii/S0140197115002249)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296](https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296)

    [https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss](https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss)

    **## LF002.docx**

    For this Performance Task Assessment, you will analyze a family case study in a multi-part 7- to 11-page paper where you will closely examine environmental and genetic influences on an infant in the family, examine childrearing styles and their impact on attachment for a 3-year-old, explore the association of an adolescent’s physical development and his peer relationships and academic motivation, and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    **Submission Length:** 7–11 pages in a Developmental Concepts and Processes in a Family Case Study paper.

    **Professional Skills:** [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home),
    [Engaging Multiple Social and Cultural Perspectives](https://tempolearning.brightspace.com/d2l/le/content/11676/Home), and
    [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home) are assessed in this Competency.

    **Your response to this Assessment should:**

    · Reflect the criteria provided in the Rubric.

    · Adhere to the required assignment length.

    · Use the APA Course Paper Template (APA 6th edition) available
    [here](http://academicguides.waldenu.edu/writingcenter/templates/general).

    This Assessment requires submission of one (1) document that includes your analysis of the family case study which includes Parts I, II, III, and IV. Save this file as
    **LF002_firstinitial_lastname** (for example, LF002_J_Smith).

    You may submit a draft of your assignment to the
    [Turnitin Draft Check](https://tempolearning.brightspace.com/d2l/home/23019) area to check for authenticity. When you are ready to upload your completed Assessment, use the
    **Assessment** tab on the top navigation menu.

    Instructions

    Before submitting your Assessment, carefully review the Rubric. This is the same Rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the Rubric criteria help them direct their focus and use their time most productively.

    Rubric

    **Developmental Concepts and Processes in a Family Case Study**

    This Family Case Study will be a multi-part Assessment in which each part of the Assessment will be related to each family member. You will closely examine environmental and genetic influences on an infant in the family; examine childrearing styles and their impact on attachment for a 3-year-old; explore adolescent development of an adolescent from a previous marriage; and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    The following case study depicts the circumstances surrounding the Gonzalez family:

    Jane, 35, and Roberto, 31, are married and have three children. Their first child, Julie, is 3 years old and is in preschool. Alex, Jane’s son from a previous relationship, is 14 years old and is a freshman in high school. Their third child, Sam, is an infant. Ruby, Jane’s mother, has come to stay with the family to provide support to Jane and Roberto during the transition around Sam’s birth.

    Jane works in the city as a medical transcriptionist but is in the midst of her 12 weeks of family leave that was effective immediately upon Sam’s birth. She has a 45-minute commute to her work each day. Roberto just began a job at a local recycling facility 2 weeks ago.

    Sam was born 6 weeks premature by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

    Jane drank occasionally throughout the pregnancy but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has fetal alcohol spectrum disorders (FASDs), a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Sam is a fussy eater, requiring short and frequent feedings. He has been home for 4 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

    Three-year-old Julie is in the midst of her first year of preschool in a Head Start program. This is her first experience with formal education. At home, Julie’s parents tend to have very high standards for her and expect strict obedience. Julie has been acting out at home occasionally since her brother Sam has been born. Julie’s teachers have reported that she has been struggling to get along with her peers and to focus on her work at school. At home, Roberto is a very strict disciplinarian. Julie, at times, appears fearful of her father and does not find comfort in his presence.

    Alex is in the midst of his freshman year of high school. Physically, Alex went through puberty early compared to his peers. He has a girlfriend at school whom he is involved with sexually, and he is well liked among his peers. Alex excels at several sports, and plays on both the baseball and the basketball teams at high school. Alex is not motivated to do well in school, however, and does not believe homework is important.

    Roberto and Jane have been married for 8 years and live in a rural area. They do not have a strong network of friends and family who live nearby but Jane’s mother has moved in with them temporarily to support them as they adjust to their new baby. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she planned so they can begin making money again to contribute to the household bills

    Complete the following parts to generate a single paper:

    [Part I: Infant Development (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on the Family Case study, write 2–3 pages for your Part I portion of your paper, and include the following:

    · Explain the environmental factors presented in the case study, as well as others that may be present but not specifically identified in the case study, that might affect Sam’s development.

    · With the environmental factors you explained, further explain what you think the best-case scenario and the worst-case scenario might be for Sam’s short-term developmental outcomes in childhood, and explain why.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part II: Child-Rearing Styles and Implications for Attachment (1–2 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Jane and Roberto’s 3-year-old Julie, and write 1–2 pages for your Part II portion of your paper. Include the following:

    · Identify three (3) factors in Julie’s family that currently have implications for her development.

    · Analyze Roberto’s parenting style and the implications of that parenting style on Julie’s attachment style.

    · Describe ways that Julie’s teachers can specifically support her in school given her current family dynamics at home.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part III: Adolescence (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Alex, the 14-year-old high school freshman in this family. Write 2–3 pages addressing the following topics:

    · Analyze three (3) ways in which Alex’s physical changes impact his social relationships including both romantic and peer relationships. Pay special attention to the impact of timing of Alex’s puberty on development.

    · Explain three (3) factors that explain Alex’s current level of academic motivation. More generally, explain the implications of academic motivation for academic success, as well as other aspects of development.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part IV: Middle Adulthood (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on what you have been presented, regarding this family case study, select Jane or Roberto for this part (Part IV) of your paper. Once you select the adult for this part, select one aspect of adulthood (e.g., identity development, vocational development, marital relationships, or parenting) as it relates to who you selected.

    Write 2–3 pages for your Part IV of your paper and complete the following:

    · Describe an aspect of adulthood you selected within the developmental framework of middle adulthood. How does physical, cognitive, social, and emotional development each play into this aspect of adulthood?

    · Explain individuation in terms of that aspect. Include an explanation of three (3) challenges that might influence individuation in this area for the adult you selected.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    **LF002_Rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lf002-rubric-pdf-10216085)

    **2A-Babys_First_Year-191016_Transcript.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2a-babys-first-year-191016-transcript-pdf-10216087)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

    **## LF002.docx**

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://www.sciencedirect.com/science/article/pii/S1364661315002363](https://www.sciencedirect.com/science/article/pii/S1364661315002363)

    [https://www.sciencedirect.com/science/article/pii/S0306453015008926](https://www.sciencedirect.com/science/article/pii/S0306453015008926)

    [https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis](https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis)

    [https://www.marchofdimes.org/](https://www.marchofdimes.org/)

    [https://www.cdc.gov/birth-defects/](https://www.cdc.gov/birth-defects/)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://eric.ed.gov/?id=ED427896](https://eric.ed.gov/?id=ED427896)

    [https://journals.sagepub.com/doi/10.1177/0022022112472253](https://journals.sagepub.com/doi/10.1177/0022022112472253)

    [https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc](https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://www.sciencedirect.com/science/article/pii/S1054139X14007599](https://www.sciencedirect.com/science/article/pii/S1054139X14007599)

    [https://www.sciencedirect.com/science/article/pii/S0140197115002249](https://www.sciencedirect.com/science/article/pii/S0140197115002249)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296](https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296)

    [https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss](https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss)

    **## LF002.docx**

    For this Performance Task Assessment, you will analyze a family case study in a multi-part 7- to 11-page paper where you will closely examine environmental and genetic influences on an infant in the family, examine childrearing styles and their impact on attachment for a 3-year-old, explore the association of an adolescent’s physical development and his peer relationships and academic motivation, and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    **Submission Length:** 7–11 pages in a Developmental Concepts and Processes in a Family Case Study paper.

    **Professional Skills:** [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home),
    [Engaging Multiple Social and Cultural Perspectives](https://tempolearning.brightspace.com/d2l/le/content/11676/Home), and
    [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home) are assessed in this Competency.

    **Your response to this Assessment should:**

    · Reflect the criteria provided in the Rubric.

    · Adhere to the required assignment length.

    · Use the APA Course Paper Template (APA 6th edition) available
    [here](http://academicguides.waldenu.edu/writingcenter/templates/general).

    This Assessment requires submission of one (1) document that includes your analysis of the family case study which includes Parts I, II, III, and IV. Save this file as
    **LF002_firstinitial_lastname** (for example, LF002_J_Smith).

    You may submit a draft of your assignment to the
    [Turnitin Draft Check](https://tempolearning.brightspace.com/d2l/home/23019) area to check for authenticity. When you are ready to upload your completed Assessment, use the
    **Assessment** tab on the top navigation menu.

    Instructions

    Before submitting your Assessment, carefully review the Rubric. This is the same Rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the Rubric criteria help them direct their focus and use their time most productively.

    Rubric

    **Developmental Concepts and Processes in a Family Case Study**

    This Family Case Study will be a multi-part Assessment in which each part of the Assessment will be related to each family member. You will closely examine environmental and genetic influences on an infant in the family; examine childrearing styles and their impact on attachment for a 3-year-old; explore adolescent development of an adolescent from a previous marriage; and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    The following case study depicts the circumstances surrounding the Gonzalez family:

    Jane, 35, and Roberto, 31, are married and have three children. Their first child, Julie, is 3 years old and is in preschool. Alex, Jane’s son from a previous relationship, is 14 years old and is a freshman in high school. Their third child, Sam, is an infant. Ruby, Jane’s mother, has come to stay with the family to provide support to Jane and Roberto during the transition around Sam’s birth.

    Jane works in the city as a medical transcriptionist but is in the midst of her 12 weeks of family leave that was effective immediately upon Sam’s birth. She has a 45-minute commute to her work each day. Roberto just began a job at a local recycling facility 2 weeks ago.

    Sam was born 6 weeks premature by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

    Jane drank occasionally throughout the pregnancy but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has fetal alcohol spectrum disorders (FASDs), a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Sam is a fussy eater, requiring short and frequent feedings. He has been home for 4 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

    Three-year-old Julie is in the midst of her first year of preschool in a Head Start program. This is her first experience with formal education. At home, Julie’s parents tend to have very high standards for her and expect strict obedience. Julie has been acting out at home occasionally since her brother Sam has been born. Julie’s teachers have reported that she has been struggling to get along with her peers and to focus on her work at school. At home, Roberto is a very strict disciplinarian. Julie, at times, appears fearful of her father and does not find comfort in his presence.

    Alex is in the midst of his freshman year of high school. Physically, Alex went through puberty early compared to his peers. He has a girlfriend at school whom he is involved with sexually, and he is well liked among his peers. Alex excels at several sports, and plays on both the baseball and the basketball teams at high school. Alex is not motivated to do well in school, however, and does not believe homework is important.

    Roberto and Jane have been married for 8 years and live in a rural area. They do not have a strong network of friends and family who live nearby but Jane’s mother has moved in with them temporarily to support them as they adjust to their new baby. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she planned so they can begin making money again to contribute to the household bills

    Complete the following parts to generate a single paper:

    [Part I: Infant Development (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on the Family Case study, write 2–3 pages for your Part I portion of your paper, and include the following:

    · Explain the environmental factors presented in the case study, as well as others that may be present but not specifically identified in the case study, that might affect Sam’s development.

    · With the environmental factors you explained, further explain what you think the best-case scenario and the worst-case scenario might be for Sam’s short-term developmental outcomes in childhood, and explain why.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part II: Child-Rearing Styles and Implications for Attachment (1–2 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Jane and Roberto’s 3-year-old Julie, and write 1–2 pages for your Part II portion of your paper. Include the following:

    · Identify three (3) factors in Julie’s family that currently have implications for her development.

    · Analyze Roberto’s parenting style and the implications of that parenting style on Julie’s attachment style.

    · Describe ways that Julie’s teachers can specifically support her in school given her current family dynamics at home.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part III: Adolescence (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Alex, the 14-year-old high school freshman in this family. Write 2–3 pages addressing the following topics:

    · Analyze three (3) ways in which Alex’s physical changes impact his social relationships including both romantic and peer relationships. Pay special attention to the impact of timing of Alex’s puberty on development.

    · Explain three (3) factors that explain Alex’s current level of academic motivation. More generally, explain the implications of academic motivation for academic success, as well as other aspects of development.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part IV: Middle Adulthood (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on what you have been presented, regarding this family case study, select Jane or Roberto for this part (Part IV) of your paper. Once you select the adult for this part, select one aspect of adulthood (e.g., identity development, vocational development, marital relationships, or parenting) as it relates to who you selected.

    Write 2–3 pages for your Part IV of your paper and complete the following:

    · Describe an aspect of adulthood you selected within the developmental framework of middle adulthood. How does physical, cognitive, social, and emotional development each play into this aspect of adulthood?

    · Explain individuation in terms of that aspect. Include an explanation of three (3) challenges that might influence individuation in this area for the adult you selected.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    **LF002_Rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lf002-rubric-pdf-10216085)

    **2A-Babys_First_Year-191016_Transcript.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2a-babys-first-year-191016-transcript-pdf-10216087)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

    **## LF002.docx**

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

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    [https://www.cdc.gov/birth-defects/](https://www.cdc.gov/birth-defects/)

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    **## LF002.docx**

    For this Performance Task Assessment, you will analyze a family case study in a multi-part 7- to 11-page paper where you will closely examine environmental and genetic influences on an infant in the family, examine childrearing styles and their impact on attachment for a 3-year-old, explore the association of an adolescent’s physical development and his peer relationships and academic motivation, and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    **Submission Length:** 7–11 pages in a Developmental Concepts and Processes in a Family Case Study paper.

    **Professional Skills:** [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home),
    [Engaging Multiple Social and Cultural Perspectives](https://tempolearning.brightspace.com/d2l/le/content/11676/Home), and
    [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home) are assessed in this Competency.

    **Your response to this Assessment should:**

    · Reflect the criteria provided in the Rubric.

    · Adhere to the required assignment length.

    · Use the APA Course Paper Template (APA 6th edition) available
    [here](http://academicguides.waldenu.edu/writingcenter/templates/general).

    This Assessment requires submission of one (1) document that includes your analysis of the family case study which includes Parts I, II, III, and IV. Save this file as
    **LF002_firstinitial_lastname** (for example, LF002_J_Smith).

    You may submit a draft of your assignment to the
    [Turnitin Draft Check](https://tempolearning.brightspace.com/d2l/home/23019) area to check for authenticity. When you are ready to upload your completed Assessment, use the
    **Assessment** tab on the top navigation menu.

    Instructions

    Before submitting your Assessment, carefully review the Rubric. This is the same Rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the Rubric criteria help them direct their focus and use their time most productively.

    Rubric

    **Developmental Concepts and Processes in a Family Case Study**

    This Family Case Study will be a multi-part Assessment in which each part of the Assessment will be related to each family member. You will closely examine environmental and genetic influences on an infant in the family; examine childrearing styles and their impact on attachment for a 3-year-old; explore adolescent development of an adolescent from a previous marriage; and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    The following case study depicts the circumstances surrounding the Gonzalez family:

    Jane, 35, and Roberto, 31, are married and have three children. Their first child, Julie, is 3 years old and is in preschool. Alex, Jane’s son from a previous relationship, is 14 years old and is a freshman in high school. Their third child, Sam, is an infant. Ruby, Jane’s mother, has come to stay with the family to provide support to Jane and Roberto during the transition around Sam’s birth.

    Jane works in the city as a medical transcriptionist but is in the midst of her 12 weeks of family leave that was effective immediately upon Sam’s birth. She has a 45-minute commute to her work each day. Roberto just began a job at a local recycling facility 2 weeks ago.

    Sam was born 6 weeks premature by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

    Jane drank occasionally throughout the pregnancy but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has fetal alcohol spectrum disorders (FASDs), a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Sam is a fussy eater, requiring short and frequent feedings. He has been home for 4 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

    Three-year-old Julie is in the midst of her first year of preschool in a Head Start program. This is her first experience with formal education. At home, Julie’s parents tend to have very high standards for her and expect strict obedience. Julie has been acting out at home occasionally since her brother Sam has been born. Julie’s teachers have reported that she has been struggling to get along with her peers and to focus on her work at school. At home, Roberto is a very strict disciplinarian. Julie, at times, appears fearful of her father and does not find comfort in his presence.

    Alex is in the midst of his freshman year of high school. Physically, Alex went through puberty early compared to his peers. He has a girlfriend at school whom he is involved with sexually, and he is well liked among his peers. Alex excels at several sports, and plays on both the baseball and the basketball teams at high school. Alex is not motivated to do well in school, however, and does not believe homework is important.

    Roberto and Jane have been married for 8 years and live in a rural area. They do not have a strong network of friends and family who live nearby but Jane’s mother has moved in with them temporarily to support them as they adjust to their new baby. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she planned so they can begin making money again to contribute to the household bills

    Complete the following parts to generate a single paper:

    [Part I: Infant Development (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on the Family Case study, write 2–3 pages for your Part I portion of your paper, and include the following:

    · Explain the environmental factors presented in the case study, as well as others that may be present but not specifically identified in the case study, that might affect Sam’s development.

    · With the environmental factors you explained, further explain what you think the best-case scenario and the worst-case scenario might be for Sam’s short-term developmental outcomes in childhood, and explain why.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part II: Child-Rearing Styles and Implications for Attachment (1–2 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Jane and Roberto’s 3-year-old Julie, and write 1–2 pages for your Part II portion of your paper. Include the following:

    · Identify three (3) factors in Julie’s family that currently have implications for her development.

    · Analyze Roberto’s parenting style and the implications of that parenting style on Julie’s attachment style.

    · Describe ways that Julie’s teachers can specifically support her in school given her current family dynamics at home.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part III: Adolescence (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Alex, the 14-year-old high school freshman in this family. Write 2–3 pages addressing the following topics:

    · Analyze three (3) ways in which Alex’s physical changes impact his social relationships including both romantic and peer relationships. Pay special attention to the impact of timing of Alex’s puberty on development.

    · Explain three (3) factors that explain Alex’s current level of academic motivation. More generally, explain the implications of academic motivation for academic success, as well as other aspects of development.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part IV: Middle Adulthood (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on what you have been presented, regarding this family case study, select Jane or Roberto for this part (Part IV) of your paper. Once you select the adult for this part, select one aspect of adulthood (e.g., identity development, vocational development, marital relationships, or parenting) as it relates to who you selected.

    Write 2–3 pages for your Part IV of your paper and complete the following:

    · Describe an aspect of adulthood you selected within the developmental framework of middle adulthood. How does physical, cognitive, social, and emotional development each play into this aspect of adulthood?

    · Explain individuation in terms of that aspect. Include an explanation of three (3) challenges that might influence individuation in this area for the adult you selected.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    **LF002_Rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lf002-rubric-pdf-10216085)

    **2A-Babys_First_Year-191016_Transcript.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2a-babys-first-year-191016-transcript-pdf-10216087)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

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    **files (1)**

    – ## ManagementPowerpointPresentationProject.docx

    **## ManagementPowerpointPresentationProject.docx**

    PRINCIPLES OF MANAGEMENT

    POWERPOINT PRESENTATION PROJECT

    **_TOPICS_**

    · Product Liability

    · General Motors

    · Philip Morris

    · Remington Rifle Models 700 & 710

    · Talcum Powder Ovarian Cancer

    · Exploding Coca-Cola

    · Blitz Gas Cans

    · Most Innovative & Famous Leaders

    · Reed Hastings – Netflix

    · Evan Spiegel – Snapchat

    · Jeff Bezos – Amazon

    · Warren Buffett – Berkshire Hathaway

    · Kevin Systrom – Instagram

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    1. Choose from one of the topics listed above. You have the option of choosing from a product liability case or an innovative & famous leader.

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    5. Incorporate appropriate animations, transitions, and graphics.

    6. Be sure to include citations for quotations and paraphrases with references in APA format and style.

    7. Length: 10 – 15 slides (with a separate reference slide and title slide)

    8. Upload the completed assignment.

    9.
    **Presentation date: Refer to the Course Calendar in Canvas.**

    **## ManagementPowerpointPresentationProject.docx**

    PRINCIPLES OF MANAGEMENT

    POWERPOINT PRESENTATION PROJECT

    **_TOPICS_**

    · Product Liability

    · General Motors

    · Philip Morris

    · Remington Rifle Models 700 & 710

    · Talcum Powder Ovarian Cancer

    · Exploding Coca-Cola

    · Blitz Gas Cans

    · Most Innovative & Famous Leaders

    · Reed Hastings – Netflix

    · Evan Spiegel – Snapchat

    · Jeff Bezos – Amazon

    · Warren Buffett – Berkshire Hathaway

    · Kevin Systrom – Instagram

    **Guidelines**

    1. Choose from one of the topics listed above. You have the option of choosing from a product liability case or an innovative & famous leader.

    2. Research your chosen topic. Present your topic that exhibit you have full understanding and knowledge of your chosen topic. Highlight the most important areas of your chosen topic.

    3. Use the PowerPoint 7 x 7 rule: 7 bullets per slide max: 7 words per bullet.

    4. Incorporate speaker notes in the notes pane at the bottom of each slide. The speaker notes should further explain each bullet.

    5. Incorporate appropriate animations, transitions, and graphics.

    6. Be sure to include citations for quotations and paraphrases with references in APA format and style.

    7. Length: 10 – 15 slides (with a separate reference slide and title slide)

    8. Upload the completed assignment.

    9.
    **Presentation date: Refer to the Course Calendar in Canvas.**

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    – 2 years ago **files (1)** – ## WK2Discu.Epidermology.docx **## WK2Discu.Epidermology.docx** Descriptive Epidemiology: Data Sources and Data Collection ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epid) Descriptive…

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    **files (1)**

    – ## WK2Discu.Epidermology.docx

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epid)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    Denise

    **HIV in Prison Populations**

    **Person**

    HIV disproportionately affects Black men in prison, especially those who have sex with men (MSM). This population faces significant healthcare barriers and shows higher HIV rates than the general population (Hoff et al., 2022; Ndeffo-Mbah et al., 2018).

    **Place**

    Prison environments facilitate disease transmission due to confined conditions.

    Institutional barriers limit access to HIV testing, treatment, and prevention services (Ndeffo-Mbah et al., 2018; Kuester & Freestone, 2021). Transitions between prison and communities disrupt care continuity (Friis & Sellers, 2021).

    **Time**

    Incarceration duration affects healthcare continuity, while repetition complicates sustained HIV treatment. Some individuals report seeking reimprisonment to access healthcare unavailable in their communities (Kuester & Freestone, 2021).

    Addressing this health disparity requires population-based approaches that consider individual, community, and structural factors (Curley, 2024).

    **Primary Collection Strategies**

    Stratified random sampling organizes the incarcerated population into demographic subgroups before random selection, enabling representative sampling while facilitating comparison between groups (Friis & Sellers, 2021). Respondent-driven sampling leverages peer networks through chain-referral techniques with statistical adjustments, proving especially valuable for accessing populations typically underrepresented in traditional sampling frameworks (Friis & Sellers, 2021).

    **Secondary Data Resources**

    Institutional health records document clinical encounters, treatment regimens, and medication compliance (Curley, 2024), though diagnostic protocols may lack standardization across facilities. The CDC HIV surveillance infrastructure maintains consistent reporting standards and demographic documentation

    nationwide (Friis & Sellers, 2021), but relies on testing participation, potentially missing undiagnosed cases.

    **Implications for Case Assessment**

    Data collection methodologies substantially impact case identification carefulness. While primary collection may detect cases overlooked by standard surveillance, institutional records capture only those formally diagnosed. Case definitions similarly vary, with national surveillance employing uniform criteria while facility-based records may reflect resource constraints and local protocols (Curley, 2024). A multi-method approach yields the most comprehensive epidemiological understanding, capturing both diagnosed and undiagnosed infections while acknowledging the unique contextual factors shaping disease patterns in correctional environments.

    **Conclusion**

    HIV in prison populations, showing how incarcerated individuals especially Black men who have sex with men face higher infection risks in confined settings (Hoff et al., 2022). Two primary data collection methods (stratified random sampling and respondent-driven sampling) complement secondary sources like prison health records and CDC surveillance data (Friis & Sellers, 2021). The choice of data collection method affects both case identification and definition consistency. A combined approach offers the most complete picture of HIV patterns in correctional settings, providing a foundation for targeted interventions (Curley, 2024).

    References

    Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    Hoff, L., Scheidell, J. D., Mazumdar, M., Feelemyer, J., Dyer, T. V., Turpin, R. E., Cleland, C. M., Caniglia, E. C., Remch, M., Brewer, R., Hucks-Ortiz, C., Irvine, N. M., Mayer, K. H., & Khan, M. R. (2022). The associations of incarceration and depression with healthcare experiences and utilization among Black men who have sex with men in HPTN 061.
    _AIDS Care_,
    _34_(9), 1169–1178. https://doi.org/10.1080/09540121.2021.1966695

    Ndeffo-Mbah, M. L., Vigliotti, V. S., Skrip, L. A., Dolan, K., & Galvani, A. P. (2018). Dynamic Models of Infectious Disease Transmission in Prisons and the General Population.
    _Epidemiologic Reviews_,
    _40_(1), 40–57.
    [https://doi.org/10.1093/epirev/mxx014Links to an external site.](https://doi.org/10.1093/epirev/mxx014)

    Kuester, L. B., & Freestone, M. C. (2021). Time away is time out: Narratives of intentional reimprisonment amongst inmates living with HIV in a US setting.
    _Critical Public Health_,
    _31_(5), 561–572. https://doi.org/10.1080/09581596.2020.1737645

    Tan, S. T., Rodríguez-Barraquer, I., Kwan, A. T., Blumberg, S., Park, H. J., Hutchinson, J., Leidner, D., Lewnard, J. A., Sears, D., & Lo, N. C. (2025). Strength and durability of indirect protection against SARS-CoV-2 infection through vaccine and infection-acquired immunity.
    _Nature Communications_,
    _16_(1), 1090. https://doi.org/10.1038/s41467-024-55029-9

    ## image1.jpeg

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epid)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    Denise

    **HIV in Prison Populations**

    **Person**

    HIV disproportionately affects Black men in prison, especially those who have sex with men (MSM). This population faces significant healthcare barriers and shows higher HIV rates than the general population (Hoff et al., 2022; Ndeffo-Mbah et al., 2018).

    **Place**

    Prison environments facilitate disease transmission due to confined conditions.

    Institutional barriers limit access to HIV testing, treatment, and prevention services (Ndeffo-Mbah et al., 2018; Kuester & Freestone, 2021). Transitions between prison and communities disrupt care continuity (Friis & Sellers, 2021).

    **Time**

    Incarceration duration affects healthcare continuity, while repetition complicates sustained HIV treatment. Some individuals report seeking reimprisonment to access healthcare unavailable in their communities (Kuester & Freestone, 2021).

    Addressing this health disparity requires population-based approaches that consider individual, community, and structural factors (Curley, 2024).

    **Primary Collection Strategies**

    Stratified random sampling organizes the incarcerated population into demographic subgroups before random selection, enabling representative sampling while facilitating comparison between groups (Friis & Sellers, 2021). Respondent-driven sampling leverages peer networks through chain-referral techniques with statistical adjustments, proving especially valuable for accessing populations typically underrepresented in traditional sampling frameworks (Friis & Sellers, 2021).

    **Secondary Data Resources**

    Institutional health records document clinical encounters, treatment regimens, and medication compliance (Curley, 2024), though diagnostic protocols may lack standardization across facilities. The CDC HIV surveillance infrastructure maintains consistent reporting standards and demographic documentation

    nationwide (Friis & Sellers, 2021), but relies on testing participation, potentially missing undiagnosed cases.

    **Implications for Case Assessment**

    Data collection methodologies substantially impact case identification carefulness. While primary collection may detect cases overlooked by standard surveillance, institutional records capture only those formally diagnosed. Case definitions similarly vary, with national surveillance employing uniform criteria while facility-based records may reflect resource constraints and local protocols (Curley, 2024). A multi-method approach yields the most comprehensive epidemiological understanding, capturing both diagnosed and undiagnosed infections while acknowledging the unique contextual factors shaping disease patterns in correctional environments.

    **Conclusion**

    HIV in prison populations, showing how incarcerated individuals especially Black men who have sex with men face higher infection risks in confined settings (Hoff et al., 2022). Two primary data collection methods (stratified random sampling and respondent-driven sampling) complement secondary sources like prison health records and CDC surveillance data (Friis & Sellers, 2021). The choice of data collection method affects both case identification and definition consistency. A combined approach offers the most complete picture of HIV patterns in correctional settings, providing a foundation for targeted interventions (Curley, 2024).

    References

    Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    Hoff, L., Scheidell, J. D., Mazumdar, M., Feelemyer, J., Dyer, T. V., Turpin, R. E., Cleland, C. M., Caniglia, E. C., Remch, M., Brewer, R., Hucks-Ortiz, C., Irvine, N. M., Mayer, K. H., & Khan, M. R. (2022). The associations of incarceration and depression with healthcare experiences and utilization among Black men who have sex with men in HPTN 061.
    _AIDS Care_,
    _34_(9), 1169–1178. https://doi.org/10.1080/09540121.2021.1966695

    Ndeffo-Mbah, M. L., Vigliotti, V. S., Skrip, L. A., Dolan, K., & Galvani, A. P. (2018). Dynamic Models of Infectious Disease Transmission in Prisons and the General Population.
    _Epidemiologic Reviews_,
    _40_(1), 40–57.
    [https://doi.org/10.1093/epirev/mxx014Links to an external site.](https://doi.org/10.1093/epirev/mxx014)

    Kuester, L. B., & Freestone, M. C. (2021). Time away is time out: Narratives of intentional reimprisonment amongst inmates living with HIV in a US setting.
    _Critical Public Health_,
    _31_(5), 561–572. https://doi.org/10.1080/09581596.2020.1737645

    Tan, S. T., Rodríguez-Barraquer, I., Kwan, A. T., Blumberg, S., Park, H. J., Hutchinson, J., Leidner, D., Lewnard, J. A., Sears, D., & Lo, N. C. (2025). Strength and durability of indirect protection against SARS-CoV-2 infection through vaccine and infection-acquired immunity.
    _Nature Communications_,
    _16_(1), 1090. https://doi.org/10.1038/s41467-024-55029-9

    ## image1.jpeg