Define adulthood

How cultures define adulthood vary dramatically. For some, adulthood may be religious celebration milestones and for others it may be based on a physical change or event. In still others, it may be based on legal factors such as, chronological age or marital status.

For this Discussion, you will explore cultures and factors that establish adulthood. Also, you will examine the value and limitations of utilizing indicators to define adulthood.

To Prepare

  • From your Learning Resources, select two cultures in relation to one factor that may mark adulthood.
  • Search the Internet and/or the Walden University Library to select an additional scholarly article related to at least one of the two cultures and the one additional factor that mark adulthood to support your Discussion post.

By Day 3

Post, describing the two cultures in relation to the one factor you selected that may mark adulthood. Next, explain one potential value and one potential limitation related to the factor that define adulthood in both cultures you selected.

Note: Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member

Discussion: Values and Perspectives

Required Readings

Army Reserve. (n.d.). Retrieved from www.goarmy.com/reserve.html

Air Force Reserve. (n.d.). Retrieved from http://afreserve.com/

Air National Guard. (n.d.). Retrieved from www.ang.af.mil/

U.S. Marine Corps Forces Reserve. (n.d.). Retrieved from www.marforres.marines.mil/

U.S. Navy Reserve. (n.d.). Retrieved from www.navyreserve.com

U.S. Coast Guard Reserve. (n.d.). Retrieved from www.uscg.mil/reserve/

Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge.

· Chapter 1, “An Introduction to Military Culture and Military Families”

o (Review pp. 7-9)

· Chapter 2, “An Overview of Military Personnel and Their Families”

o (Review pp.29-33)

National Association of Social Workers (2017). Code of Ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Laureate Education (Producer). (2013). Military culture and values [Video file]. Retrieved from https://class.waldenu.edu ADDED to Upload

Note: The approximate length of this media piece is 4 minutes.

Desmond Flanigan provides a brief overview of his experiences serving 27 years in the U.S. Army. He then describes how military training can help develop particular values and impart a particular culture to both military personnel and their families.

ASSIGNMENT: 

Post one important fact each about two different military branches—explaining why this information is important for helping professionals to know

Then, explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member in the scenario you selected.

Finally, explain one strategy you, as a helping professional, might use to address these challenges.

Be sure to support your post with specific references to the resources in Required Reading ABOVE. If you are using additional articles, be sure to provide full APA-formatted citations for your references and credited sources besides your reading above.

  • attachment

    WAL_SOCW6410_04_A_EN-CC.mp4
  • attachment

    MilitaryCultureandMilitaryFamiliespg7-9.pdf
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    AnoverviewofMilitaryPersonnelandTheirFamilies29-33.pdf
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    MilitaryBranchScenarios.docx

What are the military values effects on their families

Discussion: Values and Perspectives

Required Readings

Army Reserve. (n.d.). Retrieved from www.goarmy.com/reserve.html

Air Force Reserve. (n.d.). Retrieved from http://afreserve.com/

Air National Guard. (n.d.). Retrieved from www.ang.af.mil/

U.S. Marine Corps Forces Reserve. (n.d.). Retrieved from www.marforres.marines.mil/

U.S. Navy Reserve. (n.d.). Retrieved from www.navyreserve.com

U.S. Coast Guard Reserve. (n.d.). Retrieved from www.uscg.mil/reserve/

Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge.

· Chapter 1, “An Introduction to Military Culture and Military Families”

o (Review pp. 7-9)

· Chapter 2, “An Overview of Military Personnel and Their Families”

o (Review pp.29-33)

National Association of Social Workers (2017). Code of Ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Laureate Education (Producer). (2013). Military culture and values [Video file]. Retrieved from https://class.waldenu.edu ADDED to Upload

Note: The approximate length of this media piece is 4 minutes.

Desmond Flanigan provides a brief overview of his experiences serving 27 years in the U.S. Army. He then describes how military training can help develop particular values and impart a particular culture to both military personnel and their families.

ASSIGNMENT: 

Post one important fact each about two different military branches—explaining why this information is important for helping professionals to know

Then, explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member in the scenario you selected.

Finally, explain one strategy you, as a helping professional, might use to address these challenges.

Be sure to support your post with specific references to the resources in Required Reading ABOVE. If you are using additional articles, be sure to provide full APA-formatted citations for your references and credited sources besides your reading above.

  • attachment

    WAL_SOCW6410_04_A_EN-CC.mp4
  • attachment

    MilitaryCultureandMilitaryFamiliespg7-9.pdf
  • attachment

    AnoverviewofMilitaryPersonnelandTheirFamilies29-33.pdf
  • attachment

    MilitaryBranchScenarios.docx

What is the average length of a media piece

Discussion: Values and Perspectives

Required Readings

Army Reserve. (n.d.). Retrieved from www.goarmy.com/reserve.html

Air Force Reserve. (n.d.). Retrieved from http://afreserve.com/

Air National Guard. (n.d.). Retrieved from www.ang.af.mil/

U.S. Marine Corps Forces Reserve. (n.d.). Retrieved from www.marforres.marines.mil/

U.S. Navy Reserve. (n.d.). Retrieved from www.navyreserve.com

U.S. Coast Guard Reserve. (n.d.). Retrieved from www.uscg.mil/reserve/

Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge.

· Chapter 1, “An Introduction to Military Culture and Military Families”

o (Review pp. 7-9)

· Chapter 2, “An Overview of Military Personnel and Their Families”

o (Review pp.29-33)

National Association of Social Workers (2017). Code of Ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Laureate Education (Producer). (2013). Military culture and values [Video file]. Retrieved from https://class.waldenu.edu ADDED to Upload

Note: The approximate length of this media piece is 4 minutes.

Desmond Flanigan provides a brief overview of his experiences serving 27 years in the U.S. Army. He then describes how military training can help develop particular values and impart a particular culture to both military personnel and their families.

ASSIGNMENT: 

Post one important fact each about two different military branches—explaining why this information is important for helping professionals to know

Then, explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member in the scenario you selected.

Finally, explain one strategy you, as a helping professional, might use to address these challenges.

Be sure to support your post with specific references to the resources in Required Reading ABOVE. If you are using additional articles, be sure to provide full APA-formatted citations for your references and credited sources besides your reading above.

  • attachment

    WAL_SOCW6410_04_A_EN-CC.mp4
  • attachment

    MilitaryCultureandMilitaryFamiliespg7-9.pdf
  • attachment

    AnoverviewofMilitaryPersonnelandTheirFamilies29-33.pdf
  • attachment

    MilitaryBranchScenarios.docx

Describe the Overview of Military Personnel and Their Families

Discussion: Values and Perspectives

Required Readings

Army Reserve. (n.d.). Retrieved from www.goarmy.com/reserve.html

Air Force Reserve. (n.d.). Retrieved from http://afreserve.com/

Air National Guard. (n.d.). Retrieved from www.ang.af.mil/

U.S. Marine Corps Forces Reserve. (n.d.). Retrieved from www.marforres.marines.mil/

U.S. Navy Reserve. (n.d.). Retrieved from www.navyreserve.com

U.S. Coast Guard Reserve. (n.d.). Retrieved from www.uscg.mil/reserve/

Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge.

· Chapter 1, “An Introduction to Military Culture and Military Families”

o (Review pp. 7-9)

· Chapter 2, “An Overview of Military Personnel and Their Families”

o (Review pp.29-33)

National Association of Social Workers (2017). Code of Ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Laureate Education (Producer). (2013). Military culture and values [Video file]. Retrieved from https://class.waldenu.edu ADDED to Upload

Note: The approximate length of this media piece is 4 minutes.

Desmond Flanigan provides a brief overview of his experiences serving 27 years in the U.S. Army. He then describes how military training can help develop particular values and impart a particular culture to both military personnel and their families.

ASSIGNMENT: 

Post one important fact each about two different military branches—explaining why this information is important for helping professionals to know

Then, explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member in the scenario you selected.

Finally, explain one strategy you, as a helping professional, might use to address these challenges.

Be sure to support your post with specific references to the resources in Required Reading ABOVE. If you are using additional articles, be sure to provide full APA-formatted citations for your references and credited sources besides your reading above.

  • attachment

    WAL_SOCW6410_04_A_EN-CC.mp4
  • attachment

    MilitaryCultureandMilitaryFamiliespg7-9.pdf
  • attachment

    AnoverviewofMilitaryPersonnelandTheirFamilies29-33.pdf
  • attachment

    MilitaryBranchScenarios.docx

describe how military training can help develop particular values and impart a particular culture to both military personnel and their families.

Discussion: Values and Perspectives

Required Readings

Army Reserve. (n.d.). Retrieved from www.goarmy.com/reserve.html

Air Force Reserve. (n.d.). Retrieved from http://afreserve.com/

Air National Guard. (n.d.). Retrieved from www.ang.af.mil/

U.S. Marine Corps Forces Reserve. (n.d.). Retrieved from www.marforres.marines.mil/

U.S. Navy Reserve. (n.d.). Retrieved from www.navyreserve.com

U.S. Coast Guard Reserve. (n.d.). Retrieved from www.uscg.mil/reserve/

Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge.

· Chapter 1, “An Introduction to Military Culture and Military Families”

o (Review pp. 7-9)

· Chapter 2, “An Overview of Military Personnel and Their Families”

o (Review pp.29-33)

National Association of Social Workers (2017). Code of Ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Laureate Education (Producer). (2013). Military culture and values [Video file]. Retrieved from https://class.waldenu.edu ADDED to Upload

Note: The approximate length of this media piece is 4 minutes.

Desmond Flanigan provides a brief overview of his experiences serving 27 years in the U.S. Army. He then describes how military training can help develop particular values and impart a particular culture to both military personnel and their families.

ASSIGNMENT: 

Post one important fact each about two different military branches—explaining why this information is important for helping professionals to know

Then, explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member in the scenario you selected.

Finally, explain one strategy you, as a helping professional, might use to address these challenges.

Be sure to support your post with specific references to the resources in Required Reading ABOVE. If you are using additional articles, be sure to provide full APA-formatted citations for your references and credited sources besides your reading above.

  • attachment

    WAL_SOCW6410_04_A_EN-CC.mp4
  • attachment

    MilitaryCultureandMilitaryFamiliespg7-9.pdf
  • attachment

    AnoverviewofMilitaryPersonnelandTheirFamilies29-33.pdf
  • attachment

    MilitaryBranchScenarios.docx

What is the composition of National Association of Social Workers

Discussion: Values and Perspectives

Required Readings

Army Reserve. (n.d.). Retrieved from www.goarmy.com/reserve.html

Air Force Reserve. (n.d.). Retrieved from http://afreserve.com/

Air National Guard. (n.d.). Retrieved from www.ang.af.mil/

U.S. Marine Corps Forces Reserve. (n.d.). Retrieved from www.marforres.marines.mil/

U.S. Navy Reserve. (n.d.). Retrieved from www.navyreserve.com

U.S. Coast Guard Reserve. (n.d.). Retrieved from www.uscg.mil/reserve/

Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge.

· Chapter 1, “An Introduction to Military Culture and Military Families”

o (Review pp. 7-9)

· Chapter 2, “An Overview of Military Personnel and Their Families”

o (Review pp.29-33)

National Association of Social Workers (2017). Code of Ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Laureate Education (Producer). (2013). Military culture and values [Video file]. Retrieved from https://class.waldenu.edu ADDED to Upload

Note: The approximate length of this media piece is 4 minutes.

Desmond Flanigan provides a brief overview of his experiences serving 27 years in the U.S. Army. He then describes how military training can help develop particular values and impart a particular culture to both military personnel and their families.

ASSIGNMENT: 

Post one important fact each about two different military branches—explaining why this information is important for helping professionals to know

Then, explain what challenges a helping professional whose views conflict with those espoused by the military might face when interacting with the service member in the scenario you selected.

Finally, explain one strategy you, as a helping professional, might use to address these challenges.

Be sure to support your post with specific references to the resources in Required Reading ABOVE. If you are using additional articles, be sure to provide full APA-formatted citations for your references and credited sources besides your reading above.

  • attachment

    WAL_SOCW6410_04_A_EN-CC.mp4
  • attachment

    MilitaryCultureandMilitaryFamiliespg7-9.pdf
  • attachment

    AnoverviewofMilitaryPersonnelandTheirFamilies29-33.pdf
  • attachment

    MilitaryBranchScenarios.docx

Figure the confidence limits for the 95% confidence interval

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

a. Use the five steps of hypothesis testing.

b. Figure the confidence limits for the 95% confidence interval.

References

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

a. Use the five steps of hypothesis testing.

b. Figure the confidence limits for the 95% confidence interval.

References

Highlight the significance level of the mean grading as below

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

a. Use the five steps of hypothesis testing.

b. Figure the confidence limits for the 95% confidence interval.

References

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

a. Use the five steps of hypothesis testing.

b. Figure the confidence limits for the 95% confidence interval.

References

What is the difference in significance of the separate means?

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

a. Use the five steps of hypothesis testing.

b. Figure the confidence limits for the 95% confidence interval.

References

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

a. Use the five steps of hypothesis testing.

b. Figure the confidence limits for the 95% confidence interval.

References