Capella University Banduras Bobo Doll Video Discussion

Capella University Banduras Bobo Doll Video Discussion

Question Description
The Video is Bandura’s Bobo doll
Share what conclusions you would make as a researcher after watching the video. What led you to those conclusions? How would you apply this in a real-life scenario?
Include a hashtag for the study, for example #harlowmonkey, #piaget, #bobodoll.
Find a video of an infant or toddler that exhibits typical behavior expected of that stage of development. Share a link to the video.
Share which development theories would explain the behaviors you see. What characteristics led you to the theory you identified? How might this information be valuable in providing guidance to a parent or teacher?
Include a hashtag for the theory, for example #erickson, #piaget.
Locate an article on development from prenatal to toddlerhood, either through the Capella library or online from a reputable source.
Share the link and describe how this article supports what you have learned in class so far. Make a connection between what you read and your personal experience with children at that stage of development. How does this information support your intended work in the field?
Include a hashtag for your article topic or the idea supported.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

As a school nurse I work in the intersection of education in health. I am well situated to see how health disparities exist between groups and how those disparities affect their health, education, and life experience in comparison to their peers. Although my school is located in a “wealthy” suburb of Minneapolis, Minnesota, there is still a population of students that reflect the common underserved populations per Healthy People 2020, “…hispanics, African Americans, those with low levels of education, and the poor” (DeNisco, 2019, p. 718). In Minnesota, there is also a large population of Somali immigrants which fall into more than one of the above categories.

The Somali population is at greater risk for health and educational disparities not only because of their skin color and resultant racist treatment (whether intended or not) but also because of their new immigrant status and the barriers to accessing care; money, language barriers, transportation, and knowledge of navigating the health care system.

 

In terms of health disparities, I especially notice in the education setting that there is a higher percentage of the Somali population that is on the Autism Spectrum. One in 32 Somali children in Minneapolis are on the autism spectrum compared to one in 36 of white children, one in 62 black children, and 1 in 80 Hispanic children (University of Minnesota, 2013). My hope in becoming a nurse educator will assist me in educating this population in their health and help them navigate the healthcare and special education system for the health of their child as they grow into adulthood. In personal experience thus far, when the COVID vaccine became available to kids under 11, there was a large amount of hesitation from the somali population. As public health nurses in the district, it was our priority to educate this population on vaccinen safety and remove barriers (like provide free transportation with busses) to receiving the vaccine for their health and for the opportunity to access education in equal ways to their vaccinated peers.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.