How Parenting Has Changed

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Describe at least two ways in which you think parenting has significantly changed over time, citing the article or the text.
Discuss at least two parenting strategies or ideas that were shared in the article that you found unexpected or surprising and why you found them unexpected or surprising.
Describe how using this information, along with your knowledge of child development, might help you in your current or future work with families.

50 Ways Parenting Has Changed in the Last 50 Years

 

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Violence Epidemiology: State Based Statistics

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Research the statistics on violence in Virginia. Report on the occurrence of the different forms of violence, and describe the resources available to you as a nurse practitioner within your state.

Write a three-paragraph summary of your findings that addresses the following:

1. Leading form of violence in your state, along with a breakdown of other violence types

2. Processes and resources available to you within your state (i.e., What is the process if you encounter a case of child abuse, IPV?)

3. Anything about the data or the available resources that surprised you

4. The relevance of this information to your role as an FNP in your community

Use APA citations and formatting.

 

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QM3345 SPCProject

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There are two cases in this project. Below are the details on the two cases in the SPC Project (Based on Chapter 6S Statistical Process Control). In this module, there is an Excel spreadsheet labeled SPC Project – BLANK New_2019 that has the sample data and includes spaces to add your SPC Control Chart data (for Case 1) and includes the data to build the SPC Charts in Case 2. That Excel file should be submitted during Week 5. Make sure to substitute your name for the word BLANK when you save the Excel file.

Case 1 Description

Frito-Lay, the multi-billion-dollar snack food giant, produces billions of pounds of product every year at its dozens of U.S. and Canadian plants. From the farming of potatoes-in Florida, North Carolina, and Michigan-to factory and to retail stores, the ingredients and final product of Lay’s chips, for example, are inspected at least 11 times: in the field, before unloading at the plant, after washing and peeling, at the sizing station, at the fryer, after seasoning when bagged (for weight), at carton filling, in the warehouse, and as they are placed on the store shelf by Frito-Lay personnel. Similar inspections take place for its other famous products, including Cheetos, Fritos, Ruffles, and Tostitos.

In addition to these employee inspections, the firm uses proprietary vision systems to look for defective potato chips. Chips are pulled off the high-speed line and checked twice if the vision system senses them to be too brown.

The company follows the very strict standards of the American Institute of Baking (AIB), standards that are much tougher than those of the U.S Food and Drug Administration. Two unannounced AIB site visits per year keep Frito-Lay’s plant on their toes. Scores, consistently in the “excellent” range, are posted, and every employee knows exactly how the plant is doing.

There are two key metrics in Frito-Lay’s continuous improvement quality program: (1) total customer complaints (measured on a complaints per million bag basis) and (2) hourly or daily statistical process control scores (for oil, moisture, seasoning, and salt content, for chip thickness, for fryer temperature, and for weight).

In the Florida plant, Angela McCormack, who holds engineering and MBA degrees, oversees a 15-member quality assurance staff. They watch all aspects of quality, including training employees on the factory floor, monitoring automated processing equipment, and developing and updating statistical process control (SPC) charts. The upper and lower control limits for one check point, salt content in Lay’s chip, are 2.22% (UCL) and 1.98% (LCL), respectively. To see exactly how the limits are created using SPC, watch the Frito Lay Control Charts video in the Module below that accompanies this case.

In the Excel document (below in this Module) you are going to create a new set of UCL and LCL measurements based on the below sample data and using the provided population parameter for standard deviation. Calculate the measurements and show your work.

Angela is evaluating a new salt process delivery system and wants to know if the upper and lower control limits at 3 standard deviations for the new system will meet the upper and lower controls specifications currently used (2.22 and 1.98). The population standard deviation is s = .07 and each sample is n=4. In a Word document, write a memo to Angela explaining whether or not the new salination process (from which we obtained the sample data) is delivering a new set of UCL/LCL measurements that is within the specifications set by the current set of control limits. In other words, does the new set of UCL/LCL measurement exceed the prior limits (meaning it is unacceptable) or equals or is less than the current specifications?

Additionally, in the same Word document, answer the following two critical thinking questions about Frito-Lay’s current quality process.

Question 1: How much of an improvement in variability did Frito-Lay make by implementing SPC?

Question 2: What are the steps Karen Engels and Barbara Boudreau go through as part of a testing cycle?

The data (in percent) from the initial trial samples using the new salting process are:

Sample 1: 1.98 2.11 2.15 2.06

Sample 2: 1.99 2.0 2.08 1.99

Sample 3: 2.20 2.10 2.20 2.05

Sample 4: 2.18 2.01 2.23 1.98

Sample 5: 2.01 2.08 2.14 2.16

Case 2: Stensil Fertilizer and Chemical Co. Inorganic Fertilizer Testing

A. Read the second case (Stensil) description below (also found in the Excel file, second tab).

B. Watch the second video in this module which explains how to build an SPC chart in Excel (the video must be watched in its entirety to get full credit).

C. You must also submit a Word document containing a memo to Bill Evans, Quality Control Manager for Stensil.

Case 2 Description

Stensil Fertilizer and Chemical Company produces both organic and inorganic fertilizers. Organic fertilizers are generally safe, but inorganic fertilizers are carefully monitored by the EPA due to the presence of hazardous waste materials (hazmat). Most bags contain some hazardous content, but theoretically there should be none. The EPA allowable specification is 90 parts per million (PPM). The quality control department at Stensil feels that there is no problem with hazardous material content, which has been averaging just over 50 PPM. The production department estimates that a substantial investment would be required to lower the amount of this contaminant. These two departments, after consulting with the marketing department and the EPA, suggest that a control chart be set up to monitor hazmat content. Five samples will be tested per day and plotted as one point on the chart. Use the data in Table 1 to set up the control limits. Then, after the limits are in place for this process, use Table 2 to determine whether or not the process remains in control for the week of September 6—10.

The Excel file includes a second tab for the Stensil Fertilizer Case (Case 2). This is the data you need for the problem. Build an appropriate SPC X-bar Chart and R-chart for the Table 1 data on this tab of the Excel worksheet.

Then, test to determine whether the Table 2 data indicates the process is under control for that period. Show your work for this part in the same Excel worksheet and submit it.

Assuming the role of Quality Control Analyst, write a memo (using Word) to the Manager of Quality Control for Stensil Fertilizer & Chemical Company (Bill Evans) explaining the process you went through and making a recommendation regarding current hazmat levels in Stensil’s fertilizer.

 

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family 200

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Family of Origin Assignment 

The first purpose of this assignment is to increase students’ knowledge and understanding of their family of origin relationship patterns, specifically as related to the Bowen and Structural system theories. Thesecond purpose of this assignment is to increase students’ awareness and knowledge regarding key cultural and community variables that influence, and are influenced by, their family of origin perspectives, beliefs, and values. The final purpose of this assignment is for students to become more aware of how family of origin and community-cultures of origin may impede or facilitate treatment with couples and families. For example, counselors’ assumptions about the “right” way to be in a family or having rigid goals for a couple/family in crisis could be very problematic for treatment and ultimately harmful to couples/families. All system models address inadequate/ineffective family functioning and “normal” family functioning and relationship patterns. Thus, it is not assumed that your family has a hidden pathology to be discussed, but instead that you become much more aware of your family of origin influences as related to relational functioning in the Bowen model and in the Structural model. Keep in mind that family relation patterns exist at all times. In order to effectively conduct this assignment, reflect on your family of origin from the perspective of a family theorist, not as a clinician. Specific assignment questions are listed below along with suggested ways of thinking about the assignment questions. Additionally, students are offered a list of potential signs they may be “off track” with the assignment (see list below).

Family of Origin Assignment Questions

1.      Evaluate the relational patterns in your family of origin, not yourself, in relation to the concept of differentiation. Your evaluation should incorporate three other related Bowenian concepts, such as emotional triangles, sibling position/birth order, multigenerational transmission process, nuclear family emotional system, family projection process, and emotional cut-off/fusion. Please note that you cannot use the concept of societal emotional process to answer this question.

Suggestions: Please note that you are not providing an exhaustive assessment of every Bowenian concept for every generation of your family. For example, a student electing to discuss triangles might identify a frequently occurring triangle (e.g., the “perfect” child, the sibling of the “troubled” child, and the father) and provide examples of how this triangle is evident across generations in one’s family.

2.      Evaluate the relational patterns in your family of origin, not yourself, according to structural family theory. Your evaluation should incorporate four Structural concepts, such as subsystems, boundaries, family structure, or cross-generational coalitions. Please note that you cannot use the concept of societal structure to answer this question.

Suggestions: Remain cognizant that Structural theory, as presented in the textbook and for the purposes of this assignment, does not primarily focus on three or more family generations. Instead, Structural theory focuses more on present family structure (usually two generations, such as parent and child generations). Thus, it might be best to describe your family of origin at a particular point in time (e.g., when you were an adolescent or when you were in grades 1-2) to narrow in on the specific Structural concept as applied to your family.

3.      Reflect on your family of origin, not yourself, in relation to perspectives, beliefs, and values associated with race over two-three generations. This question may be answered in relation to the race(s) in your family of origin or in relation to the concept of race as applied to those outside your family of origin. Provide two or three examples from your family of origin to answer this question.

4.      Reflect on your family of origin, not yourself, in relation to perspectives, beliefs, and values related to ethnicity and culture over two-three generations. This question may include discussion of acculturation status, immigration status, and refugee status of your family of origin. Provide two or three examples from your family of origin to answer this question.

5.      Reflect on your family of origin, not yourself, in relation to gender roles and expectations over two-three generations. Provide two or three examples from your family of origin to answer this question.

6.      Reflect on your family of origin, not yourself, in relation to one diversity variable over two-three generations that you have not discussed in the assignment. Examples include spirituality/religion, sexual orientation and gender identity, adoption, military involvement, socioeconomic status, formal education, and health, disability or illness (physical or behavioral).

Suggestions: To answer this question, you may select a diversity variable with a positive connotation in your family (e.g., “Faith was important in our family”), a diversity variable with a negative  connotation in your family (e.g., “We were always told to not join the ROTC or the military”), or a diversity variable that was relatively absent from discussions and did not carry a negative or positive connotation (e.g., “Looking back, I see that our family was upper middle class yet we never really discussed socioeconomic status and how that was different in other families”).

7.      Provide a clear and specific discussion linking twofamily of origin influences with two relational assets you bring to treatment processes and two family of origin influences with two relational challenges you bring to the treatment processes. NOTE: You must also provide a brief discussion regarding how you will address one family of origin challenge.

Suggestions: To answer this question, connect your answers from other parts of the assignment and discuss the implications for being a therapist with couples and families. For example, “In discussing the triangles in my family, I see how I am the “perfect child” and that could impede my work with a family with a “troubled child.” In particular, it could lead me to over identify with the “perfect child” and lose sight of the family system and actually participate with the family in their view of the problem….The way I will be alert to this potential challenge is…”.  The question may also be answered with regard to your learning from questions #3-#6 above. For example, “I realize that my family did not have a positive view of ROTC, joining the military, or planning for a career in law enforcement. I see how I might initially react to a family whose goals are just that-to join the military-and how I might diminish these deeply held values by a family. In doing so, I stay loyal to my family of origin and might not engage in ethical or effective treatment for the family. Although such career choices are important to examine across generation, it is essential that I understand and honor a family’s values while assisting them with changes and possible new directions.”

Hints to consider: Are you “off track” with the focus of the Family of Origin Assignment?

v  You find yourself writing about individual pathology-the focus in the assignment is on families as a system. Although it is fine to discuss relational patterns at times of distress, it is also fine to discuss relational patterns when the family was doing well. Most importantly, the focus is on systems and not frameworks of linear causality.

v  You are using terms such as “behavior” or “dysfunctional” in the assignment. Only use the terms associated with the Bowen and Structural models and do not introduce other terminology.

v  You find yourself spending too much time identifying and defining the components of the theory. Although you should write a sentence or two to describe a concept such as “triangles” in the Bowen theory (and reference the textbook when doing so), the assignment is not to describe and explain the theories but instead to apply the theories to an evaluation of your family relational patterns and family functioning.

v  You bring the focus into your adult life. The focus of all family of origin relationship evaluations should be during the time frame of your life at ages 0-20. Also, you are not recalling events from the perspective of a child but instead looking at family functioning with a professional lens. Only for question #7 is the focus on your life now and that focus is about implications of this assignment for your professional role as a counselor.

v  You assume the role of counselor for your family. You are not the counselor for your family. Instead, you should focus on the application of Bowen and Structural theories to your family of origin.

Summary: This is a complex assignment yet manageable, and of high interest to most students. Contact your instructor with questions or concerns at any point in working on the assignment.

Your final deliverable will be a Word document, approximately 8-10 pages in length, utilizing a minimum of six scholarly references (the textbook and one article from required class readings may be utilized as two of these references). Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation following current APA requirements. Students are also encouraged to review and follow APA guidelines for use of unbiased language. The use of concise headers that align with APA format are required for this assignment.  NOTE: As this assignment requires discussion of student’s family of origin/community of origin in all sections, the use of “I” and “my” are acceptable in areas of the assignment clearly related to student’s family of origin/community of origin.

 

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family 200 was first posted on November 8, 2020 at 6:57 am.
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