APLX DATA ANSWERS
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homework
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brought Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
APLX DATA L2
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran running Intern Interns
Eat ate eatting Laptop Laptops
Walk walked walking Homework Homeworks
Study Studied Studying Man men
Swim swam swimming Person people
Practice practiced practicing Table tables
Encounter encountered encounterring House houses
Admire admired admiring China(flatware) 瓷器 Chinese
Hit hitted hitting Car Cars
Sleep slept sleepping Goose Gooses
Drive drove driving Volcano Volcano
See saw seeing Syllabus Syllabus
Do did doing Potato potatos
Help helped helping Tooth teeth
Cut cutted cutting Woman Weman
Bring brought bring Glasses 眼镜 Glasses
Intern Intern Interning Computer Computers
Shower showered showerring Deer Deer
Arise arised arising Foot Feet
16/20 17/20 12/20
APLX DATA L1
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homeworks
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brung Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
L1 Native speaker(baseline)
· Age: 21
· From Van Nuys, CA
· Length of L1 study: Native
· Education level: Junior at UCSC
· Linguistics major
· Father and mother both speaks English
· Mother is native english speaker, Father is Guatemalan.
1. When did you begin to study English?
My mother was a college freshman when she gave birth to me. As a result, she needed a babysitter or some sort of daycare to take care of me while she went to school and worked. She taught me basic English words and phrases that any parent would begin to teach their toddler. However, while she was busy, and once she found a trustworthy but inexpensive daycare to dr.
Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
#5 was the only child and perhaps because of that I learned read.docxboadverna
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
The document discusses the benefits of learning a second language. It argues that all U.S. students should be required to learn a second language as there are many cognitive, cultural, and economic benefits. Bilingualism can expand one's vocabulary, provide cultural understanding, and improve job prospects as more positions require or prefer multilingual candidates. For the U.S. to have meaningful cross-cultural exchange, more effort needs to be put into teaching and using second languages.
Apply Information System Auditing AssignmentResearch an art.docxarmitageclaire49
Apply: Information System Auditing Assignment
Research an article in the University Library related to this week's objectives. (Information Technology Auditing)
Write a 700- to 1,050-word summary of the article.
Apply what you learned to your professional life. How could you use the information on your job?
Format your paper consistent with APA standards.
Notes: Any article is alright about the week’s objectives which is information system auditing.
I am currently a fiscal assistant for a government agency.
Let me know if you need anything else. Thank you.
PS355 – Winter 2019
Civic Engagement Project
Assignment
The core of this assignment is for you to practice "engaging yourself and engaging your civic community." Your goal should be multi-layered - to bring change in one social issue that is of concern to you in your community, to develop your knowledge and skills related to civics, and to challenge yourself to reach outside of the classroom to learn and then bring your knowledge back to the classroom to share with your classmates.
You will need to (1) choose and research one substantial social issue at Western Oregon University or in your surrounding community, (2) define a problem found within the issue, and (3) devise and implement a local solution to that problem. If the type of project you choose does not allow for implementation during this quarter, you must submit a detailed proposal of how your project would be implemented with additional time.
You will present your project to the class (a) briefly in Week 4 to gain feedback (January 28th), and (b) the complete project at the end of the quarter (classes during Week 9 and 10 of the quarter, plus on final exam day if needed). In addition, you will need to turn in progress reports and hold brief meetings with me to discuss your efforts. You may work alone or in a group (if you work in a group, you will receive a group score). You will have a great deal of latitude in the project you choose. However, you will work closely with me in planning your actions, and determining what is sufficient progress based on the project and problem you choose.
As you begin work on the project keep the following questions in mind:
· What may prevent progress or help you succeed, and how can you plan for these challenges?
· Who will you need to work with (who are the stakeholders and what are their interests)?
· What will be most effective to change behavior?
Grading
Grades will be determined by the amount and quality of work you complete, not necessarily completing the project, as there is a time limitation of just one quarter. However, the average amount of time that should be spent on the project should be at least 40 hours (4 hours a week) as the assignment is 50% of the class grade. The 40 hours includes the time needed to write the Design, Project Reports, and Project Summary. In addition, you will be assessed on how well your project changes behavior. Therefore, you need to es.
Apply information from the Aquifer Case Study to answer the followin.docxarmitageclaire49
Apply information from the Aquifer case study to answer the following questions:
Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of this child’s age?
Which tools will you use to assess specific components of development (such as speech, motor skills, social skills, etc.)? Which tools do you think are the most accurate in assessing the developmental components and why?
Which components would you consider in assessing the basic biological functioning and well-being of your pediatric patients? Why are these components important in providing primary health-care services to children?
.
Apply Development PlanCreate a 700- to 1,050-word development.docxarmitageclaire49
Apply: Development Plan
Create a 700- to 1,050-word development plan that includes the following:
· Assess the legalities of training.
· Determine whether the plan could offend any of the protected classes.
· Evaluate whether you will use the plan as the sole weighting for promoting and determining the eligibility of employees for the opportunity to move forward at work.
· Conduct a cultural assessment of your terminology.
· Consider the various aspects of EEOC.
Cite any sources according to APA formatting guidelines.
INSTRUCTIONS
Just a quick note to make sure you all went to the V&A (Jameel Collection and South Asian Galleries) yesterday or before and you found your visit interesting. If you haven't been yet, please make sure you go as soon as possible to complete your first written graded assignment for our course.
2000 words
WEEK 6, TUESDAY 19 FEBRUARY:
Student-led activity.
This session will take place without the instructor. Students are required to visit the Jameel Gallery AND the South Asian Gallery (on Islamic art and Mughal objects) at the Victoria and Albert Museum, London.
Students are then asked to submit ONLINE, by SUNDAY 3 MARCH, a written GALLERY REVIEW on their visit (2,000 – 3,000 words.), in which they:
- Briefly outline the main features of their chosen exhibiting space;
- Choose and discuss at least FIVE art pieces, providing a short art-historical analysis, a relevant bibliography and set of illustrations for each of them;
- Briefly consider the interaction between Western and non-Western art.
Make sure you describe all your chosen objects in a way that is meaningful and art-historically relevant (facts and dates).
Your report should reflect both the academic research behind the curating of your chosen space (how well is it curated, in your opinion?) and your own personal ideas (it should be a mixture of both).
Finally, don’t forget to structure your essay rigorously,
weave your observations within a coherent and cohesive framework,
and provide original and meaningful conclusions.
Students who fail to visit this museum and submit their written report will be marked as absent and receive an F for this assignment.
STRUCTURE
(title)
Jameel Gallery Review
2000 words (5 pieces)
INTRODUCTION and thesis (150)
(Briefly outline the main features of their chosen exhibiting space, describe the two pictures below of the gallery space called the jameel gallery) its spacious its white, the center is the ardabil carpet (talk a bit about it)
Explain how the objects are displayed in glass cubes arround the room and there is a main piece in the center
The vibrant collection spans from the early Islamic period (the 7th century) to the early 20th century and include holdings of metalwork, ceramics, architectural woodwork and textiles. Highlights include the Ardabil Carpet, the world's oldest dated carpet and one of the largest, most beautiful and historically important. CENTER PIECE OF THE .
Applied TodayMedia—tv, movies booksConcept of PrisonerKe.docxarmitageclaire49
Applied Today
Media—tv, movies books
Concept of Prisoner
Kept from reality
Helpless
Content to remain prisoners
Role of Enlightened
After prisoner get freed, he goes back and tries to enlighten the other prisoners. They resist enlightenment and refuse to leave
Symbolism of caves and shadows
Cave-physical world
Shadows- What was believed to be true
.
Applied Social PsychologyApplied social psychology is a field .docxarmitageclaire49
Applied Social Psychology
Applied social psychology is a field unto itself and provides researchers with a direct connection between academic social psychology and their desire to have an impact on social change. Social psychology is a highly applicable field, and social psychological research influences such areas as: consumer behavior, immigration, cultural diversity, education, the environment, organizational functioning, health/mental health, and politics, to name a few (Steg, Buunk, & Rothengatter, 2008).
For this Discussion, review this week’s Learning Resources. Think about how you might use applied social psychology in your field of interest and ways in which to have an impact on social change.
With these thoughts in mind:
Post by Day 3 a brief definition of applied social psychology. Then explain how you might apply one element of applied social psychology in your field of interest. Finally, explain one way using applied social psychology in your field of interest may affect social change.
.
Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
#5 was the only child and perhaps because of that I learned read.docxboadverna
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
The document discusses the benefits of learning a second language. It argues that all U.S. students should be required to learn a second language as there are many cognitive, cultural, and economic benefits. Bilingualism can expand one's vocabulary, provide cultural understanding, and improve job prospects as more positions require or prefer multilingual candidates. For the U.S. to have meaningful cross-cultural exchange, more effort needs to be put into teaching and using second languages.
Apply Information System Auditing AssignmentResearch an art.docxarmitageclaire49
Apply: Information System Auditing Assignment
Research an article in the University Library related to this week's objectives. (Information Technology Auditing)
Write a 700- to 1,050-word summary of the article.
Apply what you learned to your professional life. How could you use the information on your job?
Format your paper consistent with APA standards.
Notes: Any article is alright about the week’s objectives which is information system auditing.
I am currently a fiscal assistant for a government agency.
Let me know if you need anything else. Thank you.
PS355 – Winter 2019
Civic Engagement Project
Assignment
The core of this assignment is for you to practice "engaging yourself and engaging your civic community." Your goal should be multi-layered - to bring change in one social issue that is of concern to you in your community, to develop your knowledge and skills related to civics, and to challenge yourself to reach outside of the classroom to learn and then bring your knowledge back to the classroom to share with your classmates.
You will need to (1) choose and research one substantial social issue at Western Oregon University or in your surrounding community, (2) define a problem found within the issue, and (3) devise and implement a local solution to that problem. If the type of project you choose does not allow for implementation during this quarter, you must submit a detailed proposal of how your project would be implemented with additional time.
You will present your project to the class (a) briefly in Week 4 to gain feedback (January 28th), and (b) the complete project at the end of the quarter (classes during Week 9 and 10 of the quarter, plus on final exam day if needed). In addition, you will need to turn in progress reports and hold brief meetings with me to discuss your efforts. You may work alone or in a group (if you work in a group, you will receive a group score). You will have a great deal of latitude in the project you choose. However, you will work closely with me in planning your actions, and determining what is sufficient progress based on the project and problem you choose.
As you begin work on the project keep the following questions in mind:
· What may prevent progress or help you succeed, and how can you plan for these challenges?
· Who will you need to work with (who are the stakeholders and what are their interests)?
· What will be most effective to change behavior?
Grading
Grades will be determined by the amount and quality of work you complete, not necessarily completing the project, as there is a time limitation of just one quarter. However, the average amount of time that should be spent on the project should be at least 40 hours (4 hours a week) as the assignment is 50% of the class grade. The 40 hours includes the time needed to write the Design, Project Reports, and Project Summary. In addition, you will be assessed on how well your project changes behavior. Therefore, you need to es.
Apply information from the Aquifer Case Study to answer the followin.docxarmitageclaire49
Apply information from the Aquifer case study to answer the following questions:
Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of this child’s age?
Which tools will you use to assess specific components of development (such as speech, motor skills, social skills, etc.)? Which tools do you think are the most accurate in assessing the developmental components and why?
Which components would you consider in assessing the basic biological functioning and well-being of your pediatric patients? Why are these components important in providing primary health-care services to children?
.
Apply Development PlanCreate a 700- to 1,050-word development.docxarmitageclaire49
Apply: Development Plan
Create a 700- to 1,050-word development plan that includes the following:
· Assess the legalities of training.
· Determine whether the plan could offend any of the protected classes.
· Evaluate whether you will use the plan as the sole weighting for promoting and determining the eligibility of employees for the opportunity to move forward at work.
· Conduct a cultural assessment of your terminology.
· Consider the various aspects of EEOC.
Cite any sources according to APA formatting guidelines.
INSTRUCTIONS
Just a quick note to make sure you all went to the V&A (Jameel Collection and South Asian Galleries) yesterday or before and you found your visit interesting. If you haven't been yet, please make sure you go as soon as possible to complete your first written graded assignment for our course.
2000 words
WEEK 6, TUESDAY 19 FEBRUARY:
Student-led activity.
This session will take place without the instructor. Students are required to visit the Jameel Gallery AND the South Asian Gallery (on Islamic art and Mughal objects) at the Victoria and Albert Museum, London.
Students are then asked to submit ONLINE, by SUNDAY 3 MARCH, a written GALLERY REVIEW on their visit (2,000 – 3,000 words.), in which they:
- Briefly outline the main features of their chosen exhibiting space;
- Choose and discuss at least FIVE art pieces, providing a short art-historical analysis, a relevant bibliography and set of illustrations for each of them;
- Briefly consider the interaction between Western and non-Western art.
Make sure you describe all your chosen objects in a way that is meaningful and art-historically relevant (facts and dates).
Your report should reflect both the academic research behind the curating of your chosen space (how well is it curated, in your opinion?) and your own personal ideas (it should be a mixture of both).
Finally, don’t forget to structure your essay rigorously,
weave your observations within a coherent and cohesive framework,
and provide original and meaningful conclusions.
Students who fail to visit this museum and submit their written report will be marked as absent and receive an F for this assignment.
STRUCTURE
(title)
Jameel Gallery Review
2000 words (5 pieces)
INTRODUCTION and thesis (150)
(Briefly outline the main features of their chosen exhibiting space, describe the two pictures below of the gallery space called the jameel gallery) its spacious its white, the center is the ardabil carpet (talk a bit about it)
Explain how the objects are displayed in glass cubes arround the room and there is a main piece in the center
The vibrant collection spans from the early Islamic period (the 7th century) to the early 20th century and include holdings of metalwork, ceramics, architectural woodwork and textiles. Highlights include the Ardabil Carpet, the world's oldest dated carpet and one of the largest, most beautiful and historically important. CENTER PIECE OF THE .
Applied TodayMedia—tv, movies booksConcept of PrisonerKe.docxarmitageclaire49
Applied Today
Media—tv, movies books
Concept of Prisoner
Kept from reality
Helpless
Content to remain prisoners
Role of Enlightened
After prisoner get freed, he goes back and tries to enlighten the other prisoners. They resist enlightenment and refuse to leave
Symbolism of caves and shadows
Cave-physical world
Shadows- What was believed to be true
.
Applied Social PsychologyApplied social psychology is a field .docxarmitageclaire49
Applied Social Psychology
Applied social psychology is a field unto itself and provides researchers with a direct connection between academic social psychology and their desire to have an impact on social change. Social psychology is a highly applicable field, and social psychological research influences such areas as: consumer behavior, immigration, cultural diversity, education, the environment, organizational functioning, health/mental health, and politics, to name a few (Steg, Buunk, & Rothengatter, 2008).
For this Discussion, review this week’s Learning Resources. Think about how you might use applied social psychology in your field of interest and ways in which to have an impact on social change.
With these thoughts in mind:
Post by Day 3 a brief definition of applied social psychology. Then explain how you might apply one element of applied social psychology in your field of interest. Finally, explain one way using applied social psychology in your field of interest may affect social change.
.
Applied LearningPsychology is an interesting field of study be.docxarmitageclaire49
Applied Learning
Psychology is an interesting field of study because the theories and concepts that you learn can often be observed in the world around you. This assignment allows you to consider material you have covered in the content of this module and apply those concepts to your own life.
In Section 1, you will identify and define ideas. In this module, as you reviewed your course materials, you likely discovered many interesting new ideas in psychology.
· Identify three different concepts, ideas, or research findings that were interesting or useful to you.
· Explain or describe each concept, theory or research finding in detail, in your own words.
· A good response here would be at least 150 words. Be sure to use proper spelling and grammar in your response. Write your response in the space below.
Response:
The three concepts or theories that I am most interested in are the Psychodynamic Theory, the Cognitive Perspective, and the Gestalt Theory. My first interest, the psychodynamic theory, was developed by neurologist Sigman Freud. Freud believed that unconscious and conscious forces drive human behavior to try and solve conflicts with personal needs and society's demands. His theory views a person as being pushed or pulled, and emphasizes early childhood as a time in which a persons personality is formed. The theory goes on to explain that a persons personality is formed by the events that motivate behavior in early childhood, therefore proving that all behavior is motivated. Freud proposed this theory by studying which parts of the personality consisted of the Id (instincts and pleasure), the superego (obedience to parents and society), and the ego (mediates between Id and superego according to it's demands). Freud felt that if he could help people understand how their personalities were developed and to understand the unconscious and conscious mind, they could actually experience an emotional release, therefore finding relief from psychological disturbances and distress. Behaviorist and Humanist also support Freud's psychodynamic theory of personalities.
My second interest, Gestalt psychology, was developed by psychologist Max Wertheimer et al., and is a theory of visual perception. Gestalt psychology has also been referred to as gestalt theory and the Max Wertheimer theory. The idea of the gestalt theory is that the mind can understand experiences as a whole and not just as a collection of different experiences. It has also been explained as the whole of anything is greater than its parts. This is why the theory is appropriately named gestalt, because gestalt is a German word that means unified whole. Wertheimer believes that the human mind has the capability to accumulate and maintain many different perceptions in a chaotic world. Wertheimer's theory has been become known as “ The laws of Max Wertheimer" and also as “ Gestalt laws of grouping.” Gestalt psyc.
Applied Assignment III – write 5 primary goals and their metrics f.docxarmitageclaire49
Applied Assignment III – write 5 primary goals and their metrics for the railroad facility (that is for one of the maintenance/repair facilities, provide examples); please describe and use examples, provide details about how the metrics and goals link together.
It has to be about 2 pages.
It has to be plagiarism free!
Needs to be done by Wednesday before 6pm.
.
Applied Assignment I – describe the primary business processes, key .docxarmitageclaire49
Applied Assignment I – describe the primary business processes, key supporting processes, key work interdependences, and possible key deliberations. Describe them and give examples for how they might work for the organization I provided. You’ll find definition and examples of these in the supplemental information under the content area and in the applied assignment folder
2 pages before 9pm
.
Applied Final ProjectThe Cultural OtherResearch the hist.docxarmitageclaire49
Applied Final Project
"The Cultural Other"
Research the history and traditions of a culture that is of special interest to you. You may research the arts, musical traditions, literature, significant historical events, and religions of your chosen culture.
Armed with this background, create a portfolio of an invented person from that culture. The result will be a case study.
Decide on the age, gender, socioeconomic class, family situation, and community role of the individual, as well as a personal crisis the individual has involving culture.
Write up the case study. Include a key historical event that has some influence on the case.
.
applied sciencesReviewA State-of-the-Art Review of .docxarmitageclaire49
applied
sciences
Review
A State-of-the-Art Review of Nanoparticles
Application in Petroleum with a Focus on
Enhanced Oil Recovery
Madhan Nur Agista 1,2, Kun Guo 1,3,* ID and Zhixin Yu 1,* ID
1 Department of Energy and Petroleum Engineering, University of Stavanger, 4036 Stavanger, Norway;
[email protected]
2 Auroris Energy, Jakarta 12950, Indonesia
3 The National IOR Centre of Norway, University of Stavanger, 4036 Stavanger, Norway
* Correspondence: [email protected] (K.G.); [email protected] (Z.Y.);
Tel.: +47-5183-2198 (K.G.); +47-5183-2238 (Z.Y.)
Received: 21 April 2018; Accepted: 15 May 2018; Published: 25 May 2018
����������
�������
Abstract: Research on nanotechnology application in the oil and gas industry has been growing
rapidly in the past decade, as evidenced by the number of scientific articles published in
the field. With oil and gas reserves harder to find, access, and produce, the pursuit of more
game-changing technologies that can address the challenges of the industry has stimulated this
growth. Nanotechnology has the potential to revolutionize the petroleum industry both upstream
and downstream, including exploration, drilling, production, and enhanced oil recovery (EOR),
as well as refinery processes. It provides a wide range of alternatives for technologies and materials to
be utilized in the petroleum industry. Nanoscale materials in various forms such as solid composites,
complex fluids, and functional nanoparticle-fluid combinations are key to the new technological
advances. This paper aims to provide a state-of-the-art review on the application of nanoparticles and
technology in the petroleum industry, and focuses on enhanced oil recovery. We briefly summarize
nanotechnology application in exploration and reservoir characterization, drilling and completion,
production and stimulation, and refinery. Thereafter, this paper focuses on the application of
nanoparticles in EOR. The different types of nanomaterials, e.g., silica, aluminum oxides, iron oxide,
nickel oxide, titanium oxide, zinc oxide, zirconium oxide, polymers, and carbon nanotubes that have
been studied in EOR are discussed with respect to their properties, their performance, advantages,
and disadvantages. We then elaborate upon the parameters that will affect the performance of
nanoparticles in EOR, and guidelines for promising recovery factors are emphasized. The mechanisms
of the nanoparticles in the EOR processes are then underlined, such as wettability alteration, interfacial
tension reduction, disjoining pressure, and viscosity control. The objective of this review is to present
a wide range of knowledge and expertise related to the nanotechnology application in the petroleum
industry in general, and the EOR process in particular. The challenges and future research directions
for nano-EOR are pinpointed.
Keywords: nanotechnology; nanoparticle; petroleum; enhanced oil recovery; recovery mechanism;
wettability alteration; interfacial tension reduc.
Applications of Epidemiology – A Case Study The situation at Goo.docxarmitageclaire49
Applications of Epidemiology – A Case Study
The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far: Case
Age
Gender
1
23
M
2
21
F
3
15
M
4
42
F
After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission.
Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department.
Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products.
In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria.
As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections.
Write a five to six (5-6) page evaluation report in which you:
Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative.
Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions.
Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care administrator. Propose four (4) steps that will be useful in the final implementation plan.
Suggest at least five (5) recommendations to your department head based on the steps taken in the implementation plan. Provide rationale for your suggestions.
Using these approved r.
ApplicationFederal Statutes and the Impact of Legislative Bills.docxarmitageclaire49
Application:
Federal Statutes and the Impact of Legislative Bills
A statute provides the written process that transforms a bill from a static piece of legislation to action. Enacting a statute is more complicated than simply having the legislature vote on and approve it. Once a member of Congress introduces a bill, it is sent to various House and Senate committees and subcommittees, any of which may edit, add to, amend, or “kill” the bill at any point. Therefore, only a small fraction of the bills submitted for consideration are passed into law. If a bill passes through the committees, it will be presented for a floor debate and full vote of both houses of Congress. Then, it must be signed into law by the President. After they are voted on and signed into law, bills are then subject to interpretation and analysis by the judicial system regarding how they apply to specific legal problems and cases.
To prepare for this assignment:
Review the assigned pages of Chapter 3 in your course text,
Principles of Legal Research
. Focus on sources of and research methods for locating enacted federal legislation.
Review Chapter 4 in your course text,
Principles of Legal Research
. Think about the legislative process and how to research pending legislation.
Select a policy issue that interests you.
Use the LexisNexis Academic database in the Walden library, and search for current statutes that may impact the policy issue you selected. Use the source
United States
Code Service – Titles 1 through 50
, located in the Federal & State Codes section of the Legal tab.
Access “The Library of Congress: THOMAS” website and search for current bills that may impact the policy issue you selected.
The assignment:
(2–3 pages)
Briefly describe the issue you selected.
Describe two or three federal statutes that relate to the issue and explain how each does so.
Describe one
current
legislative bill related to the issue, and explain how it might impact the law or policy related to the issue if passed. Be specific.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only
.
ApplicationFederal Statutes and the Impact of Legislative B.docxarmitageclaire49
Application:
Federal Statutes and the Impact of Legislative Bills
A statute provides the written process that transforms a bill from a static piece of legislation to action. Enacting a statute is more complicated than simply having the legislature vote on and approve it. Once a member of Congress introduces a bill, it is sent to various House and Senate committees and subcommittees, any of which may edit, add to, amend, or “kill” the bill at any point. Therefore, only a small fraction of the bills submitted for consideration are passed into law. If a bill passes through the committees, it will be presented for a floor debate and full vote of both houses of Congress. Then, it must be signed into law by the President. After they are voted on and signed into law, bills are then subject to interpretation and analysis by the judicial system regarding how they apply to specific legal problems and cases.
To prepare for this assignment:
Review the assigned pages of Chapter 3 in your course text,
Principles of Legal Research
. Focus on sources of and research methods for locating enacted federal legislation.
Review Chapter 4 in your course text,
Principles of Legal Research
. Think about the legislative process and how to research pending legislation.
Select a policy issue that interests you.
Use the LexisNexis Academic database in the Walden library, and search for current statutes that may impact the policy issue you selected. Use the source
United States
Code Service – Titles 1 through 50
, located in the Federal & State Codes section of the Legal tab.
Access “The Library of Congress: THOMAS” website and search for current bills that may impact the policy issue you selected.
The assignment:
(2–3 pages)
Briefly describe the issue you selected.
Describe two or three federal statutes that relate to the issue and explain how each does so.
Describe one
current
legislative bill related to the issue, and explain how it might impact the law or policy related to the issue if passed. Be specific.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources
not
included in the Learning Resources for this course.
.
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docxarmitageclaire49
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
ApplicationDeveloping Your Professional Philosophy of Teaching .docxarmitageclaire49
Application:
Developing Your Professional Philosophy of Teaching and Learning
Part 3: Environments and Experiences That Inspire and Support Development and Learning
Each of the people you studied this week
—< /font>Johann Pestalozzi, Fredrich Froebel, John Dewey, and Maria Montessori - developed his or her philosophy of education based on personal and professional experiences. Each was interested in understanding and defining the environments, experiences, and resources that inspire children's learning.
For this section of your Professional Philosophy of Teaching and Learning:
Think about the people that you studied this week and what you have learned. Carefully choose at least five points that have inspired your thinking and helped clarify, expand, and/or deepen your philosophy of education with regard to environments, experiences, and resources that define and inspire teaching and learning. Then, s
ummarize these five points in such a way that also explains how these philosophers have influenced your philosophy of education and the environment you hope to create. Be sure to cite the sources of
each of the points you include.
Assignment length: 1
–
2 pages
.
Application Social ClassIn the Discussion, you addressed how .docxarmitageclaire49
Application: Social Class
In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.
When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.
To prepare for this assignment:
Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
Think of an historical example of how social class has changed over time.
Identify the major conflict in June's scenario in Reading 4.
Think about the consistencies and inconsistencies in June's approach to solving the conflict.
Consider the impact of social class on June's logic.
The assignment (1–2 pages):
Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.
Describe the major conflict in June's scenario.
Explain the consistencies and inconsistencies in June's approach to solving the conflict.
Analyze the impact of social class on June's logic.
.
Application Role and Value of EvaluationThe United Nations, the.docxarmitageclaire49
Application: Role and Value of Evaluation
The United Nations, the American Red Cross, and other international disaster response organizations worked together to care for the trauma survivors after a series of four devastating hurricanes smashed into Haiti one after another, before communities had time to regroup from the previous ones. Then the 2010 massive earthquake struck the island. The poverty in Haiti complicated responder effectiveness and may have compounded survivor trauma because residents had few resources. While back to back disasters may make it difficult to evaluate crisis management plans, they point to the importance of learning what worked and what went wrong.
Once a disaster has occurred, the evaluation process includes a review of what was effective in the response as well as what was not effective. Learning and improved insights from a disaster can require making strategic changes in an organization or community. Last week you encountered new procedures for disaster transportation recovery, such as design-build, that can change the manner in which communities recover from disasters. Organizations can take a lesson from this change in thinking and creativity and look at innovative practices for strategic planning and recovery. Therefore, evaluation is a key element in crisis management planning and recovery.
To prepare for this assignment
:
Review Chapter 17 in your course text,
Crisis Intervention Strategies
, focusing on systems overviews and the Principles of a Crisis Intervention Ecosystem. Consider the value of ongoing plan evaluation.
Review the Appendix and Chapters 5 and 9 in your course text,
Crisis Management in the New Strategy Landscape
, focusing on organizational learning and evaluation of crisis management plans.
Review the article, "Program Evaluation: The Accountability Bridge Model for Counselors." Consider how counselors can use program evaluation to enhance accountability to stakeholders.
Review recent crises and/or disasters online and think about what can be learned about crisis management from them.
The assignment: (2-3 pages)
Provide an analysis of the role and value of evaluation as part of a crisis management plan. Provide specific examples to illustrate your arguments.
.
Application of Nursing Theory to Practice What would _(Pla.docxarmitageclaire49
Application of Nursing Theory to Practice
What would _(Place any nurse theorist or theory here)_ do?
Case Study:
Abigail Goldberg is a 46-year-old female who has recently been admitted to the hospital
after falling down the stairs and breaking her ankle. Her ankle has been repaired with an
open reduction and fixation device. Currently she has unable to bear weight on that
extremity. Physical Therapy is working with Mrs. Goldberg to assist her in advancing
her mobility.
While talking to Mrs. Goldberg the nurse finds out that she has been experiencing muscle
weakness in her legs for the last two months. She has a history of scoliosis and believed
the weakness was due to an “alignment” problem. Upon admission Mrs. Goldberg has
bilateral weakness in her lower legs. You are unable to assess her gait due to the fractured
ankle, but she states she has been “unsteady on her feet for the last few weeks”. Upon
further history taking you find out her appetite has diminished over the last three weeks,
she states she is hungry but when she tries to eat she fatigues easily then quickly losses
her appetite. She has lost 10 pounds in the “few” months and now weighs 120lbs. Her
CBC and CMP are within normal limits with the exception of mild anemia with an H&H
of 11.5 and 32.9.
Testing is currently being undertaken for a definitive diagnosis of the weakness that lead
to Mrs. Goldberg’s fall. Her physician strongly believes she experiencing symptoms
common for multiple sclerosis. The physician has shared this with Mrs. Goldberg. The
physician has ordered further blood work to evaluate any elevation in antibodies. The
physician has also ordered a CT scan and a spinal tap to assist with making the final
diagnosis.
Mrs. Goldberg has no other significant medical history. She takes only a multi-vitamin
daily. She has never had surgery. She has three children, all girls, ages 18, 15, and 11.
The girls are very active and rely on Mrs. Goldberg to take them to most of their
extracurricular events. The oldest has just started college and this is the first time any of
her children will live away from home. She has been looking forward to traveling to her
daughter’s college for visits. Her religious preference is Judaism. Her family of origin
practices Conservative Judaism. While Mrs. Goldberg participates in religious holiday
celebrations she does not actively practice Judaism nor does she attend temple regularly.
Mrs. Goldberg has been married 5 years to her second husband and states they have a
“good relationship” but that they “have not been intimate for 2 months” because she has
not been feeling well. Mrs. Goldberg was married to her first husband for 15 years. That
marriage ended in divorce after she discovered her first husband was gay.
When the nurse enters Mrs. Goldberg’s room to discuss the plan for the shift and day the
nurse observes Mrs. Goldberg’s affect to be sad. She sta.
Application Paper #4 1.Please pick 1 or 2 of Gardners Intell.docxarmitageclaire49
Application Paper #4
1.Please pick 1 or 2 of Gardner's Intelligences which you find you do well. What are they and what are your strengths in these areas?
Gardner's Multiple Intelligences
Gardner asked, How is the person smart, not how smart are you? Gardner believes there are at least a minimum of 8 different Intelligences. these do not act alone; they act in concert.
· Musical Intelligence = Skills in tasks involved in music.
· Bodily Kinesthetic Intelligence = Skills in tasks involved in using whole or parts of body
such as dancers ,athletes, actors, surgeons.
· Logical-Mathematical Intelligence = Skills in problem-solving and scientific thinking.
· Linguistic Intelligence= Skills in production and use of language.
· Spatial Intelligence = skills re: spatial configurations for instance artists and architect
· Interpersonal Intelligence =Skills interacting with others, understanding sensitivity to moods, temperaments, motivations, and intentions of others.
· Interpersonal Intelligence = Knowledge about internal aspects of oneself; access to one's feelings and emotions.
· Naturalistic Intelligence = Ability to identify and classify patterns in nature
2. Enclosed is information about intelligence. Please read the following scenario.
Practical and Emotional Intelligence:
Practical Intelligence produces overall success in living and is used through observation of others' behavior. Emotional Intelligence shows skills that underlie accurate assessment, evaluation, expression of emotions, and regulation of emotions. It is the basis of empathy for others, self-awareness, and social skills. It shows understanding of others' feelings and so can assist others.
Scenario
"An employee who reports to a supervisor that you supervise, has asked to talk with you about waste, poor management practices, and possible violations of company policy and the law on the part of your supervisor. You have been in your position for only a year, but in that time you have had no indications of trouble with that supervisor.
Neither you nor your company has an " open door" policy. It is expected employees take their concerns to their immediate supervisor before bringing the information to others. The employee who wished to meet with you has not discussed the issues with her supervisors because of its delicate nature."
What would you do?
What are your reasons?
Explain the form of intelligence ( practical and/or emotional) you used and how you used it.
Application Paper #4
1.
Please pick 1 or 2 of Gardner's I
ntelligences which you find you do well. What are
they a
nd what
are
your strengths in these areas
?
Gardner's Multiple Intelligences
Gardner asked, How is the person
smart, not how smart are you?
Gardner believes there are at
least a
minimum of 8 different Intelligences. these do not act alone; they act in concert.
·
Musical Intelligence = Skills in tasks involved in music.
·
Bodily Kinesthetic Intelligence = Skills in t
a.
Application of Applied Behavior Analysis to Mental Health Issu.docxarmitageclaire49
Application of Applied Behavior Analysis to Mental Health Issues
Mark T. Harvey
Florida Institute of Technology
James K. Luiselli
The May Institute, Inc.
Stephen E. Wong
Florida International University
The theoretical and conceptual basis for behavior analysis emerged from the fields of
experimental psychology, physiology, and philosophy, effectively melding theory with
scientific rigor. Behavior analysis has since expanded from controlled laboratories into
applied settings, including hospitals, clinics, schools, family homes, and communities.
Much of the early research in applied behavior analysis (ABA) included participants
with mental health disorders and developmental disabilities. ABA research for persons
with developmental disabilities is vibrant and expansive; however, there is a paucity of
recent research in behavior analytic assessment and treatment for persons with mental
health diagnoses. This article describes how ABA technology can advance mental
health services for children and adults utilizing a multidisciplinary approach to link
professionals from psychology, psychiatry, and other associated disciplines to optimize
patient outcomes. Discussion focuses on historic applications of behavior analysis,
opportunities, and barriers in the mental health field, and ways in which ABA can
contribute to a multidisciplinary treatment approach.
Keywords: applied behavior analysis, functional behavior assessment, functional analysis, con-
tingency management, acceptance and commitment therapy
The etiology of mental illness is believed to
be a complex interaction between genetics,
physiology, neurobiology, and environmental
factors that lead to psychological, physiologi-
cal, and/or behavioral changes. When these de-
viations differ significantly from societal norms
and interfere with one’s ability to function in
daily life, the person may be diagnosed with a
mental disorder (American Psychiatric Associ-
ation, 2000). Often a licensed physician, psy-
chiatrist, or psychologist assesses an individual,
diagnoses a mental disorder, and then desig-
nates a treatment plan for that individual. Al-
though an interdisciplinary approach, wherein
representatives from various disciplines such as
medicine, psychiatry, clinical psychology, neu-
roscience, education, social work, and behavior
analysis convene to devise a treatment plan
would be preferable, the logistics and resources
required limit this practice to select clinical
facilities. We posit that behavior analysis,
which includes refined techniques for teaching
and motivating adaptive behavior, should be an
integral part of a multidisciplinary approach to
mental health services. Combining technologies
derived from behavior analysis and other disci-
plines could broaden our understanding of men-
tal disorders, expand the range of available in-
terventions, and improve therapeutic outcomes
and client satisfaction.
This article briefly examines early applied be-
havior analysis (ABA) resear.
Application Essay Rubric Excellent Good Acceptable .docxarmitageclaire49
Application Essay Rubric
Excellent Good Acceptable Unacceptable Score
Content
(40 points)
(20 points) (17 points) (17 points) (27 points)
Criteria
The essay illustrates
exemplary understanding
of the course material by
thoroughly and correctly:
(1) addressing the relevant
content; (2) identifying
and explaining all of the
key concepts/ideas; (3)
using correct terminology;
(4) explaining the
reasoning behind key
points/claims; and (5)
(where necessary or
useful) substantiating
points with several
accurate and original
examples.
The essay illustrates
solid understanding of
the course material by
correctly: (1) addressing
most of the relevant
content; (2) identifying
and explaining most of
the key concepts/ideas;
(3) using correct
terminology; (4)
explaining the reasoning
behind most of the key
points/claims; and (5)
(where necessary or
useful) substantiating
some points with
accurate examples.
The essay illustrates
rudimentary understanding
of the course material by:
(1) mentioning, but not
fully explaining, the
relevant content; (2)
identifying some of the key
concepts/ideas (though
failing to fully or accurately
explain many of them); (3)
using terminology, though
sometimes inaccurately or
inappropriately; and (4)
incorporating some key
claims/points, but failing to
explain the reasoning
behind them (or doing so
inaccurately).
The essay illustrates poor
understanding of the
course material by (1)
failing to address or
incorrectly addressing the
relevant content; (2)
failing to identify or
inaccurately
explaining/defining key
concepts/ideas; (3)
ignoring or incorrectly
explaining key
points/claims and the
reasoning behind them;
and (4) incorrectly or
inappropriately using
terminology
Reasoning
(40 points)
(20 points) (17 points) (17 points) (14 points)
Criteria
The essay reflects expert
reasoning by:
(1) synthesizing material;
(2) making connections
between relevant
ideas/claims/points; (3)
presenting an insightful
and thorough evaluation
of the relevant issue or
problem; (4) identifying
and discussing important
nuances in the relevant
material; and (5)
identifying and discussing
key assumptions and/or
implications.
The essay reflects fairly
strong reasoning by:
(1) synthesizing material,
(2) making appropriate
connections between
some of the key
ideas/claims/points; (3)
accurately evaluating the
issue/problem; and (4)
identifying ad discussing
key assumptions and/or
implications.
The essay reflects basic
reasoning by:
(1) synthesizing some of
the material, though
remains vague and
undeveloped; (2) making a
few connections between
ideas/claims/points, but
ignoring or inaccurately
connecting others; (3)
evaluating the
issue/problem at a very
basic/superficial level; and
(4) ignoring assumptions
and i.
Application Formal and Informal NetworksHuman services is abo.docxarmitageclaire49
Application: Formal and Informal Networks
Human services is about collaboration and cooperation. For human services to be successful, many different systems and agencies need to work together to ensure that clients' needs are met. The working relationships that are formed as a result can be considered networks, and are classified as either formal or informal. On a formal level, administrators of a shelter may work hand-in-hand with a job placement center to help clients find employment. This formal network involves connections with government agencies, schools, businesses, and other human services agencies. An informal network, by contrast, is maintained not by official policy but by personal and preexisting relationships that professionals and agencies have built over time. For instance, a case manager may use his or her influence to help a client get an extra bus ticket to attend church on Wednesdays. By working together effectively, these formal and informal human services networks can form a cohesive unit that benefits both clients and human services professionals.
To prepare for this assignment:
Review Chapter 8 in your course text, An Introduction to Human Services, paying particular attention to the ways in which human services professionals work within formal and informal networks and how these networks work together within and among agencies.
Review the article, "Building a Coalition of Non-Profit Agencies to Collaborate with a County Health and Human Services Agency: The Napa County Behavioral Health Committee of the Napa Coalition of Non-Profits." Think about the formal and informal networks the Napa County agencies are using collaboratively to provide comprehensive human services to county residents.
Read the case study of Helping Hands, provided in the Learning Resources for this week. Identify the formal and informal networks within this agency and among the other agencies and systems that CASA would work with. Also think about how these two types of networks would work together in the human services delivery system.
The assignment: (2–3 pages)
Based on the case study provided, briefly describe the formal and informal networks within the CASA agency and among other agencies and systems that CASA would engage with.
Then explain how these two types of networks, formal and informal, work together in human services delivery. Be specific and provide examples to illustrate.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.
.
Application Double Consciousness and Avoiding StigmaDouble co.docxarmitageclaire49
Application: Double Consciousness and Avoiding Stigma
Double consciousness, covering, and passing are all ways in which people respond to stigma. Double consciousness is seeing yourself through the eyes of a critical observer. For example, Arthur Ashe, a professional tennis player in the 1960s and 1970s, experienced double consciousness when he saw his daughter playing with a white doll. He saw himself both as a father who wanted his daughter to enjoy herself and as a black father, who was concerned about the perception the black community might have if they were to view his daughter's behavior in public. He was aware or conscious of two selves, his inner self, which is not critiqued by the outside world, and the self that represented the stigma of being black during this time in history. He was faced with an identity conflict. Should he allow his daughter's behavior and identify with his inner self, or should he ask her to change her behavior and avoid the discomfort of his potentially stigmatized self? People can avoid stigma in two ways: covering or passing. Families who are involved in transracial adoptions often feel the effects of double consciousness and are confronted with a dilemma similar to the one faced by Arthur Ashe.
To prepare for this assignment:
Review the "Framework Essay" in Section II and Readings 22 and 23 in the course text. Pay particular attention to the concepts of covering, double consciousness, and stigma.
Review the article and video clip, "Mother and Son Offer Transracial Adoption Insights." Focus on the pros and cons of transracial adoption.
Think about how families involved in transracial adoptions relate to the concept of double consciousness.
Think about the advantages and disadvantages of covering and passing as a means of handling stigma related to race or identity.
Consider how covering and passing can be used to both cause and resolve individual identity conflicts.
The assignment (1–2 pages):
Describe the concerns held by adoptive parents and adopted children in transracial families. Explain how these concerns relate to the concept of double consciousness.
Explain the advantages and disadvantages of covering and passing. Address how they can be used to both cause and resolve identity conflicts.
.
Application Comparing Terrorist GroupsIn the readings this .docxarmitageclaire49
Application: Comparing Terrorist Groups
In the readings this week, many different terrorist groups, historic and contemporary, are discussed. While these and other terrorist groups may share some commonalities, it is important to keep in mind that no two terrorist groups are exactly the same. Each terrorist group can be unique in terms of their membership, goals and objectives, and tactics they use to carry out acts of terror. For instance, one terrorist group may engage in assassinations and suicide bombings while another may engage in hijackings and the use of weapons of mass destruction. Public administrators and policymakers must be aware of such differences and create distinct policies and strategies aimed at combating terrorism promulgated by specific terrorist groups.
To prepare for this assignment:
Review Chapter 2 in the course text
Terrorism in Perspective
. Consider the characteristics of historic terrorist groups.
Review Chapter 3 in the course text
Terrorism in Perspective
. Think about the characteristics of international terrorist groups.
Review Chapter 5 in the course text
Terrorism in Perspective
. Reflect on the characteristics of homegrown terrorist groups.
Review the assigned pages of Chapter 4 in the course text
Terrorism in Perspective
. Consider the tactics that terrorist groups might use to carryout acts of terror.
Select two terrorist groups to compare. You may select any terrorist groups mentioned in the Learning Resources, those identified on the U.S. Department of State Web page "
Foreign Terrorist Organizations
," or those on the U.S. Department of State's Terrorist Exclusion List Web page.
Note:
Please scroll down the page for the list of designees.
Think about the similarities and differences between the groups you selected in terms of geographic location, membership, motivations, objectives, and tactics.
The assignment (2 pages): The Groups are:
Domestic right-wing terrorist groups and domestic terrorists left-wing groups
Briefly describe the terrorist groups you selected.
Compare (similarities and differences) the groups in terms of:
Geographic location
Membership
Motivations
Objectives
Tactics
Explain at least one insight you had or conclusion you drew about terrorist groups as a result of your comparison.
Support your Application with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources
not
included in the Learning Resources for this course.
Submit your assignment by Day 7.
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Applied LearningPsychology is an interesting field of study be.docxarmitageclaire49
Applied Learning
Psychology is an interesting field of study because the theories and concepts that you learn can often be observed in the world around you. This assignment allows you to consider material you have covered in the content of this module and apply those concepts to your own life.
In Section 1, you will identify and define ideas. In this module, as you reviewed your course materials, you likely discovered many interesting new ideas in psychology.
· Identify three different concepts, ideas, or research findings that were interesting or useful to you.
· Explain or describe each concept, theory or research finding in detail, in your own words.
· A good response here would be at least 150 words. Be sure to use proper spelling and grammar in your response. Write your response in the space below.
Response:
The three concepts or theories that I am most interested in are the Psychodynamic Theory, the Cognitive Perspective, and the Gestalt Theory. My first interest, the psychodynamic theory, was developed by neurologist Sigman Freud. Freud believed that unconscious and conscious forces drive human behavior to try and solve conflicts with personal needs and society's demands. His theory views a person as being pushed or pulled, and emphasizes early childhood as a time in which a persons personality is formed. The theory goes on to explain that a persons personality is formed by the events that motivate behavior in early childhood, therefore proving that all behavior is motivated. Freud proposed this theory by studying which parts of the personality consisted of the Id (instincts and pleasure), the superego (obedience to parents and society), and the ego (mediates between Id and superego according to it's demands). Freud felt that if he could help people understand how their personalities were developed and to understand the unconscious and conscious mind, they could actually experience an emotional release, therefore finding relief from psychological disturbances and distress. Behaviorist and Humanist also support Freud's psychodynamic theory of personalities.
My second interest, Gestalt psychology, was developed by psychologist Max Wertheimer et al., and is a theory of visual perception. Gestalt psychology has also been referred to as gestalt theory and the Max Wertheimer theory. The idea of the gestalt theory is that the mind can understand experiences as a whole and not just as a collection of different experiences. It has also been explained as the whole of anything is greater than its parts. This is why the theory is appropriately named gestalt, because gestalt is a German word that means unified whole. Wertheimer believes that the human mind has the capability to accumulate and maintain many different perceptions in a chaotic world. Wertheimer's theory has been become known as “ The laws of Max Wertheimer" and also as “ Gestalt laws of grouping.” Gestalt psyc.
Applied Assignment III – write 5 primary goals and their metrics f.docxarmitageclaire49
Applied Assignment III – write 5 primary goals and their metrics for the railroad facility (that is for one of the maintenance/repair facilities, provide examples); please describe and use examples, provide details about how the metrics and goals link together.
It has to be about 2 pages.
It has to be plagiarism free!
Needs to be done by Wednesday before 6pm.
.
Applied Assignment I – describe the primary business processes, key .docxarmitageclaire49
Applied Assignment I – describe the primary business processes, key supporting processes, key work interdependences, and possible key deliberations. Describe them and give examples for how they might work for the organization I provided. You’ll find definition and examples of these in the supplemental information under the content area and in the applied assignment folder
2 pages before 9pm
.
Applied Final ProjectThe Cultural OtherResearch the hist.docxarmitageclaire49
Applied Final Project
"The Cultural Other"
Research the history and traditions of a culture that is of special interest to you. You may research the arts, musical traditions, literature, significant historical events, and religions of your chosen culture.
Armed with this background, create a portfolio of an invented person from that culture. The result will be a case study.
Decide on the age, gender, socioeconomic class, family situation, and community role of the individual, as well as a personal crisis the individual has involving culture.
Write up the case study. Include a key historical event that has some influence on the case.
.
applied sciencesReviewA State-of-the-Art Review of .docxarmitageclaire49
applied
sciences
Review
A State-of-the-Art Review of Nanoparticles
Application in Petroleum with a Focus on
Enhanced Oil Recovery
Madhan Nur Agista 1,2, Kun Guo 1,3,* ID and Zhixin Yu 1,* ID
1 Department of Energy and Petroleum Engineering, University of Stavanger, 4036 Stavanger, Norway;
[email protected]
2 Auroris Energy, Jakarta 12950, Indonesia
3 The National IOR Centre of Norway, University of Stavanger, 4036 Stavanger, Norway
* Correspondence: [email protected] (K.G.); [email protected] (Z.Y.);
Tel.: +47-5183-2198 (K.G.); +47-5183-2238 (Z.Y.)
Received: 21 April 2018; Accepted: 15 May 2018; Published: 25 May 2018
����������
�������
Abstract: Research on nanotechnology application in the oil and gas industry has been growing
rapidly in the past decade, as evidenced by the number of scientific articles published in
the field. With oil and gas reserves harder to find, access, and produce, the pursuit of more
game-changing technologies that can address the challenges of the industry has stimulated this
growth. Nanotechnology has the potential to revolutionize the petroleum industry both upstream
and downstream, including exploration, drilling, production, and enhanced oil recovery (EOR),
as well as refinery processes. It provides a wide range of alternatives for technologies and materials to
be utilized in the petroleum industry. Nanoscale materials in various forms such as solid composites,
complex fluids, and functional nanoparticle-fluid combinations are key to the new technological
advances. This paper aims to provide a state-of-the-art review on the application of nanoparticles and
technology in the petroleum industry, and focuses on enhanced oil recovery. We briefly summarize
nanotechnology application in exploration and reservoir characterization, drilling and completion,
production and stimulation, and refinery. Thereafter, this paper focuses on the application of
nanoparticles in EOR. The different types of nanomaterials, e.g., silica, aluminum oxides, iron oxide,
nickel oxide, titanium oxide, zinc oxide, zirconium oxide, polymers, and carbon nanotubes that have
been studied in EOR are discussed with respect to their properties, their performance, advantages,
and disadvantages. We then elaborate upon the parameters that will affect the performance of
nanoparticles in EOR, and guidelines for promising recovery factors are emphasized. The mechanisms
of the nanoparticles in the EOR processes are then underlined, such as wettability alteration, interfacial
tension reduction, disjoining pressure, and viscosity control. The objective of this review is to present
a wide range of knowledge and expertise related to the nanotechnology application in the petroleum
industry in general, and the EOR process in particular. The challenges and future research directions
for nano-EOR are pinpointed.
Keywords: nanotechnology; nanoparticle; petroleum; enhanced oil recovery; recovery mechanism;
wettability alteration; interfacial tension reduc.
Applications of Epidemiology – A Case Study The situation at Goo.docxarmitageclaire49
Applications of Epidemiology – A Case Study
The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far: Case
Age
Gender
1
23
M
2
21
F
3
15
M
4
42
F
After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission.
Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department.
Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products.
In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria.
As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections.
Write a five to six (5-6) page evaluation report in which you:
Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative.
Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions.
Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care administrator. Propose four (4) steps that will be useful in the final implementation plan.
Suggest at least five (5) recommendations to your department head based on the steps taken in the implementation plan. Provide rationale for your suggestions.
Using these approved r.
ApplicationFederal Statutes and the Impact of Legislative Bills.docxarmitageclaire49
Application:
Federal Statutes and the Impact of Legislative Bills
A statute provides the written process that transforms a bill from a static piece of legislation to action. Enacting a statute is more complicated than simply having the legislature vote on and approve it. Once a member of Congress introduces a bill, it is sent to various House and Senate committees and subcommittees, any of which may edit, add to, amend, or “kill” the bill at any point. Therefore, only a small fraction of the bills submitted for consideration are passed into law. If a bill passes through the committees, it will be presented for a floor debate and full vote of both houses of Congress. Then, it must be signed into law by the President. After they are voted on and signed into law, bills are then subject to interpretation and analysis by the judicial system regarding how they apply to specific legal problems and cases.
To prepare for this assignment:
Review the assigned pages of Chapter 3 in your course text,
Principles of Legal Research
. Focus on sources of and research methods for locating enacted federal legislation.
Review Chapter 4 in your course text,
Principles of Legal Research
. Think about the legislative process and how to research pending legislation.
Select a policy issue that interests you.
Use the LexisNexis Academic database in the Walden library, and search for current statutes that may impact the policy issue you selected. Use the source
United States
Code Service – Titles 1 through 50
, located in the Federal & State Codes section of the Legal tab.
Access “The Library of Congress: THOMAS” website and search for current bills that may impact the policy issue you selected.
The assignment:
(2–3 pages)
Briefly describe the issue you selected.
Describe two or three federal statutes that relate to the issue and explain how each does so.
Describe one
current
legislative bill related to the issue, and explain how it might impact the law or policy related to the issue if passed. Be specific.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only
.
ApplicationFederal Statutes and the Impact of Legislative B.docxarmitageclaire49
Application:
Federal Statutes and the Impact of Legislative Bills
A statute provides the written process that transforms a bill from a static piece of legislation to action. Enacting a statute is more complicated than simply having the legislature vote on and approve it. Once a member of Congress introduces a bill, it is sent to various House and Senate committees and subcommittees, any of which may edit, add to, amend, or “kill” the bill at any point. Therefore, only a small fraction of the bills submitted for consideration are passed into law. If a bill passes through the committees, it will be presented for a floor debate and full vote of both houses of Congress. Then, it must be signed into law by the President. After they are voted on and signed into law, bills are then subject to interpretation and analysis by the judicial system regarding how they apply to specific legal problems and cases.
To prepare for this assignment:
Review the assigned pages of Chapter 3 in your course text,
Principles of Legal Research
. Focus on sources of and research methods for locating enacted federal legislation.
Review Chapter 4 in your course text,
Principles of Legal Research
. Think about the legislative process and how to research pending legislation.
Select a policy issue that interests you.
Use the LexisNexis Academic database in the Walden library, and search for current statutes that may impact the policy issue you selected. Use the source
United States
Code Service – Titles 1 through 50
, located in the Federal & State Codes section of the Legal tab.
Access “The Library of Congress: THOMAS” website and search for current bills that may impact the policy issue you selected.
The assignment:
(2–3 pages)
Briefly describe the issue you selected.
Describe two or three federal statutes that relate to the issue and explain how each does so.
Describe one
current
legislative bill related to the issue, and explain how it might impact the law or policy related to the issue if passed. Be specific.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources
not
included in the Learning Resources for this course.
.
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docxarmitageclaire49
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
ApplicationDeveloping Your Professional Philosophy of Teaching .docxarmitageclaire49
Application:
Developing Your Professional Philosophy of Teaching and Learning
Part 3: Environments and Experiences That Inspire and Support Development and Learning
Each of the people you studied this week
—< /font>Johann Pestalozzi, Fredrich Froebel, John Dewey, and Maria Montessori - developed his or her philosophy of education based on personal and professional experiences. Each was interested in understanding and defining the environments, experiences, and resources that inspire children's learning.
For this section of your Professional Philosophy of Teaching and Learning:
Think about the people that you studied this week and what you have learned. Carefully choose at least five points that have inspired your thinking and helped clarify, expand, and/or deepen your philosophy of education with regard to environments, experiences, and resources that define and inspire teaching and learning. Then, s
ummarize these five points in such a way that also explains how these philosophers have influenced your philosophy of education and the environment you hope to create. Be sure to cite the sources of
each of the points you include.
Assignment length: 1
–
2 pages
.
Application Social ClassIn the Discussion, you addressed how .docxarmitageclaire49
Application: Social Class
In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.
When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.
To prepare for this assignment:
Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
Think of an historical example of how social class has changed over time.
Identify the major conflict in June's scenario in Reading 4.
Think about the consistencies and inconsistencies in June's approach to solving the conflict.
Consider the impact of social class on June's logic.
The assignment (1–2 pages):
Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.
Describe the major conflict in June's scenario.
Explain the consistencies and inconsistencies in June's approach to solving the conflict.
Analyze the impact of social class on June's logic.
.
Application Role and Value of EvaluationThe United Nations, the.docxarmitageclaire49
Application: Role and Value of Evaluation
The United Nations, the American Red Cross, and other international disaster response organizations worked together to care for the trauma survivors after a series of four devastating hurricanes smashed into Haiti one after another, before communities had time to regroup from the previous ones. Then the 2010 massive earthquake struck the island. The poverty in Haiti complicated responder effectiveness and may have compounded survivor trauma because residents had few resources. While back to back disasters may make it difficult to evaluate crisis management plans, they point to the importance of learning what worked and what went wrong.
Once a disaster has occurred, the evaluation process includes a review of what was effective in the response as well as what was not effective. Learning and improved insights from a disaster can require making strategic changes in an organization or community. Last week you encountered new procedures for disaster transportation recovery, such as design-build, that can change the manner in which communities recover from disasters. Organizations can take a lesson from this change in thinking and creativity and look at innovative practices for strategic planning and recovery. Therefore, evaluation is a key element in crisis management planning and recovery.
To prepare for this assignment
:
Review Chapter 17 in your course text,
Crisis Intervention Strategies
, focusing on systems overviews and the Principles of a Crisis Intervention Ecosystem. Consider the value of ongoing plan evaluation.
Review the Appendix and Chapters 5 and 9 in your course text,
Crisis Management in the New Strategy Landscape
, focusing on organizational learning and evaluation of crisis management plans.
Review the article, "Program Evaluation: The Accountability Bridge Model for Counselors." Consider how counselors can use program evaluation to enhance accountability to stakeholders.
Review recent crises and/or disasters online and think about what can be learned about crisis management from them.
The assignment: (2-3 pages)
Provide an analysis of the role and value of evaluation as part of a crisis management plan. Provide specific examples to illustrate your arguments.
.
Application of Nursing Theory to Practice What would _(Pla.docxarmitageclaire49
Application of Nursing Theory to Practice
What would _(Place any nurse theorist or theory here)_ do?
Case Study:
Abigail Goldberg is a 46-year-old female who has recently been admitted to the hospital
after falling down the stairs and breaking her ankle. Her ankle has been repaired with an
open reduction and fixation device. Currently she has unable to bear weight on that
extremity. Physical Therapy is working with Mrs. Goldberg to assist her in advancing
her mobility.
While talking to Mrs. Goldberg the nurse finds out that she has been experiencing muscle
weakness in her legs for the last two months. She has a history of scoliosis and believed
the weakness was due to an “alignment” problem. Upon admission Mrs. Goldberg has
bilateral weakness in her lower legs. You are unable to assess her gait due to the fractured
ankle, but she states she has been “unsteady on her feet for the last few weeks”. Upon
further history taking you find out her appetite has diminished over the last three weeks,
she states she is hungry but when she tries to eat she fatigues easily then quickly losses
her appetite. She has lost 10 pounds in the “few” months and now weighs 120lbs. Her
CBC and CMP are within normal limits with the exception of mild anemia with an H&H
of 11.5 and 32.9.
Testing is currently being undertaken for a definitive diagnosis of the weakness that lead
to Mrs. Goldberg’s fall. Her physician strongly believes she experiencing symptoms
common for multiple sclerosis. The physician has shared this with Mrs. Goldberg. The
physician has ordered further blood work to evaluate any elevation in antibodies. The
physician has also ordered a CT scan and a spinal tap to assist with making the final
diagnosis.
Mrs. Goldberg has no other significant medical history. She takes only a multi-vitamin
daily. She has never had surgery. She has three children, all girls, ages 18, 15, and 11.
The girls are very active and rely on Mrs. Goldberg to take them to most of their
extracurricular events. The oldest has just started college and this is the first time any of
her children will live away from home. She has been looking forward to traveling to her
daughter’s college for visits. Her religious preference is Judaism. Her family of origin
practices Conservative Judaism. While Mrs. Goldberg participates in religious holiday
celebrations she does not actively practice Judaism nor does she attend temple regularly.
Mrs. Goldberg has been married 5 years to her second husband and states they have a
“good relationship” but that they “have not been intimate for 2 months” because she has
not been feeling well. Mrs. Goldberg was married to her first husband for 15 years. That
marriage ended in divorce after she discovered her first husband was gay.
When the nurse enters Mrs. Goldberg’s room to discuss the plan for the shift and day the
nurse observes Mrs. Goldberg’s affect to be sad. She sta.
Application Paper #4 1.Please pick 1 or 2 of Gardners Intell.docxarmitageclaire49
Application Paper #4
1.Please pick 1 or 2 of Gardner's Intelligences which you find you do well. What are they and what are your strengths in these areas?
Gardner's Multiple Intelligences
Gardner asked, How is the person smart, not how smart are you? Gardner believes there are at least a minimum of 8 different Intelligences. these do not act alone; they act in concert.
· Musical Intelligence = Skills in tasks involved in music.
· Bodily Kinesthetic Intelligence = Skills in tasks involved in using whole or parts of body
such as dancers ,athletes, actors, surgeons.
· Logical-Mathematical Intelligence = Skills in problem-solving and scientific thinking.
· Linguistic Intelligence= Skills in production and use of language.
· Spatial Intelligence = skills re: spatial configurations for instance artists and architect
· Interpersonal Intelligence =Skills interacting with others, understanding sensitivity to moods, temperaments, motivations, and intentions of others.
· Interpersonal Intelligence = Knowledge about internal aspects of oneself; access to one's feelings and emotions.
· Naturalistic Intelligence = Ability to identify and classify patterns in nature
2. Enclosed is information about intelligence. Please read the following scenario.
Practical and Emotional Intelligence:
Practical Intelligence produces overall success in living and is used through observation of others' behavior. Emotional Intelligence shows skills that underlie accurate assessment, evaluation, expression of emotions, and regulation of emotions. It is the basis of empathy for others, self-awareness, and social skills. It shows understanding of others' feelings and so can assist others.
Scenario
"An employee who reports to a supervisor that you supervise, has asked to talk with you about waste, poor management practices, and possible violations of company policy and the law on the part of your supervisor. You have been in your position for only a year, but in that time you have had no indications of trouble with that supervisor.
Neither you nor your company has an " open door" policy. It is expected employees take their concerns to their immediate supervisor before bringing the information to others. The employee who wished to meet with you has not discussed the issues with her supervisors because of its delicate nature."
What would you do?
What are your reasons?
Explain the form of intelligence ( practical and/or emotional) you used and how you used it.
Application Paper #4
1.
Please pick 1 or 2 of Gardner's I
ntelligences which you find you do well. What are
they a
nd what
are
your strengths in these areas
?
Gardner's Multiple Intelligences
Gardner asked, How is the person
smart, not how smart are you?
Gardner believes there are at
least a
minimum of 8 different Intelligences. these do not act alone; they act in concert.
·
Musical Intelligence = Skills in tasks involved in music.
·
Bodily Kinesthetic Intelligence = Skills in t
a.
Application of Applied Behavior Analysis to Mental Health Issu.docxarmitageclaire49
Application of Applied Behavior Analysis to Mental Health Issues
Mark T. Harvey
Florida Institute of Technology
James K. Luiselli
The May Institute, Inc.
Stephen E. Wong
Florida International University
The theoretical and conceptual basis for behavior analysis emerged from the fields of
experimental psychology, physiology, and philosophy, effectively melding theory with
scientific rigor. Behavior analysis has since expanded from controlled laboratories into
applied settings, including hospitals, clinics, schools, family homes, and communities.
Much of the early research in applied behavior analysis (ABA) included participants
with mental health disorders and developmental disabilities. ABA research for persons
with developmental disabilities is vibrant and expansive; however, there is a paucity of
recent research in behavior analytic assessment and treatment for persons with mental
health diagnoses. This article describes how ABA technology can advance mental
health services for children and adults utilizing a multidisciplinary approach to link
professionals from psychology, psychiatry, and other associated disciplines to optimize
patient outcomes. Discussion focuses on historic applications of behavior analysis,
opportunities, and barriers in the mental health field, and ways in which ABA can
contribute to a multidisciplinary treatment approach.
Keywords: applied behavior analysis, functional behavior assessment, functional analysis, con-
tingency management, acceptance and commitment therapy
The etiology of mental illness is believed to
be a complex interaction between genetics,
physiology, neurobiology, and environmental
factors that lead to psychological, physiologi-
cal, and/or behavioral changes. When these de-
viations differ significantly from societal norms
and interfere with one’s ability to function in
daily life, the person may be diagnosed with a
mental disorder (American Psychiatric Associ-
ation, 2000). Often a licensed physician, psy-
chiatrist, or psychologist assesses an individual,
diagnoses a mental disorder, and then desig-
nates a treatment plan for that individual. Al-
though an interdisciplinary approach, wherein
representatives from various disciplines such as
medicine, psychiatry, clinical psychology, neu-
roscience, education, social work, and behavior
analysis convene to devise a treatment plan
would be preferable, the logistics and resources
required limit this practice to select clinical
facilities. We posit that behavior analysis,
which includes refined techniques for teaching
and motivating adaptive behavior, should be an
integral part of a multidisciplinary approach to
mental health services. Combining technologies
derived from behavior analysis and other disci-
plines could broaden our understanding of men-
tal disorders, expand the range of available in-
terventions, and improve therapeutic outcomes
and client satisfaction.
This article briefly examines early applied be-
havior analysis (ABA) resear.
Application Essay Rubric Excellent Good Acceptable .docxarmitageclaire49
Application Essay Rubric
Excellent Good Acceptable Unacceptable Score
Content
(40 points)
(20 points) (17 points) (17 points) (27 points)
Criteria
The essay illustrates
exemplary understanding
of the course material by
thoroughly and correctly:
(1) addressing the relevant
content; (2) identifying
and explaining all of the
key concepts/ideas; (3)
using correct terminology;
(4) explaining the
reasoning behind key
points/claims; and (5)
(where necessary or
useful) substantiating
points with several
accurate and original
examples.
The essay illustrates
solid understanding of
the course material by
correctly: (1) addressing
most of the relevant
content; (2) identifying
and explaining most of
the key concepts/ideas;
(3) using correct
terminology; (4)
explaining the reasoning
behind most of the key
points/claims; and (5)
(where necessary or
useful) substantiating
some points with
accurate examples.
The essay illustrates
rudimentary understanding
of the course material by:
(1) mentioning, but not
fully explaining, the
relevant content; (2)
identifying some of the key
concepts/ideas (though
failing to fully or accurately
explain many of them); (3)
using terminology, though
sometimes inaccurately or
inappropriately; and (4)
incorporating some key
claims/points, but failing to
explain the reasoning
behind them (or doing so
inaccurately).
The essay illustrates poor
understanding of the
course material by (1)
failing to address or
incorrectly addressing the
relevant content; (2)
failing to identify or
inaccurately
explaining/defining key
concepts/ideas; (3)
ignoring or incorrectly
explaining key
points/claims and the
reasoning behind them;
and (4) incorrectly or
inappropriately using
terminology
Reasoning
(40 points)
(20 points) (17 points) (17 points) (14 points)
Criteria
The essay reflects expert
reasoning by:
(1) synthesizing material;
(2) making connections
between relevant
ideas/claims/points; (3)
presenting an insightful
and thorough evaluation
of the relevant issue or
problem; (4) identifying
and discussing important
nuances in the relevant
material; and (5)
identifying and discussing
key assumptions and/or
implications.
The essay reflects fairly
strong reasoning by:
(1) synthesizing material,
(2) making appropriate
connections between
some of the key
ideas/claims/points; (3)
accurately evaluating the
issue/problem; and (4)
identifying ad discussing
key assumptions and/or
implications.
The essay reflects basic
reasoning by:
(1) synthesizing some of
the material, though
remains vague and
undeveloped; (2) making a
few connections between
ideas/claims/points, but
ignoring or inaccurately
connecting others; (3)
evaluating the
issue/problem at a very
basic/superficial level; and
(4) ignoring assumptions
and i.
Application Formal and Informal NetworksHuman services is abo.docxarmitageclaire49
Application: Formal and Informal Networks
Human services is about collaboration and cooperation. For human services to be successful, many different systems and agencies need to work together to ensure that clients' needs are met. The working relationships that are formed as a result can be considered networks, and are classified as either formal or informal. On a formal level, administrators of a shelter may work hand-in-hand with a job placement center to help clients find employment. This formal network involves connections with government agencies, schools, businesses, and other human services agencies. An informal network, by contrast, is maintained not by official policy but by personal and preexisting relationships that professionals and agencies have built over time. For instance, a case manager may use his or her influence to help a client get an extra bus ticket to attend church on Wednesdays. By working together effectively, these formal and informal human services networks can form a cohesive unit that benefits both clients and human services professionals.
To prepare for this assignment:
Review Chapter 8 in your course text, An Introduction to Human Services, paying particular attention to the ways in which human services professionals work within formal and informal networks and how these networks work together within and among agencies.
Review the article, "Building a Coalition of Non-Profit Agencies to Collaborate with a County Health and Human Services Agency: The Napa County Behavioral Health Committee of the Napa Coalition of Non-Profits." Think about the formal and informal networks the Napa County agencies are using collaboratively to provide comprehensive human services to county residents.
Read the case study of Helping Hands, provided in the Learning Resources for this week. Identify the formal and informal networks within this agency and among the other agencies and systems that CASA would work with. Also think about how these two types of networks would work together in the human services delivery system.
The assignment: (2–3 pages)
Based on the case study provided, briefly describe the formal and informal networks within the CASA agency and among other agencies and systems that CASA would engage with.
Then explain how these two types of networks, formal and informal, work together in human services delivery. Be specific and provide examples to illustrate.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.
.
Application Double Consciousness and Avoiding StigmaDouble co.docxarmitageclaire49
Application: Double Consciousness and Avoiding Stigma
Double consciousness, covering, and passing are all ways in which people respond to stigma. Double consciousness is seeing yourself through the eyes of a critical observer. For example, Arthur Ashe, a professional tennis player in the 1960s and 1970s, experienced double consciousness when he saw his daughter playing with a white doll. He saw himself both as a father who wanted his daughter to enjoy herself and as a black father, who was concerned about the perception the black community might have if they were to view his daughter's behavior in public. He was aware or conscious of two selves, his inner self, which is not critiqued by the outside world, and the self that represented the stigma of being black during this time in history. He was faced with an identity conflict. Should he allow his daughter's behavior and identify with his inner self, or should he ask her to change her behavior and avoid the discomfort of his potentially stigmatized self? People can avoid stigma in two ways: covering or passing. Families who are involved in transracial adoptions often feel the effects of double consciousness and are confronted with a dilemma similar to the one faced by Arthur Ashe.
To prepare for this assignment:
Review the "Framework Essay" in Section II and Readings 22 and 23 in the course text. Pay particular attention to the concepts of covering, double consciousness, and stigma.
Review the article and video clip, "Mother and Son Offer Transracial Adoption Insights." Focus on the pros and cons of transracial adoption.
Think about how families involved in transracial adoptions relate to the concept of double consciousness.
Think about the advantages and disadvantages of covering and passing as a means of handling stigma related to race or identity.
Consider how covering and passing can be used to both cause and resolve individual identity conflicts.
The assignment (1–2 pages):
Describe the concerns held by adoptive parents and adopted children in transracial families. Explain how these concerns relate to the concept of double consciousness.
Explain the advantages and disadvantages of covering and passing. Address how they can be used to both cause and resolve identity conflicts.
.
Application Comparing Terrorist GroupsIn the readings this .docxarmitageclaire49
Application: Comparing Terrorist Groups
In the readings this week, many different terrorist groups, historic and contemporary, are discussed. While these and other terrorist groups may share some commonalities, it is important to keep in mind that no two terrorist groups are exactly the same. Each terrorist group can be unique in terms of their membership, goals and objectives, and tactics they use to carry out acts of terror. For instance, one terrorist group may engage in assassinations and suicide bombings while another may engage in hijackings and the use of weapons of mass destruction. Public administrators and policymakers must be aware of such differences and create distinct policies and strategies aimed at combating terrorism promulgated by specific terrorist groups.
To prepare for this assignment:
Review Chapter 2 in the course text
Terrorism in Perspective
. Consider the characteristics of historic terrorist groups.
Review Chapter 3 in the course text
Terrorism in Perspective
. Think about the characteristics of international terrorist groups.
Review Chapter 5 in the course text
Terrorism in Perspective
. Reflect on the characteristics of homegrown terrorist groups.
Review the assigned pages of Chapter 4 in the course text
Terrorism in Perspective
. Consider the tactics that terrorist groups might use to carryout acts of terror.
Select two terrorist groups to compare. You may select any terrorist groups mentioned in the Learning Resources, those identified on the U.S. Department of State Web page "
Foreign Terrorist Organizations
," or those on the U.S. Department of State's Terrorist Exclusion List Web page.
Note:
Please scroll down the page for the list of designees.
Think about the similarities and differences between the groups you selected in terms of geographic location, membership, motivations, objectives, and tactics.
The assignment (2 pages): The Groups are:
Domestic right-wing terrorist groups and domestic terrorists left-wing groups
Briefly describe the terrorist groups you selected.
Compare (similarities and differences) the groups in terms of:
Geographic location
Membership
Motivations
Objectives
Tactics
Explain at least one insight you had or conclusion you drew about terrorist groups as a result of your comparison.
Support your Application with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources
not
included in the Learning Resources for this course.
Submit your assignment by Day 7.
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
1. APLX DATA ANSWERS
Verb Present tense Verb Past tense Verb Progressive tense
Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homework
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brought Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
APLX DATA L2
Verb Present tense Verb Past tense Verb Progressive tense
Noun Noun Plural
Run Ran running Intern Interns
2. Eat ate eatting Laptop Laptops
Walk walked walking Homework Homeworks
Study Studied Studying Man men
Swim swam swimming Person people
Practice practiced practicing Table tables
Encounter encountered encounterring House houses
Admire admired admiring China(flatware) 瓷器 Chinese
Hit hitted hitting Car Cars
Sleep slept sleepping Goose Gooses
Drive drove driving Volcano Volcano
See saw seeing Syllabus Syllabus
Do did doing Potato potatos
Help helped helping Tooth teeth
Cut cutted cutting Woman Weman
Bring brought bring Glasses 眼镜 Glasses
Intern Intern Interning Computer Computers
Shower showered showerring Deer Deer
Arise arised arising Foot Feet
16/20 17/20 12/20
APLX DATA L1
Verb Present tense Verb Past tense Verb Progressive tense
Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homeworks
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
3. Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brung Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
L1 Native speaker(baseline)
· Age: 21
· From Van Nuys, CA
· Length of L1 study: Native
· Education level: Junior at UCSC
· Linguistics major
· Father and mother both speaks English
· Mother is native english speaker, Father is Guatemalan.
1. When did you begin to study English?
My mother was a college freshman when she gave birth to me.
As a result, she needed a babysitter or some sort of daycare to
take care of me while she went to school and worked. She
taught me basic English words and phrases that any parent
would begin to teach their toddler. However, while she was
busy, and once she found a trustworthy but inexpensive daycare
to drop me off at, my English learning was picked up from
there. I learned some numbers and some alphabet from a native
Peruvian couple that spoke some English.
Since they had multiple kids, and my mother later added my two
4. younger siblings to their roster, the daycare had the money to
buy interactive toys and activities to teach the youngest children
some English. This included a very large rug that had every
letter in the alphabet, along with a corresponding animal whose
species started with that letter.
I would watch American English television programs for kids
(in addition to some Spanish ones). My own father is native
from Guatemala. To this day, his English is sometimes a little
broken and ungrammatical. But it did not hinder my English
learning.
0. How long have you studied English?
The last time I had an English class, where I learned grammar
rules and how to read and write would be in high school. I’ve
been learning English from when I was a toddler to senior year
of high school, when I was 18 years old.
This question is a little odd for me, because I’ve never seen my
English learning as anything other than inherent and intuitive. It
was my first language, and because of some personal family
issue, my only spoken language, despite my mother and father
speaking fluent Spanish at home. Every book I’ve ever read,
every article, every youtube video I’ve ever watched or listened
to in the English language had secured such reasoning in my
head. How could I have studied English past elementary school,
if I could think in it?
I don’t really remember studying the grammar of English. Over
the years, through speaking, listening, and reading in English,
the grammar is ingrained. It’s just been so long that I don’t
even remember any specific grammars. If it feels right, it feels
right. Not even the red or blue squiggly lines in word processors
5. can change my learned views over what I’ve studied and
observed in the English language for years.
1. How did you study English at school? (all years studied)
Starting from Kindergarten, I began to formally learn the
alphabet, and how to write. I already understood many words,
because I was a child, and children are learning-sponges. From
then on, my teachers would teach me concepts, like math and
music, and use English to give directions, rules, and discuss
patterns. I studied through writing really short essays, and I
learned new words through pictures and history books.
I don’t quite remember learning the grammar in my early years,
but I do remember being formally introduced to proper sentence
structure in high school in order to write academic essays.
2. Was English spoken at all at home?
My parents had taught me both English and Spanish at home
until it was discovered that my younger brother had a speech
issue. He was taken to speech therapy, and to help him focus,
my parents had to cut back on the Spanish studies. This
occurred when I was young, and still in elementary school. So
instead of becoming fluent in English alongside Spanish,
English became my only language. I can still associate some
Spanish words with English, and I have a small bit of an ear for
it. But now I have to take Spanish classes to formally and
officially learn to be fluent in it. I wonder if this would have
happened with my English studies if for some reason my family
had moved to Guatemala. My studies would parallel that to my
years in English, and it just fascinates me sometimes.
6. 3. Did any family members know English?
All my immediate family members know English. My father and
his immediate family moved to America almost twenty two
years ago, yet their English (especially his family) is broken,
and they aren’t quite fluent in it, despite living in California for
over twenty years. My mother’s side are from North Carolina,
and they’re predominantly white Americans, so English is all
they know.
4. What did you find most difficult while learning English?
The most difficult thing I found while learning English was
essay formation. It was the bane of my existence to form an
introduction paragraph. I found it weird to start things off with
“Then, Thus, Finally, etc.” Also, after learning English for
many years, there are some manners of speaking and writing
that I had gotten accustomed to, which were found to be
incorrect by my teachers. Learning how to correct them
purposefully was difficult, since they weren’t intuitive to me.
5. How about now?
Other than just hating essays in general, I don’t have any of
those difficulties any more, or in any other area of the English
language (presumably). Though I may not know or care for the
differences between “who’s” and “whose”, I’m sure there are
many old formal grammar rules that I do not know about, even
as a native English speaker.
7. But I must add that because of my intuitive process on the
language, learning new and fresh lingo from meme culture has
led to an accidental study in modern English language changes
(as it has changed alongside the technology boom, and its
corresponding lingo). And I find that neat.
6. Do you have any trouble with verb conjugations? EG. Past
tense, current tense? Plurality of nouns?
I have a very good grasp on verb conjugations. However, even
as a fluent speaker and writer in English, there are some verbs
that I either briefly forget the conjugation to (Example: the past
tense of “cut” being “cut” and not “cutted”, ungrammatical
orally, but if I were to write something that included that word,
I would have used the correct tense) or just find an
ungrammatical version of it more personally grammatical.
·
L2 learner
· Age: 21
· From Shenzhen, China. Moved to USA 4 years ago
· Shenzhen learners of English tend to have a better grasp on
English due to the international industries and economy of
Shenzhen.
· Length of L2 study: 6 years actively studying, not just basic in
class studying(little attention given during previous studying of
8. L2)
· Education level: Sophomore at UCSC
· CS game design major
· Father and mother both speaks English
·
1. When did you begin to study English?/How long have you
studied English?
· As a normal Chinese student, I started to learn English when I
was studying at pre school. I start by learning English alphabets
at first and learning more later. Our educational system required
us to learn English, so I learn through out my years at school
from primary school to high school and continue to US
highschool and University now.
2. How did you study English at school? (all years studied)
· At first, our teacher at pre school will just teach us english
alphabets and some simple words like apple. Our pre school
teacher basically let us remember those alphabets with reading
out loud and watching image representation. Then, once I enter
into primary school, our teacher start to teach us more about
English with more vocabularies and reading english paragraphs.
Our textbook usually come with audio recording which we can
listen to and follow in order to imitate the pronounciation. Each
morning, we will be lead by our teacher and read English
paragraphs together. Our teacher usually have okay english
pronouciation and strong grammar. After we learned some
lessons, we will have exams to test our understanding about the
material we covered. Before high school, the level of
difficulties just increased, and the pattern of learning English
didn’t change. I don’t pay too much attention during my early
9. stage of English learning, so my English basic grammar is
pretty bad. I start to pay more attention to English when I need
to take the high school entrance exam. One of the required exam
is English. It took me so much time before I started to become
okay. My English skill has a major improve at my high school
as I enter into the study abroad program which apply for
America High school. Majority of my English grammar,
vocabularies, and speaking skill comes from preparing the
TOEFL exam. Later when I enter into America school, I
basically enter into English environment which English is used
every where. My English skill also improved a lot by studying
in English only environment. But the improvement arc is
increasing a lot faster at first, now the progress is limited and
the arc of progress is increasing slower and slower than before.
3. Was English spoken at all at home?
· My dad’s job is working to negotiate conflict between foreign
business and chinese business, so he will use some English and
be able to talk in English. My dad sometime speaks English and
wants me to speak back. My mum didn’t have strong English
background at first, but after I went to study abroad, she start to
study English as well and become comfortable to speak in
English.
4. Did any family members know English?
· Majority of my old family members have the same generation
as my dad, they understand a limited amount of English. I
would say primary school level. People who have a generation
above me, like my cousins, they have better English as the
education system in China start taking care about English.
Majority of them have middle level of English, which is good
and grammar and writing, but not good at speaking and
listening. One of my cousins who came to America University
10. and study has good English skills. Then it is my family
members who have the same generation or lower generation as
me. At this point, the China education system have hard focus
on English and provide lots of money in building up English
study resource. The result is many of us have okay English skill
but still leak in listening and speaking.
5. What did you find most difficult while learning English?/
How about now?
· I found out the most difficult part of learning English is
writing and speaking. Where writing require clearity in
sentences and good grammar, which I left a lot at first and hard
for me to catch up. Speaking required practice with other people
where English environment is hard to find in China and I and
many Chinese people felt shy to speak with other people in
English as we tend to make mistakes. Now these problems are
still present, the grammar is hard to improve, but the speaking
skill has increased a lot when I study in America where each
day requires English.
Case Study Research Project
a101
Write your name(s) here
University
[email protected]
Abstract
This is a max 150 word summary of your project. After reading
the abstract, the reader should know what your project is about,
11. what the data show, and what your main conclusions are. You
should write the abstract last, after you’ve complete the project.
I. Introduction
One or two paragraphs that give an overview of your study, the
specific research questions you hope to address, and any matters
related to SLA theory that are relevant for your project.
2. Methodology
2.1. Focal participant(s)
This section includes a relevant description and details about
your focal participant(s). Remember to use a pseudonym!
Provide quantitative details (e.g., age of arrival, length of
exposure, years of formal study, etc.) as well a qualitative
summary of his/her learning experience, as gathered from your
interview (attach interview questions in Appendix).
2.2. Instrument
This section describes the instrument, or materials that you used
to elicit the language sample from your participant. For
example, if you used a picture description task, you would
describe it here. It is perfectly fine to use a task from previous
research as long as you cite the source.
2.3. Description of linguistic variable(s)
This subsection provides a description of the linguistic form or
structure that you will analyze. For example, if you are looking
at object pronouns in L2 Spanish, you will need to specify
which ones you’ll consider in your analysis. Some examples are
always helpful here. You should also briefly discuss why you
chose the feature(s) that you did (i.e., motivation from previous
research/theory).
2.4 Data Analysis
12. In this section you explain what you did with the data after
gathering it. For example, oral data were transcribed and
divided into AS units. If you only use a portion of the data for
analysis, mention that here (e.g., you have 2 hours of oral data
but will only analyze the first 20 minutes). Here you also
explain the procedure for the analysis you conducted on the
target language variable(s). Examples here may be helpful.
3. Results
3.1. Target analysis
In this section you will present the results of your analysis.
What are the patterns you notice? Is the participant finding
ways to avoid the form(s) in question? Depending on your
analysis, this may include quantitative data with tables and/or
figures. Also, show relevant examples here, and make sure to
attach the data in an Appendix.
3.2. Additional analyses
Generally speaking, there is always something else interesting
in the data that you wish to comment on. Your planned analysis
likely doesn’t reveal everything going on in the sample, so here
is your opportunity to examine other interesting aspects. For
example, you may choose to comment on lexical choices or even
present a measure of lexical diversity. If the learner is using the
form in question but restricted to one or two lexical items, that
is something potentially interesting to mention. If you gathered
native speaker baseline data, you will present it here.
4. Discussion and conclusion
The purpose of the discussion section is to interpret what
you’ve found. While your results section presents the results,
your discussion is aimed an explaining them. What do these
data mean? How do they relate to what we know about SLA
more generally (i.e., how do they relate to theories and/or
13. research findings we’ve discussed or that you’ve read about)? In
this section you also want to mention any difficulties you had
during the data collection process and what you would do
differently if you could take this project to the next level (e.g.,
with more participants or with additional tasks).
5. References
Cite all sources here (a minimum of four; APA format)
6. Appendix A
Attach your interview questions here.
7. Appendix B
If relevant, attach your data elicitation materials here
8. Appendix B
Attach your data set here.
Overview: The goal of this assignment is to give you the
experience of collecting and analyzing data from a second
language (L2) learner.
How to begin: Find an L2 learner who is willing to be your
research subject. Since you will be analyzing language, this
should be a learner of a language that you are highly proficient
in (e.g., most likely, your L1 or dominant language). Interview
your subject to gather basic information about their language
learning experience. Relevant questions might include: at what
age did this person begin learning the L2? Did they learn the
language primarily in a naturalistic or instructional context?
14. You might want to use or modify questions that guided your
own linguistic autobiography. You should ask questions about
areas of interest to you (e.g., explicit learning, teaching
methods they found most useful, self-reported proficiency in the
L2, attitudes and motivation, personality, learning strategies,
etc.).
Note: Please let me know ASAP if you cannot find an L2
learner.
Data collection: You will need to get a sample of the person’s
language, either oral or written. To do so, consider using one or
more tasks that elicit language production. Your elicitation task
will be based on what you’re interested in investigating. There
are numerous options, including:
· picture stories or comic strips (especially if they have no
written text)
· film narration (ask them to tell you the plot of a film they’ve
seen recently, or to narrate a youtube clip that has no
dialogue—or with sound turned off)
· personal narrative (ask them to tell you about an important
event in their life)
· picture description (ask them to describe a photo or compare a
series of photos)
· role plays
· Note: If you gather oral data, you will need to digitally record
the person’s output for transcription. Important: You cannot
record the person without their knowledge and consent! Also,
to maintain the anonymity of your participant(s), use
pseudonyms.
Other possible options: (a) gather oral and written data and
compare them (i.e., have the participant do the same task in
each modality) (b) get a native speaker baseline (i.e., have a
15. native speaker do the same task for the purposes of comparison)
(c) collect and compare samples from learners at different
proficiency levels who’ve had different learning experiences.
Target Feature(s): You can chose any (combination of)
linguistic feature(s) for your analysis in any subsystem of
language that interests you (e.g., phonology, morphology,
vocabulary, syntax, pragmatics). Your focus may be as narrow
as, for example, third-person singular –s orpast tense markers,
or somewhat more broad (e.g., question formation, verb
tense/aspect, a speech act such as asking for a favor or
apologizing). (Note: You may want to choose features based
on previous research, including contrastive analyses or
developmental sequences.)
Data analysis: As with your data elicitation method, your
analysis will depend on what you’re interested in learning.
Again, there are numerous options, including:
· Target-Like Use (TLU) Analysis, which goes beyond error
analysis by considering errors and correct uses of a form.
· Complexity, Accuracy, and/or Fluency (CAF) analysis
· Frequency Analysis
Note: There is no expectation that you will incorporate
anything beyond simple descriptive statistics (e.g., frequency,
type/token ratios, percentages…)
General Note on Methodology: You are welcome (and
encouraged) to borrow ideas or materials for data elicitation and
analysis from any of the studies that we’ve read or that you’ll
read in preparation for this assignment. Just be sure to cite the
source!
Format, length, and references (FOLLOW PAPER TEMPLATE)
· 5-6 pages (12pt., Times New Roman, font, 1” margins, double-
16. spaced) for the body of the paper
· 1 page appendix with the data (transcribed, if necessary)
· 1 page appendix with the interview questions
· An appendix with any data elicitation materials
· A minimum of 4 references (the textbook can be one of them)
· Additional option: You may complete this project in pairs or
groups of three if you prefer. If you do this, you must include
at least one participant for each group member. Also, the
required length will be adjusted: for pairs, 7-8 pages; for a
group of three, 9-10 pages.)
If you need help, make an appointment to come see me--
preferably no sooner than one week before the due date.
Notes
1. Ask the participant to explain their education experiences.?
How was the experience of learning the L2? Was it immersion?
I. He/She pronouns
II. Wug test for plurality.( not pronunciation of the (s/z))
III.
IV. Ricking test for past tense. (something similar for
conjugating present tense)
V.
· List stats of each participant including age, length of L2
study, education level, Familial exposure to the L2,
· Gather data samples in both oral recording with transcripts
and written.
· Find a native speaker for baseline comparison.
· Compare the data.
· Restrict to one L1
· Learners English book.
17. · Possible phonology
· Describe pictures
· Describe favorite movie plot
· Explain education experience through to uni.
· Something that will elicit past tense conjugation.
· Take oral exam then a week later written on the same
question. Compare data.
· I will focus on the use of plurality (s’), use of pronouns
(he/she/his/hers) and past tense conjugation of verbs. All of the
aforementioned structures are areas I’ve noticed native Chinese
L1 learning English as L2 have the most difficulty in obtaining
accuracy.
· L2 learners have strong interference from their L1, referring to
some grammar, but mainly pragmatics? Such as verb
conjugation or plurality of nouns.
· From “Bidirectional Transfer”
Method
Four 3-minute long films with a sound track but no dialogue
were used for
narrative elicitation purposes. Previously, films have been used
successfully
for narrative elicitation purposes in the crosslinguistic study of
narrative
production *Chafe 1980; Tannen 1980, 1993) and in the study
of SLA
*Bardovi-Harlig and Reynolds 1995; Becker and Carroll 1997;
Jarvis 1998;
McClure 1991; Perdue 1993). This methodology, which presents
subjects with
a uniform non-verbal prompt, is a variation of the better-known
picture task
elicitation procedure. Both of these types of data elicitation
18. allow the
researcher to keep the data more or less homogeneous by
holding the
semantic referents constant *in contrast to elicited personal
narratives, which
exhibit significantly more variation). Using films rather than
pictures,
however, has the advantage of making the storytelling task less
artificial
and more similar to spontaneous narratives *Tannen 1980,
1993). By using
this technique and by holding our experimental conditions
relatively constant
*see below), we were able to elicit narrative data that we
believe are optimal
in terms of comparability across subjects and language
conditions. On the
other hand, the narratives elicited through this approach were
relatively
short, so in the future it would be helpful to elicit a larger
variety and longer
stretches of data.
Transcript of simple conversation with the L2
· When did you begin to study English?
· “At my kindergarten, start with simple vocabulary and
alphabet.”
· How long have you studied English?
· “active study is 6 years. Total studies is from kindergarten to
now”
· What did you have the most difficulties with when you started
to learn English?
· “I think my majority of difficulties come from writing. I
19. didn’t put much attention to grammar.” “I used to translate from
Chinese to English when I was learning. It made bad clarity for
my grammar and sentence.”
· How did you study English at school? (all years studied)
· “First remember the vocabulary. Then try to remember the
vocabulary by using and speaking it. First listen to the word
then speak it, then use it in a sentence. Other that that learning
grammar by practicing. By use practice sheet. They give you a
grammar sheet to practice what you don’t understand, over and
over again. For the listening and speaking part, they give you
videos or sound track to listen and practice to. And most of my
English skill come from practice for the toefl”
· Was English spoken at all at home?
· “probably not”
· Did any family members know English?
· “Like two generation higher than me only know basic english
but not good. One generation has mediocre ability. “
· What do you think you have the most trouble with now, in
regard to English?
· “I would say also writing. Not changing. But my speaking
skills have improved but my writing skills did not improved
much.”
· Do you have any trouble with verb conjugations? EG. Past
tense, current tense? Plurality of nouns?
· “yes. A lot. That is the biggest mistakes I made in writing.
Also trouble with singular and plural.”
·
Possible sources
Berko Gleason, Jean. (1958). The Child's Learning of English
Morphology. Word. 14. 10.1080/00437956.1958.11659661.
Berko, J. (1958). The child's learning of English
morphology, Word, 14,150-177.
20. Pavlenko, A. (2002). Bidirectional Transfer. Applied
Linguistics - APPL LINGUIST. 23. 190-214.
Miller, D. (2020, February). Chpt. 6: Second Language
Development. Chpt. 6: Second Language Development. Santa
Cruz.
Hummel, K. (2014). Introducing Second Language Acquisition:
perspectives and practices. 138-151 JOHN WILEY & SONS.
Imai, M., Haryu, E., Hirsh-Pasek, K., Li, L., Okada, H.,
Golinkoff, R., & Shigematsu, J. (2008). Novel Noun and Verb
Learning in Chinese-, English-, and Japanese-Speaking
Children. Child Development,79(4), 979-1000. Retrieved
February 26, 2020, from www.jstor.org/stable/27563533
CROWTHER, D., TROFIMOVICH, P., SAITO, K., & ISAACS,
T. (2015). Second Language Comprehensibility Revisited:
Investigating the Effects of Learner Background. TESOL
Quarterly,49(4), 814-837. Retrieved February 26, 2020, from
www.jstor.org/stable/43893788
Severino, C., & Prim, S. (2015). Word Choice Errors in Chinese
Students' English Writing and How Online Writing Center
Tutors Respond to Them. The Writing Center Journal,34(2),
115-143. Retrieved February 26, 2020, from
www.jstor.org/stable/43442807