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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 .

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PRINT Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator. LEARNING ACTIVITIES Collapse All Toggle Drawer [u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment. As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry: Autobiographical experiences. Eyes of students or clients. Relevant theories. Colleagues’ perceptions. Complete the Weekly Planner and Reflection Journal to track your activities. Toggle Drawer [u04s2] Unit 4 Study 2Develop Your Toolbox Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills: Click Critical Thinking Model to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses. Click Resource Toolbox to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner. Click Bloom's Taxonomy to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments. If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1. Resource ToolboxBEGIN ACTIVITY ICON Transcript Critical Thinking ModelBEGIN ACTIVITY ICON Transcript Bloom's TaxonomyBEGIN ACTIVITY ICON Transcript Toggle Drawer [u04s3] Unit 4 Study 3Diversity and Inclusion Strategies Readings According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...

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CHLD 113: Philosophy Statement Student Learning Outcome This assignment is designed to assess the following student learning outcome (SLO): Compare and contrast various theoretical frameworks that relate to the study of human development. Developing Your Personal Philosophy The Philosophy Statement assignment provides an opportunity to review the theoretical perspectives discussed throughout this semester. In a 3-5 page paper (excluding title page, abstract, and references) you will argue which theories you believe best explain how children think, learn, grow, and develop. A philosophy is a set of beliefs about how children develop and learn. This is an individualized statement that is based on core values and beliefs. These are related to your beliefs about the nature and purpose of life, your role and calling in life, and your relationship and responsibilities to others. A philosophy is more than an opinion; it is based on theoretical frameworks, as well as empirical data. Understanding and applying this information is valuable, but ultimately you have to decide what you personally believe and why you believe that. Moment by moment, day by day, what you believe impacts what you will teach and how you will teach it. Review : Review the five theoretical perspectives discussed throughout the text. Re-read chapter two, then review the concepts in other chapters that discuss development in terms of the theories. For example, Berger (the author) comes back to Piaget and Vygotsky in the chapters on cognitive development (especially in chapters 9 and 12), and comes back to Erikson (and sometimes Freud) in the chapters on psychosocial development. She reviews theories when she discusses language learning (chapter 6), infant development (chapter 7), and gender roles (chapter 10). The theories are woven throughout the text. Also review the lecture and PowerPoint slides posted in the Chapter 2 learning unit folder. In addition, the “Additional Resources” section of chapter two lists numerous videos and websites that will help you better understand the theories Reflect and Select : Spend time thinking and talking about the various theories and brainstorm points you want to make in your philosophy statement. Write an outline or web to help you organize your ideas before you start writing your actual essay. You do not need to use every part of every theory in your paper. Some students are eclectic and use some aspect of each theory. Some students select several theories and focus on specific aspects of those theories. For this assignment you are required to use a minimum of three theories (can be parts of a theory – such as social learning from behaviorism, information processing from cognitive, and Freud from psychoanalytic). The possibilities are endless within the five major theories, but here are some aspects of the theories that previous students have incorporated into their philosophy statements: Psychoanalytic Theory Freud’s concepts (unco.

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Instructions: Write a 4 page paper responding to the following question: Why are some students more successful in school than others? The purpose of this activity is to explore and expand your opinions, beliefs, and overall subjectivity about schooling and education. As we read and discuss more about the history/philosophy/anthropology/sociology/culture of schooling in the U.S., I hope that you come to agree that your own experiences and opinions are a viable form of knowledge. Therefore I expect you to draw from your personal experiences when responding to the above question. However, to receive full credit for this assignment you must define and integrate at least 4 major concepts or terms choose 4 major from those (Social class, gender, intellectual abilities, education, part-time work and physical abilities ) ...

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Reflection Reflect on the knowledge and concepts you have learned in this course. With these thoughts in mind, complete the following: Describe three or more ways that your knowledge about language acquisition and development has increased. Summarize three or more insights you have gained about young children in relation to language acquisition and development. Identify any misconceptions or assumptions you held about language development that were dispelled in this course, and explain how and why each was dispelled. Reflect on the four observations and interviews you conducted during the course. In what ways, did these firsthand experiences demonstrate for you the uniqueness of the process of language development? Use specific examples from the observations and interviews to support your response. Assignment length: 1–2 pages .

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Week 6 - Discussion 1 Learning Reflection In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled Storming, Norming, Performing, and Adjourning . When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys. Initial Post – Post a response that addresses each of the following areas: Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list. List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list. Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally. State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is EDU 695 MAED Capstone ) Week 6 Discussion Guidance Discussion 1 This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article Developmental Sequence in Small Groups . (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .

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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.

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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? .

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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 .

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Applied Numerical Methods with MATLAB® for Engineers and Scientists Fourth Edition Steven C. Chapra Berger Chair in Computing and Engineering Tufts University cha97962_fm_i-xvi.indd 1 07/11/16 8:25 pm APPLIED NUMERICAL METHODS WITH MATLAB® FOR ENGINEERS AND SCIENTISTS, FOURTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2012, 2008, and 2005. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 LCR 21 20 19 18 17 ISBN 978-0-07-339796-2 MHID 0-07-339796-2 Chief Product Officer, SVP Products & Markets: G. Scott Virkler Vice President, General Manager, Products & Markets: Marty Lange Vice President, Content Design & Delivery: Betsy Whalen Managing Director: Thomas Timp Brand Manager: Thomas M. Scaife, Ph.D. Director, Product Development: Rose Koos Product Developer: Jolynn Kilburg Marketing Manager: Nick McFadden Market Development Manager: Shannon O’Donnell Digital Product Developer: Joan Weber Director, Content Design & Delivery: Linda Avenarius Program Manager: Lora Neyens Content Project Managers: Jeni McAtee; Sandy Schnee Buyer: Susan K. Culbertson Content Licensing Specialists: Lorraine Buczek Cover Image: Vitalii Nesterchuk/123RF© Compositor: MPS Limited Printer: LSC Communications All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Chapra, Steven C., author. Applied numerical methods with MATLAB for engineers and scientists / Steven C. Chapra, Berger Chair in Computing and Engineering, Tufts University. Fourth edition. | New York, NY : McGraw-Hill Education, [2018] | Includes bibliographical references and index. LCCN 2016038044 | ISBN 9780073397962 (alk. paper) | ISBN 0073397962 (alk. paper) LCSH: Numerical analysis—Data processing—Textbooks. | Engineering mathematics—Textbooks. | MATLAB—Textbooks. LCC QA297 .C4185 2018 | DDC 518—dc23 LC record available at https://lccn.loc.gov/2016038044 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. mheducation.com/highered cha97962_fm_i-xvi.indd 2 07/11/16 8:25 pm To My brothers, John and Bob Chapra an.

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ApplicationFederal Statutes and the Impact of Legislative B.docx

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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.

Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx

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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 Social ClassIn the Discussion, you addressed how .docx

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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 Role and Value of EvaluationThe United Nations, the.docx

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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 of Nursing Theory to Practice What would _(Pla.docx

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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 Paper #4 1.Please pick 1 or 2 of Gardners Intell.docx

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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, contingency 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 disciplines could broaden our understanding of mental disorders, expand the range of available in- terventions, and improve therapeutic outcomes and client satisfaction. This article briefly examines early applied behavior analysis (ABA) resear.

Application of Applied Behavior Analysis to Mental Health Issu.docx

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