Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I never really hear anything that helps me.’’ She
relaxes a bit, nods to herself and tells Paula, ‘‘I’ll just find
something on-line and get it done tonight. That’s easier any-
way.’’ ‘‘Now, I have a real ethics question for you, Paula.’’
I have this case that I just don’t get. I am so stressed about this case.
Maybe you can help me. You see, I’m seeing a family from Paki-
stan and they have all their relatives living with them. The hus-
band’s parents don’t ever leave the house; they just sit there and
tell everyone what to do. The whole family just revolves around
any little thing that the grandparents want. Also, the parents don’t
allow their kids to do anything because the grandparents want the
kids home from school immediately. I know that I need to work
with the whole family, I just don’t know how to do it and really
help them.
Every family counselor is confronted with questions that
challenge his or her ethical beliefs; questions that are not
answered in simple dichotomous terms of right/wrong. More-
over, famil ...
Assignments View FeedbackFeedback for 2-1 Final Project Mi.docxnormanibarber20063
Assignments View Feedback
Feedback for 2-1 Final Project Milestone One: Classic and
Contemporary Work Selec!on
Submission Feedback
Rubric Name: ENG 510 Final Project Milestone One Rubric
Score
87.75 / 90 - A
Feedback Date
Feb 11, 2020 1:43 PM
Assignment
2-1 Final Project Milestone One: Classic and Contemporary Work Selec!on
SP
Sandy:
You cra"ed an impressive milestone in which you pitched two works from two different genres together.
This resulted in layering and depth that was intelligent and stylized. I am eager to see where you lead me
next. Nice work here.
Be well and have fun.
--S
Submission ID Submission(s) Turni!n® Similarity Date Submi$ed
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Done
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I .
Handedness and the Diverse Gender-Related Personality Traits i.docxwhittemorelucilla
Handedness and the Diverse Gender-Related Personality Traits in Humans
Handedness and the Diverse Gender-Related Personality Traits in Humans
Sejla Husic
FSCJ South Campus
Handedness and the Diverse Gender-Related Personality Traits in Humans
According to recent meta-analysis, there has been an immoderate amount of
information linked between the likeliness of sexual orientation and laterality. Using one hand
more than the other. The significant data from 6,182 homosexual and 14,808 heterosexual men,
showed that homosexual men had 34% greater odds of being non-right handed than heterosexual
men, and data from 805 homosexual and 1,615 heterosexual women had 91% greater odds of
being non- right handed than heterosexual women RichardA.Lippa,Ph.D.1 Other gender-
atypicality has been linked to this finding, one would be gender identity disorder. In an
international survey, more than 11,000 participants, documented that 10.6% of males and 8.5%
of females are at higher rates of heft- handedness. Even though the number of theories found of
small but reliable gender differences found in handedness, the results remain poorly understood.
Prenatal Androgen Theory is the most reasonable explanation of homosexuality in
the social behavior of human genders. Stating the sexual orientation is established in the womb
during fetal development. Although with more higher androgen exposure, comes more gender
typical patterns of development, in the males case it would be a greater chance of left-
handedness. Corresponding to gender- related personality traits, within sexual orientation groups,
non- right handedness is associated with masculine traits for both sexes. Predictions have been
made based on simple linear version of prenatal hormone theory, the androgens masculinize
behavior between sex and then is compared on average (James, 1989). Consequently there has
been strong data shown the prenatal hormone theory of handedness, concluding that the non-
right-handedness occurs more in the males sex than females.
Handedness and the Diverse Gender-Related Personality Traits in Humans
Neurological and developmental problems can be the cause of so many theories.
For instance the Pathological left- handedness theory, stating that left-handedness is caused by
pathological stressors, as in birth traumas, or cerebrum impairments. Evidence has proven that
left-handedness is associated with numerous cognitive developmental problems, including
learning disabilities, intellectual retardation, autism, cerebral palsy, etc. (Previc,1996). An
argument has been made that moderate right-handedness is the optimal evolved human trait and
therefore that developmental instability leads both to non-right ...
How to Write a Personal Essay for College - How to write a personal .... 32 College Essay Format Templates amp; Examples - TemplateArchive. Best Essays Ever Written. Sample essay on personal statement. essay done.pdf. Why Do You Need Financial Assistance Essay - Writing an Essay? Here Are .... Top Tips on How to Write an Essay and How to Get Your Essay Done. Essay. 003 Sample College Essays About Yourself Essay Example What To Write On .... Essay done for you SAC Homberg. Sample Research Argumentative Essay Templates at allbusinesstemplates.com. 9 Sample Opinion Essay Pjj 1 University Public Sphere. Custom Paper Writing Help Online Essay examples, College essay .... Essays done for you - Approved Custom Essay Writing Service You Can Confide. Write your essay for you - Writing Center 24/7.. essay writing Essay writing, Essay, Writing skills. Sample Essay For College Scholarships. How essaytypercom can help you write an essay done quickly lqyqw.pdf .... Pay For Homework To Get Done - Essay Database Free Essay Writer .... Should College Be Free: Pros And Cons - Free Essay Example PapersOwl.com. 007 Essay Example First Person Personal Thesis Statement Writing An In .... Essay done for you - Reliable Writing Aid From Top Writers. How To Start Off A Essay About Yourself. How to write a research essay. 003 Why This College Essay Sample Example Thatsnotus. 005 Help Write My Essay Do For Me Paper Writers College I Need Writing .... Writing application essay can be hard! to make it easier check out this .... 014 How To Cite In Essay Quote And Poem An Using Mla Format Step .... TOP TIPS ON HOW TO WRITE AN ESSAY AND HOW TO GET YOUR ESSAY DONE .... Do This Essay For Me: Professional and Quality Help with Editing Your Paper. How to introduce yourself in a college essay. How To Introduce .... How to write a good essay on yourself.docx - How to write a good essay .... 005 Medical School Essay Example Osu Application Examples Secondary .... 001 How To Start Off Essay An About Yourself Thatsnotus Essays Done For You Essays Done For You
CREATE A POWERPOINT PRESENTATION / TUTORIALOUTLET DOT COMalbert0067
Overview
Create a PowerPoint presentation of at least 12 slides that could be given in a professional context. The presentation will analyze a simulated case study and demonstrate the use of professional guidelines
Assignments View FeedbackFeedback for 2-1 Final Project Mi.docxnormanibarber20063
Assignments View Feedback
Feedback for 2-1 Final Project Milestone One: Classic and
Contemporary Work Selec!on
Submission Feedback
Rubric Name: ENG 510 Final Project Milestone One Rubric
Score
87.75 / 90 - A
Feedback Date
Feb 11, 2020 1:43 PM
Assignment
2-1 Final Project Milestone One: Classic and Contemporary Work Selec!on
SP
Sandy:
You cra"ed an impressive milestone in which you pitched two works from two different genres together.
This resulted in layering and depth that was intelligent and stylized. I am eager to see where you lead me
next. Nice work here.
Be well and have fun.
--S
Submission ID Submission(s) Turni!n® Similarity Date Submi$ed
9933104 MILESTONE 1.docx (10.6 KB) 4 % Feb 4, 2020 3:08 PM
https://learn.snhu.edu/d2l/lms/dropbox/user/folders_List.d2l?ou=344913
javascript:void(0)
https://learn.snhu.edu/d2l/le/dropbox/344913/turnitin/747259/submission/9933104/12996444/RetrieveOriginalityReport
https://learn.snhu.edu/d2l/common/viewFile.d2lfile/Database/MTI5OTY0NDQ/MILESTONE%201.docx?ou=344913
Done
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I .
Handedness and the Diverse Gender-Related Personality Traits i.docxwhittemorelucilla
Handedness and the Diverse Gender-Related Personality Traits in Humans
Handedness and the Diverse Gender-Related Personality Traits in Humans
Sejla Husic
FSCJ South Campus
Handedness and the Diverse Gender-Related Personality Traits in Humans
According to recent meta-analysis, there has been an immoderate amount of
information linked between the likeliness of sexual orientation and laterality. Using one hand
more than the other. The significant data from 6,182 homosexual and 14,808 heterosexual men,
showed that homosexual men had 34% greater odds of being non-right handed than heterosexual
men, and data from 805 homosexual and 1,615 heterosexual women had 91% greater odds of
being non- right handed than heterosexual women RichardA.Lippa,Ph.D.1 Other gender-
atypicality has been linked to this finding, one would be gender identity disorder. In an
international survey, more than 11,000 participants, documented that 10.6% of males and 8.5%
of females are at higher rates of heft- handedness. Even though the number of theories found of
small but reliable gender differences found in handedness, the results remain poorly understood.
Prenatal Androgen Theory is the most reasonable explanation of homosexuality in
the social behavior of human genders. Stating the sexual orientation is established in the womb
during fetal development. Although with more higher androgen exposure, comes more gender
typical patterns of development, in the males case it would be a greater chance of left-
handedness. Corresponding to gender- related personality traits, within sexual orientation groups,
non- right handedness is associated with masculine traits for both sexes. Predictions have been
made based on simple linear version of prenatal hormone theory, the androgens masculinize
behavior between sex and then is compared on average (James, 1989). Consequently there has
been strong data shown the prenatal hormone theory of handedness, concluding that the non-
right-handedness occurs more in the males sex than females.
Handedness and the Diverse Gender-Related Personality Traits in Humans
Neurological and developmental problems can be the cause of so many theories.
For instance the Pathological left- handedness theory, stating that left-handedness is caused by
pathological stressors, as in birth traumas, or cerebrum impairments. Evidence has proven that
left-handedness is associated with numerous cognitive developmental problems, including
learning disabilities, intellectual retardation, autism, cerebral palsy, etc. (Previc,1996). An
argument has been made that moderate right-handedness is the optimal evolved human trait and
therefore that developmental instability leads both to non-right ...
How to Write a Personal Essay for College - How to write a personal .... 32 College Essay Format Templates amp; Examples - TemplateArchive. Best Essays Ever Written. Sample essay on personal statement. essay done.pdf. Why Do You Need Financial Assistance Essay - Writing an Essay? Here Are .... Top Tips on How to Write an Essay and How to Get Your Essay Done. Essay. 003 Sample College Essays About Yourself Essay Example What To Write On .... Essay done for you SAC Homberg. Sample Research Argumentative Essay Templates at allbusinesstemplates.com. 9 Sample Opinion Essay Pjj 1 University Public Sphere. Custom Paper Writing Help Online Essay examples, College essay .... Essays done for you - Approved Custom Essay Writing Service You Can Confide. Write your essay for you - Writing Center 24/7.. essay writing Essay writing, Essay, Writing skills. Sample Essay For College Scholarships. How essaytypercom can help you write an essay done quickly lqyqw.pdf .... Pay For Homework To Get Done - Essay Database Free Essay Writer .... Should College Be Free: Pros And Cons - Free Essay Example PapersOwl.com. 007 Essay Example First Person Personal Thesis Statement Writing An In .... Essay done for you - Reliable Writing Aid From Top Writers. How To Start Off A Essay About Yourself. How to write a research essay. 003 Why This College Essay Sample Example Thatsnotus. 005 Help Write My Essay Do For Me Paper Writers College I Need Writing .... Writing application essay can be hard! to make it easier check out this .... 014 How To Cite In Essay Quote And Poem An Using Mla Format Step .... TOP TIPS ON HOW TO WRITE AN ESSAY AND HOW TO GET YOUR ESSAY DONE .... Do This Essay For Me: Professional and Quality Help with Editing Your Paper. How to introduce yourself in a college essay. How To Introduce .... How to write a good essay on yourself.docx - How to write a good essay .... 005 Medical School Essay Example Osu Application Examples Secondary .... 001 How To Start Off Essay An About Yourself Thatsnotus Essays Done For You Essays Done For You
CREATE A POWERPOINT PRESENTATION / TUTORIALOUTLET DOT COMalbert0067
Overview
Create a PowerPoint presentation of at least 12 slides that could be given in a professional context. The presentation will analyze a simulated case study and demonstrate the use of professional guidelines
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
online class ·Ethical, Legal, and Cultural Considerations.docxjohnbbruce72945
online class
·
Ethical, Legal, and Cultural Considerations
Ethical Considerations in Research
Transcript
Key Events in Ethical Research
Transcript
Readings
Use your
Counseling Research: Quantitative, Qualitative, and Mixed Methods
text to read the following:
Chapter 17, "Ethical Considerations in the Practice of Research," pages 249–261.
Chapter 18, "Multicultural Issues in Research," pages 262–273.
Internet article
Use the Internet to complete the following article:
Read the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research's "
The Belmont Report
."
Assignment
Application: Ethical and Cultural Considerations
After completing the study activities in this unit, discuss how you will apply two ethical principles and two cultural considerations to your pre-proposal assignment. The suggested length of this post is 300–400. This post needs to be supported with at least two references.
Response Guidelines
Respond to the posts of two peers, extending the discussion. Consider sharing a professional experience with using codes of ethics or describing a cultural consideration about which you still have questions. Each peer response needs to be supported with one reference
1
st
Peer Post
Sheperis, Young and Daniels (2010) explain how if a counselor and/or researcher does not engage in ethical research practices, then harm could come to the participants. This application of ethics extends not only to the data collecting portion of the research, but also the design of the study as well as the publication of the results (Sheperis, Young & Daniels, 2010). One ethical principle that will play a role in my pre-proposal is obtaining the signed informed consent from all participants. Since my research will be working with individuals who have been diagnosed with schizophrenia it will be important to make sure that the participants understand the informed consent and are competent to sign (ACA, 2014). The family members of the individual with schizophrenia should also confirm that they understand the informed consent and are competent to sign. No one will be allowed to participant if there is not consent, and understanding of the consent. Another ethical principle that will apply to my pre-proposal is ensuring the autonomy and safety of the participants (ACA, 2014). It is the responsibility of the researchers to ensure that all participants are treated fairly and given a chance to voice their thoughts, opinions, and concerns. If any participant has diminished capacity the researchers must protect those individuals from potential harm (Sheperis, Young & Daniels, 2010).
A cultural consideration for my pre-proposal falls within working with a group of participants that have a mental illness. It is imperative to ensure that the individuals who have been diagnosed with schizophrenia do not feel stereotyped or minimized in any way. In the publication of the results it is also important that the.
CAINE’S ARCADE 2
Caine’s Arcade
1. What are Caine's funds of knowledge?
Culture builds creativity. Funds of knowledge refer to fundamental cultural practices and bodies of knowledge which are rooted in the day to day activities and routines of families (Hogg, 2011). Caine loves arcades and would not pass one without shopping. He loves tickets, playing games, and prizes. He spent his summer vacation building the cardboard arcade, perfecting his game design, making toy cars, and designing security systems for his Fun Pass. His funds of knowledge were influenced by his surrounding as his father had an auto spare shop which rovided necessary resources for Caine to build his arcade.
2. If Caine were your student, in what ways would you be able to capitalize on Cain's Fok?
Capitalizing on a student’s fok enhances learning and the learner’s engagement to make a student perform excellently in his academics. To capitalize on Caine’s funds of knowledge, I would carry out a visit to his home to learn about the day to day activities that influence his thinking. Also, I would interact with his community to learn about their culture and use the knowledge to assist Caine to perform better in class. In class, I will create a creativity session whereby Caine and other students can freely express their funds of knowledge. I will give Caine the necessary resources needed to make his fok successful and use illustrations that he best understands to enhance his learning.
3. How would you incorporate Cain's fok into your teaching?
To incorporate Caine’s fok into teaching, I would research about his community so as to understand his funds of knowledge. This way, I will gather necessary information to assist him exploit his capabilities. I will then draft a course outline that will create an opportunity for Caine to fully use his funds of knowledge. I would provide him with the necessary resources and assist him where necessary.
4. How would you identify the utilize one of your student's funds of knowledge?
A student’s line of thought is shaped by the environment that surrounds him. I would identify the use of a student’s funds of knowledge in his creativity, for example in creative writing or artwork. This is because in creative writing, the student will write something that he has experienced or has been made to believe. In art, the student will come up with artworks that depict his funds of knowledge.
References
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677.
Van Niel, J. J. (2010). Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study (Doctoral dissertation, University of Rochester).
Sexuality & Gender Contents
Youtube:
1. Parents allow transgender child to choose gender
2. T ...
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
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Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
online class ·Ethical, Legal, and Cultural Considerations.docxjohnbbruce72945
online class
·
Ethical, Legal, and Cultural Considerations
Ethical Considerations in Research
Transcript
Key Events in Ethical Research
Transcript
Readings
Use your
Counseling Research: Quantitative, Qualitative, and Mixed Methods
text to read the following:
Chapter 17, "Ethical Considerations in the Practice of Research," pages 249–261.
Chapter 18, "Multicultural Issues in Research," pages 262–273.
Internet article
Use the Internet to complete the following article:
Read the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research's "
The Belmont Report
."
Assignment
Application: Ethical and Cultural Considerations
After completing the study activities in this unit, discuss how you will apply two ethical principles and two cultural considerations to your pre-proposal assignment. The suggested length of this post is 300–400. This post needs to be supported with at least two references.
Response Guidelines
Respond to the posts of two peers, extending the discussion. Consider sharing a professional experience with using codes of ethics or describing a cultural consideration about which you still have questions. Each peer response needs to be supported with one reference
1
st
Peer Post
Sheperis, Young and Daniels (2010) explain how if a counselor and/or researcher does not engage in ethical research practices, then harm could come to the participants. This application of ethics extends not only to the data collecting portion of the research, but also the design of the study as well as the publication of the results (Sheperis, Young & Daniels, 2010). One ethical principle that will play a role in my pre-proposal is obtaining the signed informed consent from all participants. Since my research will be working with individuals who have been diagnosed with schizophrenia it will be important to make sure that the participants understand the informed consent and are competent to sign (ACA, 2014). The family members of the individual with schizophrenia should also confirm that they understand the informed consent and are competent to sign. No one will be allowed to participant if there is not consent, and understanding of the consent. Another ethical principle that will apply to my pre-proposal is ensuring the autonomy and safety of the participants (ACA, 2014). It is the responsibility of the researchers to ensure that all participants are treated fairly and given a chance to voice their thoughts, opinions, and concerns. If any participant has diminished capacity the researchers must protect those individuals from potential harm (Sheperis, Young & Daniels, 2010).
A cultural consideration for my pre-proposal falls within working with a group of participants that have a mental illness. It is imperative to ensure that the individuals who have been diagnosed with schizophrenia do not feel stereotyped or minimized in any way. In the publication of the results it is also important that the.
CAINE’S ARCADE 2
Caine’s Arcade
1. What are Caine's funds of knowledge?
Culture builds creativity. Funds of knowledge refer to fundamental cultural practices and bodies of knowledge which are rooted in the day to day activities and routines of families (Hogg, 2011). Caine loves arcades and would not pass one without shopping. He loves tickets, playing games, and prizes. He spent his summer vacation building the cardboard arcade, perfecting his game design, making toy cars, and designing security systems for his Fun Pass. His funds of knowledge were influenced by his surrounding as his father had an auto spare shop which rovided necessary resources for Caine to build his arcade.
2. If Caine were your student, in what ways would you be able to capitalize on Cain's Fok?
Capitalizing on a student’s fok enhances learning and the learner’s engagement to make a student perform excellently in his academics. To capitalize on Caine’s funds of knowledge, I would carry out a visit to his home to learn about the day to day activities that influence his thinking. Also, I would interact with his community to learn about their culture and use the knowledge to assist Caine to perform better in class. In class, I will create a creativity session whereby Caine and other students can freely express their funds of knowledge. I will give Caine the necessary resources needed to make his fok successful and use illustrations that he best understands to enhance his learning.
3. How would you incorporate Cain's fok into your teaching?
To incorporate Caine’s fok into teaching, I would research about his community so as to understand his funds of knowledge. This way, I will gather necessary information to assist him exploit his capabilities. I will then draft a course outline that will create an opportunity for Caine to fully use his funds of knowledge. I would provide him with the necessary resources and assist him where necessary.
4. How would you identify the utilize one of your student's funds of knowledge?
A student’s line of thought is shaped by the environment that surrounds him. I would identify the use of a student’s funds of knowledge in his creativity, for example in creative writing or artwork. This is because in creative writing, the student will write something that he has experienced or has been made to believe. In art, the student will come up with artworks that depict his funds of knowledge.
References
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677.
Van Niel, J. J. (2010). Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study (Doctoral dissertation, University of Rochester).
Sexuality & Gender Contents
Youtube:
1. Parents allow transgender child to choose gender
2. T ...
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docxelbanglis
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docxelbanglis
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docxelbanglis
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Home assignment II on Spectroscopy 2024 Answers.pdf
EthicsImplementing Multicultural EthicsIssues for Famil.docx
1. Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L.
Robertson2
Abstract
This article addresses the need for family counselors to examine
the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in
integrating high-level cognitive decision models and
multicultural
constructs. The authors challenge family counselors to expand
their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse
society.
Keywords
ethics training, cognitive decision models, multicultural
constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
2. bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I never really hear anything that helps me.’’ She
relaxes a bit, nods to herself and tells Paula, ‘‘I’ll just find
something on-line and get it done tonight. That’s easier any-
3. way.’’ ‘‘Now, I have a real ethics question for you, Paula.’’
I have this case that I just don’t get. I am so stressed about this
case.
Maybe you can help me. You see, I’m seeing a family from
Paki-
stan and they have all their relatives living with them. The hus-
band’s parents don’t ever leave the house; they just sit there and
tell everyone what to do. The whole family just revolves around
any little thing that the grandparents want. Also, the parents
don’t
allow their kids to do anything because the grandparents want
the
kids home from school immediately. I know that I need to work
with the whole family, I just don’t know how to do it and really
help them.
Every family counselor is confronted with questions that
challenge his or her ethical beliefs; questions that are not
answered in simple dichotomous terms of right/wrong. More-
over, family counselors find themselves working with clients
who are increasingly diverse; that is, vastly different from their
4. own families and cultures of origin. Many family counselors
grew up having never known persons of widely divergent ethi-
cal cultural beliefs. The purpose of this article is to provide a
more thorough perspective of diverse cultural ethical beliefs
to which most family counselors have little or no exposure.
Ethical Dilemma
While professional family counselors agree that ethical compe-
tence is mandatory, they are ill- prepared to practice systemic
ethics that encompass higher level moral and cultural con-
structs. Hill (2004) reported the most commonly taught topics
presented in counselor education ethics courses are: confiden-
tiality, duty to warn, informed consent, dual relationships,
scope or practice, sexual harassment, and record keeping. Fur-
ther, although it is given that counseling programs must offer at
1 Department of Educational Psychology and Leadership, Texas
Tech
University, Lubbock, TX, USA
2
Department of Counseling, University of Texas San Antonio,
San Antonio,
5. TX, USA
Corresponding Author:
C. Bret Hendricks, Department of Educational Psychology and
Leadership,
Texas Tech University, 3008-18th, Lubbock, TX 79409, USA.
Email: [email protected]
The Family Journal: Counseling and
Therapy for Couples and Families
2015, Vol. 23(2) 190-193
ª The Author(s) 2015
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least one course in ethics, these courses are usually taught in a
lecture format. However, despite this format, traditionally prac-
ticed for years, there is compelling evidence suggesting that
this teaching modality may not be the best format (Cook-
Greuter & Soulen, 2007). Further, Warren, Zavaschi, Covello
6. and Zakaria (2012) write that ethics is a broad topic requiring
more than a simple lecture format. Corey, Corey and Callanan
(2011) posit that counselor educators must consider that stu-
dents’ progress from conceptual issues to active learning and
practical application. Other researchers found that effective
ethics training challenges students to transform their current
ways of thinking to more integrated processes, including case
study (Cook, Greuter, & Soulen, 2007). Credence for these
findings is provided by McAuliffe and Eriksen (2011) who
conclude that ethics training should emphasize the use of crit-
ical analyses through case studies. McAuliffe and Eriksen
(2011) further write that ethics training should emphasize
high-level moral and ethical reasoning rather than simplistic
solutions that are inherently unrealistic.
Ethics Training and Multicultural
Perspectives
Ethics training should provide students training in multicul-
tural perspectives. Cannon (2005) writes that students must
consider multicultural perspectives in ethics training. Accre-
7. dited counselor education programs provide at least one course
in multicultural counseling (CACREP, 2009). However, these
multicultural courses are only an introduction to what should
be an ongoing conversation (Cannon, 2005; Watt, Robinson &
Smith, 2002). First and foremost, they are charged with prepar-
ing students with the skills, knowledge, and awareness to work
with those minorities that they are most likely to encounter in
their work. These are groups who, at some level, are forced to
adjust their lives when dealing with the dominant culture. While
these classes typically do employ some interpersonal and
experi-
ential activities, they normally lack the depth and continuity to
promote more comprehensive schemas around culture and val-
ues (Cannon, 2005; Endicott, Bock & Narvaez, 2003). These
courses may provide students with insight however; the reduc-
tion of bias often rests at an intellectual level. Affective bias,
implicit bias, or aversive racism often remain unchanged
(Auger,
2004; Boysen, 2010; Boysen & Vogel, 2008).
8. Humans have a natural tendency toward ethnocentricity and
mental health practitioners are no less ethnocentric than the
typical nonprofessional (Leong & Santiago Rivera, 1999). Ideas
about what is right and wrong are often so ingrained that they
escape examination. A lifetime of conditioning by one’s culture
as to what is correct, proper, or moral makes it difficult for one
to differentiate between what is merely a social construction
and
what is a ‘‘truth’’ that transcends culture. Americans often fail
to
recognize the value of learning from other cultures. They see
the
United States as a world leader and assume that where others
do things differently they have simply not yet been enlightened
as to the benefit of being like the United States (Anderson,
Lawton, Rexeisen, & Hubbard, 2006).
These sentiments are echoed by Leong and Santiago-
Rivera (1999) who note that one of the challenges for global
multiculturalism is the ‘‘false consensus effect’’ where one
9. assumes that his or her behavior, values, or reactions are the
norm and that others would naturally agree or behave simi-
larly. Therefore, counselors may assume that theories and
techniques or values that resonate with them will be effective
or make sense to all clients, regardless of differences in cul-
ture or contexts.
Thus, much can be learned about human nature from exam-
ining cultures with different values frameworks—not just those
that are considered minorities within our borders but also those
that are outside of the United States. Even if one never sees an
individual client or family from India or Zimbabwe, learning
about those cultures can provide a mirror to reflect assumptions
about human nature and what is considered ‘‘right’’ or
‘‘wrong.’’
Examples of child rearing practices, education, faith, rituals,
and
ethics from around the globe can provide a contrast that helps
students to see their own culture and be more vigilant and aware
in regard to their assumptions.
10. A single course in multiculturalism is insufficient to pro-
duce the necessary openness and awareness needed to under-
stand the limitations of one’s culture on others (Cannon, 2005;
Watt, Robinson, & Lupton Smith, 2002) and to acknowledge
unintentional bias (Auger, 2004; Boysen, 2010; Boysen &
Vogel, 2008). Infusion of multiculturalism into the full coun-
selor education curriculum is necessary to counteract the life-
long conditioning students have had. Because undetected
biases related to values are often deeply embedded, it is cru-
cial that counselor educators challenge students with multi-
cultural perspectives in their ethics training while
supporting them to make sense of and find appreciation for the
way others address moral issues.
Thus, a salient question arises. Do family counselors
have appropriate training and understanding of multicultural
perspectives in ethics? The authors posit this understanding
is lacking and is based upon deficits in current training
modalities which at best, are outdated; while they may be
11. at worst, deficient in meeting the complex needs of a chang-
ing world. In this article, we present a plan whereby family
counselors may begin to deepen their understanding of cul-
tural ethics.
As the previous paragraphs indicated, the authors believe
that present ethics training in counseling programs generally
family counseling programs specifically do not meet the
needs of a complex and diverse society. Thus, the authors are
issuing a 2-fold challenge. First, counselor educators in fam-
ily counseling programs need to teach ethics using higher
level critical analyses, including higher levels of moral rea-
soning and cultural ethics. Second, continuing education
related to counseling ethics must address these same areas,
thereby providing appropriate counseling training for practi-
cing family counselors. Further, the authors assert that profes-
sional family counselors must challenge current training
paradigms that seem woefully inadequate in meeting their
needs.
12. Hendricks et al. 191
Case Study
Rose immigrated to the United States from a Sub-Saharan
African
country. She came to the United States as a refugee and was
work-
ing with a counselor on issues related to trauma, adjusting to
the
culture, and everyday life of living in the United States. Rose
dis-
closed that in her home country her husband had a second wife.
The
counselor expressed sympathy and concern for Rose. Although
Rose immediately let her counselor know that her husband
taking
a second wife was not the problem, ‘‘She is like my sister. How
can
I take care of the house, the children, and our husband without
her?’’ While counselors may have legitimate concerns about
women around the world who are not empowered, these were
not
13. Rose’s immediate concerns. Rose’s values were centered on
taking
care of her family in an environment that is vastly different
from
the one most counselors in the West can relate to.
Critical examination of the hegemony of Western ethics and
communication styles is necessary as each family counselor
considers his or her ethical framework and communication
style.
It is problematic that those in western cultures have not chal-
lenged the primacy of western ethics. Essentially, many family
counselors may be unwittingly problematizing client issues due
to ignorance of other worldviews. For example, Western cul-
tures prize autonomy, identified by Kitchener (1984) as a basic
tenet of ethics. However, clients from eastern cultures value
communitarian beliefs and filial alliance and adherence to moral
virtues. In considering another culture, followers of Confucius
believe in the concept of Ren that compels believers to adhere
to the moral codes of their ancestors. Thus, autonomous
decision making is not encouraged in favor of consideration of
14. ancestral values as guiding principles of morality and ethics.
Conclusion
In conclusion, the authors challenge all family counselors to
broaden their cultural perspectives in ethical decision-making
and communication styles. The authors further challenge fam-
ily counselors to cease maintenance and facilitation of ethics
training which is inadequate to meet the needs of a diverse soci-
ety. Ethics training should, at its core, value multicultural per-
spectives. Most ethics training in counselor education
programs and continuing education programs is based upon
lecture format that promotes passivity and does not adequately
challenge participants to integrate complex ethical decision-
making constructs. Furthermore, counselor training, often,
does not train family counselors in optimum communication
styles that meet the needs of their clients. We have, in the coun-
seling profession, adopted a stance that is, without intent, per-
petuating Western notions of ‘‘right’’ and ‘‘wrong,’’ while not
accounting for other philosophical points of view.
15. The issues addressed by the authors in this article cannot be
remedied easily. Simplistic solutions are not adequate to meet
the complexities of cultural integration into family counseling.
This article and its concurrent findings have compelled the
authors to conduct further research to explore the issues with
the intent to provide specific strategies from other cultures
which may be incorporated into family counseling practice.
The authors believe that this article provides a beginning stage
for exploring existing milieus of counseling ethics training and
critically examining whether or not present modalities of train-
ing are effectively meeting the needs of family counselors.
Additionally, the authors will pursue further research into the
similarities and differences in autonomous communitarian
approaches to moral philosophies, especially as they relate to
family counseling. Through addressing pluralistic approaches,
family counselors will benefit by using philosophies and tradi-
tions of ethical decision making and communication when
searching for ethical practices that meet the needs of the ever-
16. shifting perspectives of a multicultural society.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with
respect to
the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research,
author-
ship, and/or publication of this article.
References
Anderson, P., Lawton, L., Rexeisen, R., & Hubbard, A. (2006).
Short-
term study abroad and intercultural sensitivity: A pilot study.
Inter-
national Journal of Intercultural Relations, 30, 457–469.
Auger, R. W. (2004). What we don’t know CAN hurt us: Mental
health counselors’ implicit assumptions about human nature.
Jour-
nal of Mental Health Counseling, 26, 13–24.
Boysen, G. A. (2010). Integrating implicit bias into counselor
educa-
17. tion. Counselor Education and Supervision, 49, 210–227.
Boysen, G. A., & Vogel, D. L. (2008). The relationship between
level of training, implicit bias, and multicultural competency
among counselor trainees. Training and Education in
Professional
Psychology, 2, 103–110.
Cannon, E.P. (2005). The need to infuse multicultural
competence into
master’s level community counseling internship. In G. R. Walz
&
R. K. Yep (Eds.), VISTAS: Compelling perspectives in
counseling
(pp. 153–159). Alexandria, VA: American Counseling
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Cook-Greuter, S., & Soulen, J. (2007). The developmental
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in the
helping profession (8th ed.). Pacific Grove, CA: Brooks/Cole.
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18. Programs [CACREP]. (2009). 2009 standards for accreditation.
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and cognitive underpinnings. International Journal of Intercul-
tural Relations, 27, 403–419.
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and Families 23(2)
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multicul-
19. turalism summit: Challenges and pitfalls. In P. Pedersen (Ed.),
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PA:
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McAuliffe, G., & Eriksen, K. (Eds.). (2011). Handbook of
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Hendricks et al. 193
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A Call for More Talk and Less Abuse in the Consulting Room:
One Psychoanalyst–Sex Therapist’s Perspective
Elizabeth R. Goren, PhD
New York University
Guilt, titillation, and anxious confusion about sexuality and
sexual relations between therapist and patient
pervade the psychoanalytic community. Review of state laws
and regulations as well as professional
ethics codes reveals a lack of certainty about what constitutes
professional misconduct, especially
posttermination. Comparing the training approaches of sex
therapy and psychoanalysis, the author
suggests that psychoanalysis will benefit from shifting its focus
on extreme cases of egregious sexual
boundary violations onto greater in-depth exploration of
clinically universal experience of powerful
erotic and negative transference and countertransference.
Innovative and experiential educational formats
that promote openness, acceptance, confidence, and skill with
these dynamics are the best prevention.
Keywords: psychoanalysis, sex therapy, boundary violations,
ethics training
I was a sex therapist for many years before becoming an
analyst.
29. My training in sex therapy took place in the 1970s, the era of
sexual liberation and the initial rise of the behavior therapy
move-
ment, before the terms sexual boundary violations (SBV) and
risk
management had entered professional discourse. One of my first
sex therapy courses involved a series of role-playing exercises,
including one of taking turns giving and receiving massage, a
standard sex therapy homework assignment. This is a teaching
tool
that could never be a part of a professional curriculum in
today’s
climate of increased sensitivity to sexual abuse and risk
manage-
ment approach to training and education. We were clothed, and
touch was restricted to the kind of back, neck, arms, and hands
massage now offered in airports and nail salons. Role-playing
patient and therapist, we talked about our bodies and sexuality
in
a very personal and detailed way with one another.
I offer this vignette in the spirit of bringing the perspective of
other treatment models, specifically sex therapy, to our
psychoan-
alytic approach to the problem of SBV. As I look back, I recall
my
sex therapy mentors repeatedly and sharply reminding us how
crucial it was to maintain the therapeutic frame and professional
boundaries. The reputation and very legitimacy of this new form
of
psychotherapy were at stake. To this day, sex therapists are
mind-
ful of not being confused with sex surrogates!
Despite the marked differences in thinking and approach, psy-
choanalysis and sex therapy are the treatment modalities most
30. dedicated to intense clinical work with sex and sexuality. How-
ever, in contrast to psychoanalysis, sex therapy has historically
taken a strong unambiguous stand against therapists ever
becom-
ing sexually or romantically involved with patients. Equally im-
portant, sex therapy is more dedicated than psychoanalysis to
training that focuses on developing “sex-positive”
communication,
that is, talking about sex in a thoughtful, self-aware, and
sensitive
way that conveys professionalism, respect for the patient, and
absolute clarity about the frame and boundaries that I believe
reduces the therapist’s as well as patient’s anxiety and resultant
vulnerability to acting out.
Psychoanalysis has begun to focus on the problem of SBV, with
identification of personal risk factors and theoretical issues. I
will
focus on aspects of clinical practice, specifically the technical
reliance on the patient–therapist relationship, and the culture of
psychoanalysis itself—namely, attitudes toward sexuality and
sex-
ual abuse—that are relevant to SBV and the need for greater
consideration in analytic training and education.
Psychoanalysis and Sexual Abuse: A Society and
Profession in Turmoil
Although we live in an era of unprecedented sexual liberalism
and public intolerance of sexual abuse, actual behavioral
reactions
to abuse can be wildly inconsistent and hypocritical. Public
proc-
lamations of moral condemnation stand side by side with “Look
the other way” attitudes. We hear of discretionary measures or
31. organized cover-ups of SBV, depending on your outlook, that
take
place in religious institutions, universities, and professional
orga-
nizations, including psychoanalysis. At the same time, we hear
of
policies of zero tolerance taken to punitive extremes, such as a
report of an Arizona school punishing a 5-year-old
kindergartner
for pulling his pants down in the playground with detention and
having his permanent record marked with sexual misconduct
(Crimestaffer Staff, 2014).
Psychoanalysis reflects these mixed messages and moral con-
fusion. Beyond a consensus that physically actualized sexual ac-
tivity between analyst and patient in the course of treatment is
inappropriate, there is little agreement about what kinds of
actions
and relations between patient and analyst constitute abuse or
exploitation and what should be done about it. For instance,
once
the person is no longer in treatment, in the view of some
analysts
as well as laymen, because the person is not in a formal patient–
analyst relationship, the relationship falls outside the category
of
Correspondence concerning this article should be addressed to
Elizabeth
R. Goren, PhD, Postdoctoral Program in Psychotherapy and
Psychoanal-
ysis, New York University, 300 Mercer Street, Suite 23L, New
York, NY
10003. E-mail: [email protected]
T
hi
37. “He’s a psychopathic predator.” (Read, a man, figures. He’s
a criminal. Punish the bastard.)
“How could I have not seen the signs?” (Read, I must be
responsible in some way.)
And finally, “How could this be true of my mentor, our
institute’s leader?” (Read, what does this mean about psycho-
analysis itself, the field I have put my career, my life, my faith
in as a philosophy of life?)
The story of psychoanalysis is littered with stories of some of
its
most renowned leaders becoming sexually involved with their
patients. Reactions to tales of Carl Jung with Sabina Spielrein,
Erich Fromm with Frieda Fromm Reichman, Sandor Ferenczi
with
Gisella Palos, and Margaret Mahler with August Aichorn range
from fascination to abhorrence but de facto acceptance. And
with-
out “naming names,” the reader will surely know living leaders
whose sexual relations with patients have made for sensational
gossip while retaining the analytic tradition of reverence for the
personal and intellectual authority of the leader. Our “standard
operating practice” of “Do not condone but look the other way”
cannot be denied.
The very term SBV conveys our erotic horror (Grand, in press),
guilt-laced titillation, and a nearly paralyzing anxiety about the
issue that manifests in confusion and inability to locate a moral
position that is neither permissive nor excessively punitive, that
is,
a stand that can be consistently upheld in practice. We speak
neutrally of boundaries, but we end up talking moralistically of
violators and transgression (implying criminality) or
38. empathically
of rehabilitation (implying illness). We proclaim a moral
absolut-
ism for the basic precept—the therapist–patient relationship is
sacred and sexual romantic involvement wrong and harmful—
while living a moral relativism that is as much borne of our
internalized cultural ambivalence toward sexual abuse and
exploi-
tation, as it is our analytic recognition of the complexity behind
human behavior.
When the possibility of a SBV by an analyst comes to the fore
in an analytic community, we react like any other family or
community. First, we circle the wagons. The initial shock, hand
wringing, and gossip may provoke a call for more talks and
workshops on the subject, in the spirit of doing the analytic
thing—trying to understand. If the analyst has less visibility and
stature, he or the occasional she is quietly shuttled out of the
analytic fold, scapegoated, and shunned in fear of contagion and
guilt by association, the one that is turned into the negative
model—the exception that proves the rule. If the analyst is a
senior, highly respected analyst, particularly if the person has
made extraordinary contributions to the field, the community is
more likely to be traumatized and in need of collective healing
(Honig & Barron, 2013). Periodic flooding pierces institutional
patterns of avoidance. A sudden bystander helplessness, a
simul-
taneous wanting but not wanting to look away, a wanting and
not
wanting to know what is known, ends in a press on program
directors and ethics committees to “do something,” mirroring
family and organizational dynamics of abuse. They, in turn,
look
to their professional ethics codes and seek legal counsel and the
guidance of their state regulatory board.
39. The ironic twist is that existing laws and regulations of profes-
sional misconduct, having been greatly based on professional
definitions of abuse and exploitation, manifest inconsistencies
in
ethical standards that are similar to what we see in
psychoanalysis.
The various professional codes of conduct concur on prohibiting
sexual relations with persons currently in therapy. Where they
vary
is on the matter of posttermination sexual relations and in ways
that suggest differences in thinking among the disciplines.
The American Psychoanalytic Association (2009 –2016) leaves
no room for equivocation: “Sexual relationships involving any
kind of sexual activity between the psychoanalyst and a current
or
former [emphasis added] patient, by the treating psychoanalyst,
are
unethical.” It goes so far as to declare that
marriage between a psychoanalyst and a current or former
patient, or
between a psychoanalyst and the parent or guardian of a patient
or
former patient is unethical, notwithstanding the absence of a
com-
plaint from the spouse and the legal rights of the parties.
Similarly, the American Association of Sex Educators Counsel-
ors and Therapists (2016), a longstanding organization for prac-
ticing sex therapists, takes a clear-cut strict position of
prohibiting
posttermination romantic/sexual involvement with former
clients/
patients and their close family members. The code of conduct
40. also
includes certain nonphysicalized verbal interactions in defining
abuse and maintains a position that the patient–therapist
relation-
ship remains unequivocally professional “in perpetuity”:
The member practicing counseling or therapy shall not engage,
at-
tempt to engage or offer to engage a consumer in sexual
behavior
whether the consumer consents to such behavior or not. . . .
Sexual
mis-conduct includes kissing, sexual intercourse and/or the
touching
by either the member or the consumer of the other’s breasts or
genitals. Members do not engage in such sexual misconduct
with
current consumers. . . . Sexual misconduct is also sexual
solicitation,
physical advances, or verbal or nonverbal conduct that is sexual
in
nature. . . . For purposes of determining the existence of sexual
misconduct, the counseling or therapeutic relationship is
deemed to
continue in perpetuity [emphasis added].
The National Association of Social Workers (NASW, 2016), the
professional organization for licensed social workers whose
prac-
tice includes but is not limited to psychotherapy and which
applies
to certain members of Division 39, holds to the following
princi-
ple: “Social workers should not engage in sexual activities or
sexual contact with former clients because of the potential for
harm to the client.” Furthermore, it goes on to declare,
45. in
at
ed
br
oa
dl
y.
216 GOREN
If social workers engage in conduct contrary to this prohibition
or
claim that an exception to this prohibition is warranted because
of
extraordinary circumstances, it is social workers—not their
clients—
who assume the full burden of demonstrating that the former
client
has not been exploited, coerced, or manipulated, intentionally or
unintentionally [emphasis added].
Finally, we have the American Psychological Association
(APA, 2010) ethics code, the code of conduct currently in place
for
psychologist members of Division 39. Like the NASW code, the
APA code includes but is not limited to professionals practicing
psychotherapy and reflects multiple theoretical perspectives.
This
code specifies a 2-year posttermination clause that recognizes
the
46. power of transference but leaves much room for personal judg-
ment. Principle [b] of 10.08 states,
Psychologists do not engage in sexual intimacies with former
clients/
patients even after a two-year interval except in the most
unusual
circumstances [emphasis added]. Psychologists who engage in
such
activity after the two years following cessation or termination
of
therapy and of having no sexual contact with the former
client/patient
bear the burden of demonstrating that there has been no
exploitation,
in light of all relevant factors [emphasis added], including (a)
the
amount of time that has passed since therapy terminated; (b) the
nature, duration, and intensity of the therapy; (c) the
circumstances of
termination; (d) the client’s/patient’s personal history; (e) the
client’s/
patient’s current mental status; (f) the likelihood of adverse
impact on
the client/patient; and (g) any statements or actions made by the
therapist during the course of therapy suggesting or inviting the
possibility of a post termination sexual or romantic relationship
with
the client/patient. (See also Standard 3.05, Multiple
Relationships.)
In terms of legal and regulatory standards, every state prohibits
professional sexual misconduct through its state licensing
boards
(Pope, 2001). And at least, or only, again depending on your
outlook, 23 states have enacted legislation making sexual
47. contact
between therapists and patients in the course of therapy a
criminal
offense (Berkowitz Glasgow, 1992). Landmark legislation in
1984
by Wisconsin remains one of the wider ranging:
Any person who is or holds himself or herself out to be a
therapist and
who intentionally has sexual contact with a patient or client
during
any ongoing therapist-patient or therapist-client relationship,
regard-
less of whether it occurs during any treatment, consultation,
interview
or examination, is guilty of a Class D felony. (Wis. Stat. Ann. &
940.22(2) (West Supp. 1990), as cited in Berkowitz Glasgow,
1992)
Legal determination of the extent of harm varies by what,
where, and when the sexual contact took place, such as whether
it
occurred inside or outside the consulting room, and usually only
applies to conduct occurring while in treatment. In New York,
for
instance, a therapist, counselor, psychologist, or psychiatrist
who
has sex with a patient during the course of a treatment session is
guilty of statutory rape. By implication, then, sexual relations
outside the consulting room are considered less harmful, subject
to
a lesser penalty, and potentially not harmful once the person
“terminates” treatment, reflecting the mixed messages of the
pro-
fessions themselves on this issue. The most common legal path
followed in this country for professional sexual abuse is civil
48. litigation, which applies tort law and, as such, serves as the
primary legal avenue for patients seeking potential redress and
for
therapists protection against false accusation.
Professional misconduct is based first on an assumption of harm
and, second, by virtue of the inherent power imbalance, depen-
dency, and intimacy of the patient–therapist relationship, on the
inability of the patient to give full consent. Arguments against
legal or regulatory control of patient–therapist relations are
based
on the principle that the government should not be allowed to
regulate the private activity of consenting adults and on the
prin-
ciple that adults are not minors and therefore capable of
consent.
Psychoanalytic literature has yet to directly, fully address the
questions of harm and consent. Dimen (2011) was the ground-
breaking analyst to have had the courage to write about her
direct
personal experience with SBV. She talked about an incident of
physical violation, the “kiss,” and the effect on her and her
treat-
ment. In the end, she believed that she had been both helped yet
harmed by the analyst and briefly touched on the question of
consent. Although not a direct victim of a SBV, Burka (2008)
wrote about the harm done to her by her analyst in the course of
his
SBV with another patient. She described the trauma she experi-
enced on learning that her analyst had shared information about
her and her treatment with this other patient. Other relevant
liter-
ature on the questions of harm and consent has focused on the
analyst’s use of clinical material (e.g., Aron, 2000; Gabbard,
2000;
49. Kantrowitz, 2004).
Given that we can never be fully aware of our unconscious,
under what conditions can and should we consider a patient
capable of giving informed consent, particularly with regard to
issues in relation to the analyst? Furthermore, if a patient is
never
totally “free” of transference, at what point can we consider a
patient as in or sufficiently out of treatment, and free enough of
transference and unconscious motivation to be capable of
exercis-
ing fully informed consent? Reader, I ask, what say you?
Respon-
sibility for answering these thorny questions gets passed like a
hot
potato between the professions and their governing bodies,
leaving
individual analysts unsure what to think and organizations
unsure
of how to best handle situations involving SBV.
Broad moral questions emerge when violators hold a position of
power and prestige. Should they be allowed to teach, invited to
present? Should we still assign their articles, cite them in our
work? The argument goes something like this. Does a moral
failure
invalidate what an analyst has to offer intellectually? Should a
person who has committed a sexual boundary violation, perhaps,
as is most often true, a single case of transgression with one
patient, be punished and the community robbed of his or her
intellectual contributions?
We witnessed these questions of distinguishing judgment of
behavior from the person when Woody Allen, who was alleged
to
have sexually abused one of his ex-wife’s children and having
50. married another, was given a lifetime achievement award at the
2014 Golden Globes. As Allen (2014) himself put it, “Do you
henceforth cease your admiration of me and my work due to the
admittedly pretty damn compelling evidence that I molested at
least one young child?” Society and psychoanalysis have yet to
find a clear-cut answer to this question.
How Analytic Culture and Practice May Contribute
to SBV Risk
How has the culture and practice of psychoanalysis made it
more a part of the problem than of the solution? First, we have
as
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217SBV IN PSYCHOANALYSIS: A SEX THERAPIST
SPEAKS
yet to form a consensus or offer clear guidance regarding the
question of harm and ethics of posttermination personal
involve-
ment—most critically of involvement that is romantic and/or
sex-
ual. This leaves open the situation of patients ending treatment
55. with the intent, consciously or unconsciously, to pursue a
romantic
relationship. We saw in their ethics codes that certain profes-
sions—namely, the American Psychoanalytic Association and
the
American Association of Sex Educators Counselors and Thera-
pists—take a stronger stand than the APA code does, that once a
patient always a patient. Although this leaves room for
discretion
in judgment, and taking circumstances in consideration, it begs
the
question for those who look to the profession to take a more
definitive stand that can be upheld as a basic ethical principle.
Certainly more open discussion and guidance of the ethics of
posttermination relations in general are needed and, most
crucially,
of romantic/sexual relations between analyst and former patient.
Second, the groundbreaking work on SBV begun by Gabbard
and his colleagues was first brought to the field’s attention as
late
as the mid-1990s and turn of the century (Gabbard, 1995;
Gabbard
& Peltz, 2001). With the exception of the continued dedication
of
the voices of Gabbard (in press), his colleague Celenza (2007,
2010, in press), and Dimen (2011, in press), few psychoanalytic
leaders have been willing to confront the severity of the
problem,
much less taken a strong stand on the matter. This has a left a
mixed message that, although becoming sexually involved with
patients may be morally wrong and clinically harmful, it is to be
expected as an unfortunate one-off inevitability arising from the
unique intimacy of the analytic relationship, maybe even a part
of
a leader’s mystique. In their study of one institute following a
56. SBV, Honig and Barron (2013, p. 25) reported, “One senior
analyst wondered about our complicity and whether our
idealiza-
tion of X and our narcissistic investment in his significant
contri-
butions to psychoanalysis had blinded us to possible danger sig-
nals.”
In contrast to the relative silence in psychoanalysis, Masters
and
Johnson (1966, 1970, 1977) through their research and clinical
work, became highly vocal advocates of criminalizing therapist–
patient sex, considering it rape. According to Pope (2001), these
founders of sex therapy were responsible for bringing public
attention to professional sexual misconduct. And although
sensa-
tional movies such as Kinsey and Masters of Sex have portrayed
the sexual shenanigans of these leading sexologists, there is a
crucial distinction between ethical responsibility in relation to
colleagues and responsibility to and for patients.
Furthermore, institutes that foster a cult of personality and
general analytic proclivity for leader worship become ripe
climates
for potential exploitation and abuse. Again, compared to the
ana-
lytic tradition of reference to Freud and subsequent
“forefathers,”
sex therapists tend to be far less devotionally bound to their
originators and other leaders. Overarching endowment of faith,
power, and prestige in the field’s leaders not only potentiates
their
vulnerability to overinflated self-esteem but can also contribute
to
personal isolation, a psychological mix that increases an
analyst’s
57. risk.
Psychoanalysis has tendencies to idealize not only its leaders
but
psychoanalysis itself as a therapy practice. It can lead us to be
unrealistic about whom we can help and what we accomplish in
certain treatment situations. This can lead to
countertransferential
resistance and feelings of inadequacy about terminating an
analy-
sis that has reached the limits of what is possible for that
analytic
pair at that time. Today analysts work with pathology that is
sometimes accompanied by acting out, adding to the analyst’s
challenge to maintain boundaries while continuing the
treatment.
The shift in thinking from the ideal analyst image as the all-
knowing father to the all-loving mother also makes it harder for
today’s analysts to accept the limits of a treatment without
feeling
that they have somehow failed. In well-meaning but potentially
doomed efforts to keep trying to rescue a faltering treatment,
analysts risk falling on that slippery slope because they feel the
need for consultation to be a personal weakness. Far more
accept-
ing of our patients’ limitations than of our own, we struggle to
not
take the outcome of the work personally. As Chessick (2001)
pointed out, professional narcissism is “the great enemy of
integ-
rity” and can end up being the downfall of the most gifted and
well-intentioned analyst.
In contrast, the professional identity of sex therapists is that of
helper, not healer, and consequently sex therapists do not hold
58. themselves or their patients to the dream of a “total makeover”
of
the psyche and living. Perhaps we analysts can have a more
open
attitude to treatments that may be limited in frequency, length,
and
goals. Not only will this reduce the paradigm stress on boundary
faltering, but I also think it will enhance our appeal and
relevance
in contemporary society.
Clinical Training on Sex in the Consulting Room
How surprised was I when, as a young sex therapist, I began
analytic training and found my teachers and supervisors to be
just
a tad more uncomfortable with real sex talk than I had expected
from those who were carrying forth Freud’s legacy of bringing
sexuality and the unconscious into the foreground of Western
culture’s understanding of human nature! My training almost
singularly focused on the patient’s sexual feelings and impulses,
with rare open discussion of the analyst’s sexual feelings and
impulses, particularly in relation to the patient. Under the
rationale
of transforming impulse and action into symbol and meaning
making, we were taught to analyze, sometimes in effect
analyzing
away, sexual material. Although the erotic transference was im-
plicitly elevated, in some quarters even considered the hallmark
of
a complete analysis, it often ended up being unwittingly
relegated
to a nonreal status. With the conceptual shift from libido/drive
model to a more relationally based paradigm, the thinking went
from, “It isn’t me you actually desire but your mother, father,
etcetera” to “It isn’t sex you really want, but love, recognition,
59. attachment, etcetera.”
One can argue that this is precisely what distinguishes psycho-
analysis from other forms of therapy—relating to the patient’s
fantasies, longings, and impulses symbolically, not concretely.
And we know that a SBV is precisely that very failure of
symbol-
ization into psychic equivalence, with the analyst treating
sexual
desire as “real” rather than an entry point for broadening and
deepening analytic exploration. Equally problematic is a
counter-
transferentially driven premature foreclosure of exploration.
This
can take place in many forms, including the use of theory as an
unconscious move on the analyst’s part to defensively defuse
the
reality of intense and sometimes overwhelming sexual feelings,
without adequate internal or interpersonal processing.
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64. to American puritanism. I think it is also a natural reaction to
the
increased emotional pressures on the analyst in today’s
relationally
weighted paradigm— one that relies on the analyst’s use of the
self
as an instrument, in a networking culture that presses for the
analyst to be “real,” more self-disclosing, and intimate in social
engagement than in previous eras. The accretion of these factors
makes it difficult for the analyst to balance personal and profes-
sional relatedness, a way of being that is neither
oversexualizing
nor defensively de-sexualizing.
So, how can we learn and help others learn better sexual
communication when in the throes of intense transference coun-
tertransference? Even more challenging, how do we become
more
skilled in recognizing and handling countertransference that is
being dissociated into detachment, hostility, or shaming that ef-
fectively silences exploration or gets enacted in seductive
speech
and manner? For, as Davies (2013) succinctly put it, “Talking
sex
can be as exciting or even more exciting than doing sex” and, I
would add, as potentially harmful when not managed.
A small body of literature is just emerging on handling erotic
countertransference (Davies, 1994, 2013; Gentile, 2013;
Jørstad,
2002; Renn, 2013; Slavin, 2013). Talking of the potential thera-
peutics of playful flirtation, such as what Gentile (2013) and
Renn
(2013) speak of, without more specific guidance and greater
open-
ness regarding countertransference in general can leave a
65. consci-
entious analyst uncertain about how to responsibly proceed with
patients. The challenge for us as analysts, supervisors, and
teachers
is to acknowledge the struggle and to help each other navigate
the
tricky path of respectful yet really open communication about
sex
and sexuality.
We are not only uncomfortable and inadequately trained to deal
with erotic countertransference, but we are also equally uncom-
fortable and minimally trained in the art of dealing with the
intense
feelings of shame, humiliation, frustration, aggression and
hostil-
ity, insatiability, fear, and longing that can accompany or
precip-
itate a reactive erotic transference and/or countertransference.
Left
unexplored, countertransference states that feel threatening,
such
as hostility and disgust, or even more acceptable states, such as
boredom and hopelessness, risk being unconsciously
transformed
into more ego-syntonic states of love and Eros. We need to
target
theory of technique and clinical training on specific ways to
help
an analyst preserve a safe environment for both patient and
ther-
apist. This requires the analyst finding an experiential position
that
allows for “evenly hovering attention” and sovereignty in the
midst of intense erotic, romantic, fearful, and hostile and other
highly charged narcissistically inflected feelings.
66. In our preoccupation with that fateful boundary crossing into
the physical realm, it is easy to miss early warning signs of
SBV
or to recognize emotional abuse that is never physically actu-
alized but, as a form of gas lighting, can have a seriously
damaging, even traumatic, impact on the patient. As therapists,
supervisors, and teachers, we need to be more attentive to those
critical points where ego-dystonic negative and positive coun-
tertransference intersect, the “middle slope” (Arlene Steinberg,
2015, personal communication) when the therapist momentarily
loses grounding, reality testing, and a sense of control as the
guardian of the analysis.
Recommendations and Conclusions
As a psychoanalyst and sex therapist, as someone who has
served on professional ethics committees for decades, I call
upon
my brothers and sisters in the analytic community to think more
about what we really believe constitutes sexual exploitation and
abuse in therapy. In this vein, I think that Division 39 might
consider developing its own set of standards and guidelines or
its
own distinct ethics code— one that takes into consideration the
complexities of boundary crossings, assesses the enduring
power
of transference and countertransference, and, most crucially, ad-
dresses the general issue of posttermination relationships and
takes
a more definitive position on sexual and romantic involvement.
I think we can be more creative in our approach to training and
continuing education on the multiple sticky dynamics that come
into play in analytic practice today. As it now stands,
psychoanal-
67. ysis relies first and foremost on the training analysis and
supervi-
sion to develop the quality of self-awareness and self-
questioning
needed for responsible functioning in the consulting room.
Courses
and workshops on ethics and boundary violations, even when
required, tend to be proforma and too often end up feeling so
morally freighted as to compromise their appeal and utilization.
First we need to put more focus in courses, workshops, and
supervision on intense and challenging transference and
counter-
transference dynamics without the looming specter of SBV,
with its
association to danger and professional failure. This kind of em-
phasis will hopefully be far more welcoming to analysts at all
stages of career.
To develop more comfort and skill in addressing sexuality in
the
consulting room, the atmosphere of any forum needs to be one
that
explicitly attempts to foster freer disclosure of one’s less than
ideal
reactions to patients. Toward this end, I suggest we need to
focus less
on didactic and more on experiential dimensions of
understanding and
learning. Educational formats that privilege theory over
technique,
which we tend to rely on today, can miss the mark of what we
need
more of in our field, particularly with issues of intense erotic
and
related material— honest, open self-confrontation and
disclosure of
68. personal experience and vulnerability. For instance, when
structur-
ing conference panels and classes, instead of relying on the
stan-
dard format of speaker or instructor delivering a paper or
lecture
from the distance of a lectern, we might foster programming
formats that are more experiential and group discussion
oriented.
Finally, I suggest we pay more attention to factors inherent to
psychoanalytic culture and practice that contribute to SBV. The
bond and depth of intimacy between patient and analyst, over
the
course of time, put enormous pressure on the therapist and
patient
to become more personally involved. We hold ourselves to
much
higher goals—personal transformation and fulfillment—than
more
limited, structured types of therapy. But high ideals combined
with
individual risk factors and abstinence requirements can become
combustible in an intractable impasse or when the limits of
what
can be done in a particular analysis are reached. This also
includes
reaching that inevitable moment in the best analyses, what
Celenza
(2010); refers to as the predestined analytic question, “Why
cannot
we be lovers?” Over the decades, one analyst after another has
warned of a certain hubris in the field (Chessick, 2001;
Hoffman,
1998; Slochower, 2003; Weinshel & Renik, 1991) that can blur
the
69. line between ideals and idealization, between our willingness to
“never say die” and our unwillingness to let go.
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219SBV IN PSYCHOANALYSIS: A SEX THERAPIST
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Psychoanalysis is all about human potential and limits. But who
does not love that masked hero Super[wo]man! Perhaps we can
we
take a few lessons from what we tell our patients as well as
what
other treatment modalities have to say on some things. Certainly
our identity can handle it. Our reputation and self-respect
depend
on it.
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85. A Society and Profession in TurmoilHow Analytic Culture and
Practice May Contribute to SBV RiskClinical Training on Sex
in the Consulting RoomRecommendations and
ConclusionsReferences
Self-Reflection Exercise Evaluation Criteria
(10 points maximum for each Self-Reflection assignment)
Self-Reflection Exercises are worth up to 10 points. The criteria
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Points for the Self-Reflection Exercises will be awarded as
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9-10 points (of a possible 10 points for the Self-Reflection
assignment)
· Reflection/journal demonstrates a full understanding and
correct use of the concepts and/or strategies as presented in the
Learning Resources.
· Reflection/journal follows directions and includes all
components indicated in the instructions. If requested,
references are included and properly cited.
· Reflection/journal appropriately references personal thoughts
and experiences and makes strong connections between course
material and the student’s life and career.
· Writing demonstrates appropriate informal writing style
utilizing proper grammar, spelling, and punctuation.
7-8 points (of a possible 10 points for the Self-Reflection
assignment)
· Reflection demonstrates a general understanding and correct
use of the concepts and/or strategies as presented in the