Sometimes, people just want others to listen. They want to voice the.docx
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Sometimes, people just want others to listen. They want to voice their concerns and feelings, while knowing they were heard accurately. As a professional, it is just as important to respond to clients in a way that allows them to believe that you have heard them. Your responses can demonstrate your understanding of where that person is at that moment. During this process, it is just as important to correct misconceptions of the client when listening. To Prepare Review Chapter 8 in the Summers textbook for sample openers for empathetic responses. Choose one of the Reflective Listening Exercises I–VI in your Summers course text, pp. 180–186. You should complete all components in the exercise section that you have chosen. You can access a Word Document of these exercises in your Weekly Resources. For this Assignment Complete the Reflective Listening exercises in the Summers textbook and report your responses. You can use the Word document of the exercises in the Weekly Resources. Note: You should delete the exercises that you are not using from your Word document. 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.
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Exercises for Chapter 8 Exercises I How Many Feelings Can Y.docx
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Instructions: In a group of no more than four people, see how many feelings you can name in 10 minutes. Remember that there are many different degrees of the same feeling. After you do the exercise check your list against the list in the appendix.
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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.”
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EMPATHIC RESPONSE:
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EMPATHIC RESPONSE:
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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.
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Exercises for Chapter 8 Exercises III Reflective ListeningRef.docx
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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.
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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!”
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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.”
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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.
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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:
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Exercises for Chapter 8 Exercises I How Many Feelings Can Y.docx
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SAD: ___
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EMPATHIC RESPONSE:
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FEELING:
EMPATHIC RESPONSE:
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EMPATHIC RESPONSE:
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FEELING:
EMPATHIC RESPONSE:
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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.
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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.
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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:
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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:
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EMPATHIC RESPONSE:
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EMPATHIC RESPONSE:
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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!”
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Chapter 13
Feedback and Resolution
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No Failure, Only Feedback
Robin’s parents had disowned her several weeks prior to her coming to see me. Robin grew
up in a very controlling family. When she went away to college, she developed problems with
anorexic behavior and panic attacks. Recently she had been plagued with memories of bad
experiences from her childhood. During our first session, I said very little. I listened as she told
me her story. I suggested an assignment of writing down the memories as they came to her and
bringing those to the next session.
In our second session, as we looked through the record of her memories, the clear theme was
fear. She feared disappointing her parents, being a failure and being abandoned. She heard two
voices in her head; one voice told her that she was going to fail, and the other voice told her that
everything would be okay. These voices created anxiety and instigated a need to flee. The result
was a panic attack.
I focused on her desire to run away and asked what would happen if every time she began
this series—feeling afraid, hearing the voices and wanting to run away—she would mentally
hide behind a thick piece of plate glass until the fear subsided. We experimented with Robin
focusing on several of the memories that had caused panic attacks. As she went through feeling
afraid, hearing the voices and reaching the point of wanting to run away, she would mentally
hide behind the plate glass. As she sat in my office, this procedure worked; she was able to calm
down and remain calm rather than experiencing a panic attack. Robin felt confident that this
would work and promised to use it each time she began to feel afraid.
When Robin came in the next week, she was discouraged because, even though the
technique had worked in my office, it had not worked outside. She had experienced several
panic attacks during the week.
During our session, she began to talk about her grandmother and how her gr ...
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According to Freud, dreams are a way for the unconscious mind to express wishes and desires that are censored from conscious thought. Dreams translate latent unconscious content into manifest content through processes like displacement, condensation, and the work of the censor. Analyzing dreams using free association could allow one to uncover the latent meaning behind the manifest dream narrative and gain insight into unconscious drives.
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This document outlines a workshop on resiliency. It includes an introduction, understanding resilience, resilient qualities, obstacles to resilience like trauma, stress, adversity and explanatory styles. It discusses 10 resilient qualities like emotional regulation, impulse control, attachment and belonging. It also covers the physiological and psychological impacts of trauma and how it can affect families and communities. The overall goal is to promote resilience in individuals, families and communities.
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Unit 3 Freud and Consciousness Power Point
According to Freud, dreams are a way for the unconscious mind to express wishes and desires that are censored from conscious thought. Dreams translate latent unconscious content into manifest content through processes like displacement, condensation, and the work of a censor. Analyzing dreams using free association could allow one to uncover the latent meaning behind the manifest dream narrative.
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This document provides an agenda and homework assignments for a literature and grammar class. It includes reviewing the short story "All Summer in a Day" and beginning the story "The Possibility of Evil". Students are asked to complete activities on quotation marks from their grammar textbook and review elements of the short stories they have read. Homework includes finishing assigned readings, writing a vocabulary paragraph, and completing activities from their writing textbook.
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Moods of the Verb
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Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13
Feedback and Resolution
Paying attention to feedback is important. It is important to see failure as feedback. You
can learn much from what does not work. This first case is an example of this. The second case
shows the importance of avoiding failure by focusing on resolution rather than solution. Most
problems cannot be solved but they can be resolved.
Rather than feeling discouraged or disappointed when something does not work, be excited
that you are one step closer to resolving the problem. Ask yourself what can be learned from the
failure in terms of which components of the plan need to be discarded and which components
need to be altered. Presbury, Echterling & McKee (2008, p. 263) wrote, “So-called failure is
merely a message that what you have tried isn’t working. As it is with cybernetic ‘smart
missiles,’ negative feedback will give clues to the location of the target. The future is
teleonomic, so failure is simply a course correction in the general direction of success.” The
following story illustrates how failure can lead to success.
No Failure, Only Feedback
Robin’s parents had disowned her several weeks prior to her coming to see me. Robin grew
up in a very controlling family. When she went away to college, she developed problems with
anorexic behavior and panic attacks. Recently she had been plagued with memories of bad
experiences from her childhood. During our first session, I said very little. I listened as she told
me her story. I suggested an assignment of writing down the memories as they came to her and
bringing those to the next session.
In our second session, as we looked through the record of her memories, the clear theme was
fear. She feared disappointing her parents, being a failure and being abandoned. She heard two
voices in her head; one voice told her that she was going to fail, and the other voice told her that
everything would be okay. These voices created anxiety and instigated a need to flee. The result
was a panic attack.
I focused on her desire to run away and asked what would happen if every time she began
this series—feeling afraid, hearing the voices and wanting to run away—she would mentally
hide behind a thick piece of plate glass until the fear subsided. We experimented with Robin
focusing on several of the memories that had caused panic attacks. As she went through feeling
afraid, hearing the voices and reaching the point of wanting to run away, she would mentally
hide behind the plate glass. As she sat in my office, this procedure worked; she was able to calm
down and remain calm rather than experiencing a panic attack. Robin felt confident that this
would work and promised to use it each time she began to feel afraid.
When Robin came in the next week, she was discouraged because, even though the
technique had worked in my office, it had not worked outside. She had experienced several
panic attacks during the week.
During our session, she began to talk about her grandmother and how her gr ...
Specific Details 1. Security Assessment Report D.docx
This document provides details for a security assessment report on operating systems and information systems. It outlines topics to cover such as defining the user's role in an OS, differences between kernel applications and user applications, embedded operating systems, and how OSs fit into overall information system architectures. It also lists topics about OS vulnerabilities to discuss, including vulnerabilities in Windows, Linux, Mac OS, and mobile devices. Intrusion motives and methods for MS and Linux systems should be explained along with security management technologies and why corporate and government systems are targets of intrusions using methods like SQL and XML injections.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docx
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
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Abstract Men who have sex with men (MSM) are the group
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Introduction
Childhood Sexual Abuse: Mental Health and Sexual
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Figure 1 Question 1
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Figure 2 Question 2
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Figure 4 Question 4
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Figure 5 Question 5
The purpose of this question is to know if the participants used coffee vending machine with cards in yanbu. 75% of the participants have never used it and 22% used only out of yanbu.
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The purpose of this question is to know if the participants prefer to use coffee vending machine with smart cards. 73% of the participants like the idea and prefer to buy coffee with smart cards. 13% of them have issue with using these cards such as securi.
Species ChoiceFor this homework, you will introduce your course .docx
This document provides instructions for students to choose a species native to Texas for a course project. Students must select an organism from one of the four major kingdoms - Protist, Fungus, Plant, or Animal - that is indigenous to Texas, but not a domesticated pet. The brief PowerPoint presentation should include the student's name and details, the common and scientific names of the chosen organism, its area of residence in Texas, and the reason for selecting that organism.
Species Interactions—TrackerUse this tracking tool to trac.docx
Species Interactions—Tracker
Use this tracking tool to track your interactions with other organisms—between and within species—for one day.
Date:
Time
Type of Interaction (Interspecific or Intraspecific)
Description of Interaction
Classification of Relationship (Predatory-Prey, Competitive, or Mutualism)
Page 1 of 1
Ecology and Environmental Sustainability
©2011 Argosy University Online Programs
Page 2 of 2
Course Name (not number)
©2011 Argosy University Online Programs
.
SPECIAL REPORT ONDigital Literacy for Women & Girls.docx
SPECIAL REPORT ON
Digital
Literacy
for Women
& Girls
https://www.facebook.com/allwomeninmedia?v=wall
http://www.allwomeninmedia.org
http://www.youtube.com/allwomeninmedia
http://twitter.com/#!/allwomeninmedia
mailto:[email protected]
http://www.att.com
http://www.allwomeninmedia.org
http://www.linkedin.com/groups?gid=150382&sharedKey=1B3E89771FDD
http://www.ciconline.org
ALLIANCE FOR WOMEN IN MEDIA FOUNDATION 1
2011 AlliAnce For Women in mediA
FoundAtion BoArd oF directors
Chair
VALERIE K. BLACKBURN
CBS BROADCASTINg, INC.
LOS ANgELES, CA
Chair-ElECt/ViCE Chair
KAy g. OLIN
LOCAL FOCUS RADIO
ATLANTA, gA
trEasurEr
KRISTEN WELCh
DISCOVERy COMMUNICATIONS, INC.
SILVER SpRINg, MD
trEasurEr-ElECt
SARAh FOSS
LIFT INDUSTRIES, LLC
RIChMOND, VA
immEdiatE Past Chair
SyLVIA L. STROBEL, ESq.
ALLIANCE FOR COMMUNITy MEDIA
MCLEAN, VA
dirECtors
ChRISTINA ANDERSON
NATIONAL CABLE & TELECOMMUNICATIONS
ASSOCIATION
WAShINgTON, DC
LISA C. DOLLINgER
SAN ANTONIO, TX
MIChELLE DUKE
NATIONAL ASSOCIATION OF
BROADCASTERS EDUCATION FOUNDATION
WAShINgTON, DC
CAROL gROThEM
CAMpBELL MIThUN/COMpASS pOINT
MEDIA
MINNEApOLIS, MN
CAROL hANLEy
ARBITRON, INC.
ChICAgO, IL
JONELLE hENRy
C-SpAN
WAShINgTON, DC
LAURIE KAhN
MEDIA STAFFINg NETWORK
SCOTTSDALE, AZ
CORNELIA KOEhL
hARpO, INC.
ChICAgO, IL
BRIDgET LEININgER
CNN
ATLANTA, gA
BONNIE pRESS
NEW yORK, Ny
hEIDI RAphAEL
gREATER MEDIA, INC.
BRAINTREE, MA
DEBORAh J. SALONS, ESq.
DRINKER BIDDLE & REATh
WAShINgTON, DC
KEIShA SUTTON-JAMES
ICBC BROADCAST hOLDINgS, INC.
NEW yORK, Ny
JENNIFER ZEIDMAN BLOCh
gOOgLE
NEW yORK, Ny
Increasing Digital
Opportunity for Women
By Erin M. Fuller, CAE
I
n 1995, Nelson Mandela said that “In the twenty-first century,
the capacity to communicate will almost certainly be a key
human right. Eliminating the distinction between the infor-
mation-rich and information-poor is also critical to elimi-
nating economic and other inequalities…and to improve the life of
all humanity.”
Sadly we are not there yet, and it’s too often women who are short-
changed when it come to access to communications, information,
and technology in particular. The Alliance for Women in Media
Foundation (AWMF) issues this Special Report to shine a light on digital literacy, with
a particular focus on media. This Special Report addresses the gender-based knowledge
divide, with a specific focus on girls, women and workforce training. In absolute terms,
women have less access to and use information and communications technologies less
than men. As a result, a stereotype has been developed that women are rather techno-
phobic, have less interest in, and are less capable using technology. One set of opinions
and explanations for why this is ranges from to the types of toys that children play
with—dolls vs. video games—to software and technology design.
Contrary to those kinds of claims, careful and broad-based statistical tests in 25 dif-
ferent countrie.
Species Diversity Over the long period of time that life has exi.docx
Species Diversity
Over the long period of time that life has existed on Earth, there have been a number of important or significant innovations including (but not limited to) endosymbiosis to create mitochondria and chloroplasts; multicellularity; adaptation to land by plants and animals; development of exoskeletons in arthropods, shells in molluscs, and notochords followed by vertebral columns in chordates and vertebrates; and bipedalism in the ancestry of humans. All of these had to come about by natural selection in response to changing environmental forces. After studying the textbook reading assignment, pick one of these significant innovations and describe:
How the innovation appears to have happened
What environmental challenges were met and overcome by this innovation, and
What opportunities were opened for the organism that made this innovation
You must include in your post an example of at least one species and demonstrate that you understand scientific nomenclature by writing the correct binomial of the species name, and showing its hierarchy of classification. The hierarchy is shown from Domain to species. Explain how you use the scientific name to locate the nearest relatives of your chosen species, and provide an example.
.
Speciation is a two-part process.What reflects the two-part proc.docx
Speciation is a two-part process.
What reflects the two-part process?
1. Initially identical populations must di-
verge but also interbreed to maintain gene
flow.
2. Initially identical populationsmust evolve
reproductive isolation and then move to dif-
ferent habitats.
3. Initially identical populations must mate
and maintain reproductive isolating mecha-
nisms.
4. Initially identical populations must di-
verge and evolve reproductive isolating mech-
anisms to remain separate.
5. Initially identical populationsmust evolve
mechanisms to diverge and then remain
closely related by reproductive isolating
mechanisms that fail.
.
Special Purpose Districts (SPD) have been relied on heavily in T.docx
Special Purpose Districts (SPD) have been relied on heavily in Texas to provide essential goods to local citizens. Given the size of such districts and the local nature of their function, it is often believed that SPD's provide a clear democratic advantage to larger, more broadly defined governments such as a county or the state. However, evidence suggest that individuals seem to participate the least in these types of governments. What is the most significant reasons SPD's garner (gather or collect) such limited attention?
General Guidelines:
-Minimum of 750 words in length.
-Revised and edited.
-Incorporates assigned article, the textbook, and other academic sources to affirm or reject various points.
-Clearly answers the question posed.
-Organized well and concisely written.
-All source material cited.
.
Special Prison Populations (Significant Case)For this assi.docx
Special Prison Populations (Significant Case)
For this assignment complete an essay detailing the significance of the case assigned (not a brief, but an essay). Include why the offender was arrested and a brief description of there journey through the criminal justice system. Most significantly, include what effects this case has had on the criminal justice system, if any.
Some states have used civil commitment proceedings to remove habitual sex offenders from society for extended periods of time, often indefinitely. In The United States Supreme Court case of Kansas v. Hendricks (1997) the Court ruled that such laws do not violate the Constitution's double jeopardy or ex post facto clauses. What reasoning did the Court use to arrive at this conclusion? Also, in the case of Kansas v. Hendricks (1997) explain the reasoning the court used to differentiate between a civil commitment and life in prison. Please answer both parts of the question.
1. Need 2 to 3 pages
2. Need to have book
Book title: Corrections Today, 4th Edition
ISBN number: 978-1-337-09185-5
.
SPECIAL NOTE Due to the World Health Organization and Centers for D.docx
SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session.
Assignment 6.2 Public Health Assessment
Part 1
By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion!
Part 2
We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions.
Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment.
.
Special Events Site Inspection FormSpecial events can encompass .docx
Special Events Site Inspection Form
Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations.
(Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed)
OUTSIDE BUILDING AND GROUNDS OF PROPERTY
* Traffic on main arteries to facility during the starting time of the event?
* Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices?
* Neighborhood – safe? Appealing?
* Building appearance – does it appear well maintained?
* Porte cochere – organized or chaotic? Good signage?
* Valet efficient and welcoming? Are you offered assistance or directions?
* Doors staffed? Doormen friendly and welcoming?
* Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation?
* Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space?
PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site)
* Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting?
* Is there a reader board? Is it easy to locate and current?
* Elevators – if needed to access events space, how many, how fast, how clean?
* Signage adequate to find directions?
* How easy will it be to move masses of people?
* Décor, furnishings and colors?
* Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)?
FACILITY FEATURES:
* Permanent (built-in) Bars/lounges – capacities, atmosphere, hours?
* Portable bar sets – draped tables or designed portable bar unit?
* Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits?
* Number of entrances to event space? Size of the largest entrance?
* Variety of built-in lighting options? Ceiling rigging points for lighting trusses?
* Computer hook-ups? (especially helpful for registration or check-in table)
* Location of temperature controls?
* Proximity to rest rooms? Rest room capacity? Cleanliness?
* Location for a registration area? Are electric and internet available at that location?
* Presence of windows? Do they have black-out curtains?
* Built in stage? Size? Backstage area? Green room? Fly space?
* Presence of air w.
Special NeedsPost initial response by TuedayPost all respons.docx
Special Needs
Post initial response by Tueday
Post all responses by Saturday
How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification.
classroom environment
classroom routines
learning activities
student groupings
teaching strategies
instructional materials
assessments
homework assignments
Lastly, how can we assist students to show social acceptance of their classmates with special needs?
Please title your thread using your name.
Thank you!
This discussion links to the following course objectives:
Put into practice the principal of developmentally appropriate practice.
Analyze the influence the classroom environment,
daily schedule,
and thoughtful planning teachers have on the healthy growth and development of young children
.
Special education teachers often provide training and support to.docx
Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school.
Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes.
The presentation should help the general education teachers build their skills in the following areas:
Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom.
Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments.
Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities.
Organizing, developing, and sustaining learning environments that support positive multicultural experiences.
Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills.
Support your findings with a 3-5 scholarly resources.
.
Special education teachers are part of the assessment team that dete.docx
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
APA format is not required, but solid academic writing is expected.
.
Special education teachers are called upon to make legal and eth.docx
Special education teachers are called upon to make legal and ethical decisions for children and their families on a regular basis. Often, ethical dilemmas prove much more difficult to resolve than legal ones. How does having a strong personal moral code assist special education teachers in deciding their actions?
.
Speccy-the-prof, please accept the assignment. Answer your questio.docx
Speccy-the-prof, please accept the assignment.
Answer your questions in an Excel or Word document. Show all calculations.
Please print your documents to make sure they look presentable (as if you are presenting a report to your CEO, if they don’t look presentable then make necessary formatting adjustments) before submitting / uploading your answers
.
.
Special education provides educational opportunities for students wh.docx
Special education provides educational opportunities for students who need additional support to make academic or social progress in schools. Effective special education programs include collaboration with a variety of educators, administrators, and school staff. All educators need to understand the components of special education.
Special education teachers are part of the assessment team that .docx
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
.
Spearman proposed general intelligence whereas other psychologists s.docx
Spearman proposed general intelligence whereas other psychologists such as Gardner and Sternberg proposed multiple intelligence. Pretending that you are a psychologist, how would you define intelligence?
Your answer should be 2 pages, double spaced. Please respond to 2 others.
.
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- 3. 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
- 4. 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
- 5. I didn’t! I can’t think straight. What about my job and school and all my plans? I feel sick. I feel all the time like I’m going to faint.” FEELING: EMPATHIC RESPONSE: Instructions Part II : Now go back and respond to the content in each of these vignettes. Reflective Listening III 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.“I can tell you now, I just can’t go back there. I just feel as if my husband will kill me one of these times.” FEELING:
- 6. EMPATHIC RESPONSE: 2.“I can’t stand those people! They made fun of that retarded kid night and day. I hope they get theirs!” FEELING: EMPATHIC RESPONSE: 3.“I’ve been clean for 8 months! If you had told me this would happen a year ago, I’d have laughed in your face.” FEELING: EMPATHIC RESPONSE: 4.“When I was a little kid, my mom and dad got along okay, but now they fight all the time, and my mother says my dad is on drugs and has a girlfriend. Home is like hell.” FEELING: EMPATHIC RESPONSE: Instructions Part II : Now go back and respond to the content in each of these
- 7. vignettes. Reflective Listening IV 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 took that test, it was really hard. And I guess I was nervous. I mean, I couldn’t think of any of the answers.” FEELING: EMPATHIC RESPONSE: 2.“Those guys are lousy! They’re always snickering and making fun of other people, especially people who have a disability. They make me sick!” FEELING: EMPATHIC RESPONSE:
- 8. 3.“I know Jim said we could be buddies at swim practice, but I’m probably not as good a swimmer as he is. I feel sort of silly trying to swim with him. Maybe he would like to have a better buddy.” FEELING: EMPATHIC RESPONSE: 4.“This whole setup sucks. This other guy gets the tutor, and the teacher tells me to go home and see if my mother can tutor me. She never had this math. Math isn’t even her thing. 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 V 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
- 9. 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.“Well, every time I go off my meds, I get kind of crazy. My minister is really putting the pressure on me to quit and let God take over my illness.” FEELING: EMPATHIC RESPONSE: 2.“The people at the halfway house are so nice to me, compared to the way things were with my family.” FEELING: EMPATHIC RESPONSE: 3.“You have some nerve, having the therapist see my son every week for 6 months, and then you refuse to tell me more than ‘he’s doing better.’ How do I know he’s doing better?” FEELING: EMPATHIC RESPONSE:
- 10. 4.“I’ve been on the streets since 1972, and I never slept inside a night until now. I don’t know, I just can’t seem to stay out like I used to without getting this cough.” FEELING: EMPATHIC RESPONSE: Instructions Part II : Now go back and respond to the content in each of these vignettes. Reflective Listening VI 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.“I can’t believe I was that intoxicated! I just don’t believe it.
- 11. Their gizmo must have been broken or something. I just didn’t drink that much and I wouldn’t be driving if I had!” FEELING: EMPATHIC RESPONSE: 2.“You don’t expect us to take Alfred into our home, do you? He is very mentally ill—tore up the house several times. I really—well, I know he’s my son, but I just can’t deal with the way he’s been in the past.” FEELING: EMPATHIC RESPONSE: 3.“I can tell you what scares me most. It’s being by myself at the house one night and having him come back. I don’t know if I can go on living there.” FEELING: EMPATHIC RESPONSE: 4.“I just can’t go to class. Not after making a fool of myself the last time. I got every answer wrong when the teacher called on me, and people were making fun …. It was terrible!” FEELING: EMPATHIC RESPONSE:
- 12. Instructions Part VI : Now go back and respond to the content in each of these vignettes.