Day: November 13, 2020

Gifted Education

November 13, 2020 Leave a comment APA (edition "APA 6"), Psychology and Education

The formal paper should address, in essay form, all of the following components as listed below. Focus of the paper: addressing issues, policies and assessment practices that relate to current assessment models for addressing the social/emotional/cognitive needs of gifted and talented students.In order to write the formal paper (Assessment Models in Gifted Education).

Suggested Reference:  Journal for the Education of GiftedWrite your analysis of assessment models of gifted education to include the following subtopics:
1.Conduct a comprehensive review of at least one assessment model that you identify by name useful in improving instructional practices employed with gifted/talented learners andaddressing socio-emotional needs (include the processes for screening, pre-referral, evaluation, eligibility determination, program planning, progress monitoring, and program evaluation).

2.a. Identify at least 3 ways to assess the developmental levels and potential achievementlevels of gifted/talented/creative children and youth.  b.Compare/Contrast a formal and an informal assessment measurement model for determining the social, emotional and cognitive development of the gifted. Name these 2 models.Dr. Holley Fall 2020EDUC 6272
7c. Describe how teachers of the gifted use at least 3 multiple assessment measures for selecting curricular programs that address affective needs for gifted/talented/creative learners.

3.Identify and describe the following 5 ways (a-e) to assure that schools do not fail their brightest students-as to gender, age, disability, culture, language, and exceptional abilities (as noted in GeniusDenied). Relate these toa.Content related broad-based issues, themes, and problems.b.Integration of multiple disciplines into an area of study.c.Comprehensive related and mutually reinforcing experiences within an area of study.d.Complex, abstract, and higher-level thinking skills infused into the curriculume.Instructional intervention for gifted/talented children and youth to include:  motivation, ability grouping, inclusion, enrichment special classes, and acceleration.

4.a. Identify and discuss at least 3 legal and ethical concerns related to socio-emotionalassessment models for the gifted/talented/creative learner.b. Name and describe at least 3 criteria useful for evaluating teacher-made curriculum-based assessment models for the gifted that include cognitive/affective/psycho-motor functions.

5.Explain how ecological inventories, portfolio assessments, and functional assessment models may be used to accommodate unique abilities and needs of gifted/talented/creative learners

.6.Locate and identify an assessment model that addresses such variables as motivation, self-image, interpersonal skills and career options for gifted learners.

7.Explain how the teacher of the gifted can take into account the influence of diversity on assessment, eligibility, programming, and placement of gifted/talented/creative children and youth with diverse learning needs.

8.Write a description of Mensa (assessment results and implications) for explaining to general education teachers, other professionals, and parents.

9.a. Describe how the following 4 elements of creativity:  fluency, flexibility, originality, and elaboration may mask gifted identification.b. Discuss how assessment serves instruction in regards to gifted learners.c. Note how authentic/alternative/performance assessments such as logs, student interviews or conferences, checklists, or observation forms may be included as appropriate means of assessing the gifted learners performance.d.Explain how reading and applying points from Genius Deniedresult in increasing the teachers understanding of critical and creative thinking of bright youngsters concerning the points 1-9 above. Each subtopic should be at least a page each.

Any topic (writer’s choice)

November 13, 2020 Leave a comment APA (edition "APA 6"), Health Care and Life Sciences

Module 2 topic reflection 4 (10 points) will be evaluated on the following criteria. Each of the criteria will be graded as complete, incomplete, or absent.
Conclude your Module topic reflections with a discussion of how your empirical experience with race, ethnicity, or religion intersects (see above definitions) with one or more additional Module 2 course concepts (e.g. race, ethnicity, religion) or concepts from Module 1 (e.g. gender, sexuality, ability).
Summary (4 points)
How might your empirical experience(s) also be informed/impacted by another aspect of your identity?
2 points; Briefly (1-2 sentences) re-state the following reflection you provided in Part 2 (see below in blue) of your Module 2 topic reflection 1.
How then, do these ‘effects’ apply to your personal experiences with sport, recreation, and physical activity? Discuss an experience (or experiences) that you have personally had, have personally witnessed, or have been experienced by people you know, that illustrates the role race, ethnicity, religion etc. plays in your sporting life. How have, or might, the intersection of your gender, sex, sexual, or ability identity further impact these roles? (e.g. compound or contradict discrimination or privilege). 
2 points; Briefly (2-3 sentences) re-state the following reflection you provided in Part 2 (see below in blue) of your Module 2 topic reflection 1.
First, reflect on your answers in regards to your self-identified race, ethnicity, national origin, first language, and/or religious or spiritual affiliation group memberships [Module 2 topics] (e.g. were they assigned as an identity “you think about most often”, “you think about least often”, “you would like to learn more about”, “has the strongest effect on how you perceive yourself”, “has the greatest effect on how others perceive you”, all of the above, some of the above, or none of the above), and discuss how your answers compare to those provided about your gender, sex, sexual orientation, and/or physical, emotional, developmental (dis)ability group memberships [Module 1 topics].
Synthesis (6 points)
How do these multiple/layered identities interlock with one another in the empirical experience you described and reflected on in Module 2 topic reflections thus far (1, 2, & 3) in ways that further privilege or oppress? OR in ways that create simultaneous experiences with oppression and privilege?
Re-write (approx. 150 words) your empirical experience (the experience (or experiences) that you have personally had, have personally witnessed, or have been experienced by people you know, that illustrates the role race, ethnicity, religion etc. plays in your sporting life) from an intersectional perspective.
How have, or might, the intersection of your gender, sex, sexual, or ability identity (Module 1) or racial, ethnic, or religious identity (Module 2) further impact these roles? (e.g. compound or contradict discrimination or privilege). 
Re-visit your responses to the social identity worksheet Preview the document in Part 1 of your Module 2 topic reflection 1 and/or responses to Part 2 to reflect on these possible intersections.

joey Pigza

November 13, 2020 Leave a comment APA (edition "APA 6"), Business and Management

Based upon the Joey Pigza Swallowed the Key, specific to a grade level candidates seek to work with; develop a culminating activitysuch as book report or in depth character study. Based upon this activity develop a short write up discussing how the assignment is or can be made more accessible for a student with a categorical disability. The plan must include a rational of why you think this assignment demonstrates knowledge of accommodations, culturally responsive teaching methods and UDL. This assignment should demonstrate at least two (2) levels of accessibility and include a work sample of each level.

Who had a better understanding of the relationship between personal motivation and the achievement of social order: Smith or Plato?

November 13, 2020 Leave a comment APA (edition "APA 6"), Political science

Papers must be typed and double-spaced. Use a 12-point font and one-inch margins. When quoting or paraphrasing the text, please cite the page number you are quoting or paraphrasing.

Question:
Who had a better understanding of the relationship between personal motivation and the achievement of social order: Smith or Plato?

* There is no need for footnotes or endnotes in this paper. Merely cite,at the end of the sentence, both the title of the book (in italics) and the page from which you are quoting or paraphrasing, like so: (Republic, 143) or (Wealth of Nations, 356). If you are citing two sources in one sentence, you should cite them like so: (Republic, 143; Wealth of Nations, 356). There is no need for secondary sources.

The main concern is an argument that MUST be defined in the first paragraph. This professor is very critical about that, he never gives an “A” grade and the last paper that I’ve ordered by a professional writer was graded as “C-” because of the problem with an argument.

The books we are using for this paper are
“Plato Republic” translated by G.M.A. Grube revised by C.D.C. Reeve (Hackett Publishing Company, INC Indianapolis/Cambridge)

“An Inquiry Into the Nature and Causes of the Wealth of Nations” by Adam Smith (both vol 1 and 2) edited by R. H. Campbell and A. S. Skinner/ The Glasgow Edition of the Works and Correspondence of Adam Smith

Module 2 topic reflection 3: Re-examining our (racial, ethnic and/or religion) sporting lives

November 13, 2020 Leave a comment APA (edition "APA 6"), Health Care and Life Sciences

Module 2 topic reflection 3, Re-examining our (racial, ethnic, and/or religious) Sporting Lives

Assignment Criteria

Module 2 topic reflection 3 (10 points) will be evaluated on the following criteria. Each of the criteria will be graded as complete, incomplete, or absent.
Synthesis (8 points)
Synthesize your personal empirical (lived) experiences (Module 2 topic reflection 1) with race, ethnicity and/or religion with your selected scholarly source (Module 2 topic reflection 2) (approx. 250 words; paragraph format; in the following order)
Paragraph 1 (approx. 100 words)
2 points; Briefly (1-2 sentences) re-state the reflection you provided in Part 2 (see below in blue) of your Module 2 topic reflection 1.
First, reflect on your answers in regards to your self-identified race, ethnicity, national origin, first language, and/or religious or spiritual affiliation group memberships (e.g. were they assigned as an identity “you think about most often”, “you think about least often”, “you would like to learn more about”, “has the strongest effect on how you perceive yourself”, “has the greatest effect on how others perceive you”, all of the above, some of the above, or none of the above), and discuss how your answers compare to those provided about your gender, sex, sexual orientation, and/or physical, emotional, developmental (dis)ability group memberships.
How then, do these ‘effects’ apply to your personal experiences with sport, recreation, and physical activity? Discuss an experience (or experiences) that you have personally had, have personally witnessed, or have been experienced by people you know, that illustrates the role race, ethnicity, religion etc. plays in your sporting life. How have, or might, the intersection of your gender, sex, sexual, or ability identity further impact these roles? (e.g. compound or contradict discrimination or privilege). 
2 points; Discuss (in 2-3 sentences) the way(s) in which your selected scholarly source illustrates others’ sporting experiences with race, ethnicity and/or religion
e.g. briefly revisit your Module 2 topic reflection 3 submission
Paragraph 2 ( approx. 150 words)
Discuss the way(s) in which your selected scholarly source provides further insights to, and understandings of, your own personal sporting experience(s) with race, ethnicity, and/or religion
Connect your personal experience(s) to key points from your selected scholarly source to re-examine your initial reflection (e.g. how does it allow you to further critically reflect on your sporting experiences?)
You may want to revisit what you wrote for the critique portion of your Module 2 topic reflection 2 contribution (e.g. how will the article be useful to reflect on your own sporting experience(s)?)
Support (2 points)
Support the connections between your personal experience and selected scholarly source through paraphrasing (Author, Year) or direct citations (Author, Year, p. #).

4050 dq rap 2

November 13, 2020 Leave a comment APA (edition "APA 6"), Psychology and Education

HERE IS THE MAIN POST

It is likely that you will encounter a patient that experiences chronic fatigue. After reading your textbook and the Luyten and Van Houdenhove (2013) article, how might you approach treating such a patient? How would you build a strong working alliance? What interventions would you include?

Here the respond to the main post

Elli

According to the Mayo Clinic (2020) chronic fatigue syndrome is characterized by fatigue that lasts more than six months and can’t be explained by any underlying conditions. Individuals who suffer from chronic pan likely experiences deficits in sleep quality, memory, and increased dizziness with movement. Furthermore, there is no specific known cause of chronic fatigue. Research suggests that some contributing factors may include: viral infections, immune deficits, hormonal imbalances, and trauma (May Clinic, 2020).

Should I encounter a client who is experiencing chronic fatigue, I will likely follow the three phases of treatment from Luyten and Van Houdenhove (2013). The first phase involves creating a unique treatment, at this phase I am likely to work from a strength-based approach. The second phase involves supporting patients in the process of change. Focusing on one’s strengths can help clients perceive change in a positive light (McKenzie et al., 2016). The third phase involves empowering clients. The strength based approach can also be effective here in that it can help foster a positive mindset towards autonomy and resilience. As such I will closely work with the client to identify their strengths. Research conducted by O’Donnell (2013) assessed the efficacy of a 7-day strength-based intervention for inpatient adults with chronic physical disabilities. 38 participants aged over 60 years participated in the 7-day program and completed surveys prior and post program measuring their levels of distress, life satisfaction, resilience and pain. It was found that those who participated in the 7-day program had a significant improvement in levels of distress.

Luyten, P., & Van Houdenhove, B. (2013). Common and specific factors in the psychotherapeutic treatment of patients suffering from chronic fatigue and pain. Journal of Psychotherapy Integration, 23(1), 14.

Mayo Clinic. (2020, September 24). Chronic fatigue syndrome. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/chronic-fatigue-syndrome/symptoms-causes/syc-20360490.

McKenzie, H.A., Dell, C.A. & Fornssler, B. (2016) Understanding Addictions among Indigenous People through Social Determinants of Health Frameworks and Strength-Based Approaches: a Review of the Research Literature from 2013 to 2016. Curr Addict Rep 3, 378386

O’Donnell, P. J. (2013). Psychological effects of a strength-based intervention among inpatients in rehabilitation for pain and disability (dissertation). Prescott Valley, Arizona.  September 2

4050 dq 11 rap

November 13, 2020 Leave a comment APA (edition "APA 6"), Psychology and Education

HERE IS THE MAIN POST

It is likely that you will encounter a patient that experiences chronic fatigue. After reading your textbook and the Luyten and Van Houdenhove (2013) article, how might you approach treating such a patient? How would you build a strong working alliance? What interventions would you include?

HERE IS THE RESPOND OF A STUDENT TO THE MAIN POST
RN
      Functional somatic syndromes, which include chronic fatigue, have been enigmatic in etiology (Luyten & Houdenhove, 2013; Taylor, 2018). According to Taylor (2018), chronic fatigue syndrome is exceedingly ubiquitous and involves debilitating fatigue for at least 6 months. Lombardi et al. (as cited in Taylor (2018) have indicated that even though no biological cause has been located, a viral agent engendering inflammatory responses has been associated with the disorder.

      According to Luyten and Houdenhove (2013), current evidence-based treatment for chronic fatigue has shown little effects. Luyten and Houdenhove (2013) further advance that a common issue for those suffering from chronic fatigue, and which presents a barrier to treatment, is the feeling of lack of understanding from practitioners. These patients feel that their concerns are not being taken seriously, that they are not being listened to, and unfortunately many patients feel that they are not believed. This outcome is antithetical to a humanistic perspective. Rogers (1957) suggested building a strong therapeutic alliance by architecting a therapeutic environment that reflects genuineness, empathy, and unconditional positive regard. Empathic listening allows for clients to feel that the clinician is truly attempting to apprehend the clients experience. It is integral for a humanistic psychologist to be mindful that judging, labeling, and not trying to understand clients will engender distance, a severance of the alliance, and affect treatment outcomes.

      According to Taylor (2018), practitioners combine pharmacological interventions for sleep and behavioral interventions for pain. Moreover, writing to express feelings has been shown to be helpful. Expanding social support and understanding has also been aiding clients as well. According to Luyten and Houdenhove (2013), there is a strong link between attachment and stress regulation which affects those with chronic fatigue syndrome. Therefore, in an optimal case, one who has a secure attachment will seek out those attachment figures in stressful times and this will result in diminished stress. Other forms of insecure attachments lead to a feeling of vulnerability and increased stress. With this context in mind, a health psychologist would formulate a treatment focus that addresses personal issues which may emanate from insecure attachments, such as perfectionism or self-sacrificing behaviors. In the second phase, a concept referred to as broaden and build is explored, where there is a support of changes in attachment by evaluating relationships to self and others. This may be a difficult process especially with those that have traumatic issues to contend with. Finally, there are efforts towards empowerment and autonomy fostering resiliency. The overarching aim is to create outcomes of stress regulation and reduction.

References

Luyten, P., & Van Houdenhove, B. (2013). Common and specific factors in the psychotherapeutic treatment of patients suffering from chronic fatigue and pain. Journal of Psychotherapy Integration, 23(1), 14.

Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of consulting psychology, 21(2), 95.

Taylor, S. (2018). Health psychology. McGraw Hill.

Evaluation of state HIV PrEP (Pre-Exposure prophylaxis) utilization rates based upon political party

November 13, 2020 Leave a comment Health Care and Life Sciences, MLA

Using my written abstract document titled “Young_Ware_2020_ASHP” on the topic “. I need a Background, Objectives, Discussion, Limitations, Future considerations, and Reference section written. Please follow the structure of the examples in the document titled “Mid year Project Examples”

2 of the references need to be the websites used to write the abstract and the other sources need to be from data bases similar to the ones seen in the examples.

Any topic (writer’s choice)

November 13, 2020 Leave a comment APA (edition "APA 6"), Law

Please review a case in Chapter Five (Criminal Law and Procedure).  In selecting a case, please only choose a case that is featured significantly rather than a problem case in the back of the chapter.  For example,  in Chapter Five,  Sekhar v. United States and Shaw v. United States,  would be appropriate cases to discuss.  Please share the following information regarding one of the cases in these chapters. 

Case name and please reference the page number that the case begins on in the textbook. 
A  brief summary of the facts. 
Issue or problem the court is being asked to address.
Decision.
Please explain how this case is applicable or relevant to a career in business.  Elaborate on why students studying business law should be familiar with this case.