PowerPoint of Personal Identity

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Details:Part 1: Personal Identity CollageBased on the A-B-C Dimensions of Personal Identity, on one PowerPoint slide create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts. Do not include any photographs of yourself.Part 2: A-B-C Dimensions of Personal IdentityDiscuss how your images exemplify the three dimensions of your personal identity in a 200-250 word rationale that defends your choices for each dimension consistent withArredondo’s theories and definitions.Part 3: Personal Identity: Effect on the ClassroomWrite a 200-250 word summary that discusses personal identity and the implications for a diverse classroom.  For example, based on your findings, how will your personal identity affect your classroom culture, religion, expectations, relationships, verbal and non-verbal communication, class materials, and assignments? Include both challenges and opportunities.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 
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Signature Assignment

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For your Signature . You will explain an aggressive act captured in the media recently using social psychological theory, and you will incorporate knowledge about gender, culture, and situational factors to further explain the aggressive action. Please include the following• Select a social psychological theory of aggression that you did not use in Assignment 1.• Apply this theory to explain a highly publicized act of aggressive behavior.• Integrate/add to your discussion gender, cultural, and situational factors to help explain the aggressive behavior. Be sure your discussion of gender, culture, and at least one situational factor is woven into your discussion of the theory. Adding factors to a theory that are not already included in the theory helps you to practice with how to expand theoretical frameworks.Remember to incorporate your professor’s feedback from your annotated outline submitted in Week 6. I attached itLength: 12 pagesReferences: a minimum of five resourcesit should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.citation references in alphabetical order Upload your document and click the Submit to Dropbox button

 
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Intelligence Theory pp

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Develop an 8- to 12-slide Microsoft® PowerPoint® presentation with speaker notes on the following topics:How intelligence is measuredThe characteristics of a good measure of intelligenceThe benefits of testing for intelligenceThe criticism of intelligence testingContrast intelligence theories, from early theories to more contemporary ideas on intelligence.Format your presentation consistent with APA guidelines.

 
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Finance ICAP

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Comprehensively identify and discuss the trends from the general external environment thataffect the Airline industry. Use the PESTEL framework to organize your analysisStudents do not need to explain what PESTEL or 5 Forces is in their papers. Focus on analyses, without adding unnecessary contents# 11- font size, times new roman# 2-3 page

 
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WK 2-1

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Discuss the advantages and disadvantages of the following non-experimental designs:naturalistic observationsphenomenological studiescase studiesarchival studiesIf you were asked to use one of these designs in a study next week, which non-experimental design would you select and why?

 
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Feedback

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Four online professors of graduate level business courses at a prestigious university were engaged in a heated discussion about how the quality, length, and depth of faculty members’ posts to students impacted student satisfaction, achievement of course objectives, and persistence. Each believed their respective approaches produced the best outcomes.Professor Jones did not interact a great deal with her students. When she did, she often used short responses—usually 1-2 lines of text. She believed graduate students were relatively self-directed and could engage and interact without much involvement by her. The number of student postings to the discussion board was about average. Students seemed neither satisfied nor dissatisfied with the instructor and the course, and their achievement of learning outcomes was not significantly different than students taking the course on campus.Professor Smith believed that students did not need high levels of faculty participation; however, he did believe the quality and length of his responses were crucial to their development. He provided profoundly insightful responses that typically ran 5-10 lines of text and often contained information that supplemented the discussion, but he didn’t respond to every student’s post in that manner. He did use 1-2 line responses to provide one to one feedback for the majority of his students. The number of student posts was not very high, but students seemed to be satisfied with him as an instructor and the achievement of the learning outcomes for the course was average.Professor Davis rarely made insightful comments to his students, and his posting activity was considered below average in terms of quantity and quality. The posts he made also tended to be informative in nature and the 1-2 lines of text he delivered were primarily designed to show students he had read their responses. His students had fewer posts than students enrolled in Professor Jones’ and Smith’s courses, and had achieved the course learning outcomes, but not more significant than those of Professor Jones.Professor Taylor generated nearly 500 posts to her recent class of 25 students. It was clear she put more effort into her class than the other three faculty members. She often used informative postings, as well as questions to students. Although most of her posts were not insightful, and usually 2-4 lines of text, they often contained typos, grammatical errors, and incomplete sentences. Her class of 25 students generated more than 2500 posts—more than any of the other three professors. Her students’ achievement of learning outcomes was essentially the same as Professor Smith’s students, but they rated Dr. Taylor as an outstanding instructor.Rank order the instructors in terms of their effectiveness from 1 to 4 and justify your rankings based on the content in this unit and any additional research you reviewed.Post your response to the initial question in the discussion thread and reply to two of your colleagues. If outside sources are used, cite them in correct APA format.

 
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SOCW 6121/Field IV Wk 4

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Discussion1: ConfidentialityOne of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.· Post strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS.· Describe how informed consent addresses confidentiality in a group setting.· How does confidentiality in a group differ from confidentiality in individual counseling?· Also, discuss how you would address a breach of confidentiality in the group.References (use 3 or more)Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].“Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care and STDs, 21(10), 732–739.Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 455–476.Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.Working With Groups: Latino Patients Living WithHIV/AIDSThe support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environment where Latino patients could explore common medical and psychosocial issues faced by PLWH within a cultural context.Planning for the group consisted of 1) defining a format for the group, 2) recruiting appropriate members, and 3) building an appropriate group composition. When considering the format of the group, I thought about structure, time, place, and language. The group was designated a closed group in that new patients were not admitted once the initial membership was determined. The group was held in the center’s conference room, which was furnished with comfortable seating around a large conference table so that members were visible to each other during group sessions. The group met once a week for 90-minute sessions during which 60 minutes were spent on open discussion and the last 30 minutes were spent on having lunch. Given the importance of food in the Latino culture, I thought members would appreciate the opportunity to share a meal with their peers. I decided to designate the group as Spanish-speaking so that all sessions were held in Spanish. This offered members not only a sense of comfort and an opportunity to explore issues in their native tongue, but it also addressed the language barrier that often isolates Latino PLWH.I used several strategies to recruit members. I hung flyers throughout the center, and I informed my colleagues about the group during interdisciplinary staff meetings. Referrals ultimately came from physicians, social workers, and even administrative staff who had developed relationships with patients at the center. When considering group composition, I focused on creating balance in group size and the characteristics of individual members. I worked to create a group with enough members so that discussions would be fruitful and differing opinions could be presented, but at the same time, individual members would have an opportunity to discuss their unique feelings, thoughts, and opinions. When it came to member characteristics, I strove to create a balance between homogeneity and heterogeneity across such domains as age, sex, sexual orientation, socioeconomic status, etc. The goal was to create a group where no member felt isolated by uniqueness while simultaneously promoting diversity between members. Prior to being admitted to the group, potential members were interviewed/screened in person or by phone. The focus of these interviews was to 1) assess the patient’s ability to communicate in Spanish, 2) describe the purpose of the group, 3) discuss individual expectations for the group, and 4) answer questions about group process and function. A total of 15 patients were referred. Four declined to participate before the group started and two did not show up after the first session. Of the remaining nine members, three were women and six were men. All of the men had a significant history of intravenous drug use (IVDU). Two of the men identified as gay, one identified as bisexual, and three considered themselves to be heterosexual. All of the women were heterosexual, identified a risk factor of unprotected heterosexual sex, and denied a history of IVDU. Members’ ages ranged from 36 to 60.The group ran successfully for 18 months. Throughout the life of the group, several recurrent themes were discussed, including 1) stigma of HIV and homosexuality, 2) disclosure of HIV status, 3) safer sex practices, 4) adherence to HIV treatment, and 5) the doctor–patient relationship. Each of these themes was discussed within a cultural context giving light to issues such as familialism, collectivism, simpatia, machismo (gender roles), and Latino culture’s tendency to rely on a folk model of medicine.As in most groups, certain members adopted roles within the group. For example, Anna, a 46-year-old female member, adopted the role of the “silent member.” She repeatedly came to sessions and sat in silence, only responding when she was prompted by direct questions from me or other members. The challenge with Anna was that as this behavior continued, other members tended to ignore her and leave her out of the discussion. In turn, it became my role to try to engage Anna as much as possible and draw her into the discussion. Another example is Diego, a 60-year-old male, who adopted the role of the “help-rejecting complainer.” Throughout group sessions, Diego repeatedly presented a problem or issue and engaged the entire group by asking for help. When members responded with suggestions or solutions, he came up with a myriad of excuses why none of them would work. I will admit I was not successful at altering Diego’s behavior in any way. I attempted to point out the pattern, and I tried to ask other members how it felt to constantly have their input rejected, but nothing seemed to work. Group members did express frustration and boredom with Diego. This was manifested in their body language and during group sessions when Diego was not present. When members spoke about Diego in his absence, I always encouraged them to bring these issues to his attention when he was present, but members were not able to do this because they were fearful of hurting his feelings.Ultimately, the group served as an arena for mutual support and commonality. Group members forged relationships with peers with whom they would not have had contact in the absence of the group. They also had the opportunity to reflect on their illness and personal experiences within a safe and culturally sensitive environment. While a scientific evaluation of the group was not performed, I witnessed and members reported positive outcomes from the experience.Discussion 2: Week 4 BlogRefer to the topics covered in this week’s resources and incorporate them into your blog.Post a blog post that includes:· An explanation of potential challenges for assessment during your field education experience at a military mental health clinic· An explanation of personal action plans you might take to address assessment in your field education experience at a military mental health clinicReferences (use 2 or more)Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.Chapter 6, “Social Work Practice in the Field: Working with Individuals and Families” (pp. 117-154)Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.

 
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hw 3 DB replies 150 words each with references

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Ethical StandardsReply to 3 of your classmates’ threads. Each reply must be at least 150 words and meaningfully expand the discussion. I have 4 below, reply to 3 of the 4. With references!!  Thank you.

 
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Final Exam Due

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FINAL EXAM STUDY GUIDE   Please  note – only the information covered in the first 4 weeks will be on the Midterm!   Some  of these concepts are covered early in the course; others are covered after the midterm. This serves as a guide to help you as you are preparing and studying for the midterm and final. Reviewing the text, notes, and powerpoints along with this list is also  recommended.Stages  of PlayAttribution  Theory/Rotter’s Theory (internal  vs external)Characteristics  of Expert Teachers (content vs pedagogy)Characteristics  of Expert Students (self-efficacy, volition, effort)ChomskyAinsworth’s  attachment theoryPiaget  Equilibration, assimilation, accommodationStagesResearch supportCritical  Thinking/CreativityVygotsky (ZPD,  scaffolding and intervention)Maslow’s  theory/Deficiency vs growth needsClassical  Conditioning/Pavlov  UCS, CS, UCR, CRStimulus generalization(Little  Albert, Pavlov’s dogs)ExtinctionOperant  Conditioning/Learning/Skinner  Pos/Neg reinforcement and punishmentReinforcement schedules (fixed ratio, fixed interval, etc.)  Antecedent, Behavior, ConsequenceDescriptive  vs. experimental researchSocial  Learning TheoryExternalizing  vs Internalizing behaviorsELL/ESL  language development/ acquisitionKohlberg’s  theoryMemory  ST, LT, etc.categories of long-term memoryDeclarative/procedural, etc.Memory strategies (e.g., chunking)Sensory register, sensory integrationReasoning  Inductive, deductive (and syllogisms), prototypes, exemplars, heuristics (overconfidence, underconfidience, representativeness…)Disabilities  Giftedness, autism, OHI (Other Health Impaired), SLD (Specific Learning Disability),  ADHD, Intellectual Disability, Oppositional Defiant Disorder, Emotional DisturbanceIntelligence  Cattell and  Horn (fluid, crystalized)GardnerHeritability,  modifiabilitySternberg’s Triarchic theoryGender  Development (theories, behavioral, biological, social learning)SES,  Male vs. Female differences, PovertyConstructivist  approach to learningBloom’sParenting  StylesClassroom  rules/behavior managementRisk factors and mental health (depression, suicide, symptoms…)

 
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excel problem

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answer the attached questions in excel. must show equations within cells. see second attachment (#6) for example on how set up should look. answer #1 within same spreadsheet. Can use same sheet for 1st attachment (title ch6_ch7) by adding tab and renaming with question #’s.

 
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