A major component of this class is a 2250-word term APA style and formatted research paper. The 2250-word requirement excludes the wording of the Cover, Abstract, and References pages. No more than 25% of the written assignment in this course may be attributed to referenced sources. Your paper must be 75% original thought. Again, your cited work and quotations must not exceed 25%. You must use and cite a minimum of five sources with no more than two being web sources. Peer-reviewed sources and scholarly articles are strongly encouraged as research sources. Do not use the course textbook as a source. Turnitin.com reports provide the instructor with the word count and the percentage of wording attributable to other sources. Papers may not be submitted from previous courses or classes to fulfill this requirement and will be referred for a potential Academic Code Violation. This assignment is due at the end of Module Seven.
You research paper topic must address one of the following topics and the Saint Leo Core Value of Excellence must be integrated in the paper as well:
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It is said that termination starts in the first session when asking clients how they will know when they no longer need to meet for therapy; however, termination is often more difficult to conceptualize for both the client and the therapist. It is important to explore reactions toward termination of therapy. Clients may experience a range of emotions in response to termination.
Answer:
1. How do you know when it’s time to terminate? How can a client prepare client through termination phase on counseling?
2. How will you prepare to address any feelings or
countertransference issues that emerge during termination with any of your clients?
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Please read the Introduction to Death and Dying, The Most Common Causes of Death, The Process of Dying,and 5 Stages of Loss
Please respond to the following questions:
1. Have you ever had to cope with the loss of a loved one (not father or mother)? If so, what concepts described in this section provide context that may help you understand your experience and process of grieving?
(If you have not experienced the loss of a loved one, which concepts do you think would provide context? ) I preferred you answer this!!!
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Bio-psycho-social perspective and research on addiction
Bio-psycho-social perspective and research on addiction
In considering the bio-psycho-social perspective and research on addiction in the noted resource, formulate a tentative theory and diagnostic impression as follows:
Formulate a tentative theory to the etiology of the chosen client’s problems.
Consider any cultural issues that must be considered in your assessment and treatment for the client.
Address any legal and ethical issues that could arise in the client’s treatment.
Create an outline of a treatment plan for the selected case study.
Remember to use the terminology presented in the DSM when discussing any mental health disorder.
Support your paper with at least two resources (in addition to the specified resources for this assignment). These must include scholarly resources such as peer-reviewed articles.
Length: 5-7 pages, not including title and reference pages
Your assignment 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.
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Within the Discussion Board area, write 300-500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
We encounter interpersonal communication situations on a daily basis whether we realize it or not. It is inevitable that you have had conversations that did not go the way you wanted them to go. People can often perceive things differently, the same message can be interpreted in a number of different ways.
Discuss one situation that didn’t go as you had anticipated and analyze why.
Your discussion should include the following:
Summarize the situation:
Who were you talking to?
What was the subject?
How did it go?
Explain the following:
How did the rules of conversation (ethics, listening effectively, patience, and non-verbal considerations) apply in this conversation?
How did perceptions, both your own and the individual’s that you were speaking with, influence the direction of the discussion?
Use sources:
Use at least 1 source to support your ideas
Cite this source at the end of your discussion post
Part 2
Within the Discussion Board area, write 400ñ600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
One of the most important ways to understand people is to get a sense of their self-concept. Self-concept refers to how people perceive themselves; it is a combination of your self-awareness and self-esteem. Self-concept often will dictate how an individual interpersonally communicates.
Consider the following scenario:
You are advising new students here at CTU. Your goal is to have your students be self-confident and well-adjusted. To help encourage the development of these qualities, you decide that you are going to create a one-page resource that provides an overview of self-concept. Within this discussion, please provide information on the key points that you would discuss within this resource.
Summarize the situation:
What is self-concept? Name all parts.
What are some of the dangers of negative self-concept?
What are some benefits of positive self-concept?
Explain the following:
How can someone improve his/her self-concept?
Use sources:
Use at least 1 source to support your ideas
Cite this source at the end of your discussion post
PART 3
Within the Discussion Board area, write 400ñ600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
An underrated aspect of interpersonal communication is listening. Many times, the success of a conversation will depend on whether one person took the time to actually listen to what the other person had to say.
Think about a time in which you had a conversation with someone and although you heard the words they spoke; you did not really listen. Did you ever wonder why this was the case? Take the time to describe the incident and then discuss the following:
Summarize the situation:
Who were you talking to?
What was the subject?
How did it go?
Explain the following:
What is the difference between hearing someone and listening?
Which style of listening was used in this example and why?
What are some of the barriers to effective listening present in your example?
Use sources:
Use at least 1 source to support your ideas
Cite this source at the end of your discussion post
PART 4
Within the Discussion Board area, write 400ñ600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
With any personal relationship, there is the potential for conflict. Whether it is in the workplace or in a person’s home life, conflict often occurs. In fact, it should be seen as natural and unavoidable in some respects.
Because this is the case, think about a time in which you had a conflict with someone and reflect on the following:
Summarize the situation:
What was the cause of the conflict?
Was it one of the fundamental causes that often lead to conflict?
How did you handle it?
Explain the following:
Was it the best way to handle it, or are there techniques that you should have used instead?
Which technique that you have learned might have been helpful in this situation? Why? Use sources.
Use at least 1 source to support your ideas
Cite this source at the end of your discussion post
PART 5
As you pursue your degree and beyond, you will work together with classmates, coworkers, direct reports, and supervisors. When you have individuals working together in pursuit of a goal, there will be some form of conflict among team members. This could be due to personality conflicts, disagreement over tactics, and so forth. Unfortunately, if not handled correctly, conflict can disrupt and destroy any team efforts and can destroy relationships. On the other hand, conflict offers the potential for learning and developing future relationships with individuals. For this assignment, you will look over a scenario and make use of all of your interpersonal skills gained in the course to resolve the conflict and repair the relationships.
Consider the following scenario:
You have just been transferred to a new department at your place of employment. Your first task in this new department is to take a lead project management role on a project that has been taking longer than the company had anticipated.
You decide that a great way to get to know the team is to have a lunch meeting in a private room at a local restaurant. You want to have a nice lunch and an informal conversation about the project to get a feel for why the project seems stagnant.
The team consists of Marisa whose specialty is in training and development, Joe who is the subject matter expert on the new product, and Christopher whose specialty is in information technology and programming. Everybody goes around the table and introduces themselves.
Your initial observations of each team member:
Marisa seems to be very confident and driven in her statements. She has a rich background in training and development.
Joe is very confident in his knowledge of the subject matter but is a perfectionist.
Christopher is very quiet and reserved. You are unsure as to what country of origin he is from, but it is clear that English is a second language for him. You have heard that he is very good at what he does.
You also notice the following:
Immediately Marisa begins talking and blaming the projects lack of success on Joe taking too long to get her the information she needs. Marisa’s role is to create the training plan for selling the new product and she needs Christopher to finish his work before she can launch the training to employees.
Joe immediately becomes defensive and begins to yell at Marisa and tell her he is not putting his name on it until it is ready. He continues by telling Marisa that at this point she does not have the brain capacity to understand the product enough so he has to dumb it down for her.
Christopher jumps in and tries to offer his insights and Marisa turns to him, tells him that his job is simply to create what she tells him to create, then continues to argue with Joe. Christopher looks down at the table and stops talking.
Things are really starting to get heated and it is clear that this informal lunch meeting is quickly getting out of hand.
The description of this scenario can be downloaded here for future reference: Unit 5 Discussion Board Scenario.
Summarize the situation:
Write up a plan for resolving the conflict, getting the project back on track, and repairing the relationships of each individual involved.
How can interpersonal communication skills be used to resolve the conflict between the teammates? [indent with bullet point] How would you address the situation with each of the three individuals in a respectful manner as well as take what they have said and done into consideration?
Explain the following:
Where are patterns of conflict that are occurring with each individual?
How can these relationships be repaired using concepts of interpersonal communication such as power, listening skills, asking questions, cultural and personal sensitivity, empowerment, re-framing, and any other conflict resolution strategies you find appropriate? Use sources.
Use at least 1 source to support your ideas
Cite this source at the end of your discussion post
EXAMPLE
Class,
For your discussion boards, this example shows how to cite a few websites and some academic journal articles. Please know this entry is meant to only serve as an example of a story that is supported by Interpersonal Communication terms, statements, and concepts.
This assignment is meant to be your own. You do not need to copy this text model. Your entry does not necessarily need to look like this text and certainly does not need to be this length if you prefer not to write so much.
Many of you are doing just fine with the way you are doing what you do. Read and implement the feedback I provide to you with each assignment, and your essay should be just fine as you improve from week to week. If you have any questions about APA or any other professional prose, please let me know. As I have told you on many occasions, email is typically the best way to reach me.
-James Cartee
Interpersonal Communications-COMS105
Unit 5 Discussion Board
Jamie Doe
Colorado Technical University
As the lead project manager in a new department, I am certainly feeling out of place as if I am intruding on what has been going on before I stepped in. But my duty is to take the lead and get the tasks rolling again in my place of employment. Initially I would make it clear to this cross-functional team that we need to get this stagnant project back on track and complete, before our lack of progress damages our brand product equity. This lack of organization would then cause customers to seek business elsewhere with one or more team members potentially quitting as well. I will have them all take a moment to get their feelings and nerves in check, and we will begin communicating with the Seven C’s of Communication. This exercise includes communication that is clear, concise, concrete, correct, coherent, complete, and most important of all, practicing courtesy to one another (Lee, Bristow, & Wong, 2018). First thing needing to be done, I would explain that we need to effectively resolve these present conflicts. The team should actively communicate as a group on what plan will be implemented to finish the project in a timely fashion. When figuring out the team’s communication types, each individual is under a different category of a defined communication type (McCarthy & Milner, 2013). Marisa seems to be in the blaming category as she constantly blames Joe for not getting her the information she needs to continue her role in this project. Joe seems to be the explosive type, becoming easily angered by the blame directed towards him from Marisa. Christopher then portrays the silent type by shutting down when his input is ridiculed and discredited. All these defined types of communication have serious impacts with unhealthy activities and side effects that will damper the mood of this project if everyone continues to operate on one’s self-motivations. We understand clearly that Joe is a perfectionist and wants to make sure that the product he creates is up to corporate standards. Even more importantly, as a team, we want to validate his feelings in this product creation process as he becomes ready with each procedural step in front of him. First and foremost, we need Joe to complete this project to the next step, so that the rest of the team can do their parts in the process as well.
We need to figure out what Joe needs to assist him with enhancing this product so that the item meets certain standards of approval. Then we can move it along to Marisa who will get the training plan ready for the team, so that Christopher will next create his own modules. Christopher’s completion of these modules will then give Marisa the capability to launch the training plan to the available employees. The process remains dependent on each person in each phase to reach the next stage of development. In this described scenario, the individuals continue to experience different patterns of conflict with Marisa and Joe being shouters and Christopher being a silent martyr (Gunther, 2018). Christopher tried to provide his input, and Marisa shut him out of the conversation by yelling at him, while she and Joe were already shouting at one another simultaneously. The situation sounds like a high school pep rally of negativity with loud screaming. Christopher was unfairly attacked by Marisa, becoming the unjustifiable receiver of her criticism. We need to stop the shouting, listen respectively to one another, and take turns giving our input and opinions. We may then fully understand and cooperate with one another to finally finish this project and move forward to the next goals with a new project. Since we cannot work together while treating each other with respect, there was no way we could work together towards a common goal, everyone thinking of themselves before the whole team. The need to fix these damaged relationships is very important so future projects can move forward while employees are content in a positive work environment with limited stress.
In order to start the process of repairing these damaged relationships, I need the team to be open and honest about what has caused the conflict and what each can do to fix the issues at hand. The team members will apologize for offending and hurting the feelings of each other due to the yelling or negative criticism. Marisa is going to need to take a few breaths and calm down in order to avoid another unnecessary outburst. She must actively listen to Joe and Christopher. Joe will need to set aside some of his perfectionist ways and move the product to the next step so that Marisa and Christopher can then do their parts. There also needs to be some empathy towards Christopher’s sensitive personality. The team will potentially treat Christopher as needed by re-framing, in other words, to see and say things differently than previously stated. Joe will constructively move forward after feeling stuck on his own job responsibilities to reach his goals for product completion. Joe will feel more empowered to act, secure in his own shoes (McNamara, 2012). Marisa will need to talk less and actively listen more in order to learn about the product to effectively have the training plan in place at the right time. Finally, Christopher’s work will then present his finished creation while training becomes launched to the employees for their educational needs (Phillips, 1997). seek first to understand, then to be understood is a quote by Steven Covey (1989), the author of Seven Habits of Highly Effective People, meaning that in our own communications, we must ensure we understand others before we push to be understood. In order to accomplish this task, we will use interpersonal communication skills, including verbal and nonverbal communication, to effectively resolve the conflict, thus establishing a plan for carrying all projects to completion. We will need to put ourselves in othersí shoes and support them to do the same, using empathy, trying to understand the work process from different perspectives (Bran, 2018). Together we will collaborate and compromise to efficiently reach the planned goals and in turn, find a common agreed-upon strategy to complete all necessary projects delegated to the team by upper level management.
Works Cited
Bran, R. (2018). THE ROLE OF ACTIVE LISTENING IN THE ACQUISITION OF SECOND LANGUAGES. Research and Science Today, (1) , 88. Retrieved January 28. 2019, from ProQuest Central Database.
Covey, S. R. (1989). The seven habits of highly effective people: Restoring the character ethic . New York: Simon and Schuster.
Lee, C., Bristow, M., & Wong, J. C. (2018). Emotional intelligence and teamwork skills among undergraduate engineering and nursing students: A pilot study. Journal of Research in Interprofessional Practice and Education, 8 (1). Retrieved January 28. 2019, from ProQuest Central Database.
McCarthy, G., & Milner, J. (2013). Managerial coaching: Challenges, opportunities and training. The Journal of Management Development, 32 (7), 768-779. Retrieved January 28. 2019, from ProQuest Central Database.
Phillips, P. (1997). The Conflict Wall. Educational Leadership, 54 (8), 4344. Retrieved January 28, 2019, from Academic Search Complete Database.
*Please note this entry was provided by a student with this person’s knowledge and permission to utilize in future Communication courses. The names in this essay have been changed to protect the identity of those involved in the story. This specific example is meant to serve for educational purposes only. While these sources are real, the content of this essay may not reflect the actual content of each cited source. This assignment may have been changed from the original contents of this provided essay. Be sure that you always read the assignment directions very carefully to fully complete this assignment. This given example is not meant to be a source for any texts in this class. Do NOT use this demonstration entry for your own discussion board post!
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For the second half of this rather long chapter, our authors begin with a discussion of the difference between adult organized and peer play. Within adult organized sports the actions of the players are regulated. There is a strong emphasis on order. Kids wait to be told what to do by the adults, and spontaneous behavior is equal to “horsing around.” The kids get to make very few decisions and carry out the decisions of adults. The athletes are closely supervised and the kids may stop playing if the coach is not around. In peer play games, the players rely on informal rules to regulate the game. Kids make consensual decisions and there are few rules. Instead of focusing on winning, the kids’ focus is on action, personal involvement, keeping the game close, and reaffirming friendships. The peer games are often voluntary, flexible, and based in consensus. What youth sports or activities best fit within these descriptions? Are there adult sports that act as peer play? (Hint: The adult activities that I can think of are often strongly associated with California.)
Moreover, when looking at youth sports, we are often told that youth sports build character, but is this true? This is tough to say, however, researchers have attempted to measure sports affect on “life skills.” Life skills are conceptualized as psycho-social abilities that enable individuals to deal effectively deal with the demand and challenges of everyday life. Specifically, researchers have examined how sport participation may assist kids develop responsibility, self-confidence, leadership skills, self-esteem, and the ability to make decisions. Alternatively, researchers have examined youth sports to see if they may hamper the child’s social development. Sadly, we do not have many conclusive studies, because many of the studies do not test for causation, but correlation. We may find that young athletes are more likely to have x characteristic, but it is difficult to know if that characteristic played a role in pushing the kids to join a sport, in tandem with sport participation, or if that characteristic developed during sport participation. (Note: I recently set up a study to see if an after school program actually improved self-esteem, self-efficacy, and so on, but the after school program backed out of the study due to the intensive work that was needed to actually test for causation.)
While causation for life-skills is difficult and there aren’t as many studies done as we would like, researchers have found evidence to support the notion that developing sport competencies and skills positively influences a child’s self evaluation and their social esteem among their peers. Research has consistently shown that young sports participants score higher on a variety of test that measure mental health. Moreover, we can think of our own experiences in high school. Often for boys the most “popular” guys on campus are athletes. Interestingly, this doesn’t carry over to university, even at the big sport schools (we will read more about this when we read the Adlers’ book Blackboards and Backboards).
Despite the benefits of organized youth sports, young athletes face many issues during their participation as well. First, adult intrusions into the sports can be a problem. This is most obvious when it comes to adult violence at games or practices. Second, some parents and coaches may be living out their own sport dreams through the young athletes. Adults may see the youth’s accomplishment as their own, which may encourage the parents to place pressure on the kids to perform. Moreover, while kids used to switch sports with the seasons, today, we see more kids being pushed to specialize within a single sport. College coaches are recruiting from middle-schools, which may put tremendous pressure on our young athletes. Traveling teams or club teams may place a great deal of pressure young athletes (and financial pressure on families). Traveling teams are attractive because the traveling teams often offer better coaching, players play on well-kept facilities, there is year-round training, and there are opportunities for elite competition. However, within this world there is often little regard for anything but winning. Within these leagues, the youth often must abandon other sports, and travel with their team year round. Family lives must be re-centered around youth sports and some families relocate or send their children off to sport academies. Interestingly, my university is not far from Cooperstown. It is amazing how many families come out here for youth baseball games during the summer. It is an amazing part of our summer economy and raises housing costs in an area of the US that would otherwise be affordable.
Youth may also have their education disrupted in favor of their sport. When young athletes must practice for eight hours a day or travel on a regular basis it may interfere with their ability to go to school. Some families turn to tutors or sports academies. However, in my research on skateboarders, I saw many of the young (working class) skaters simply drop out of school in order to pursue a career in skateboarding. Athletic careers do not last forever and many will never make it big, so the lack of an education may hinder life chances as the athlete ages. Injury is another significant risk in youth sports. Heavy participation and overtraining result in a greater likelihood of being injured. As our book points out, some doctors are seeing younger athletes come in for serious surgeries. In addition, in some youth sport worlds, wining is everything. The young athletes’ win-lose records may define them. Adults and one’s peers may shower winners with prestige and honor, while the losers suffer disdain and ridicule ( back when the Simpsons were funny there was an episode where Bart and Lisa play hockey that perfectly describes this situation https://youtu.be/3SS_q5NbK5o?t=1m5s ).
The question is how do encourage young people to be active, but avoid overburdening them with pressure? As many of you mentioned on Tuesday, childhood has changed for contemporary youth. Kids are spending a great deal of time indoors, watching TV, playing video games, and clicking around on the Internet. The indoor childhood has become more common in the past 10 years. There have been declines in spontaneous outdoor activities such as bike riding, swimming, and touch football. Due to the indoor docile lifestyle of contemporary youth, we see childhood obesity increasing. How do we combat this? How do we encourage sport for young people while not placing too much pressure on them and assist them in avoiding unnecessary injuries? How do we combat a growing number of hyper involved parents, sport academies, and other organizations that profit from the current system? How do we retain the best aspects of youth sport and avoid the worst?
PART 1
QUESTION :
For the second half of the chapter, I want you all simply to respond to the chapter and maybe answer some of the questions above. There are portions of the chapter that I didn’t cover in this “intro,” such as a Bill of Rights for Young Athletes, Sports Academies (I mentioned them but I didn’t go into detail), Youth Olympic Games, etc., you should consider commenting on these sections.
PART 2
REPLY BACK TO FOLLOWING POST:
“I believe one of the most important steps to encourage kids to be more active is to let them try a variety of sports and outdoor activities. That way they can choose which activities they enjoy most. It also provides children the satisfaction of making their own choices and not feel like they are being forced to do something that they don’t enjoy. When it comes to the indoor childhood, it should be the parent’s obligation to monitor the time that is spent indoors and on electronic devices. In my home my son is only allowed a minimal amount of time on electric devices. On the weekends he must go play outside. At first it was a struggle, he would say that outside was boring but we told him that he had to spend at least an hour outside. Now we can’t get him to come in the house. When it comes to trying to keep the best aspects of youth sport and avoid the worst, that is a very tough subject to tackle. I currently have a 10 year old son, and the pressure that come with playing sport now is pretty tough. As a parent I always want him to do his best, especially when playing on a club team. When it comes to parents they need to make sure to have open communication. My son took an entire year off from sports, as hard as it was at the time it was something that we decided as a family. The child needs to feel like the parent is making the best decisions for their happiness and allow the child to provide input.”
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1. What factors have contributed to changes in death customs from the nineteenth to the twentieth century?
Trace the changing causes of death in 1900 through today, paying particular attention to the effects of the “epidemiologic transition.”
Explain the ways in which language and humor can be used to distance people from the reality of death.
Identify three kinds of “death talk” and explain the function of each using specific examples.
How do television portrayals of violent death reflect the “mean world” syndrome, e.g., terrorist attacks in public places or depictions of other violent crimes?
What effects do these portrayals have on our feelings of safety and security in our own places of shopping and residence?
What reasons can you come up with for studying death and dying, using both the discussion in the text and your personal life experience?
2. In your own words, describe the four major characteristics of a mature concept of death? Why is each of these important to a “mature” understanding of death?
Describe Piaget’s four stages of cognitive development and explain how each stage relates to a particular way of understanding death.
Give some examples of how early experiences with death can shape an individual’s later view of death.
Evaluate death education for children and suggest at least three ways of introducing children to the topic of death.
Discuss how subcultural differences in death customs can be comforting or anxiety producing.
3. Compare four different mythological explanations of how death came to be.
Develop a brief historical summary based on Ariès’ work concerning the ways death has been viewed for the past thousand years or so in the Western world.
Compare the views of death in the seventeenth, eighteenth, and early nineteenth centuries with those of today.
Explain the meanings of the LoDagaa death ceremonies including the practices surrounding mourning restraints and the mourning companion. Compare the LoDagaa rituals with European or North American rituals.
Analyze the apparent ambivalence of Mexican attitudes toward death as revealed in customs surrounding the Day of the Dead. What does humor reveal about Mexican attitudes toward death during the holiday?
Compare Chinese and Japanese traditions and celebrations designed to show respect and care for dead relatives.
4. Contrast traditional methods of defining death with newer definitions.
Identify Robert Veatch’s four approaches to defining and determining death. Which do you find most helpful and least helpful? Explain your response.
Design your own proposal for defining and determining death, pointing out its strengths and weaknesses. Be sure to state who should be involved in making a determination of death.
Compare and contrast the Uniform Determination of Death Act proposed by the President’s Commission with earlier proposals for determining death. Do you think the Commission’s proposal is an improvement? Why or why not?
Construct two arguments, one in favor of organ transplantation in treating end-stage organ failure and the other against.
Why is a clear and widely accepted definition of death and process for determining death important for organ transplantation? How does the ability to transplant organs complicate our understanding of “death”?
Each set of questions need to be a half of page.
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Question 1: By now, you have learned from different professors about the intelligence cycle or as I call it the intelligence process. Identify in cinema a scene or number of scenes in which you have identified a phase of the intelligence cycle/process. Describe the scene for the class and describe step within the intelligence cycle/process that the scene takes place. I gave you an example in the lecture (think Rogue One and A New Hope).
Question 2: Conduct additional research on Dofang “Greg” Chung case. Identify 1-2 ways in which Chung exploited vulnerabilities. Discussed the techniques he used and what you would do to counter his activities (Hint: Refer to lecture CI: the basics).
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Your younger brother believes that all psychologists are clinical psychologists who specialize in treating people with mental health difficulties. Briefly describe major psychological theories/schools of thought, and sub-fields of psychological study (NOT limited to Chapter 1). What does psychology study? How well do you think psychology today explains what it intends to explain? In what ways it explains better than a wise person without studying psychology? In what ways it may not?
*Guideline for Essay (Psy140)
Essays are open-book online assignments. You can submit them online any time by the due dates according to our syllabus.
You need to synthesize, compare, and maybe critique the materials covered in one or more than one unit of our textbook. Grading on essay weighs heavily on your knowledge and application of our textbook readings.
Remember to read the essay question carefully. Make sure you answer every aspect of it fully.
Essay assignments need to be submitted in ESSAY format, not outline format. Besides, you need to follow APA (American Psychological Association) style for citation and reference. Please see DCCC website (http://libguides.dccc.edu/c.php?g=386852&p=2624228) for:
APA Basic References Guide
APA Expanded Examples for DCCC Databases APA In-Text
Citations
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