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TCED 730 UT Martin Classroom Behavior Management Plan
Classroom Behavior Management Plan To create a safe and successful learning environment, all teachers, regardless of whet ...
TCED 730 UT Martin Classroom Behavior Management Plan
Classroom Behavior Management Plan To create a safe and successful learning environment, all teachers, regardless of whether the school is using PBIS (Positive Behavior Interventions & Support ) (Links to an external site.), need to create a comprehensive behavior management plan. This plan should clearly define behavioral expectations, procedures, and consequences. For those using PBIS, a comprehensive behavior management plan would constitute Tier 1 support and therefore be implemented with all students. By creating this plan, teachers can: Prevent many problem behaviors from occurring in the first placeMinimize other disruptive behaviorsHelp students feel safe, both physically and emotionally (e.g., safe from ridicule and teasing), something that better enables them to learn The five components of a comprehensive classroom behavior management plan are described below. Statement of Purpose A brief, positive statement that conveys to students the reasons why various aspects of the management plan are necessary. It should be focused, direct, clearly understandable, and free of specialized jargon. Below is a sample statement of purpose. Rules Rules are explicit statements of how the teacher expects students to behave in his or her classroom. Rules provide a way for students to monitor their own behavior, and they remind and motivate students to display the behaviors that are expected of them. In cases where there is a school-wide behavior management system in place, teachers should create classroom rules that align with the school’s existing rules. In addition, teachers should limit the number of classroom rules to five or fewer and make certain that those rules adhere to the guidelines outlined in the table below. Procedures Sample Procedure Walking in the Hallway Single fileHands behind backsStraight lineSilentStop at checkpoints Procedures are a description of the steps required for students to understand what is expected of them to successfully or correctly complete daily activities. Procedures can be developed: So that routines in the classroom (e.g., how to ask a question, how to turn in assignments) happen efficiently and without incidentTo prevent problems in situations where students are more likely to exhibit disruptive or inappropriate behavior (e.g., transitions, unstructured time) Procedures should be explicitly taught and practiced until all students thoroughly understand what is expected of them. Correct execution of the procedure should be recognized, and problem areas should be immediately corrected. In addition, teachers should reinforce students with regularity and consistency to ensure that they continue to perform the procedure correctly over time. Consequences Consequences are actions teachers take to respond to both appropriate and inappropriate student behaviors. After a student follows a rule or procedure, his or her teacher can provide a positive consequence. A positive consequence, often referred to as reinforcement, is a means by which teachers can increase the probability that a behavior will occur in the future. Positive consequences should be: Something the student considers pleasant or rewardingInexpensiveAppropriate to the juvenile justice environmentEasily and quickly administered or awarded When a student violates a rule or procedure, a teacher can provide a negative consequence. A negative consequence is a means by which the teacher can decrease the probability that a behavior will occur in the future. Most appropriate negative consequences in JC facilities should involve lack of access to preferred activities. When they are administered, negative consequences should be: Applied immediately after the behavior occursConsiderate of a student’s dignityApplied in an educative rather than vindictive fashion (i.e., when a student engages in negative behaviors, a teacher should not take it personally or respond emotionally)Administered calmly and consistentlyUsed in conjunction with positive consequencesLogical and related to the undesirable behavior (e.g., if the student misbehaves during recreational time, the negative consequence might be a loss of future recreational time) Action Plan An action plan guides the teacher as he or she implements a comprehensive behavior management plan. Typically, an action plan includes goals to be accomplished (e.g., teach the behavior plan to the students), the tasks or steps to be completed in order to achieve each goal (e.g., create classroom rules), and a completion date. In order to follow the first key principle of behavior management—invest time at the front end—all teachers must be proactive in their approach to address disruptive behavior. Proactive teachers learn to minimize disruptive behavior and consider how each teacher expects students to behave. In this assignment you will establish an effective comprehensive behavior management plan, one that contains the following core components. Rationale: To create a behavior management plan which will include basis rules, procedures, consequences and an action for plan for all students in order to maximize learning. Part 1 Behavior Management Plan will contain the following components: A statement of purpose: A brief, positive statement that conveys to educational professionals, parents, and students the reasons why various aspects of the management plan are necessaryRules: Explicit statements of how the teacher expects students to behave in his/her classroomProcedures: A description of the steps required for students to successfully or correctly complete daily routines (e.g., going to the restroom, turning in homework) and less-frequent activities (e.g., responding to fire drills)Consequences: Actions teachers take to respond to both appropriate and inappropriate student behaviorAn action plan: A method to support the implementation of a comprehensive behavior management plan Review Classroom Behavior Management Resources for more information about each component. Part 2: Crisis Plan Please review Addressing Disruptive and Noncompliant Behaviors (Part 1) Understanding the Acting-Out Cycle and (Part 2) Behavioral Interventions . Part II Addressing Disruptive and Noncompliant Behaviors Crisis Plan Rationale: To create strategies for obtaining immediate assistance for serious behavioral situations In Part 2 Crisis Plan, you will create an effective intervention to prevent a student's behavior from escalating and to avoid a behavior crisis. You must answer the following four questions: Who will seek assistance from someone outside your classroom?Who will be notified?What do you want the rest of the students to do during the crisis?What will you do once the crisis is over? Think through each question carefully. Either use your own classroom (one in which you are currently assigned) or create your own age, grade and classroom scenario to complete the plan.
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical concerns with the teaching of evolution. General Humanities 2, Essay Question 100-150 words max
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical c ...
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical concerns with the teaching of evolution. General Humanities 2, Essay Question 100-150 words max
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical concerns with the teaching of evolution.
3 pages
Different Types Of Motivation
Motivation research distinguishes extrinsic and intrinsic motivation indicating that intrinsic motivation is that which co ...
Different Types Of Motivation
Motivation research distinguishes extrinsic and intrinsic motivation indicating that intrinsic motivation is that which comes from performing a task ...
television program that you know contains a social inequality or social class theme, sociology homework help
Select a television program that you know contains a social inequality or social class theme (e.g. racism, sexism, social ...
television program that you know contains a social inequality or social class theme, sociology homework help
Select a television program that you know contains a social inequality or social class theme (e.g. racism, sexism, social class categories). Select one of the following options to deliver your assignment:Option 1Write a 700- to 1,050-word analysis.Format your assignment according to appropriate course level APA guidelines.
Learning and Cognition Handbook
The primary goal of the Learning and Cognition Handbook assignment is to integrate concepts from the discipline of learnin ...
Learning and Cognition Handbook
The primary goal of the Learning and Cognition Handbook assignment is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specific audience based on your career goals. The purpose of this handbook is to share helpful strategies and apply what you have learned from the course to six major topics in the field. You will incorporate your findings from required sources and the relevant sources you researched in the Week 2 Discipline-Based Literature Review, as well as those from the Week 3 Assignment: Choosing Your Focus.To complete this assignment, you may utilize the Learning and Cognition Handbook template or create your own using the template as a guide. Your handbook should include the sections listed below, incorporating a minimum of one visual (e.g., table, figure, or image (Links to an external site.)Links to an external site.) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. You may wish to use the Where to Get Free Images guide for assistance with accessing freely available public domain and/or Creative Commons licensed images.Handbook Sections:Table of ContentsList all sections and subsections included in the handbook with the applicable page numbers.Preface (100 to 150 words)Provide an overview of the handbook and its potential use by your chosen audience.Introduction to the Major Topics (200 to 300 words)Provide an introductory summary of the six topics listed below and discuss any careers in psychology specifically related to at least one of them:Traditional learning theories: Operant and classical conditioningTraditional learning theories: Behaviorism and social learning theoryAttention and memoryDecision-MakingLanguage acquisitionOrganizational and lifelong learningDescribe how one or more of these areas may be connected to your future career goals.Major Topics (1 to 2 pages for each major topic)Communicate the extent to which the six major topics of learning and cognition affect related sub-topics by synthesizing the course learning principles and/or theories. Consider how these sub-topics may be related to your future career goals. For instance, if you intend to become an applied behavior analyst, behaviorism and related technique for learning may be directly connected to your future role. For each major topic, apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical research that substantiate the relationship between the topic and at least two related sub-topics. In your review, consider how these topic and sub-topics are directly connected to evaluations and interventions in psychology practice in various fields. Focus on the areas most related to your future area of practice, paying particular attention to how theories are examined in research studies. The following are some sub-topics to consider:ComprehensionOperant and classical conditioningBehaviorismSocial learning theoryProblem solvingMemory development/retentionLifelong learningIndividual and group learningOrganizational learningMentorshipApprenticeship models of learningEffects of demographic differences (e.g., gender, socioeconomics, religious affiliation, race) on learningAlthough creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.Conclusion (200 to 300 words)Summarize the importance of the topics within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, and go to Pathbrite (Links to an external site.)Links to an external site. to upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.The Learning and Cognition HandbookMust be 12 to 15 pages in length (see instructions and rubric for each section and sub-topic) following the Learning and Cognition Handbook templateas a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center.Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameCourse name and numberInstructor’s nameDate submittedMust use at least six scholarly sources in addition to the required resources.The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must include the sections and subsections required as indicated in the handbook template.Must address the topics with critical thought and substantiated assertions.Must document all sources in APA style as outlined in Citing Within Your Paper (Links to an external site.)Links to an external site..Must include a separate references page that is formatted according to APA style as outlined in Formatting Your References List (Links to an external site.)Links to an external site..
6 pages
Socw 4003 Process Recording
Client information/presenting issue and any relevant information about setting and Amy Bargas is a teenage girl who seeks ...
Socw 4003 Process Recording
Client information/presenting issue and any relevant information about setting and Amy Bargas is a teenage girl who seeks counseling at the Southside ...
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TCED 730 UT Martin Classroom Behavior Management Plan
Classroom Behavior Management Plan To create a safe and successful learning environment, all teachers, regardless of whet ...
TCED 730 UT Martin Classroom Behavior Management Plan
Classroom Behavior Management Plan To create a safe and successful learning environment, all teachers, regardless of whether the school is using PBIS (Positive Behavior Interventions & Support ) (Links to an external site.), need to create a comprehensive behavior management plan. This plan should clearly define behavioral expectations, procedures, and consequences. For those using PBIS, a comprehensive behavior management plan would constitute Tier 1 support and therefore be implemented with all students. By creating this plan, teachers can: Prevent many problem behaviors from occurring in the first placeMinimize other disruptive behaviorsHelp students feel safe, both physically and emotionally (e.g., safe from ridicule and teasing), something that better enables them to learn The five components of a comprehensive classroom behavior management plan are described below. Statement of Purpose A brief, positive statement that conveys to students the reasons why various aspects of the management plan are necessary. It should be focused, direct, clearly understandable, and free of specialized jargon. Below is a sample statement of purpose. Rules Rules are explicit statements of how the teacher expects students to behave in his or her classroom. Rules provide a way for students to monitor their own behavior, and they remind and motivate students to display the behaviors that are expected of them. In cases where there is a school-wide behavior management system in place, teachers should create classroom rules that align with the school’s existing rules. In addition, teachers should limit the number of classroom rules to five or fewer and make certain that those rules adhere to the guidelines outlined in the table below. Procedures Sample Procedure Walking in the Hallway Single fileHands behind backsStraight lineSilentStop at checkpoints Procedures are a description of the steps required for students to understand what is expected of them to successfully or correctly complete daily activities. Procedures can be developed: So that routines in the classroom (e.g., how to ask a question, how to turn in assignments) happen efficiently and without incidentTo prevent problems in situations where students are more likely to exhibit disruptive or inappropriate behavior (e.g., transitions, unstructured time) Procedures should be explicitly taught and practiced until all students thoroughly understand what is expected of them. Correct execution of the procedure should be recognized, and problem areas should be immediately corrected. In addition, teachers should reinforce students with regularity and consistency to ensure that they continue to perform the procedure correctly over time. Consequences Consequences are actions teachers take to respond to both appropriate and inappropriate student behaviors. After a student follows a rule or procedure, his or her teacher can provide a positive consequence. A positive consequence, often referred to as reinforcement, is a means by which teachers can increase the probability that a behavior will occur in the future. Positive consequences should be: Something the student considers pleasant or rewardingInexpensiveAppropriate to the juvenile justice environmentEasily and quickly administered or awarded When a student violates a rule or procedure, a teacher can provide a negative consequence. A negative consequence is a means by which the teacher can decrease the probability that a behavior will occur in the future. Most appropriate negative consequences in JC facilities should involve lack of access to preferred activities. When they are administered, negative consequences should be: Applied immediately after the behavior occursConsiderate of a student’s dignityApplied in an educative rather than vindictive fashion (i.e., when a student engages in negative behaviors, a teacher should not take it personally or respond emotionally)Administered calmly and consistentlyUsed in conjunction with positive consequencesLogical and related to the undesirable behavior (e.g., if the student misbehaves during recreational time, the negative consequence might be a loss of future recreational time) Action Plan An action plan guides the teacher as he or she implements a comprehensive behavior management plan. Typically, an action plan includes goals to be accomplished (e.g., teach the behavior plan to the students), the tasks or steps to be completed in order to achieve each goal (e.g., create classroom rules), and a completion date. In order to follow the first key principle of behavior management—invest time at the front end—all teachers must be proactive in their approach to address disruptive behavior. Proactive teachers learn to minimize disruptive behavior and consider how each teacher expects students to behave. In this assignment you will establish an effective comprehensive behavior management plan, one that contains the following core components. Rationale: To create a behavior management plan which will include basis rules, procedures, consequences and an action for plan for all students in order to maximize learning. Part 1 Behavior Management Plan will contain the following components: A statement of purpose: A brief, positive statement that conveys to educational professionals, parents, and students the reasons why various aspects of the management plan are necessaryRules: Explicit statements of how the teacher expects students to behave in his/her classroomProcedures: A description of the steps required for students to successfully or correctly complete daily routines (e.g., going to the restroom, turning in homework) and less-frequent activities (e.g., responding to fire drills)Consequences: Actions teachers take to respond to both appropriate and inappropriate student behaviorAn action plan: A method to support the implementation of a comprehensive behavior management plan Review Classroom Behavior Management Resources for more information about each component. Part 2: Crisis Plan Please review Addressing Disruptive and Noncompliant Behaviors (Part 1) Understanding the Acting-Out Cycle and (Part 2) Behavioral Interventions . Part II Addressing Disruptive and Noncompliant Behaviors Crisis Plan Rationale: To create strategies for obtaining immediate assistance for serious behavioral situations In Part 2 Crisis Plan, you will create an effective intervention to prevent a student's behavior from escalating and to avoid a behavior crisis. You must answer the following four questions: Who will seek assistance from someone outside your classroom?Who will be notified?What do you want the rest of the students to do during the crisis?What will you do once the crisis is over? Think through each question carefully. Either use your own classroom (one in which you are currently assigned) or create your own age, grade and classroom scenario to complete the plan.
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical concerns with the teaching of evolution. General Humanities 2, Essay Question 100-150 words max
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical c ...
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical concerns with the teaching of evolution. General Humanities 2, Essay Question 100-150 words max
Compare the Catholic Church's response to Galileo's description of the heliocentric universe to contemporary Evangelical concerns with the teaching of evolution.
3 pages
Different Types Of Motivation
Motivation research distinguishes extrinsic and intrinsic motivation indicating that intrinsic motivation is that which co ...
Different Types Of Motivation
Motivation research distinguishes extrinsic and intrinsic motivation indicating that intrinsic motivation is that which comes from performing a task ...
television program that you know contains a social inequality or social class theme, sociology homework help
Select a television program that you know contains a social inequality or social class theme (e.g. racism, sexism, social ...
television program that you know contains a social inequality or social class theme, sociology homework help
Select a television program that you know contains a social inequality or social class theme (e.g. racism, sexism, social class categories). Select one of the following options to deliver your assignment:Option 1Write a 700- to 1,050-word analysis.Format your assignment according to appropriate course level APA guidelines.
Learning and Cognition Handbook
The primary goal of the Learning and Cognition Handbook assignment is to integrate concepts from the discipline of learnin ...
Learning and Cognition Handbook
The primary goal of the Learning and Cognition Handbook assignment is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specific audience based on your career goals. The purpose of this handbook is to share helpful strategies and apply what you have learned from the course to six major topics in the field. You will incorporate your findings from required sources and the relevant sources you researched in the Week 2 Discipline-Based Literature Review, as well as those from the Week 3 Assignment: Choosing Your Focus.To complete this assignment, you may utilize the Learning and Cognition Handbook template or create your own using the template as a guide. Your handbook should include the sections listed below, incorporating a minimum of one visual (e.g., table, figure, or image (Links to an external site.)Links to an external site.) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. You may wish to use the Where to Get Free Images guide for assistance with accessing freely available public domain and/or Creative Commons licensed images.Handbook Sections:Table of ContentsList all sections and subsections included in the handbook with the applicable page numbers.Preface (100 to 150 words)Provide an overview of the handbook and its potential use by your chosen audience.Introduction to the Major Topics (200 to 300 words)Provide an introductory summary of the six topics listed below and discuss any careers in psychology specifically related to at least one of them:Traditional learning theories: Operant and classical conditioningTraditional learning theories: Behaviorism and social learning theoryAttention and memoryDecision-MakingLanguage acquisitionOrganizational and lifelong learningDescribe how one or more of these areas may be connected to your future career goals.Major Topics (1 to 2 pages for each major topic)Communicate the extent to which the six major topics of learning and cognition affect related sub-topics by synthesizing the course learning principles and/or theories. Consider how these sub-topics may be related to your future career goals. For instance, if you intend to become an applied behavior analyst, behaviorism and related technique for learning may be directly connected to your future role. For each major topic, apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical research that substantiate the relationship between the topic and at least two related sub-topics. In your review, consider how these topic and sub-topics are directly connected to evaluations and interventions in psychology practice in various fields. Focus on the areas most related to your future area of practice, paying particular attention to how theories are examined in research studies. The following are some sub-topics to consider:ComprehensionOperant and classical conditioningBehaviorismSocial learning theoryProblem solvingMemory development/retentionLifelong learningIndividual and group learningOrganizational learningMentorshipApprenticeship models of learningEffects of demographic differences (e.g., gender, socioeconomics, religious affiliation, race) on learningAlthough creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.Conclusion (200 to 300 words)Summarize the importance of the topics within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, and go to Pathbrite (Links to an external site.)Links to an external site. to upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.The Learning and Cognition HandbookMust be 12 to 15 pages in length (see instructions and rubric for each section and sub-topic) following the Learning and Cognition Handbook templateas a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center.Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameCourse name and numberInstructor’s nameDate submittedMust use at least six scholarly sources in addition to the required resources.The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must include the sections and subsections required as indicated in the handbook template.Must address the topics with critical thought and substantiated assertions.Must document all sources in APA style as outlined in Citing Within Your Paper (Links to an external site.)Links to an external site..Must include a separate references page that is formatted according to APA style as outlined in Formatting Your References List (Links to an external site.)Links to an external site..
6 pages
Socw 4003 Process Recording
Client information/presenting issue and any relevant information about setting and Amy Bargas is a teenage girl who seeks ...
Socw 4003 Process Recording
Client information/presenting issue and any relevant information about setting and Amy Bargas is a teenage girl who seeks counseling at the Southside ...
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