Athena's Leadership Role in The Odyssey books 1-12
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How does Athena take a leadership role in Chapters 1-12 of The Odyssey? How and why does she intervene in Odysseus' struggles and aid Telemachus? Why does she care so deeply about him and Odysseus?
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Repsond to Classmate Post in Music Appreciation Course
Respond with at least 150 words....cite all references...NO PLAGIARISMWhile it is not considered a true opera, George Gers ...
Repsond to Classmate Post in Music Appreciation Course
Respond with at least 150 words....cite all references...NO PLAGIARISMWhile it is not considered a true opera, George Gershwin's Porgy and Bess is considered one of the most influential pieces of American Opera, and it inspired Sidney Bechet to compose his own version. George Gershwin and Sidney Bechet's versions of the composition "Summertime" differ greatly. The most obvious example is the difference in preforming forces between the two. Gershwin's "Summertime" uses a vocalist with orchestral accompaniment, while Bechet's composition is entirely instrumental. The next most obvious difference is the genre of the two pieces. The Gershwin original is a folk opera while Bechet's version is a jazz piece with all the idiosyncrasies that entails. The next difference is one such idiosyncrasy, the use of syncopation in Bechet's piece that is absent in the original Gershwin version. Rhythmically, the Bechet version is slightly faster. The Bechet version is notably more relaxed in texture while Gershwin's "Summertime" is more dramatic and powerful. The Bechet version is also considerably lower in pitch than the folk opera aria it is based on.
Module 4 Healthcare as A Right or Privilege Persuasive Paper
Because good writing is always a process, our persuasive essay will be written in two parts: a first draft due this week a ...
Module 4 Healthcare as A Right or Privilege Persuasive Paper
Because good writing is always a process, our persuasive essay will be written in two parts: a first draft due this week and a final draft due in week 6. Your paper should be 3-4 pages in length.As you prepare, here are a few reminders for this week's draft:
In week 3 you posted a thesis for peer review. Use the revised thesis, based on your classmates' and teacher's feedback as the basis for your persuasive paper.
Use your sources to support your thesis. Research and prepare the passages you will consider using. Remember to review methods of paraphrasing, summarizing, and using direct quotations.
Prepare the body paragraphs by deciding where to place supporting information. Remember, each paragraph of the paper should act to build the momentum of the argument.
Apply pathos, logos, and ethos whenever possible.
Finally, remember that it's okay if your ideas, opinions, or sources change during process of writing this paper. Writing makes us think, and it's fine - even beneficial - to have our thoughts change as we express them on paper.Thesis:Access to healthcare services should be considered a fundamental and legitimate right for all citizens as enshrined in the supreme law of the land of the United States of America.Topic: Healthcare as a right or privilege
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders hav ...
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders have appeared more prevalent in society. From the mental health perspective, research has shown an increase in cases of substance related disorders, particularly with adolescents. This increase has prompted further investigation into adolescent risk and resilience factors, as well as accuracy in diagnosis and appropriate treatment plans. Yet, in cases of adolescent substance use, further investigation is still needed concerning notification rights of parents, legal authorities, and/or case workers. For this Application, review the client case study in the Learning Resources. Consider the characteristics of the client. Which specific characteristics might you consider important in developing a diagnosis? Consider your rationale for assigning particular diagnoses on the basis of the DSM. Also, think about what other information or people you may need to include in the assessment in order to make an accurate diagnosis.The Assignment (3–4 pages)A DSM diagnosis of the client in the case studyAn explanation of your rationale for assigning the diagnosis on the basis of the DSMAn explanation of what other information you might need about the client to make an accurate diagnosisA brief description of additional individuals you might include in your assessment and explain whySupport your Application Assignment with specific references to all resources as well as current literature used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.
Teaching psychology week 6
Section A There are a number of issues that an instructor must consider related to assessing student learning. A few such ...
Teaching psychology week 6
Section A There are a number of issues that an instructor must consider related to assessing student learning. A few such issues are student learning styles, frequency of assessments, types of assessments, size of the class, and time spent grading. For example, if you have a large lecture class of 200 students, you probably would not want to have an essay exam and grade all of the exams yourself; even if each exam only took 10 minutes to grade, that would be 200 exams x 10 minutes = 2,000 minutes or 33 hours. How might you effectively assess student learning while maintaining a reasonable workload? For this Discussion review and study this week’s Learning Resources. Then consider the following scenario: You have a class of 30 students in an introduction to psychology course. Think about what face-to-face assessment strategies you would use and why they might be effective. Finally, reflect on the time commitment involved with the type of assessment you selected. With these thoughts in mind: Post by Day 4 a description of the assessment strategies you might use based on the scenario provided, the frequency of assessment, and an explanation of why you think they might be effective. Then explain the time commitment involved for the type of assessment you selected. Be sure to defend your response with references to the Learning Resources. Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references. Section B Why choose one assessment method over another? What might be the challenges of the assessment method you chose? There are a variety of factors to consider when selecting an assessment method. What might be the benefits of an essay test over a multiple-choice test? Are you evaluating a student’s ability to retain facts or apply concepts and principles? These are only a few of the possible areas of assessment you might choose when selecting an assessment method. In this week's Assignment, you will add an example of some methods of testing to your Teaching Portfolio. Consider the strategies discussed this week as you develop your exam and prepare the correct responses. For this Teaching Portfolio Assignment, review and study this week’s Learning Resources, including Griggs’s Psychology: A Concise Introduction textbook to help in the selection of your assignment topic. Select a new topic or use the topic you selected in Week 4 as the focus of an exam that you will design for "your" introductory psychology class. Assignment (5–7 pages, APA format where appropriate) Your exam must include the following: An explanation of the topic you selected, referencing the chapter in the Griggs Psychology: A Concise Introduction textbook you consultedFive multiple-choice questions (identify the correct answer with boldface type)Three fill-in the blank prompts (include the correct response in boldface type following the question)One essay question (include, in boldface type, a list of elements that you will be looking for as you grade).A determination of points for each of your questions and a calculation of the percentage for each question of the total 100% available. For example, if your multiple-choice questions are worth 10 points each and there are 100 points available in the test, one multiple-choice question is worth 10/100 = 0.10, or 10% of the total 100%. Resources Readings Ashton, P. (2004). Testing: If you’re going to do it, do it right. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 35–36). Bloomington, IN: Indiana University Press. Retrieved from the Walden Library databases. Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth. Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in Discussions, Assignments, and the Final Assignment.Society for the Teaching of Psychology. (2010). Best practices: Assessing teaching and learning in psychology. Retrieved from http://teachpsych.org/conferences/bp/index.php Note: Review the Abstracts of Keynotes, Workshops, and Symposia document located in the Conference Schedule section of the web page to choose the presentation files you would like to review. Be sure to make note of the first author’s name. Then click on the “Access Presentation Files, by last name of first author” link at the top of the web page to find the files for the presentation you selected.
Documents and Website Content as Data Sources for a Qualitative Study
To prepare for this Discussion:Choose one of the three social change literature review articles found in this week’s Lea ...
Documents and Website Content as Data Sources for a Qualitative Study
To prepare for this Discussion:Choose one of the three social change literature review articles found in this week’s Learning Resources and review the article in detail.Explore the Walden Social Change website and locate an additional document, video, or webpage that will inform your understanding of the meaning of positive social change. Reflect on any additional sources you find.Next, write an analytic memo based on the information you gathered from the Walden social change website and any other documents or websites that might inform your changing impressions about the meaning of positive social change.Finally, review the media programs related to coding and consider how you will use this information to support this Discussion. Note: In your Excel Video Coding template there is a tab for your website data. Use this tab to place your content and codes for the website.By Day 4Prepare a brief explanation of your understanding of the meaning of positive social change thus far. Refer to the additional sources you have reviewed this week, and comment on how they are shaping your experience. Use the data you gathered from your analytic memo to support your explanation.Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functio ...
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functional Assessment text. Create a blank Functional Analysis Observation Form (FAOF) using page 264-265 in your Functional Assessment text as a guide to document the behaviors of James.The disruptive target behaviors for this analysis include James':Hits and kicks adults when confronted for inappropriate behavior.Noncompliant behavior.Off-task behavior.Disruptive Behavior.Property Destruction.You will also target his cooperative behavior.Use the table you have created to record:The antecedents (A) that trigger the behavior.The consequences (C) that follow the behavior.The setting events (SE) that may be affecting behavior.Remember that there may not be setting events for each instance of behavior, but they may be present throughout the activity. Antecedents and consequences may also occur across paragraphs.Once you have completed the table:Use the space below the table to list the patterns or consistencies in antecedents and consequences that appear to be related to the disruptive behaviors.Develop a summary statement concerning antecedents, disruptive behaviors, and consequences. Then develop a summary statement concerning antecedents, cooperative behavior, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention. How does this ensure effective treatment?Assignment RequirementsYour assignment should meet the following requirements:Written communication: Should be free of errors that detract from the overall message.APA formatting: References and citations are formatted according to current APA style guidelines.Describe the antecedents that trigger specific behaviors.Describe the consequences that follow specific behaviors.Select the setting events that may be affecting specific behaviors.Analyze patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.Summarize the antecedents, disruptive behaviors, and consequences.Summarize the antecedents, cooperative behaviors, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention to ensure effective treatment.Resources: A sufficient number of scholarly or professional resources.Length: 2–3 double-spaced pages.Font and font size: Times New Roman, 12-point.CASE STUDY: Identify Generalization and Maintenance and Prevention Strategies and Identify Additional Strategies to EmployCase Study Provided by Edward CancioJamesJames is a third-grade student who is attending Port Washington Elementary School. He is a student identified with emotional and behavior disorders (E/BD). James is receiving special education services in a self-contained classroom for students with E/BD.James has consistently struggled with academic tasks and does not like school or his teachers. His cognitive ability is within the average range. When he is successful while working in one-to-one situations, he is compliant and he can complete his class work. Additional strengths include athletic ability, positive peer interactions outside of the special education classroom (e.g., P.E., lunchroom activities, assemblies, recess), and he can ignore the inappropriate behaviors of other students when he is academically focused. James’s favorite classes are P.E., art, and music.In addition to E/BD, James has been diagnosed with a learning disability (LD) and attention-deficit/hyperactivity disorder (combined type). The related services that James receives are social work and nursing services. The classroom is staffed by one full-time special education teacher and one full-time paraprofessional. The program serves 13 students with E/BD. James’s primary teacher, Ms. Butke, has requested behavioral consultation to more effectively deal with James’s disruptive and aggressive behavior. Ms. Butke indicates that James exhibits the following challenging behaviors at various times throughout the day:• Hits and kicks adults when confronted for inappropriate behavior• Noncompliant behavior• Off-task behavior• Disrupts the classroom by roaming around the room, trying to distract students from their academic activities• Throws objects in class• Destructive toward propertyMs. Butke is concerned with the safety of the other individuals in the classroom (both students and staff) and the effect of James’s behaviors on the amount of instructional time he and his classmates miss. Ms. Butke feels that if the staff can teach James more self-control and assist him in asking for help when it is needed, his aggressive, noncompliant, disruptive, and off-task behavior will substantially decrease.The district’s behavioral consultant observed James in various settings and was able to see many of the behaviors identified by Ms. Butke. The consultant was able to observe examples of prosocial behavior. In addition, the consultant noted the contexts in which James’s challenging behavior occurred (antecedents and setting events) and potential consequences for those behaviors. These are described on the following ABC recording chart.Antecedents and Setting EventsBehaviorConsequenceJames reported to reading class 20 minutes late (reading follows lunch hour)After teacher explained what James needed to work on, he sat for 20 minutesTeacher did not respond to off-task behaviorSitting in seat during reading classAfter 20 minutes of off-task behavior, James wanders around the classroomTeacher did not respond to out-of-seat behaviorReading classTakes marker off teacher’s desk, scribbles on the teacher’s edition of the reading bookTeacher ignores behaviorReading classTakes ruler out of teacher’s desk, walks to bulletin board, and slides ruler from the top of the classroom rules poster and catches ruler at the bottom of the posterTeacher does not respond to behaviorReading classTears classroom rules poster off the board, rips up poster, and throws pieces across the roomTold to return to his seatTold to return to his seatRefusesTeacher tells him he will have to go to the officeTold he would have to go to the officeTumbles a room dividerTeacher calls the office for assistance, the assistant principal removes James from class, suspended for 5 daysWritten language lesson, working with teacherOn task, compliantPraise, awarded bonus pointsCorrecting written language assignment in groupsWorks cooperatively with groupPraise to group, group receives 5 minutes free timeFree-time activityPlays board game with peersPraiseMath assignment, independent workThrows wadded-up pieces of paper at classmatesTold he would miss class movie after mathMath assignment, independent workLeaves desk, moves to teacher’s desk, tips over room divider on top of teacherRemoved from class, suspended for 7 daysAnalysis of the ABC recording form indicates that the antecedent conditions that are in effect when James engages in appropriate behavior are situations in which he understands the concepts of the lesson, when he works one-on-one with the teacher or paraprofessional, when he works in group activities, or when he participates in social activities with his peers.In contrast, circumstances that precede his challenging behavior typically include situations in which he doesn’t understand concepts presented during instruction, when he works independently, when he is left alone for periods of time, or when he is confronted for inappropriate behavior (e.g., off-task behavior, roaming around the room).The function of James’s challenging behavior is negative reinforcement. His behavior results in escape and avoidance from academic activities or assignments. The negative reinforcement function was primarily selected because James engages in challenging behavior during academic-related tasks. James has had a chronic history of academic failure. For James, difficult academic tasks are aversive, and he demonstrates challenging behaviors when presented with these tasks. The consequences for his behaviors (e.g., conflicts with staff, then left alone) effectively terminate aversive antecedent tasks, activities, or assignments.The negative reinforcement function was also identified because James does not engage in these behaviors during social and nonacademic-related activities (e.g., social interactions with peers, P.E., lunch, music, and art). Rather, during nonacademic antecedent conditions, he engages in prosocial behavior. Consequently there are apparent differences in the types of antecedent/setting event conditions that trigger prosocial versus challenging behavior.In addition to negative reinforcement, James’s challenging behavior is also maintained by positive reinforcement. The consequences for both prosocial and challenging behavior usually provide some form of attention from peers, teachers, or paraprofessionals. Conditions that precede James’s challenging behavior often **The table is included in the case study**
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Repsond to Classmate Post in Music Appreciation Course
Respond with at least 150 words....cite all references...NO PLAGIARISMWhile it is not considered a true opera, George Gers ...
Repsond to Classmate Post in Music Appreciation Course
Respond with at least 150 words....cite all references...NO PLAGIARISMWhile it is not considered a true opera, George Gershwin's Porgy and Bess is considered one of the most influential pieces of American Opera, and it inspired Sidney Bechet to compose his own version. George Gershwin and Sidney Bechet's versions of the composition "Summertime" differ greatly. The most obvious example is the difference in preforming forces between the two. Gershwin's "Summertime" uses a vocalist with orchestral accompaniment, while Bechet's composition is entirely instrumental. The next most obvious difference is the genre of the two pieces. The Gershwin original is a folk opera while Bechet's version is a jazz piece with all the idiosyncrasies that entails. The next difference is one such idiosyncrasy, the use of syncopation in Bechet's piece that is absent in the original Gershwin version. Rhythmically, the Bechet version is slightly faster. The Bechet version is notably more relaxed in texture while Gershwin's "Summertime" is more dramatic and powerful. The Bechet version is also considerably lower in pitch than the folk opera aria it is based on.
Module 4 Healthcare as A Right or Privilege Persuasive Paper
Because good writing is always a process, our persuasive essay will be written in two parts: a first draft due this week a ...
Module 4 Healthcare as A Right or Privilege Persuasive Paper
Because good writing is always a process, our persuasive essay will be written in two parts: a first draft due this week and a final draft due in week 6. Your paper should be 3-4 pages in length.As you prepare, here are a few reminders for this week's draft:
In week 3 you posted a thesis for peer review. Use the revised thesis, based on your classmates' and teacher's feedback as the basis for your persuasive paper.
Use your sources to support your thesis. Research and prepare the passages you will consider using. Remember to review methods of paraphrasing, summarizing, and using direct quotations.
Prepare the body paragraphs by deciding where to place supporting information. Remember, each paragraph of the paper should act to build the momentum of the argument.
Apply pathos, logos, and ethos whenever possible.
Finally, remember that it's okay if your ideas, opinions, or sources change during process of writing this paper. Writing makes us think, and it's fine - even beneficial - to have our thoughts change as we express them on paper.Thesis:Access to healthcare services should be considered a fundamental and legitimate right for all citizens as enshrined in the supreme law of the land of the United States of America.Topic: Healthcare as a right or privilege
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders hav ...
Case Study Substance Use and the Adolescent, psychology homework help
Application: Case Study – Substance Use and the AdolescentOver the past decade, cases of substance related disorders have appeared more prevalent in society. From the mental health perspective, research has shown an increase in cases of substance related disorders, particularly with adolescents. This increase has prompted further investigation into adolescent risk and resilience factors, as well as accuracy in diagnosis and appropriate treatment plans. Yet, in cases of adolescent substance use, further investigation is still needed concerning notification rights of parents, legal authorities, and/or case workers. For this Application, review the client case study in the Learning Resources. Consider the characteristics of the client. Which specific characteristics might you consider important in developing a diagnosis? Consider your rationale for assigning particular diagnoses on the basis of the DSM. Also, think about what other information or people you may need to include in the assessment in order to make an accurate diagnosis.The Assignment (3–4 pages)A DSM diagnosis of the client in the case studyAn explanation of your rationale for assigning the diagnosis on the basis of the DSMAn explanation of what other information you might need about the client to make an accurate diagnosisA brief description of additional individuals you might include in your assessment and explain whySupport your Application Assignment with specific references to all resources as well as current literature used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.
Teaching psychology week 6
Section A There are a number of issues that an instructor must consider related to assessing student learning. A few such ...
Teaching psychology week 6
Section A There are a number of issues that an instructor must consider related to assessing student learning. A few such issues are student learning styles, frequency of assessments, types of assessments, size of the class, and time spent grading. For example, if you have a large lecture class of 200 students, you probably would not want to have an essay exam and grade all of the exams yourself; even if each exam only took 10 minutes to grade, that would be 200 exams x 10 minutes = 2,000 minutes or 33 hours. How might you effectively assess student learning while maintaining a reasonable workload? For this Discussion review and study this week’s Learning Resources. Then consider the following scenario: You have a class of 30 students in an introduction to psychology course. Think about what face-to-face assessment strategies you would use and why they might be effective. Finally, reflect on the time commitment involved with the type of assessment you selected. With these thoughts in mind: Post by Day 4 a description of the assessment strategies you might use based on the scenario provided, the frequency of assessment, and an explanation of why you think they might be effective. Then explain the time commitment involved for the type of assessment you selected. Be sure to defend your response with references to the Learning Resources. Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references. Section B Why choose one assessment method over another? What might be the challenges of the assessment method you chose? There are a variety of factors to consider when selecting an assessment method. What might be the benefits of an essay test over a multiple-choice test? Are you evaluating a student’s ability to retain facts or apply concepts and principles? These are only a few of the possible areas of assessment you might choose when selecting an assessment method. In this week's Assignment, you will add an example of some methods of testing to your Teaching Portfolio. Consider the strategies discussed this week as you develop your exam and prepare the correct responses. For this Teaching Portfolio Assignment, review and study this week’s Learning Resources, including Griggs’s Psychology: A Concise Introduction textbook to help in the selection of your assignment topic. Select a new topic or use the topic you selected in Week 4 as the focus of an exam that you will design for "your" introductory psychology class. Assignment (5–7 pages, APA format where appropriate) Your exam must include the following: An explanation of the topic you selected, referencing the chapter in the Griggs Psychology: A Concise Introduction textbook you consultedFive multiple-choice questions (identify the correct answer with boldface type)Three fill-in the blank prompts (include the correct response in boldface type following the question)One essay question (include, in boldface type, a list of elements that you will be looking for as you grade).A determination of points for each of your questions and a calculation of the percentage for each question of the total 100% available. For example, if your multiple-choice questions are worth 10 points each and there are 100 points available in the test, one multiple-choice question is worth 10/100 = 0.10, or 10% of the total 100%. Resources Readings Ashton, P. (2004). Testing: If you’re going to do it, do it right. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 35–36). Bloomington, IN: Indiana University Press. Retrieved from the Walden Library databases. Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth. Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in Discussions, Assignments, and the Final Assignment.Society for the Teaching of Psychology. (2010). Best practices: Assessing teaching and learning in psychology. Retrieved from http://teachpsych.org/conferences/bp/index.php Note: Review the Abstracts of Keynotes, Workshops, and Symposia document located in the Conference Schedule section of the web page to choose the presentation files you would like to review. Be sure to make note of the first author’s name. Then click on the “Access Presentation Files, by last name of first author” link at the top of the web page to find the files for the presentation you selected.
Documents and Website Content as Data Sources for a Qualitative Study
To prepare for this Discussion:Choose one of the three social change literature review articles found in this week’s Lea ...
Documents and Website Content as Data Sources for a Qualitative Study
To prepare for this Discussion:Choose one of the three social change literature review articles found in this week’s Learning Resources and review the article in detail.Explore the Walden Social Change website and locate an additional document, video, or webpage that will inform your understanding of the meaning of positive social change. Reflect on any additional sources you find.Next, write an analytic memo based on the information you gathered from the Walden social change website and any other documents or websites that might inform your changing impressions about the meaning of positive social change.Finally, review the media programs related to coding and consider how you will use this information to support this Discussion. Note: In your Excel Video Coding template there is a tab for your website data. Use this tab to place your content and codes for the website.By Day 4Prepare a brief explanation of your understanding of the meaning of positive social change thus far. Refer to the additional sources you have reviewed this week, and comment on how they are shaping your experience. Use the data you gathered from your analytic memo to support your explanation.Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functio ...
James ?Antecedents Behavior and Consequences Chart Discussion
Antecedents, Behavior, and ConsequencesFor this assignment, use the case study about James on page 263-276 in your Functional Assessment text. Create a blank Functional Analysis Observation Form (FAOF) using page 264-265 in your Functional Assessment text as a guide to document the behaviors of James.The disruptive target behaviors for this analysis include James':Hits and kicks adults when confronted for inappropriate behavior.Noncompliant behavior.Off-task behavior.Disruptive Behavior.Property Destruction.You will also target his cooperative behavior.Use the table you have created to record:The antecedents (A) that trigger the behavior.The consequences (C) that follow the behavior.The setting events (SE) that may be affecting behavior.Remember that there may not be setting events for each instance of behavior, but they may be present throughout the activity. Antecedents and consequences may also occur across paragraphs.Once you have completed the table:Use the space below the table to list the patterns or consistencies in antecedents and consequences that appear to be related to the disruptive behaviors.Develop a summary statement concerning antecedents, disruptive behaviors, and consequences. Then develop a summary statement concerning antecedents, cooperative behavior, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention. How does this ensure effective treatment?Assignment RequirementsYour assignment should meet the following requirements:Written communication: Should be free of errors that detract from the overall message.APA formatting: References and citations are formatted according to current APA style guidelines.Describe the antecedents that trigger specific behaviors.Describe the consequences that follow specific behaviors.Select the setting events that may be affecting specific behaviors.Analyze patterns or consistencies in antecedents and consequences that may be related to disruptive behaviors.Summarize the antecedents, disruptive behaviors, and consequences.Summarize the antecedents, cooperative behaviors, and consequences.Explain the importance of conducting assessments prior to the implementation of intervention to ensure effective treatment.Resources: A sufficient number of scholarly or professional resources.Length: 2–3 double-spaced pages.Font and font size: Times New Roman, 12-point.CASE STUDY: Identify Generalization and Maintenance and Prevention Strategies and Identify Additional Strategies to EmployCase Study Provided by Edward CancioJamesJames is a third-grade student who is attending Port Washington Elementary School. He is a student identified with emotional and behavior disorders (E/BD). James is receiving special education services in a self-contained classroom for students with E/BD.James has consistently struggled with academic tasks and does not like school or his teachers. His cognitive ability is within the average range. When he is successful while working in one-to-one situations, he is compliant and he can complete his class work. Additional strengths include athletic ability, positive peer interactions outside of the special education classroom (e.g., P.E., lunchroom activities, assemblies, recess), and he can ignore the inappropriate behaviors of other students when he is academically focused. James’s favorite classes are P.E., art, and music.In addition to E/BD, James has been diagnosed with a learning disability (LD) and attention-deficit/hyperactivity disorder (combined type). The related services that James receives are social work and nursing services. The classroom is staffed by one full-time special education teacher and one full-time paraprofessional. The program serves 13 students with E/BD. James’s primary teacher, Ms. Butke, has requested behavioral consultation to more effectively deal with James’s disruptive and aggressive behavior. Ms. Butke indicates that James exhibits the following challenging behaviors at various times throughout the day:• Hits and kicks adults when confronted for inappropriate behavior• Noncompliant behavior• Off-task behavior• Disrupts the classroom by roaming around the room, trying to distract students from their academic activities• Throws objects in class• Destructive toward propertyMs. Butke is concerned with the safety of the other individuals in the classroom (both students and staff) and the effect of James’s behaviors on the amount of instructional time he and his classmates miss. Ms. Butke feels that if the staff can teach James more self-control and assist him in asking for help when it is needed, his aggressive, noncompliant, disruptive, and off-task behavior will substantially decrease.The district’s behavioral consultant observed James in various settings and was able to see many of the behaviors identified by Ms. Butke. The consultant was able to observe examples of prosocial behavior. In addition, the consultant noted the contexts in which James’s challenging behavior occurred (antecedents and setting events) and potential consequences for those behaviors. These are described on the following ABC recording chart.Antecedents and Setting EventsBehaviorConsequenceJames reported to reading class 20 minutes late (reading follows lunch hour)After teacher explained what James needed to work on, he sat for 20 minutesTeacher did not respond to off-task behaviorSitting in seat during reading classAfter 20 minutes of off-task behavior, James wanders around the classroomTeacher did not respond to out-of-seat behaviorReading classTakes marker off teacher’s desk, scribbles on the teacher’s edition of the reading bookTeacher ignores behaviorReading classTakes ruler out of teacher’s desk, walks to bulletin board, and slides ruler from the top of the classroom rules poster and catches ruler at the bottom of the posterTeacher does not respond to behaviorReading classTears classroom rules poster off the board, rips up poster, and throws pieces across the roomTold to return to his seatTold to return to his seatRefusesTeacher tells him he will have to go to the officeTold he would have to go to the officeTumbles a room dividerTeacher calls the office for assistance, the assistant principal removes James from class, suspended for 5 daysWritten language lesson, working with teacherOn task, compliantPraise, awarded bonus pointsCorrecting written language assignment in groupsWorks cooperatively with groupPraise to group, group receives 5 minutes free timeFree-time activityPlays board game with peersPraiseMath assignment, independent workThrows wadded-up pieces of paper at classmatesTold he would miss class movie after mathMath assignment, independent workLeaves desk, moves to teacher’s desk, tips over room divider on top of teacherRemoved from class, suspended for 7 daysAnalysis of the ABC recording form indicates that the antecedent conditions that are in effect when James engages in appropriate behavior are situations in which he understands the concepts of the lesson, when he works one-on-one with the teacher or paraprofessional, when he works in group activities, or when he participates in social activities with his peers.In contrast, circumstances that precede his challenging behavior typically include situations in which he doesn’t understand concepts presented during instruction, when he works independently, when he is left alone for periods of time, or when he is confronted for inappropriate behavior (e.g., off-task behavior, roaming around the room).The function of James’s challenging behavior is negative reinforcement. His behavior results in escape and avoidance from academic activities or assignments. The negative reinforcement function was primarily selected because James engages in challenging behavior during academic-related tasks. James has had a chronic history of academic failure. For James, difficult academic tasks are aversive, and he demonstrates challenging behaviors when presented with these tasks. The consequences for his behaviors (e.g., conflicts with staff, then left alone) effectively terminate aversive antecedent tasks, activities, or assignments.The negative reinforcement function was also identified because James does not engage in these behaviors during social and nonacademic-related activities (e.g., social interactions with peers, P.E., lunch, music, and art). Rather, during nonacademic antecedent conditions, he engages in prosocial behavior. Consequently there are apparent differences in the types of antecedent/setting event conditions that trigger prosocial versus challenging behavior.In addition to negative reinforcement, James’s challenging behavior is also maintained by positive reinforcement. The consequences for both prosocial and challenging behavior usually provide some form of attention from peers, teachers, or paraprofessionals. Conditions that precede James’s challenging behavior often **The table is included in the case study**
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