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PSY 908 NU The Strategies for Helping with Comorbid ADHD and ASD Essay
You have been helping Mrs. Rivera. She informs you that her sister has become ill and they must move to another state to c ...
PSY 908 NU The Strategies for Helping with Comorbid ADHD and ASD Essay
You have been helping Mrs. Rivera. She informs you that her sister has become ill and they must move to another state to care for her. She thanks you for all that you have done for her son Cody, and she asks if you will write a letter for her. The letter needs to summarize what you have learned about ADHD and ASD and how to help individuals like Cody who have a comorbid case of ASD and ADHD. This information is important to help inform anyone who might work with him at their new home and school. In addition, the counselor has now concluded that Cody has a comorbid case of ASD and ADHD. Therefore, the letter needs to convey what is known about helping individuals who have the comorbid disorders.
For your final assignment, produce a research-based document summarizing what is known about how providers might most effectively go about helping Cody to function at home and in school. Using what you have learned about each condition as well as your understanding of addressing their comorbidity, you must describe how providers might prioritize his needs and develop plans to address each of those needs. Remember to address any cultural diversity issues that might be relevant. Also, be sure to include in your letter any ideas you have for how his helpers might monitor and adjust their efforts as needed.
This Signature Assignment entails the integration of information gathered throughout the entire course, including last week’s review of comorbid conditions. It requires you to generate a rational, research-based summary of the literature for a child with comorbid ADHD and ASD. The case is the same one you have addressed throughout the course in terms of individual problem presentations, but now it has been determined that the boy’s struggle is with comorbid conditions. As such, you are welcome to include any parts of assignments you previously submitted in this course, as needed.
Comparison essay
In an organized, well-developed report 3 – 5 typed pages, compare Julius Caesar with one of the following assassinated l ...
Comparison essay
In an organized, well-developed report 3 – 5 typed pages, compare Julius Caesar with one of the following assassinated leaders:
Yitzhak Rabin
Abraham Lincoln
Malcolm X
Czar Nicholas II of Russia
Pages 1028-1030 in your textbook provide an example of a research report. Page 1031 provides the rubric that will be used for assessment.
Download the Writing Workshop worksheet below to help you organize your ideas for the report.
Here are some additional links that you may find useful when working on your report:
OWL at Purdue
APA Style
Rise of China, political science homework help
Describe the principal effects of China’s increasing prosperity on U.S./China
relations.
Is the rise of China a good ...
Rise of China, political science homework help
Describe the principal effects of China’s increasing prosperity on U.S./China
relations.
Is the rise of China a good thing or a bad thing for the U.S.? Explain your
answer.
Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origins in the Fertile Crescent, history assignment help
QUESTION 1Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origin ...
Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origins in the Fertile Crescent, history assignment help
QUESTION 1Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origins in the Fertile Crescent. Recent evidence points to the fact that Egyptians _did_ independently develop their own versions ofthe plow and writingwheat and flaxpeas and lentils12.5 points QUESTION 2Shades and colors in ancient Egyptian art seem to have been used for complex symbolisms not fully understood at this time. For example, the contrast between the color of the nutrient-rich soil created by the Nile River's floods and the pale shades of the dry desert apparently connected to some broader meanings. According to the textbook, the color black came to representfeminine qualitiesfertility, life, powerdeath and decay12.5 points QUESTION 3In ancient Egyptian religious mythology, which of the gods was described as emerging from the water and, taking the form of the sun, acted as a CreatorOsirisAtum-ReSeth12.5 points QUESTION 4The first Kings emerged in Egyptian society around what time-frame?the New Kingdomthe Unknown Agethe Archaic Period12.5 points QUESTION 5Approximately 90 percent of ancient Egypt's population was made up of ordinary workers such as shopkeepers, peasant farmers, and other people of that social level. What were some of the elements of these people's diet?fatty beef, oranges, wheatbeer, fish, breada type of peanut butter, chickens, fruit pudding12.5 points QUESTION 6According to the text, which combination of factors led to the collapse of the Old Kingdom around 2200 BC?massive wars with the Roman empire combined with the capture of the Egyptian king by a Roman army generalthe suicide of the King Pepi II combined with the invasion of Sargon from Mesopotamiathe king allowing too much power to be gained by the regional 'nomarchs' and very low floods causing famine12.5 points QUESTION 7Evidence of a shift in power from total centralized authority of the Old Kingdom-era kings to the Middle Kingdom-era kings can be deduced from the following changes as seen in these primary sources:Stone carvings indicating that kings could be tried in court by juriesCoffin texts showing that not just the king but also common people could have access to a spiritual afterlife.Fortune cookie fossils showing jokes being made about the kings12.5 points QUESTION 8The kingdom of Kush, south of Egypt on the Nile, was at its height from a specific 200-year period that is discussed in the textbook. Based on what you've read, which period of rule by kings in Egypt did this height of Kush's power most overlap with/coincide with?The New KingdomThe Old KingdomThe Middle Kingdom
6 pages
Annotated Bibliography Against Police Defunding
"Austin Police Department". APD Policy Manual .Vol 5, no. 1, 2017, pp. 417-442., The article outlines the latest edition o ...
Annotated Bibliography Against Police Defunding
"Austin Police Department". APD Policy Manual .Vol 5, no. 1, 2017, pp. 417-442., The article outlines the latest edition of the Austin Police ...
IWU The Man Who was Almost a Man discussion
Subject: 3.4 The Individual and the Community IntroductionAlignmentFor this discussion, you will explore how setting, dict ...
IWU The Man Who was Almost a Man discussion
Subject: 3.4 The Individual and the Community IntroductionAlignmentFor this discussion, you will explore how setting, diction, metaphors, similes, symbols, and characterization are used by Richard Wright to communicate truths about the nature of manhood.Upon successful completion of this assignment you will be able to:
Identify examples of setting, diction, metaphors, similes, and symbols.Explain how various literary devices may be used to communicate truths about the struggle of a boy to become a man in the context of his community.Evaluate literary discoveries about human nature using your own experience.ResourcesTextbook: Pearson Custom Introduction to LiteratureFile: Literary Glossary (3.4)InstructionsRead the Biographical Headnote on Richard Wright (pp. 205-208).https://www.britannica.com/biography/Richard-Wright-American-writerRead Richard Wright's "The Man Who Was Almost a Man" (pp. 211-220) in The Pearson Custom Library of American Literature.http://xroads.virginia.edu/~drbr2/wright.htmNavigate to the threaded discussion and respond to the following:
How does Dave define manhood? What does he think he needs to do in order to become a man?In your opinion, is Dave more of a man or a boy at the beginning of the story? What criteria do you use to form this opinion?What you think the gun symbolizes in this story? Explain your answer.When Dave climbs onto the train at the end of the story, is this evidence of his manhood or of his boyhood? Explain your answer.Do you think Mr. Hawkins’ proposal for repayment of the mule is fair? Does he seem to be treating Dave as a man or as a boy? Explain your answer.Identify as example of irony in the story and explain how is used to achieve a message in this story.In your opinion, has Dave changed at the end of the story? If so, how has he changed, and is it a positive or negative change? If not, then what does Dave symbolize, based on his character traits?What do you think the message of Wright’s story is? Do you agree or disagree with the message? Explain your answer with specific reference to the text.
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PSY 908 NU The Strategies for Helping with Comorbid ADHD and ASD Essay
You have been helping Mrs. Rivera. She informs you that her sister has become ill and they must move to another state to c ...
PSY 908 NU The Strategies for Helping with Comorbid ADHD and ASD Essay
You have been helping Mrs. Rivera. She informs you that her sister has become ill and they must move to another state to care for her. She thanks you for all that you have done for her son Cody, and she asks if you will write a letter for her. The letter needs to summarize what you have learned about ADHD and ASD and how to help individuals like Cody who have a comorbid case of ASD and ADHD. This information is important to help inform anyone who might work with him at their new home and school. In addition, the counselor has now concluded that Cody has a comorbid case of ASD and ADHD. Therefore, the letter needs to convey what is known about helping individuals who have the comorbid disorders.
For your final assignment, produce a research-based document summarizing what is known about how providers might most effectively go about helping Cody to function at home and in school. Using what you have learned about each condition as well as your understanding of addressing their comorbidity, you must describe how providers might prioritize his needs and develop plans to address each of those needs. Remember to address any cultural diversity issues that might be relevant. Also, be sure to include in your letter any ideas you have for how his helpers might monitor and adjust their efforts as needed.
This Signature Assignment entails the integration of information gathered throughout the entire course, including last week’s review of comorbid conditions. It requires you to generate a rational, research-based summary of the literature for a child with comorbid ADHD and ASD. The case is the same one you have addressed throughout the course in terms of individual problem presentations, but now it has been determined that the boy’s struggle is with comorbid conditions. As such, you are welcome to include any parts of assignments you previously submitted in this course, as needed.
Comparison essay
In an organized, well-developed report 3 – 5 typed pages, compare Julius Caesar with one of the following assassinated l ...
Comparison essay
In an organized, well-developed report 3 – 5 typed pages, compare Julius Caesar with one of the following assassinated leaders:
Yitzhak Rabin
Abraham Lincoln
Malcolm X
Czar Nicholas II of Russia
Pages 1028-1030 in your textbook provide an example of a research report. Page 1031 provides the rubric that will be used for assessment.
Download the Writing Workshop worksheet below to help you organize your ideas for the report.
Here are some additional links that you may find useful when working on your report:
OWL at Purdue
APA Style
Rise of China, political science homework help
Describe the principal effects of China’s increasing prosperity on U.S./China
relations.
Is the rise of China a good ...
Rise of China, political science homework help
Describe the principal effects of China’s increasing prosperity on U.S./China
relations.
Is the rise of China a good thing or a bad thing for the U.S.? Explain your
answer.
Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origins in the Fertile Crescent, history assignment help
QUESTION 1Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origin ...
Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origins in the Fertile Crescent, history assignment help
QUESTION 1Evidence from plants, tools, and other remains of ancient Egypt show that some of these items have shared origins in the Fertile Crescent. Recent evidence points to the fact that Egyptians _did_ independently develop their own versions ofthe plow and writingwheat and flaxpeas and lentils12.5 points QUESTION 2Shades and colors in ancient Egyptian art seem to have been used for complex symbolisms not fully understood at this time. For example, the contrast between the color of the nutrient-rich soil created by the Nile River's floods and the pale shades of the dry desert apparently connected to some broader meanings. According to the textbook, the color black came to representfeminine qualitiesfertility, life, powerdeath and decay12.5 points QUESTION 3In ancient Egyptian religious mythology, which of the gods was described as emerging from the water and, taking the form of the sun, acted as a CreatorOsirisAtum-ReSeth12.5 points QUESTION 4The first Kings emerged in Egyptian society around what time-frame?the New Kingdomthe Unknown Agethe Archaic Period12.5 points QUESTION 5Approximately 90 percent of ancient Egypt's population was made up of ordinary workers such as shopkeepers, peasant farmers, and other people of that social level. What were some of the elements of these people's diet?fatty beef, oranges, wheatbeer, fish, breada type of peanut butter, chickens, fruit pudding12.5 points QUESTION 6According to the text, which combination of factors led to the collapse of the Old Kingdom around 2200 BC?massive wars with the Roman empire combined with the capture of the Egyptian king by a Roman army generalthe suicide of the King Pepi II combined with the invasion of Sargon from Mesopotamiathe king allowing too much power to be gained by the regional 'nomarchs' and very low floods causing famine12.5 points QUESTION 7Evidence of a shift in power from total centralized authority of the Old Kingdom-era kings to the Middle Kingdom-era kings can be deduced from the following changes as seen in these primary sources:Stone carvings indicating that kings could be tried in court by juriesCoffin texts showing that not just the king but also common people could have access to a spiritual afterlife.Fortune cookie fossils showing jokes being made about the kings12.5 points QUESTION 8The kingdom of Kush, south of Egypt on the Nile, was at its height from a specific 200-year period that is discussed in the textbook. Based on what you've read, which period of rule by kings in Egypt did this height of Kush's power most overlap with/coincide with?The New KingdomThe Old KingdomThe Middle Kingdom
6 pages
Annotated Bibliography Against Police Defunding
"Austin Police Department". APD Policy Manual .Vol 5, no. 1, 2017, pp. 417-442., The article outlines the latest edition o ...
Annotated Bibliography Against Police Defunding
"Austin Police Department". APD Policy Manual .Vol 5, no. 1, 2017, pp. 417-442., The article outlines the latest edition of the Austin Police ...
IWU The Man Who was Almost a Man discussion
Subject: 3.4 The Individual and the Community IntroductionAlignmentFor this discussion, you will explore how setting, dict ...
IWU The Man Who was Almost a Man discussion
Subject: 3.4 The Individual and the Community IntroductionAlignmentFor this discussion, you will explore how setting, diction, metaphors, similes, symbols, and characterization are used by Richard Wright to communicate truths about the nature of manhood.Upon successful completion of this assignment you will be able to:
Identify examples of setting, diction, metaphors, similes, and symbols.Explain how various literary devices may be used to communicate truths about the struggle of a boy to become a man in the context of his community.Evaluate literary discoveries about human nature using your own experience.ResourcesTextbook: Pearson Custom Introduction to LiteratureFile: Literary Glossary (3.4)InstructionsRead the Biographical Headnote on Richard Wright (pp. 205-208).https://www.britannica.com/biography/Richard-Wright-American-writerRead Richard Wright's "The Man Who Was Almost a Man" (pp. 211-220) in The Pearson Custom Library of American Literature.http://xroads.virginia.edu/~drbr2/wright.htmNavigate to the threaded discussion and respond to the following:
How does Dave define manhood? What does he think he needs to do in order to become a man?In your opinion, is Dave more of a man or a boy at the beginning of the story? What criteria do you use to form this opinion?What you think the gun symbolizes in this story? Explain your answer.When Dave climbs onto the train at the end of the story, is this evidence of his manhood or of his boyhood? Explain your answer.Do you think Mr. Hawkins’ proposal for repayment of the mule is fair? Does he seem to be treating Dave as a man or as a boy? Explain your answer.Identify as example of irony in the story and explain how is used to achieve a message in this story.In your opinion, has Dave changed at the end of the story? If so, how has he changed, and is it a positive or negative change? If not, then what does Dave symbolize, based on his character traits?What do you think the message of Wright’s story is? Do you agree or disagree with the message? Explain your answer with specific reference to the text.
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