organize data and replot Science Assignment Help

Read through chapter 20 on Frankenstein : http://www.gutenberg.org/files/42324/42324-h/42324-h.htm and focus on page 2 of fear article (link below).

Have a topic, thesis, and rough outline

Prompt: In 5-6 pages (plus Works Cited), use a theory of fear to explore a social or contemporary issue that involves fear and loosely connect it to Frankenstein; how large or small this connection to the novel is really is up to you. If the novel is central, there is much to explore, and if the novel is merely a minor point connected to your overall argument, that’s perfectly fine. While you are welcome to include the work of other writers, Ferudi’s ideas should be referenced; again, this doesn’t have to be central to the paper, but it should be connected to your overall argument.

Class assignments: Move to online meetings–full credit for meeting once a week.

https://pdfs.semanticscholar.org/7e0b/498df1078d128428ecd14857acbb3625abf9.pdf?_ga=2.188447592.1735320007.1588279558-130246653.1588279558

-What is the context for this? What is the “science conundrum” I spoke about? -How would you describe Walton? What inspires him? -Why order/structure the book like this (letters from one character retelling what was told to him)?

-Ancient Greece/Roman Empire/Middle Ages

-Enlightenment (French Revolution)

-Romantic Period

-Novel

-“Science Conundrum”

-Nature

-Imagination

hrough chapter 12 and focus on page 2 of fear article (link below).

Prompt: In 4-6 pages (plus Works Cited), use a theory of fear to explore a social or contemporary issue that involves fear and loosely connect it to Frankenstein; how large or small this connection to the novel is really is up to you. If the novel is central, there is much to explore, and if the novel is merely a minor point connected to your overall argument, that’s perfectly fine. While you are welcome to include the work of other writers, Ferudi’s ideas should be referenced; again, this doesn’t have to be central to the paper, but it should be connected to your overall argument.

for this assignment complete the child development quiz it is 10 questions. You must get 8 correct. you should have the book Fabes, R. & Martin, C. (2009). Discovering Child Development 2^nd edition. Boston: Allyn and Bacon.I do not have the book

QUESTION 1

1. Which of the following is true about teachers’ bias?

   		Teachers are often unaware of the biased treatment they engage in.
   		Teachers call on girls more than boys.
   		Teachers generally have more expectations for high achievers but do not act differently towards them.
   		All of the above.

QUESTION 2

1. Which of the following is most likely to have a serious debilitating effect on a child’s achievement?

   		diabetes
   		anxious parenting
   		poverty
   		being an only child

QUESTION 3

1. What is the leading known cause of mental retardation?

   		Early prenatal events (such as maternal alcohol consumption, chromosomal changes)
   		Environmental events (such as lack of cognitive stimulation, neglect)
   		Accidents
   		Lead poisoning or infections during childhood

QUESTION 4

1. Theories of the development of prejudice have shown that an important shift takes place in childhood when white children show a decline in prejudice and minority children show more of a preference for their own group. At what age does this important shift take place?

   		4 years
   		6 years
   		7 years
   		12 years

QUESTION 5

1. Scott is trying to find a single correct answer to a math problem on his test. Scott’s type of thinking is refered to as

   		conservational thinking
   		divergent thinking
   		convergent thinking
   		serial thinking

QUESTION 6

1. Renee is 9 years old. She is likely to have difficulty solving which type of problems?

   		problems involving class inclusion
   		problems involving considering two dimensions of objects simultaneously
   		problems that are hypothetical
   		problems involving decentering

QUESTION 7

1. Which of the following statements is true?

   		For many children, IQ scores predict school achievement.
   		For most people, IQ scores predict how successful they will become.
   		Despite controversy, research has shown that IQ tests are not culturally biased.
   		It is a widely accepted belief that IQ scores should be used as the sole indicator of a child’s abilities.

QUESTION 8

1. Which of the following best characterizes the concrete operational period?

   		egocentric thinking
   		ability to think abstractly
   		unidimensional thinking
   		using logic and problem solving strategies

QUESTION 9

1. Which of the following statements best characterizes the whole language approach to reading?

   		Reading is a natural process that can be encouraged through exposure to words.
   		Children need to be trained to translate letters and sounds into words in order to learn to read.
   		The use of simple and basic materials should be used to help children recognize individual words.
   		Sounding out words is the best way to learn to read.

QUESTION 10

1. Which of the following is most likely to have a positive effect on the development of gifted children?

   		Parents allow children to practice their skills independently.
   		Parents provide little structure for children so that they have time to practice skills.
   		Parents encourage children to watch television for relaxation.
   		Parents encourage children to share in the responsibilities of the home.

Steps to complete this process: Please label each response separately and provide reference under each individual response if using citations. APA citation if using citations

Please read every essay question carefully before answering to make sure you have acquired the necessary experience/knowledge/skills needed to meet the stated learning outcome.

Pay particular attention to how you attained knowledge, reflected on this knowledge acquisition, and then applied this knowledge to help address new challenges.

You must provide examples and relevant documentation (certificates of completion, letters of recommendation, training records, etc.) to support your accumulation, reflection and application of this knowledge.

All answers should be presented as an original work of the student and represent college-level writing. All essay answers will be run through Safe Assign to check for plagiarism.

In order for you to receive approval for credit, each essay question should be answered in its entirety. In order to increase your chances of approval, please be thorough in your answers.

Each question contains an opportunity to attach one supporting document, but the last question gives you opportunity to attach additional documents at once.

Portfolio for Human Growth and Development.

This course provides an overview of individual development from a variety of theoretical perspectives. Social, cognitive, spiritual, and personality development are covered through the life span, including childhood, adolescence, adulthood and later life. These topics are explored through both a biblical worldview as well as through the perspective of a human service worker.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Differentiate theories of individual and family development and transitions across the life span.
2. Identify theories of learning and personality development, including current understandings about neurobiological behavior.
3. Describe effects of crises, disasters, and other trauma-causing events on persons of all ages
4. Distinguish theories and models of individual, cultural, couple, family, and community resilience.
5. Identify a general framework for exceptional abilities and strategies for differentiated interventions.
6. Explain human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior.
7. Employ theories for facilitating optimal development and wellness over the lifespan
8. Apply emerging theories and current special topics in the field of human development through the lens of Scripture.

9. Examine theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment.

Portfolio for Studies in Interpersonal Communication

An interactive learning experience designed to equip students with a comprehensive understanding of self and the “listening-to-understanding” skills which facilitate improved interpersonal communications in establishing and maintaining relationships with God and others.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Critically evaluate self-assessments and examine the impact of personal strengths and weaknesses on interpersonal communication in a variety of contexts.
2. Demonstrate familiarity with the various aspects of the interpersonal communication process.
3. Apply active and empathic listening to engage in authentic conversations.
4. Identify appropriate and effective communication skills for developing and maintaining healthy, healing, and helping relationships in both personal and professional arenas.

Portfolio for Multicultural Issues in Human Services

This course examines contemporary scholarship on race/ethnic relations and addresses issues of racial/ethnic identities, gender inequality, and disability discrimination. It will examine social stratification by looking at various public policy arenas, social institutions, and the history of group marginalization. The course employs case studies, various readings, and theoretical and empirical literature on racial/ethnic relations, gender, and disability issues.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Explain how American society has been and continues to be shaped by the interaction of diverse groups.
2. Integrate and critically evaluate the literature on multicultural diversity, including an understanding of the unique worldviews of diverse groups.
3. Identify behaviors, whether overt or covert, which create a hostile environment for any member of a people group recognized as oppressed.
4. Develop a biblical rationale and a strategy of diplomacy as it relates to divisive issues such as affirmative action, white privilege, role of women, and disability accommodations.
5. Explain how various minority communities preserve and express their culture of origin as well as processes of acculturation by which they incorporate aspects of the broader U.S. culture.
6. Explain the impact disability has on the social context, family, race, and ethnicity and how to serve the needs of this population.
7. Analyze the role government, laws, and movements have on the disability community.
8. Demonstrate an understanding of how to present reasoned discussion of multicultural issues in a manner consistent with current formatting guidelines.
9. Identify concerns and strategies for counseling multicultural clients considering the unique characteristics of multicultural clients.

Portfolio for Group Dynamic

This course involves the study of human beings in relationship to other persons, singularly and in groups. The course explores-in theory and through in-class exercises – the real-life application of various aspects of group dynamics including (but not limited to) leadership, motivation, perception, power, and decision-making.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Examine how group dynamics, processes, and therapeutic aspects are cultivated and experienced within various group contexts.
2. Demonstrate familiarity with different types of groups, including their formation, structure, function, power distribution, and member motivation.
3. Critically evaluate the effectiveness of various leadership styles, activities, and techniques in different types of groups.
4. Apply best practices, ethical guidelines, and biblical principles to group leadership.

CRIS 605 Portfolio for Crisis & 1st Responder Skills

This course will provide a foundation of the theoretical concepts and practical applications of crisis response and critical incidents, taking into account topics such as: intervention models and their efficacy and the consequential effects of critical incident stress and trauma on the life of an individual, group and organization.

• 1. Articulate a theoretical understanding of what constitutes a crisis and the critical incident stress that ensues
• 2. Explain the various types of crises and the unique effects on an individual’s body, mind, emotions, and spiritual state
• 3. Explain and differentiate between critical incident stress management and longterm crisis counseling
• 4. Compare and contrast various types of crisis counseling and psychological first aid intervention models and techniques
• 5. Explain and discuss specific issues related to crises including: suicide, grief, death notification, children and adolescents, posttraumatic stress and posttraumatic stress disorder
• 6. Analyze and apply the social components of crisis, considering the importance of family and social support following a crisis
• 7. Examine, discuss, and integrate all issues, theories, assumptions, materials, etc., presented in the course in accord with current scholarly standards and practices
• 8. Examine, discuss, and integrate all issues, theories, assumptions, materials, etc., presented in the course through the lens of Scripture.

CRIS 606 Portfolio forAcute Stress, Grief & Trauma

This course will provide a foundation of the theoretical concepts associated with the impact and consequences of acute stress on victims, first responders, families, and community members, taking into account the process of grief and loss, complicated grief, dying, death, and bereavement, and the long term consequences of unresolved trauma. Particular attention is paid to the treatment of the human stress response, effective counseling strategies, methods and techniques for immediate response, comorbidity, anxiety and depression, abuse, impact dynamics of crisis and trauma, survivor guilt, and cultural sensitivity.

• 1. Understand the key differences between crisis intervention and psychotherapy/counseling.
• 2. Have a basic understanding of crisis intervention, ethics, and cultural considerations in this field.
• 3. Understand how developmental stages must be understood to have an accurate understanding of loss, stress, grief, and trauma.
• 4. Understand basic issues regarding aging, disability, severe illness, and those coping with dying.
• 5. Be able to identify those at risk for self-harm, harm to others, or those who are severely impaired and know how to support them and refer as needed.
• 6. Explore the concept of death-related loss (bereavement) as well as non-death related forms of loss such as relationship loss (divorce, etc.) and financial loss (job loss, etc.).
• 7. Have a basic understanding of community disasters and know the differences between man-made disasters, natural disasters, gun violence and forms of support.
• 8. Explore issues specific to military culture and ways to support veterans and their families.
• 9. Understand key dynamics of personal trauma including rape, sexual assault, bullying, and domestic violence. Learn key strategies and crisis techniques.
• 10. Understand how working with trauma can affect crisis care workers and other caregivers. Explore how Scripture informs these various topics and how it can be utilized to inform coping strategies and healing.

CRIS 608 Portfolio for Trauma Assessment & Intervention

A focused investigation of specific techniques and interventions utilized in trauma care. Focus is given to the physical and psychological effects of trauma, a Christian theology of suffering, and assessment use in counseling clients in trauma.

• 1. Explain the nature of various types of violence and the effects on the body, mind, emotions, and spiritual dimension of the individual.
• 2. Compare and contrast various types of treatment for violence-related trauma.
• 3. Examine, discuss, and integrate all issues, theories, assumptions, materials, etc., presented in the course in accord with current scholarly standards and practices.
• 4. Examine, discuss, and integrate all issues, theories, assumptions, materials, etc., presented in the course through the lens of Scripture.
• 5. Analyze and apply the components of comprehensive trauma assessment, considering the differential impact trauma has on individuals, families, groups, and communities.

CRIS 609Portfolio for Complex Trauma & Disasters

This course will examine the role of faith-based organizations, faith communities, and pastors and clergy in the care of emotional and spiritual health in individuals, communities, and organizations following trauma and disaster. Specifically, topics will include the life cycle of a disaster, exclusive types of trauma and disasters, models of response for faith-based communities, collaborative efforts between mental health professionals and faith-based services, and other salient factors for effective emotional and spiritual care.

• 1. Explain the symptoms and nature of complex trauma and disasters and the effects on the body, mind, emotions, and spiritual dimension of individuals, groups, and communities.
• 2. Explain the stages of disaster response and implement intervention strategies for emotional and spiritual care during each stage.
• 3. Compare and contrast various types of crisis intervention in disasters and articulate and implement collaboration plans between faith-based and mental health services.
• 4. Examine, discuss, and integrate all issues, theories, assumptions, materials, etc., presented in the course in accord with current scholarly standards and practices.
• 5. Examine, discuss, and integrate all issues, theories, assumptions, materials, etc., presented in the course through the lens of Scripture.
• 6. Analyze and apply the components of comprehensive trauma assessment, considering the differential impact trauma has emotionally and spiritually on individuals, families, groups, and communities of faith.
• 7. Explain how spirituality and religion can support survivor healing and how it can cause further harm
• 8. Implement an appropriate plan of action that includes applying Incident Command System (ICS) management principles to a crisis or disaster response operation.
• 9. Explain the importance of being culturally adept when responding to a crisis in an unfamiliar culture, especially as it relates to sex trafficking, genocide, and related trauma.

Please see attached documents for my work experience and trainings. I am also a Therapeutic foster mother..

Additional information on my trainings…..

Topics Covered in Mental Health First Aid

Depression and mood disorders

Anxiety disorders

Trauma

Psychosis

Substance Use disorders

Mental Health First Aid teaches about recovery and resiliency – the belief that individuals experiencing these challenges can and do get better, and use their strengths to stay well.

The Mental Health First Aid Action Plan

Assess for risk of suicide or harm

When helping a person going through a mental health crisis, it is important to look for signs of suicidal thoughts and behaviors, non-suicidal self-injury, or other harm. Some warning signs of suicide include:

• Threatening to hurt or kill oneself
• Seeking access to means to hurt or kill oneself
• Talking or writing about death, dying, or suicide
• Feeling hopeless
• Acting recklessly or engaging in risky activities
• Increased use of alcohol or drugs
• Withdrawing from family, friends, or society
• Appearing agitated or angry
• Having a dramatic change in moodAlways seek emergency medical help if the person’s life is in immediate danger. If you have reason to believe someone may be actively suicidal, call the National Suicide Prevention Lifeline: 1-800-273-TALK (8255).

Listen nonjudgmentally

It may seem simple, but the ability to listen and have a meaningful conversation requires skill and patience. Listening is critical in helping an individual feel respected, accepted, and understood. Mental Health First Aid teaches you to use a set of verbal and nonverbal skills such as open body posture, comfortable eye contact, and other strategies to engage in appropriate conversation.

Give reassurance and Information

It is important to recognize that mental illnesses and addictions are real, treatable illnesses from which people can and do recover. When talking to someone you believe may be experiencing symptoms of a mental illness, approach the conversation with respect and dignity and don’t blame the individual for his or her symptoms. Mental Health First Aid provides information and resources you can offer to someone to provide emotional support and practical help.

Encourage appropriate professional help

There are many professionals who can offer help when someone is in crisis or may be experiencing the signs and symptoms of a mental illness or addiction.

• Types of Professionals
  • Doctors (primary care physicians or psychiatrists)
  • Social workers, counselors, and other mental health professionals
  • Certified peer specialists
• Types of Professional Help
  • “Talk” therapies
  • Medication
  • Other professional supportsThe Mental Health First Aid course provides a variety of local and national resources to connect individuals in need to care.

Encourage self-help and other support strategies

Individuals with mental illness can contribute to their own recovery and wellness through:

• Exercise
• Relaxation and meditation
• Participating in peer support groups
• Self-help books based on cognitive behavioral therapy
• Engaging with family, friends, faith, and other social networksMental Health First Aid helps you to identify potential sources of support and to practice offering these supports to the person you are helping.

Interventions Learned When you take a course, you learn how to apply the Mental Health First Aid action plan in a variety of situations, including when someone is experiencing: Panic attacks Suicidal thoughts or behaviors Nonsuicidal self-injury Acute psychosis (e.g., hallucinations or delusions) Overdose or withdrawal from alcohol or drug use Reaction to a traumatic event The opportunity to practice — through role plays, scenarios, and activities — makes it easier to apply these skills in a real-life situation.

Benefits of Nonviolent Crisis Intervention Training (CPI)

Recognize & Respond to Crisis

Your staff learns decision-making skills to match the level of the response to the risk of the crisis, focusing on the least-restrictive response to ensure the Care, Welfare, Safety, and Security℠ of those in your care. This includes recognizing the stages of an escalating crisis and learning evidence-based techniques to appropriately de-escalate.

Safe Physical Intervention

Our evidence-based techniques have been successfully used for over 40 years and are recognized by national and international organizations. NCI training emphasizes physical intervention as a last resort and appropriate to the level of risk.

Evidence-Based & Fully Accredited

Your staff can earn Continuing Education Credits while practicing strategies that are based on the latest evidence on brain and behavior. A rigorous bi-annual research review ensures that our restrictive interventions meet best-practice international standards.

Undergrad College Courses completed related to Human Services Counseling

General Psychology

Principles of Substance Abuse

Studies in Behavioral Modification

Professional Techniques Hum Services (Self Esteem)

Professional Techniques Human Services (Children of Dysfunctional Family)

Introductory Sociology

Intro Personal Processes

Dual Diagnosis

Vulnerable Populations

Treatment & Resources Substance Abuse

Leadership & Management in Health & Human Services

Substance Abuse & the Family

Case Management Problem-Solving

Theories/Foundation Crisis Intervention

Educational Concepts Allied Health Education

Health & Human Services Finance

Additional training

“Together Facing the Challenge” the topics covered in this training are

1. Building Relationships and Teaching Cooperation

2. Setting Expectations

3. Effective Parenting Tools

4. Implementing Effective Consequences

5. Diversity

6. Transitioning to Adulthood

7. Taking care of self

For this assignment, you will conclude your marketing plan by developing your hypothetical company’s pricing and distribution strategies, and integrated marketing communications plan.

Note: You should create and/or make all the necessary assumptions needed for the completion of this assignment.

Instructions

Create the third part of your marketing plan:

1. Describe or list the feedback you received on Part B of Your Marketing Plan. Explain how you will use the feedback to improve your plan.
2. Develop the company’s pricing and distribution strategy.
3. Develop the integrated marketing communications plan most relevant for your product/service and audience. Develop your message strategy. Develop your media strategy.
4. Develop your public relations, sales promotion, and personal selling plan most relevant for your product/service and audience.
5. Develop your online and direct marketing plan most relevant for your product/service and audience.
6. Develop your social responsibility/cause-related marketing plan most relevant for your product/service and audience.
7. Use at least three academic resources that address sustainability and monitoring of effective marketing plans and determine the applicability for your hypothetical company. These resources should be industry-specific and relate to your chosen product/service.

Note: Wikipedia and other Websites do not qualify as academic resources.

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 of 8 – 12 pages.

The specific course learning outcomes associated with this assignment are:

2. Evaluate the marketing strategies used to create/communicate customer value.

d. Analyze integrated marketing communications and its relationship to advertising strategy.

3. Create an effective marketing plan.

a. Develop recommendations based on market analysis and strategy.

c. Develop dynamic strategies for competing.

d. Develop branding strategies for new products or services.

e. Develop pricing strategies and distribution channels for products or services.

f. Develop a fully integrated marketing communications plan for products or services.

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric found here.