Write a 5-6 page essay in reference to how The Handmaid’s Tale by Margaret Atwood relates to society today. You can discuss any (or all) of the following issues:
*Gender roles (Gender inequality, sexism/repression, economy )
*Religion
*Fertility
*Rebellion
*Love
*Oppression
*Dominance
*Segregation
For this week’s assignment, you will write a 4- to 6-page reflective paper. You will utilize the results of the five IAT assessments from the Unit 7 learning activity and analyze your own personal, spiritual, cultural influences, personal biases, sexual orientation, and socioeconomic influences. In your analysis, you will examine the results of each of those assessments and formulate a plan addressing potential conflicts in those areas. For example, if you are an advocate for pro-life but work with a pregnant mother who is actively using substances and wants an abortion. How would you ethically resolve this conflict between professional and ethical responsibilities and personal beliefs?
Formulate your personal code of conduct when working with diverse clients based upon the NAADAC principles in the areas of spirituality, cultural influences, personal bias, sexual orientation, and socioeconomic status. Describe how your experiences have influenced your thinking and beliefs in each of these areas.
In the final section of your paper, be sure to address how your personal bias may impact your work with future clients. For example, how might your personal bias influence where you choose to work based on the clientele or how you would work with someone who is different than yourself.
In 1984, the protagonist, Winston, attempts to “stay human” in the face of a dehumanizing, totalitarian regime. What, according to Orwell, does it mean to be human? How does the governing body in 1984 exploit certain tendencies, weaknesses and even strengths that human beings possess in order to, ironically, control and dehumanize humankind? Based on Winston’s fate, what is Orwell ultimately arguing (advocating, criticizing and/or warning against)?
Introduction: Lincoln portrays the great president’s struggle to ratify the 13th amendment—which, if passed, would ban slavery in the United States everywhere and for all time. The film also depicts the diversity of perspectives among the members of Lincoln’s cabinet, whom he had chosen precisely for that reason and masterfully illustrates Lincoln’s skills as a diplomat, leader, and communicator. It is based upon a section of Doris Goodwin’s Pulitzer Prize-winning historical work Team of Rivals.
Instructions: Assess the overall leadership of Abraham Lincoln as depicted in the film based upon what you have learned about leadership ethics so far from our course textbook and upon what you may have learned about the subject from other sources. Some questions to consider:
• How did Lincoln utilize Leadership Language (Chapter 3) to mobilize support in favor of the 13th amendment’s ratification? Specifically analyze Lincoln’s tone and style—was he able to create a positive ethos? In what ways did Lincoln make his communication especially memorable and persuasive?
• In what specific ways did Lincoln demonstrate emotional intelligence? How did his interpersonal skills make him an effective leader? (Chapter 8). What about his nonverbal communication skills…were there points in the film in which Lincoln’s nonverbals improved his communication effectiveness?
• What types of conflict existed between Lincoln, his cabinet officials, members of Congress, etc.? How did Lincoln manage these conflicts to keep them from spiraling out of control? (Chapter 10)
For additional context and possible writing ideas, check out these web sites:
https://rainbows.typepad.com/blog/2012/11/steven-spielberg-movie-abraham-lincoln-lessons-insights-leadership-storytelling.html
https://www.inc.com/hitendra-wadhwa/lessons-in-leadership-how-abraham-lincoln-became-americas-greatest-president.html
https://hbr.org/2009/04/leadership-lessons-from-abraham-lincoln
While Daniel Gilbert is focused on the psychology of happiness in his chapter “Immune to Reality”, Eula Biss is focused on the history of public opinion about vaccines in her Harpers article “Sentimental Medicine”. Although each author is focused on two different subjects, your task in this first essay is to analyze the relationships between Biss and Gilbert to defend a thesis in response to the prompt in bold below.
Towards the end of her article, Biss close-reads the origins of the word toxic and claims “The way we now think about toxicity bears some resemblance to the way we once thought about filth…both allow their subscribers to maintain a sense of control over their own health by pursuing personal purity” (40). Biss’ idea here about the relationship between toxic, filth, and purity make me think of Gilbert’s claims about how our own psychological immune system is triggered by intense or inescapable circumstances, and the control that cooking the facts, allegedly, gives us. When Gilbert says: “Once we explain an event, we can fold it up like freshly washed laundry” it recalls Biss’ discussion of purity, or cleanliness. Biss is focused on physical immunity, or auto-immunity, while Gilbert is focused on psychological immunity.
Respond to the following prompt in bold with an independent thesis that relies on synthesis of Biss’ and Gilbert’s direct quotes to prove: How might the psychological immune system influence individual concepts of purity?
Demonstrate a comprehensive knowledge of aviation safety management systems, aviation security, and human factors, and how these minimise risk within a leadership and managerial context.
(To show how we engage contemporaneous racial issues that philosophers are commenting upon.)
Paper Expectations: Write, minimally, one full page.
Due Date: Saturday, April 23, 2022 before midnight.
Font: Use Times New Roman, with 1–inch margins, and font no bigger than “12.” Be sure to double space. Turn completed assignment into the online drop box.
Read the PDF entitled what’s wrong with All Lives Matter?
Answer ALL questions in light of what you learned this year:
• What does the statement “Black Lives Matter” mean?
• Is this a statement of black supremacy in the way that ‘white power’ is usually understood as a statement of white supremacy?
Topic concerns with the Volsunga Saga, was interested in exploring idea of change and identity, mainly through the wolf imagery set in the Saga as well as potentially others. Style is Chicago. Will upload paper description as well as my original proposal and some sources, though you may choose other sources and rewrite the abstract if you choose. Minimum of 3 scholarly articles
A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.
Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.
Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:
The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.
Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.
Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.
General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.
Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.
Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.
Summary and Recommendations
In this section, students will summarize the test results. They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.
In his 2005 commencement speech, “This Is Water David Foster Wallace’s asserts that, “’Learning how to think’ really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience” (2). Wallace
uses various examples in an attempt to justify the aforementioned argument. At the end of the Wall Street Journal’s transcription of Wallace’s speech we are informed that he killed himself in the fall of 2008. Since his speech references life, death and freedom, it is not out of the question to think about the “philosophy” of the speech in relation to its creator.
Write a 4 page, essay that analyzes whether Wallace’s suicide undermines, or confirms the central argument of his graduation speech. You must analyze the examples he provides in his speech. Your conclusion ought to connect your analysis of Wallace’s thinking to Murakami’s; does Murakami communicate anything that reinforces a particular idea that Wallace stresses? Keep in mind that your essay needs: a clearly defined thesis statement that addresses the topic, at least four independent main ideas, textual evidence and analysis that satisfies the topic.
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