Does this differ from your family or friends? How do you think you developed your level of…

Does this differ from your family or friends? How do you think you developed your level of self-compassion (consider the influences of your upbringing, culture, messages received in the media or at school). Share any general thoughts you have about your own self-compassion or what you think about the topic in general.

1). An hypothesis. 2). A paragraph explanation as to why you have created this hypothesis. Provide a

1). An hypothesis.
2). A paragraph explanation as to why you have created this hypothesis. Provide a
brief background statement and develop it with a few explanatory statements.
3). List of behaviors (minimally 10) that relate to the hypothesis.
4). List of operational definitions for each behavior, with citations of references where
needed.
5). Design for sampling observations (see Martin & Bateson and also the lecture on
observational research).
6). Excel spreadsheet or table format with checksheet ethogram of time and behaviors.
7). List of the references used (in APA format).
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Steps to create a Hypothesis, develop the Operational Definitions and an Ethogram of at
least 10 behaviors:

1.   Find and read at least
FIVE
peer-reviewed journal articles relevant to your
species. Review articles are not acceptable.
2.   Develop a hypothesis based on your readings about your species. State the
hypothesis in your Introduction or Methods section.
3.   Martin & Bateson,
Measuring Behaviour
, is your “bible” for observational
research. Make sure to read before beginning your zoo observations, and include
it in your references.
4.   Create an ethogram with which to collect data, making sure to select behaviors
relevant to your hypothesis. Operationally define each of these behaviors, citing
appropriate references.
5.   A minimum of
10
behavioral categories should be included in your ethogram.
You may need more behavioral categories; use as many as needed (10+) to
addresses your hypothesis.
6.   Choose your sampling methods (e.g., focal, dyad, group) and method of data
collection (e.g., 1-0 time sampling on a 2 minute interval). This is your research
design.
What is an hypothesis? How to develop one for your zoo observation project and
paper:
Step 1: An hypothesis is a concrete statement or question that can be supported or
answered with either a yes or no answer or with a trend in the data.
For example:
“Do captive adult male chimpanzees exhibit greater levels of aggression than
females?”

Or
“Male captive adult chimpanzees exhibit greater levels of aggression than females.”
Or
“Infant with
their mothers than do their juvenile siblings.”
Or
“Do captive female polar bears exhibit fewer stereotypies than the males in the same
enclosure?”
Or
“What percentage of time per day do captive King Penguins spend engaged in social
interactions, swimming and feeding compared to the Macaroni Penguins in the same
enclosure?”
Step 2: Develop a testable hypothesis for an observational project. It should include
comparisons of categories of behavior
. For example, within a behavioral category
(e.g., social interactions), you can compare males and females within a species, or
infants to juveniles, or infants and juveniles to adults, etc. Or you could compare
behaviors exhibited with high numbers of zoo visitors present to when there are few
zoo visitors present. Be creative with your ideas.

 

11Hypothesis:

Wild Chimpanzees exhibit different behaviors as dictated by a range of factors that include biology, ecology and social transmission.

While some of the behaviors exhibited by wild chimpanzees are transferred from their mothers through biology, others become integrated in the culture of a group and define the way of doing things. On the other hand, the environment/ecology dictates they type of behaviors that chimpanzees exhibit.  For example, Nishida, Mitani and Watts (2004) investigated social scratching behaviors in two different game reserves (Muhale and Ngongo) he found that while chimpanzees in Ngongo used fingers to poke their counterparts, those in Muhale used Flexed fingers to stroke others.

 

Operational Definitions:

Sampling method: focal sampling

Data collection method: 2.5 minute intervals; 1-0 time sampling

 

  behaviors Abbreviations Definitions 1.      Social scratching SC [1 or 2] One chimpanzee scratching the body of another.

1= use of fingers to poke the back of another chimpanzee

2= use of flexed fingers to stroke the bodies of other chimpanzees (Nishida, Mitani, & Watts, 2004)

 

2.      Sounds Uttered during grooming GC [ LS or Tc) Sound associated with the inspection of the skin of another chimpanzee.

LS= Lip smacking sounds

TC= Teeth clacking sounds

 

3.      Nut cracking behaviors NC (1 or 2) Calls made when cracking nuts that are mostly influenced by the vocal culture

1= short, high pitched pants (Vaidyanathan, 2011)

2= long hoots

4.      Termite fishing behaviors TF (1 or2) Invasion of a termite mould with a tool made from vegetation for the purpose of extracting termites

1= repeated brush straightening to prepare the end for insertion

2= no repeated brush straightening (Sanz& Morgan, 2011)

5.      Mating behavior MB (`1 0r 2) The use of gestures to initiate mating

1= use of auditory gestures

2= use of tactile gestures (Roberts & Roberts, 2015)

6.      Feeding behavior FB [1 or 2] The manner in which chimpanzees prioritize feeding habitats

1= prioritize mating instead offeedinf

2= occupy high quality feeding habitats

7.      Social play SP [1 or 2] The use of playful gestures

1= individual chimpanzee participate in playful activities such as swinging in trees

2= two or more chimpanzee engage in playful activities such as chasing one another

8.      Male conflict behavior MC [1 or 2] During the mating activity, males are either aggressive or submissive depending on their dominance.

1; moderate aggression that includes physical contact, attacks and chasing another chimpanzee

2= no aggression where the chimpanzee is submissive(Surbeck et. Al, 2017).

 

9.      Communication behaviors CB [1 or 2] Refers to the socialization behaviors

1 barking and screaming

2= pants and hoots

 

10.  Parental care PC [1 or 2] Refers to the chimpanzee caring behaviors for adolescents and infants

1=Male exhibit more caring behavior

2=Females exhibit more responsible  and caring behaviors

 

 

 

Ethogram:     

 

START TIME: 2:00 P.M.         

  Time Behavior SC [1 or 2] Behavior [LS or Tc] Behavior

[NC 1 or 2]

Behavior

[TF 1 or 2]

Behavior

[MB 1 or 2]

Behavior

FB [1 or 2]

Behavior [SP 1, or 2 ] Behavior [MC 1 or 2] Behavior [CB 1 or 2] Behavior [PC 1 or 2] 2.5

min

                    5

min

                    7.5min                     10min                     12.5 min                     15 min                     17.5 min                     20 min                     22.5min                     25 min                     27.5 min                     30 min                     32.5 min                     35min                     37.5 min                     40 min                     42.5 min                     45min                     47.5 min                     50 min                     52.5 min                     55 min                     57.5 min                     60 min                     62.5min                     65 min                     67.5 min                     70 min                     72.5 min                     75 min                     77.5 min                     80 min                     82.5 min                     85min                     87.5 min                     90 min                     92.5 min                     95min                     97.5min                     100 min                     102.5 min                     105 min                     107.5 min                     110 min                     112.5 min                     115min                     117.5 min                     120 min                     122.5min                     125 min                     127.5  min                     130 min                     132.5 min                     135 min                     137.5 min                     140 min                     142.5 min                     145min                     147.5 min                     150 min                    

 

 

 

 

 

 

 

References

Nishida, T., Mitani, J. C., & Watts, D. (2004). Variable Grooming Behaviours in Wild Chimpanzees. Folia Primatologica, 75(1), 31-36. doi:10.1159/000073429

Roberts, A. I., & Roberts, S. G. (2015). Gestural Communication and Mating Tactics in Wild Chimpanzees. Plos One, 10(11). doi:10.1371/journal.pone.0139683

Sanz, C. M., & Morgan, D. B. (2011). Elemental variation in the termite fishing of wild chimpanzees (Pan troglodytes). Biology Letters, 7(4), 634-637. doi:10.1098/rsbl.2011.0088

Surbeck, M., Boesch, C., Girard-Buttoz, C., Crockford, C., Hohmann, G., & Wittig, R. M. (2017). Comparison of male conflict behavior in chimpanzees (Pan troglodytes) and bonobos (Pan paniscus), with specific regard to coalition and post-conflict behavior. American Journal of Primatology, 79(6). doi:10.1002/ajp.22641

Vaidyanathan, G. (2011). Apes in Africa: The cultured chimpanzees. Nature, 476(7360), 266-269. doi:10.1038/476266a

 

Why did the JACOBINS in the NATIONAL CONVENTION support a policy of the TERROR?

Why did the JACOBINS in the NATIONAL CONVENTION support a policy of the TERROR?

Your answers should be 2-6 sentences, depending on the question Questions for Marcuse ([1941] 1998),

Your answers should be 2-6 sentences, depending on the question

Questions for Marcuse ([1941] 1998), “Some Social Implications of Modern Technology,” pages 41-65:

1. How does Marcuse use the terms technics and technology?

2. What was the principle of individualistic rationality? How was it replaced by technological rationality? (Also see the first part of the other reading).

3. How does technological rationality suppress the freedom of individuals and encourage conformity? (Also see the first part of the other reading).

4. How might technics be used to help the development of individuality, rather than suppress individuality?

5. What is a conformity?

Questions for Marcuse (1964), One-dimensional Man, pages 1-34:

6. What are the “new forms of control” that Marcuse (1964, p. 1) discusses in Chapter 1? (Keep in mind the ways he is building on the “Social Implications of Modern Technology” essay.)

7. According to Marcuse (1964), in Chapter 2, how does advanced capitalism prevent social change?

General Question: 1. How are Marcuse’s ideas similar or different to those of Miliband (1964)? In particular, think about their explanations for why radical change/revolution has been prevented in capitalist societies

Early literacy relies on appropriately preparing young children for reading. As young children are..

Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.Create a 12-15 slide PowerPoint presentation intended to be shown to elementary general education classroom teachers within a professional development setting. Address the following within your presentation:
Provide an overview of each of the five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
Describe how the brain is involved in the five areas (Big 5) of reading instruction and how the sequential order of each component is important in learning to read and comprehend text.
Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for utilization at home.
Include presenters notes, in-text citations, and a reference slide that contains at least three scholarly sources to support this assignment.Submit your presentation and resource for families as one deliverable.While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Order Instructions: Read the paper by Thomas Beckman and Mark Lee (2009) “Proposal for a…

Order Instructions:

Read the paper by Thomas Beckman and Mark Lee (2009) “Proposal for a Collaborative Approach to Clinical Teaching” available in Short Loans Online.
1. Describe a specialized clinical skill that you might wish to teach to a new graduate in your area of practice.
(MENTAL HEALTH)
2. Discuss how the essential components in the paper by Beckman might be applied to this episode of clinical teaching. Check the marking criteria for this assessment Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

task to determine the components that you are expected to discuss in this assignment

Description of a specialised clinical skill to be taught to a new graduate 0 marks
No description of specialised clinical skill 1 marks
Limited description of specialised clinical skill 2 marks
Adequate description of specialised clinical skill 3 marks
Thorough description of specialised clinical skill 4 marks
Excellent description of specialised clinical skill
1A. Establish relationship with the learner: Learning climate 0 marks
No discussion of the learning climate 1.5 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Limited discussion of the learning climate or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of a positive learning environment using high support and high challenge strategies with effective use of set readings 5.5 marks
Thorough discussion of a positive learning environment using high support and high challenge strategies with substantial and effective use of set readings 7 marks
Outstanding discussion of application of the positive learning environment strategies to the specialised clinical skill being taught, with substantial and effective Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

use of set readings and other relevant readings.
1B. Establish relationship with the learner: Questioning 0 marks
No discussion of the use of questions 2.5 marks
Limited discussion of the use of questions or discussion does not reflect evidence of reading. 5 marks
Satisfactory discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with effective use of set readings 8 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Thorough discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with substantial and effective use of set readings

10 marks
Outstanding discussion of the use of higher order questions (including how to avoid pitfalls) and their application to the specialised clinical skill being taught,

with substantial and effective use of set readings and other relevant readings Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

2 marks
Limited discussion of the use of feedback or discussion does not reflect evidence of reading. 4 marks
Satisfactory discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with effective use of set readings 6 marks
Thorough discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with substantial and effective use of set readings 8 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Outstanding discussion of the application of FIT and ABLE to the specialised skill being taught, with substantial and effective use of set readings and other relevant

readings.
1.5 marks
Limited discussion of diagnosing learners or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of diagnosing learners using a model (KSA, RIME or Bordage), with effective use of set readings 5.5 marks
Thorough discussion of diagnosing learners using a model (KSA, RIME or Bordage), with substantial and effective use of set readings 7 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Outstanding discussion of the application of a model to diagnose the learner during the teaching of the specialised clinical skill, with substantial and effective use

of set readings and other

Please only uses these has reference thank you

Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Bonk, C. J, Wisher, R & Nigrelli, M. (2004) Chapter 12. Learning Communities, Communities of practices: principles, technologies and examples in Littlton, Karen,

Learning to Collaborate. Nova. USA
Kitchie, S. (2008). Determinants of Learning. Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

In S.B. Bastable. (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (pp. 93-145) (3rd

ed.). Sudbury, MA: Jones and Bartlett Publishers.
Excerpt (p129-135) from Rose, M., & Best, D. (Eds.). (2005). Transforming practice through clinical education, professional supervision, and mentoring (2nd ed.).

Edinburgh: Churchill Livingstone
Burns. C., Beauchesne. M., Ryan-Krause. P. & Sawin. K. (2006). Mastering the Preceptor Role: Challenges of Clinical Teaching. Journal of Pediatric Health Care, 20(3), Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

172 – 183. (This paper is an easy read and provides some really practical strategies to develop teaching effectivelness while juggling the competing demands of

clinician and mentor). (

Neville, B. (2005). Gods, Myths and supervisors. In M. Rose, & D. Best. (Eds.), Transforming practice through clinical education, professional supervision, and

mentoring (pp.261-274). Edinburgh: Elsevier Churchill Livingstone. (Provided text) Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Rose, M. (2005). Mentoring in the health professions. In M. Rose, & D. Best. (Eds.). Transforming practice through clinical education, professional supervision, and

mentoring (pp.309-318). (2nd ed.). Edinburgh: Churchill Livingstone. (Provided text)
Kinnell, D. (2010). How can the mentor assist the student to become part of the healthcare team? In D. Kinnell & P. Hughes Mentoring nursing and healthcare students

(pp.31-53) London: Sage.
Levett-Jones, T. & Lathlean, J. (2009). ‘Don’t rock the boat’: Nursing students’ experiences of conformity and compliance. Nurse Education Today, 29(3), 342-349. Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

use the internet to research one example of an aid project that the canadian international…

use the internet to research one example of an aid project that the canadian international developme… Show more use the internet to research one example of an aid project that the canadian international development agency (cida) is funding that helps women in asia feed their families a) in your own words briefly describe what the projects goals are (2 marks) b) explain how canadian aid is helping to meet the projects goals ( 3 marks) • Show less

What are the specifi c areas of study in exercise psychology and sport psychology?

What are the specifi c areas of study in exercise psychology and sport psychology?

Step 4: Select a Relevant Article A. Citation Information From the search results you retrieved in..

Step 4: Select a Relevant Article
A. Citation Information
From the search results you retrieved in Step 3, select a full-text, in-depth
article that is relevant to your research question. The article should not just
be a brief overview of the topic but rather should address the key concepts of your
research question and be as in-depth as possible, preferably written by an
expert or credentialed author(s) in the field. Record the citation information
in the spaces below.
Hint: Do NOT select newspaper or popular magazine
articles, encyclopedia entries, or very brief journal articles
(including editorials or letters to the editor), that would be useful
only for background research. The article must be an in-depth article on
your topic.
Article Title

Periodical/Publication Title (e.g.,
Harvard Business Review).

B. Article Type
Is the source (periodical/publication) of the article scholarly, trade, or popular?
Hint: Refer to table 2.4 in Week 2 for a review of periodical
literature types. Consult the database Ulrichsweb Global Serial Directory for
assistance if needed.

How can you tell?
Hint: Review the article itself to describe the characteristics of the periodical type in more detail.

C. Database
In which UMUC library database did you find the full text of the selected article?

How will Step 4 be graded?
Unsatisfactory (0–2 point): The selected article is not relevant or
is too brief to be useful for the topic, or the article type is not
correctly identified.
Satisfactory (3–4 points): The selected article is relevant to the topic, and the article type is correctly identified.
Excellent (5 points): The selected article is both in-depth and
highly relevant to the topic, and the article type is correctly
identified and fully evaluated.
Step 5: Article Evaluation
A. Evaluate the Article Content
Using the general evaluation criteria described in Week 3, explain in the
boxes below how the article you selected meets each of the criteria (authority,
reliability, coverage, and currency). Describe each aspect of your selected article in detail.
Hint: Refer to the table 3.2, which describes
authority, reliability, coverage, and currency.
Authority

Reliability

Coverage

Currency

B. Article Relevancy
Explain why you selected this particular article (Step 4) and how it
is relevant to your research question. What are some specific points the
article made that would assist you in writing a paper that addresses
your research question? Your response must be at least two complete
sentences.
Hint: Refer to Week 3 for information on analyzing sources and evaluating content.

How will Step 5 be graded?
Unsatisfactory (0–2 points): Does not answer all of the evaluation
criteria questions, or satisfactorily answer the article relevancy
question, or both.
Satisfactory (3–6 points): Minimally answers the evaluation criteria
questions, or minimally answers the article relevancy question, or both.
Very Good (7–9 points): Answers evaluation criteria questions
adequately but with little detail, or answers article relevancy question
with little detail, or both.
Excellent (10 points): Thoroughly responds to the evaluation criteria
questions with details about the selected article’s authority,
reliability, coverage, and currency, and thoroughly responds to the
article relevancy question.

In the first summary of a peer reviewed article, an article was found called Sexual Coercion, Verbal

In the first summary of a peer reviewed article, an article was found called Sexual Coercion, Verbal Aggression, and Condom Use Consistency among College Students. The journal in which this article was found is Journal of American College Health, Vol. 59, No. 4 pp.273-280.

The greater hypothesis of this article was the staggering coalition of sexual coercion, which is the forcefulness of people to use peer pressure, alcohol, or other measures to get their sexual desires met. The intent of the article was also very strong with the condom use numbers amongst its research group. Which, this author finds to be the important statistic and what the final draft will be based upon.

The research that was conducted in the article was from a mid-sized college in the south eastern United Sates. The authors and researchers got together 600 undergraduate students and asked them questions based on the relative research. Questions like, I insulted or swore at my partner?, I used insults to make my partner have sex, I know that if my partner is drunk enough they won’t make me use a condom, etc. A large number of questions and evidence were conducted; however the staggering number was the condom use numbers from freshman-senior. The number declined at a rapid rate. Proving what I was trying to hypothesize…The older you get, the less condoms are used.

As previously stated 600 people were chosen at random, 150 freshmen, 150 sophomores, 150 juniors, and 150 seniors. They were all emailed the survey, and only 148, roughly 24.7 completed them. This makes the research style survey or questionnaire. The staggering result from the research was that 30.4% of the surveyed students used condoms all the time, where 26.7% reported never using any means of protection.

The authors of the article offer a few hypotheses about their research, which are “Sexually Active Students Who Report Being Victims of Sexual Coercion Will Be Less Likely to Use Condoms Consistently” (Fair, Vanyur, 2011). “Sexually Active Students Who Report Being Victims of Verbal Aggression Will Be Less Likely to Use Condoms Consistently” (Fair, Vanyur, 2011). “ Alcohol Use Will Be Associated With Episodes of Sexual Coercion and Verbal Aggression” (Fair, Vanyur, 2011). “Sexually Active Students Who Report Using Alcohol Before or During Abusive Episodes Will Be Less Likely to Use Condoms Consistently” (Fair, Vanyur, 2011).

The second of our articles if from the world of the “Google leavened” media, and the source for our article is Reuters. In this article author Julie Steenhuysen describes the current numbers of sexually active teens to their adult counterparts, and their condom use statistics. When the article starts with, “U.S. teens are not as reckless as some people might think when it comes to sex, and they are much more likely to use condoms than people over 40, according to a survey released on Monday that could help guide public health policy” ( Steenheysun, J. 2006). it has to be good.

The research used in this article is from sex researchers at Indiana University and paid for by Trojan condom maker Church & Dwight Co. At first glance this author didn’t see anything staggering wrong with their choice in researcher, but after some examination and the article lack of tables, or any other information made this author think. Is this data accurate, and who were the constants in the survey pool.

Some of the evidence this article gives us is, “Condom use is higher among black and Hispanic Americans than among whites, and is lowest among people over 40, the nationally representative Internet survey of 5,865 Americans aged 14 to 94 found” (Steenheysun, J. 2006). “Only 14 percent of 14-year-old boys reported any kind of sexual interaction with a partner in the prior three months, but almost 40 percent of 17-year-old males did”(Steenheysun, J. 2006). “In this study, somewhere between 70 and 80 percent of adolescents reported condom use at their most recent vaginal intercourse” (Steenheysun, J. 2006). There were other statistics pertaining to our topic but we will leave that at that for now.

In this article there were no conclusions or hypothesis about the data, but it is clear that the data (as un researchable as it is) did speak for itself. Indeed there is a correlation between adolescent condom use and that of adults.

Scholarly Articles vs. Popular Media

In the world of the internet and all other forms of media blasphemy the facts and lack thereof can be very twisted and exposed in ways that make them seem more legitimate. While in reality most of the articles and sources found in popular media are just words with no backing vocals. Both of the articles had similar information; however the articles differ immensely on how they present there evidence and the facts themselves.