Recovery/Support Group Meeting

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Due Date: Jun 14, 2017 23:59:59       Max Points: 140Details:

Locate an open recovery or support group in your local community. Attend one of the group’s meeting. The group can be for any type of substance or process addiction and does not have to be a 12-step meeting. It does however need to be a support group to help with the recovery from any addictive disorder. Ensure that the meeting is considered “open” prior to attending it. Please note- it is not appropriate to take notes while in the group session so please refrain and just take notes for yourself immediately after the meeting.

Write a two-part paper of 750-1,000 words that summarize your experience at the meeting. Be sure to include important concepts presented in the meeting while maintaining the privacy of all group participants. Include the following in your paper:

Part One: Summarize the Meeting

  1. Include the address, date, start time, and end time of meeting.
  2. Describe the format of the meeting that you attended.
  3. Describe the contents of the meeting.
  4. List all key speakers.

Part Two: Discuss Concepts and Methods

  1. Identify the major concepts/methods utilized in the group. For example, are their books utilized, prayers utilized, principles or guidelines or any rituals utilized?
  2. Explain the purpose of each concept/method.
  3. Describe each of the following: Closed meeting, open meeting, steps, sponsor, and home group. Please note: These terms are specific to AA and NA.
  4. Include at least three scholarly resources in addition to the textbook in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

http://www.al-anon.alateen.org/

http://www.al-anon.alateen.org/

http://www.aa.org/?Media=PlayFlash

http://www.celebraterecovery.com/

http://www.na.org/                

 

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Stream Reach Inventory:

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Introduction:

This lab focuses on stream features and on the use of a stream reach inventory to evaluate the potential for a stream channel for biologic activity and the long term stability of the channel. You will be using an inventory tool created by Pfankuch 1975. The manual and score sheet are available on the course website.

From the manual… “the purpose…is to provide information about the capacity of streams to adjust and recover from potential changes in flow and/or increases in sediment production.”

You should have no trouble locating a stream that can be evaluated using the tool. A reach can be defined as a segment of a stream with inherent similarity that can be easily identified and described.

Two papers describing the use this tool are also attached with the other documentation. Reading these papers will give you additional insight to the use and application of this sort of inventory.

Data and Methods:

The scoring rubric created by The USDA Forest Service Northern Region (http://www.biol.canterbury.ac.nz/ferg/pdfs/Pfankuc… (Links to an external site.). This is a classic tool that has been used in a variety of regions.

This is a very robust tool, and can be used by individuals with very little training to create accurate quantitative evaluations of streams.

Analysis:

Remember your write up should be structured in the same format of this assignment. The Introduction section should describe the purpose of the lab. The Data and Methods section should briefly describe the tool used. The Analysis section should include your map, photos, and a discussion of the scores and an analysis of the overall scores.

Where is your stream? Please include a map. Photograph your stream and include this with your lab write up.

What is the score for each stream reach you evaluated? Does this score ‘make sense’?

What item/category provided the ‘lowest’ (worst) score for your streams?

Would it be possible to mitigate this factor and improve the overall quality of the stream reach? Describe your mitigation strategy.

If you were responsible for managing these streams, what actions would you propose to improve the overall rating of the individual reaches?

What would have more impact, to raise all the streams in your management area to “good” or focus on a very limited number of stream reaches and raise them to ‘excellent’ status?

What evidence can you see of changes in the stream channels?

It is not necessary to include your score sheets with your lab. A map, photos, scores and write-up will be sufficient.

From the instruction booklet:

…Management Implications

After beating the brush, getting your feet wet, and fighting insects, you have established a series of channel ratings. You may now ask “What do these numbers mean and how are they used in making management decisions?…. The numbers and adjective ratings mean what they say. A stream channel reach with a ‘poor’ rating will require more judicious management of the tributary watersheds than one rated ‘excellent’….One of the uses of this rating system is to assess conditions and define impacts along short stretches of stream. Channel conditions can be evaluated in terms of stream stability and potential for damaging water quality at culvert or bridge sites, campgrounds or administrative facilities, or sites where livestock or wildlife concentrate near or across the water course’ . Prudent managers will seek trend data by periodic reappraisal of channel conditions and respond to adverse changes before impacts to the water resource become unacceptable and unalterable.

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Environmental Processes and Assessment, writing homework help

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University of North Texas at Dallas

Spring 2016

SYLLABUS

EDEC 4243D/001 Environmental Processes and Assessment/3 hrs

Environmental Research Paper: (Due 5/9) After Reading Chapters 3 and 4, Research the following Curriculum models listed in Chapter 3 of your book – High Scope, Montessori, Reggio Emilia and Bank Street as well as the Creative Curriculum, which is the most frequent curriculum used in Head Start Programs.  Examine how each model is implemented through the arrangement of the classroom environment,  teaching strategies, assessment, learning centers included, classroom materials selected, routines and schedule. Compare and contrast the five models and discuss how they align with the Texas Pre-Kindergarten guidelines for classroom environments. Provide annotations for between eight and ten sources you consulted which you believe give information to explain the impact of the topic. These do not include your textbook. Write a total of eleven pages including a cover page, an introduction, analysis and comparison of the five models in all areas listed above. a conclusion of your findings, how you will use this information to inform your teaching and bibliograsphy. At least three sources must be early childhood professional journals. Annotations include APA style bibliographic information of the source, a summary of the main point(s), analyze how each source addresses the issue. Resources to assist you in completing your resource paper are contained under the tab entitled Research Paper Resources. You will present your report in class using a Power Point presentation of your research and finding for the models chosen for this assessment. All elements, including the topic, analysis, annotations and summary, must be presented in the research assignment in order to receive full point value.

Compare each on one or more of the following characteristics on good research sources:

•Currency: Is the publication current enough for your topic?

•Relevance: How well does the resource help answer the question at issue?

•Authority: Is the author or sponsoring organization a credible authority on the subject?

•Accuracy: Is the information in the source accurate and free of emotional, biased language? Does point of view color the facts presented?

•Purpose: For what purpose did the author or sponsoring organization create the information?

A rubric will be provided to serve as a guide with th

  OUTSTANDING 

  ACCEPTABLE

  UNACCEPTABLE

Standards

(Exceeds expectations)  20-13 pts.

(Meets expectations)  12-6  pts.

(Below expectations)  0-6 pts.

TEACHING AND LEARNING  4c.  Knowing and understanding the importance, central concepts, inquiry tools and structures of content areas or academic disciplines

Student demonstrated a high level of understanding of Early Childhood principles and inquiry skills in developing a report on the content of three researched sources including a peer reviewed article from a recognized educational journal or edited book.

Student demonstrated adequate understanding of Early Childhood principles and inquiry skills in developing a report that met expectations on the content of three researched sources including a peer reviewed article from a recognized educational journal or edited book

Student’s knowledge of early childhood principles and inquiry skills were not apparent in the development of a research report

  OUTSTANDING 

  ACCEPTABLE

  UNACCEPTABLE

(Exceeds expectations)  4-5 pts.

(Meets expectations)  2-3 pts.

(Below expectations)  0-1 pts.

Statement of problem addressed in articles

Clearly stated

Understandable

Vague and wordy

Findings of research

Clearly summarized, precise, accurate,

Understandable

Vague and not completely accurate.

Purpose of articles identified

Purpose clearly identified and Lit review precisely summarized

Understandable and brief. Only part of lit review discussed

Vague and wordy

Conclusions or interpretation of results

Extremely clear and precise and accurately identified.

Understandable and brief, but accurate.

Vague and wordy, only partially accurate.

Written & verbal communication skills

Evaluation of the articles and data demonstrated a high level of reflection

Evaluation of article and data demonstrated an adequate level of reflection

Evaluation of the article and data demonstrated a minimal or no reflection

Identifying and Using Professional Resources

Articles and data sources selected demonstrated advanced skills in identifying credible resources such as a peer reviewed journal

Resources demonstrated adequate skills in identifying credible resources such as a peer reviewed journal

Articles identified not published in credible resources such as a in a peer reviewed journal

is project.

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Need help with this.

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Provide a response to the following questions.

1.     The Wilcox & Keselman (2003) article from this week’s electronic readings discusses two problems with measures of central tendency: skewness of the data and outliers. Discuss each of these issues and how they affect measures of central tendency.

2.     For the following scores, find the mean, median, and mode. Which would be the most appropriate  measure for this data set? You may use Microsoft® Excel® data anlysis to compute these statistics.  You may copy your output from Microsoft® Excel® into this worksheet.

2, 2, 0, 5,1, 4,1, 3, 0, 0, 1, 4, 4, 0,1, 4, 3, 4, 2, 1

3.     Based on the scale of measurement for each variable listed below, which measure of central tendency is most appropriate for describing the data?

a.     The time (in years) it takes a sample of students to graduate college.

b.     The blood type (such as A, B, AB, or O) of a group of participants.

c.     The rankings of college undergraduate academic programs.

4.     How do the sample mean and the population mean differ? What is the symbol for each type of mean?

5.     An expert reviews a sample of 10 scientific articles (n = 10) and records the following numbers of error in each article: 0, 4, 2, 8, 2, 3, 1, 0, 5, and 7. Compute the SS, the variance, and the standard deviation for this sample using the definitional and computational formulas. You may use Microsoft® Excel® data anlysis to compute these statistics. You may copy your output from Microsoft® Excel® into this worksheet.

6.     A psychologist interested in political behavior measured the square footage of the desks in the official office of four U.S. governors and of four CEOs of major U.S. corporations. The figures for the governors were 44, 36, 52, and 40 square feet. The figures for the CEOs were 32, 60, 48, 36 square feet.

a.     Figure the means and standard deviations for the each group: governors and CEOs.

b.     Explain, to a person who has never had a course in statistics, what you have done.

c.     Note the ways in which the means and standard deviations differ, and speculate on the possible meaning of these differences, presuming they are representative of U.S. governors and large corporations’ CEOs in general.

7.     Radel and colleagues (2011) conducted a study of how feeling overly controlled makes you desire—even unconsciously—more freedom. In their study, 52 Canadian undergraduates played a video game in a laboratory and were randomly assigned to one1 of the following:

  • ·         An automony deprivation condition, in which they were told to follow instructions precisely, constantly given instructions over a loudspeaker, and carefully observed on everything they did.
  • ·         A neutral condition, which was much more laid back.

After this activity, they were asked to do a lexical decision task (a standard approach for measuring unconscious responses), in which they were shown a series of words and nonwords in random order and had to press C if it was a real word or N if not. Half of the real words were related to autonomy (such as freedom and choice), and half were neutral (such as whisper and hammer). The key focus of the study was on how long it took people to press the button (response latency) for each kind of real word, averaged over the many words of each type. The table below shows the mean and standard deviation across the participants of these four categories of results. For example, 782 milliseconds (thousandths of a second) is the average time it took participants in the autonomy-deprived condition to respond to the autonomy-related words, and 211 is the standard deviation across the 26 participants’ average response time in that condition. Explain the numbers in this table to a person who has never taken a course in statistics. (Be sure to explain some specific numbers, as well as the general principle of the mean and standard deviation.) For your interest, the pattern of results shown here supported the researchers’ hypothesis: “Relative to a neutral instructional climate, a controlling climate thwarting the need for autonomy…enhanced accessibility for autonomy-related words” (p. 924).

8.     A researcher records the levels of attraction for various fashion models among college students. He finds that mean levels of attraction are much higher than the median and the mode for these data.

a.     What is the shape of the distribution for the data in this study?

b.     What measure of central tendency is most appropriate for describing these data? Why?

9.     An organizational psychologist measures levels of job satisfaction in a sample of 30 participants. To measure the variance of job satisfaction, it is calculated that the SS = 120 for this sample.

  1. What are the degrees of freedom for the variance?
  2. Compute the variance and standard deviation (you will have to do this one by hand).

10.  State the three empirical rules for a normal distribution with any mean and varaince.

 

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