Describe the differences between consulting and coaching and the personal and pr
Describe the differences between consulting and coaching and the personal and professional skills needed in each profession. Identify a situation where consulting would be most appropriate and beneficial and a situation where coaching would be most appropriate and beneficial.
Note: Don’t use Chat gpt at all. No plagiarism. Word count should be atleast 500 words.
the topic is substance abuse I will have links here in the pdf be sure to read t
the topic is substance abuse I will have links here in the pdf be sure to read the directions and respond to one student when you done and use apa style when citing https://www.mentalhealth.va.gov/substanceabuse.asp https://www.mentalhealth.va.gov/res-vatreatmentpro… https://maketheconnection.net/ https://www.publichealth.va.gov/smoking/index.asp
Paper Instructions
In life we may find ourselves holding points of view that are
Paper Instructions
In life we may find ourselves holding points of view that are different from, stronger than, or similar to those around us. When this happens and we have an opportunity, we will seek to convince them to change (if they hold different views), reinforce (if they are not as strong as ours), or encourage them to maintain (if they are already similar to our own) their views so that they are similar to our own.
It may be that we want them to change their attitude (how they feel about things), beliefs (what they hold to be true/or not), or behaviors (how they do things/act) or even their values (what they consider to be important or right/wrong). This could be for our own, their own, or society’s benefits. Our task is to have them listen to us and be challenged enough to accept or move towards our way of seeing the world or our perspective of reality.
think of 3 issues – factual (why something is true (or not) the way it is), value (why something is important and morally worthy), or policy (why something should be in a particular way) – that’s often debatable (where reasonable people have disagreements on or perhaps have reluctance to engage with) and build a case for why your audience should think, feel, or act they way you implore them to do.
N/B: As I said in the syllabus, stay clear of the beaten-to-death topics such abortion, climate change, gun control, COVID-19, racism. Some of these are grander topics that deserve a deeper conversation, and 5 minutes can’t do it. Also, avoid some topics that border on truisms (money can/can’t buy love/happiness, falling in love is a great feeling, etc.) or cliches.
Choose a persuasive topic based of what said above to outline the speech. You audience are between the age of 18 – 26. Please do the best choice of what you think they can interested and persuaded in.
You need to develop an outline for your speech – a blueprint that will guide you in your presentation.
This will need to be at least 5-7 pages long and have your sources (your researched information) cited.
At the end of the outline have your sources referenced.
Your speech outline needs to have at least 3 and no more than 5 main points – aspects of your topic that you will address.
You are to research your topic – find information about your topic from credible sources that will help you make your case. You will have no less than 3 sources.
You will prepare a PowerPoint to go along with your speech. The PowerPoint should act as a visual “aid,” meaning that it:
a) shouldn’t contain your speech word for word, but images/graphs/statistics/quotations that would help make your point
b) shouldn’t be more than 12 slides (for a 8-10 minute speech), and
c) shouldn’t have more than 20 words per slide.
After that please do a topic analysis
Directions: On the topic recommended for your speech, as a group, discuss and write your
answers (in complete sentences) to these questions. Be as specific as possible and provide as
specific of instances as possible. Each question should have at least 100 words.
1. What are the opposing views of your topic? What effect did these ideas have on your
speech? i.e. How did you use the opposing views to prepare/research your information?
2. What makes the opposing view SOMEWHAT wrong or unreasonable in your opinion?
3. What are the thoughts/beliefs in society about the problem/issue you discussed? What made
you believe/think it is unreasonable while others believe/think it is not?
4. For the solutions/course of action you prescribe, how did you determine what was the best or
most appropriate? Be sure to explain what makes this solution more right than others.
5. What examples did you describe of where this problem was alleviated through action or
altogether eradicated by people willing to act upon it?
6. What are the likely consequences if what you identify as a problem/issue is NOT corrected?
Be sure to explain the scope, complexity, and magnitude of the consequences. Give examples
when appropriate.
7. What are the consequences if the problem/issue IS corrected? Be sure to explain th
Which of the atypical sexual behaviors discussed in this chapter do you find the
Which of the atypical sexual behaviors discussed in this chapter do you find the most difficult to work with as a therapist? Why? How might you challenge your beliefs in order to work therapeutically with a client that engages in this behavior?
hello, you helped me with the current assignment and my professor came back with
hello, you helped me with the current assignment and my professor came back with some changes and comments for my grade. I attached what his changes that he requested. can you please assist in correcting it with his changes and what he would like in this project. please let me know if you can see his comments in the red when you hover over them. The Research Gaps and Future Directions, looks like it needs re-work and can be saved for the discussion portion for that section this is the comment from the professor:
“Save this opinion to your discussion portion of the template. Not literature review”
below was the assignment for a reference:
The literature review focuses on how other researchers have addressed similar questions. It places the study in context and discusses how it will differentiate itself from what is already in the field. You are attempting to establish what the literature says, and where the gap exists that you plan to fill with your project. You may find help at http://www.lib.ncsu.edu/tutorials/litreview/. Please make sure not to “stack” sources. Weave each source into the relevance of your project and each other. Group the literature by themes and use headings. This is NOT an annotated bibliography and should not be written like on.
Your literature review should rely strictly on scholarly material to include think tank publications (not websites) and peer reviewed journal articles. Using websites or news/media articles is NOT acceptable. Please see the lesson module for Weeks 4, 5, and 6 for examples of student and scholarly literature reviews.
Technical Requirements:
Your paper must be at a minimum of 10-15 pages (the Title and Reference pages do not count towards the minimum limit).
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.
All submissions will be graded using the assignment rubric.
What were your experiences with sex education in school? What did you learn and
What were your experiences with sex education in school? What did you learn and at what age? Do you feel that the sex education you received was adequate? Was it age-appropriate and realistic? Did you get all of your questions answered? What do you wish was taught?
How has the Internet changed the way people connect and meet and engage in sexua
How has the Internet changed the way people connect and meet and engage in sexual activities? What are the pros and cons to forging new relationships in this manner? How might this affect people of different ages such as teenagers, adults, and older adults?
explain how home language and school academic language exposure support reading
explain how home language and school academic language exposure support reading development (REC 1.B.5) and its impact on written and oral patterns (REC 1.C.4), variations in phonology (REC 2.C.3), and differences in sound production (REC 1.C.5). Candidates explain an intentional, explicit, systematic multisensory strategy demonstrating home language support for English (REC 2.B.3) Learners and native 7 to 9-year-old speakers.
Module information:
Language Characteristics 7-9-Year-Olds
We have looked at students through 5 years of age or the Kindergarten level. However, Speech and Listening development does not end at age 5. The Common Core Anchor standards indicate that these skills continue to develop throughout the school experience. In this module, we are examining the student through about third grade. Children at this age typically have gained most of their grammar knowledge and are using it successfully in conversations. They are capable of expressing fully detailed stories during social interaction. Their ability to follow directions along with their phonological awareness skills should be completely developed. However, some struggling readers might still be experiencing difficulty with phonemic awareness skills. If older students are experiencing difficulty this might be evident in their written expression. Rap, poetry, alliteration, and songs are effective ways to work with struggling readers in the area of phonemic awareness.
Difference between Expressive and Receptive Language
Receptive language is the language that is processed through seeing, hearing, or reading. It can include words, pictures, signs, or gestures. It includes vocabulary skills, but it also includes being able to interpret questions as questions, understanding of prepositions, and interpretation of complex grammatical structures. Receptive skills typically precede expressive skills. Understanding of these receptive skills builds from the literal to the figurative, eventually taking in sarcasm and implied meanings.
Expressive Language
Expressive language is the expression of ideas through words, pictures, signs, or gestures. It also encompasses the grammatical rules that determine how the words are combined to form phrases, sentences, paragraphs, and ideas.
Second Grade Checklist
By second grade students are demonstrating mastery of both receptive and expressive language. By the end of second grade, your child should be able to demonstrate skills in listening, speaking, reading, and writing. The following checklist can be used to help identify skills where the child will need instruction.
Listening
Follow 3-4 oral directions in a sequence
Understand direction words (e.g., location, space, and time words)
Correctly answer questions about a grade-level story
Speaking
Be easily understood
Answer more complex “yes/no” questions
Ask and answer “wh” questions (e.g., who, what, where, when, why)
Use increasingly complex sentence structures
Clarify and explain words and ideas
Give directions with 3-4 steps
Use oral language to inform, persuade, and entertain
Stay on topic, take turns, and use appropriate eye contact during conversation
Open and close conversation appropriately
Reading
Have fully mastered phonics/sound awareness
Associate speech sounds, syllables, words, and phrases with their written forms
Recognize many words by sight
Use meaning clues when reading (e.g., pictures, titles/headings, the information in the story)
Reread and self-correct when necessary
Locate information to answer questions
Explain key elements of a story (e.g., main idea, main characters, plot)
Use own experience to predict and justify what will happen in grade-level stories
Read, paraphrase/retell a story in a sequence
Read grade-level stories, poetry, or dramatic text silently and aloud with fluency
Read spontaneously
Identify and use spelling patterns in words when reading
Writing
Write legibly
Use a variety of sentence types in writing essays, poetry, or short stories (fiction and nonfiction)
Use basic punctuation and capitalization appropriately
Organize writing to include the beginning, middle, and end
Spell frequently used words correctly
Progress from inventive spelling (e.g., spelling by sound) to more accurate spelling
Third Grade Checklist
By third grade, most students are demonstrating independence in both reading and writing because they have mastered the basic skills. By the end of third grade your child should be able to do the following:
Listening
Listen attentively in group situations
Understand grade-level material
Speaking
Speak clearly with an appropriate voice
Ask and respond to questions
Participate in conversations and group discussions
Use subject-related vocabulary
Stay on topic, use appropriate eye contact, and take turns in conversation
Summarize a story accurately
Explain what has been learned
Reading
Demonstrate full mastery of basic phonics
Use word analysis skills when reading
Use clues from language content and structure to help understand what is read
Predict and justify what will happen next in stories and compare and contrast stories
Ask and answer questions regarding reading material
Use acquired information to learn about new topics
Read grade-level books fluently (fiction and nonfiction)
Reread and correct errors when necessary
Writing
Plan, organize, revise, and edit
Include details in writing
Write stories, letters, simple explanations, and brief reports
Spell simple words correctly, correct most spelling independently, and use a dictionary to correct spelling
Write clearly in cursive
Analyzing an organization and addressing problems that arise is an integral part
Analyzing an organization and addressing problems that arise is an integral part of leadership.
There are many opinions and strategies for problem-solving. For God’s people, the analysis
should be conducted using a Christian worldview utilizing biblical principles. At this point, you
have viewed your organizational problem using the structural lens, systems lens, cultural lens,
and political lens. As godly leaders, Scripture should be applied to all we do. How can the
organizational problem you analyzed be addressed from a biblical perspective? Keep in mind,
biblical integration is more than just including Bible verses. There should be an ample discussion
of the Scripture used and how it applies to addressing the organizational issue.
INSTRUCTIONS
Include an opening paragraph that introduces the problem, where it occurred, who was involved,
etc., followed by a discussion of how the problem can be addressed from a biblical perspective.
The body of your paper is to be 2–4 pages, include Scripture, and have a title page and a
references page (if applicable). Format your paper in adherence to current APA style. First-
person language should not be used.A
Instructions for this assignment can be found on the “Final Portfolio Assignment
Instructions for this assignment can be found on the “Final Portfolio Assignment Sheet” on Canvas.
Final Video (youtube.com)