Choose One Poem – Reliable and Unreliable Source Interpretation and Analysis (2 Pages, Double-Spaced)

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Assignment must be 2 pages, double-spaced.

Choose one of the poems from the below:

1. William Shakespeare “When My Love Swears…” (1609)2.

2. W. H. Auden , “Lullaby” (1937)

3. Thomas Hardy, “Neutral Tones” (1867)

4 Carolyn Kizer , “Bitch” (1983)

5. Edna St. Vincent Millay “What Lips My Lips Have Kissed” (1920)
6. Erica Jong “The Man Under the Bed”. (1973)

Using the evaluation criteria below, choose 2 sites — a reliable site and an unreliable site – to report on.

When choosing, look at the interpretations closely according to the criteria below. Also look at the “credentials” of the writer. Even a so-called expert in literature may not be very reliable if his/her interpretation is a pronouncement rather than a supported analysis.

And although a site that doesn’t let you know the names of the writers may, like Shmoop, give you some helpful information about the poems, in academic circles anonymous sources are suspect. As John Daniszewski of AP News (Links to an external site.) writes: “No one wants news that’s built on unnamed, unaccountable sources and facts seemingly pulled from the air. “

Criteria for Evaluation:

1. First of all, ask yourself: Just who is this writer? What can you find out about him or her? What is the purpose of the website on which you find the information?

To find out about the writer, google him or her. Or work backward on the website: for instance, say you have the address usc.edu/smith/english233/poetry. Eliminate the “english233/poetry” section of the URL: you might find yourself at Professor Smith’s site where you can find out more about her.

2. Does the writer supply enough examples to support his or her conclusions? (In fact, what are his/her conclusions?)

3. Does the writer ignore any information in the text that might call his or her conclusions into question? (What is that information?)

You should present your findings to me in the form of a report entitled Research Project: and the name and author of the poem.

Click HERE for more information on site evaluation. HERE for information on quoting poetry.

You should use the following headings in your report:

A. Site #1: a reliable interpretation. Name of site and URL.

Description of the site, its author, his or her credentials. Explain why you chose this poem, how you found the site and the credentials of the author.

Summary of what is said about the poem.

Your evaluation of the interpretation of the poem considering the criteria listed above.

You should quote correctly from the site to illustrate your points.

Note: Be careful to use quotation marks to distinguish your words from the exact words at the site or in the poem.

B. Site #2: an unreliable interpretation: Name of site and URL.

Description of the site, its author, his or her credentials and how you found them (or didn’t).

Summary of what is said about the poem.

Your evaluation of the interpretation of the poem considering the criteria listed in Part A.

You should quote correctly from the site to illustrate your points.

Be careful to use quotation marks to distinguish your words from the exact words at the site or in the poem.

C. Contrast of the two analyses:

Think of them in relation to each other. What does one include that the other leaves out?

based on material in the reading by Roy Armes from page 1-49

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Questions

  • How long did it take for film to reach the major cities of Asia, Latin America and North Africa after the first film showings in Paris, London and New York?
  • Why is the history of film production and film exhibition in the West almost the same as in the Third World?
  • With which conference of nations, held in which year, is the term “Third World” usually traced back to?
  • What problems of categorization do we encounter when we use the term “Third World” to identify films produced in places such as Mali, Brazil, India or Ouagadougou?
  • State 5 factors that have defined Third World film making over the years.
  • By which year did European nations reach the height of their power?
  • What percentage of the world did European powers dominate at the height of their power?
  • Under what historical circumstances did “Third World” as a notion come into being?
  • In which decade did the notion of “Third World” gain momentum and currency?
  • According to Pierre Jalee, what do the countries and economies of Africa have in comparison with those of the countries and economies of the First World?
  • According to Roy Armes in Third World Film Making and the West, how is the legitimacy of the colonizer ensured in the colony that the colonizer has taken over?
  • State 4 factors on which the identity of the colonized depends.
  • After undermining the languages of the colonized through the education system, what language does the colonizer impose on the colonized?
  • Besides commerce and law, name another area on which the language of the colonizer is imposed?
  • According to Albert Memmi as quoted on page 11 in Roy Armes’ book Third World Film Making and the West that we are reading in this class, why is the language of the colonized people important to them?
  • According to Renato Constantino as quoted by Roy Armes on page 12 of Third World Film Making and the West, what does education administered by colonial powers do to the colonized school children perception of their national history?
  • According to Renato Constantino as quoted by Roy Armes on page 12 of Third World Film Making and the West, how did colonial education affect Filipinos in terms of how they perceived themselves in relation to the colonizers?
  • According to Renato Constantino as quoted by Roy Armes on page 12 of Third World Film Making and the West, what is the term that describes the feelings that overwhelm colonized people who feel that they are less compared to the colonizer?
  • State two factors which, according to Roy Armes in Third World Film Making and the West, are responsible for the persistence of problems of language, culture and identity manufactured by colonialism.
  • What processes did taxation under colonialism trigger in the colonized countries?
  • According to Roy Armes, “the persistence in post-independence societies of the problems of language, culture and identity produced by colonialism derives from factors relating to both economic relations and the nature of the colonial state.” State 2 aspects of the colonial state apparatus established during colonial rule that distinguish it from all other forms of social organization and make it central in the perpetuation of colonial of colonialist ideals.
  • List the 3 ways in which tribal chiefs in the Third World were cut off from the mass of the population and made to be dependent on the colonial state in the Third World.
  • What did the colonial French policy of Assimilation involve or entail in French colonies?
  • What did Leopold Senghor and the leaders of other nationalist movements in West Africa do when they were asked to choose between total independence and continued association with France?

Art history assignment

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Question 1Not yet graded / 25 pts

We have spent a fair amount of discussion time on the idea of context, that an art object has a specific relationship with the culture or person that produced it, which is not always reflected in its display as a visual object today. Look at the theme of Food and Shelter and pick three distinct objects from the chapter that demonstrate this idea of context while also illuminating the ideas of the theme itself.

Question 2Not yet graded / 25 pts

Tarot cards have their root in Renaissance Europe and initially had little to do with Mysticism and the Occult. Today we primarily associate them with Fortune Tellers and Card Readers, but originally, they were a card game that used metaphorical imagery about the spiritual ascent of man to higher levels of thought and action. Examine the below image of the Sun card and write an essay on how you think the imagery within it relates to the material we have covered in the course. Think of objects from the book that might relate either visually, thematically or conceptually.

Tarot.Sun.jpg

Question 3Not yet graded / 10 pts

Compare and Contrast the Shrine at Ise with Wright’s Falling Water

Shrine Ise.jpgWright Falling Water.jpg

Question 4Not yet graded / 10 pts

Compare and Contrast the Etruscan Reclining Couple with the Dogon Couple

Etruscan Reclining Couple.jpgDogon Couple.jpg

Question 5Not yet graded / 10 pts

Compare and Contrast Frank Gehry’s Bilbao Museum with Chartres Cathedral

GehryBilbao.jpgChartres.jpg

Question 6Not yet graded / 10 pts

Compare and Contrast Jesus as the good Shepherd in the catacombs to Rivera’s Dia de Muertos

Catacombs of St. Peter Jesus as Good Shepherd.pngDiego Rivera Dia de Los Muertos.jpg

Question 7Not yet graded / 10 pts

Compare and Contrast the Woman of Willendorf with Xilonen

Woman of Willendorf.jpgXilonen, Goddess of Young Corn.jpg

Question 8Not yet graded / 10 pts

Imagine you are in the future 500 years and are studying I.M. Pei’s building for the Bank of China and you are told it was a Mausoleum. How would you relate it to the chapters on Deities and Mortality and Immortality?

I.M. Pei and Partners Bank of China.jpg

Question 9Not yet graded / 10 pts

This image of the African Rock Painting was discussed in the chapter on Food and Shelter. What connections can you make with the other themes we have studied?

African Rock Painting.jpg

Question 10Not yet graded / 10 pts

Look at Judy Chicago’s Dinner Party and connect it to the chapters of Reproduction and Sexuality and Deities and Places of Worship.

Judy Chicago Dinner Party.png

Question 11Not yet graded / 10 pts

We looked at the Cili-Shaped Crown of Bali in Chapter 7. What other connections can you make with the themes we have covered in this course so far?

Offering with Cili-Shaped Crown.jpg

Question 12Not yet graded / 10 pts

Examine the Egyptian Fowling Scene closely, and relate it to the themes and ideas from Chapters 5 & 7

Fowling Scene Thebes.png

Your Answer:

Eng 124 Discovery Channel research paper

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Discovery Channel Program Exercise in Support and Credibility of Experts by

Googling

Parts 1 and 2 — minimum 5 pages of writing (approx. 1250 words) for

each person you research— Yes, that means 10 pages

How can you tell which online information comes from reliable authorities? Anytime

you use someone else’s words or ideas in your writing or formal speaking you should

be aware who that person is; you can start now investigating the reliability of any

sources you are thinking of quoting or paraphrasing.

We like to think that if information is in print, it is reliable. Unfortunately, that is not

always the case. People with unjust biases and even those who want to sow hatred

find their way into print. In general, works that appear in print go through a much

more extensive vetting process than what appears online, but there are so-called

vanity presses that will publish pretty much anything if the author will pay the cost.

There are also all sorts of periodicals that express slanted—and often conflicting—

points of view, some of them offensive to many of us. That’s what comes of freedom

of the press.

When you go online, how can you start to weed through a list of results to find

reliable authorities? For one thing, you can learn to “read” the list of results you get

from

Google

or other search engines.

Please document the following by taking screen shots and explaining in prose as you

work through your research in order to discover the possible credibility of two of the

experts from the list. Please number each part of your assignment.

1. Choose two:

Dr. Robert Folk, a geologist

Dr. Monica Grady, a meteorite specialist

Dr. Michael Persinger, neurologist and geologist

Dr. Joe Nickell, a paranormal investigator

Dr. David M. Jacobs, an historian

Dr. Jack Cohen, a reproductive biologist

Garry Wood, an ambulance driver in Edinburgh, Scotland

2. Take a screen shot of the list of links that appear. Be sure to post this and all other

screen shots in your paper. Before you click on a link, examine the first ten to fifteen

entries in the resulting list. Yes, you may use

Wikipedia

as one source for this

assignment. Look at each URL and see what you can learn from it. Also notice any

other information that might affect your opinion of the source’s reliability or

objectivity.

Are there sources that you immediately trust as reliable? Which ones, and why?

Are there any that you immediately assume will present a biased perspective?

Which ones, and why?

Are there any that are completely unfamiliar to you? If so, choose two or three and

speculate what type of source each might be.

3. Now click on a couple of the sources that you trusted as being reliable. Identify exactly

who wrote the document that you have accessed. If you cannot find an author, what

does that suggest? If there is an author, search that person’s name and see if you find

convincing credentials that support the assumption that he or she is qualified to write on

the subject at hand.

4. Do the same with at least two sources that you predicted would be biased. Does further

investigation support your assumption?

5. Go to at least one of the sources that were unfamiliar to you. Once you look more

closely at the source, do you find any evidence of its reliability or lack thereof? Explain.

6. Based on your research, do you think the expert is credible in his/her field? Give at

least two examples why.

Ethics wk 4

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Module 4:Utilitarianism Part 1

7.1Read this section to give you historical background to utilitarianism

8.1The Classical Version of the Theory

Utilitarianism:We should always act in such a way to promote the greatest balance of pleasure minus pain for all sentient beings affected by our actions.

A point about sentience: A sentient being is one capable of experiencing pain or pleasure.It is very common to portray utilitarianism as telling us to promote the greatest happiness/pleasure for the greatest number of people, as Rachels sometimes does.But that would misrepresent both Bentham and Mill.Consider, then, the following question:

According to Utilitarianism, we should always act in such a way to promote the greatest balance of pleasure minus pain for all and only people.a. True b. False

The answer is b. False.This should become clearer in Module 6 when we consider whether we have obligations to non-human animals.

Rachel summarizes utilitarianism in three propositions.The remainder of the chapter examines, explains, criticizes, and defends them.

By the end of the module, you should be able to state the definition of utilitarianism, explain Rachels three propositions of utilitarianism, and know the main problems with them and the utilitarian responses to them.

8.2Is Pleasure All That Matters?

The view that pleasure is the only thing valuable in itself (pleasure alone is intrinsically valuable) is called “hedonism”

You should read this section and then read the Nozick piece in The Right Thing.

Does Rachels’ discussion in 8.2 and Nozick’s discussion convince you that hedonism cannot be true?

8.3Are Consequences All That Matter?

The three criticisms discussed in this section (justice, rights, and backward-looking reasons) are thought to be the most serious objections to utilitarianism.You should be able to explain how the utilitarian standard is supposed to conflict with important beliefs we have about justice and rights and to explain why it cannot recognize the importance of backward-looking reasons.Later in the chapter we’ll see utilitarian responses to these charges.

Justice

Rights

Backward-looking reasons

8.4Should We Be Equally Concerned For Everyone?

This objection is raised against proposition c:each person’s happiness counts the same. . .Rachels quotes Mill as saying that this requires we must be “strictly impartial as a disinterested and benevolent spectator”

Is such strict impartiality a good thing or a bad thing morally?

8.5The Defense of Utilitarianism

We are now going to add another level of complexity to the discussion.Don’t lose track of where we are.We are considering the utilitarian standard of morality that says we should always act in such a way to promote the greatest balance of pleasure minus pain for all sentient beings affected by our actions.In 8.2-8.4 we considered objections to the utilitarian standard.In 8.5, Rachels presents important utilitarian responses to three important objections followed by three responses.The defenses are defensive strategies designed to show that the objections to utilitarianism fail.The three responses are offensive strategies designed to present positive considerations in favor of utilitarianism.

First Defense:Denying That the Consequences Would Be Good

Second Defense:The Principle of Utility Is a Guide for Choosing Rules, Not Acts

This point will come up again in Module 5, so you should make sure you understand it.

Third Defense:Common Sense Is Wrong

First Response:All Values Have A Utilitarian Basis

Second Response:Our Gut Reactions Can’t Be Trusted

The Third Response:We Should Focus On All the Consequences

8.6Concluding Thoughts

Utilitarianism has some serious problems, but some have found the defenses satisfactory and the responses compelling.Do you?Choose one and explain your reasons.

Historical Context Chart

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Question Description

  • Identify two secondary sources from your selected topic. The secondary resources will review two historical events that impacted your research topic. Complete the Historical Context Chart (linked within the rubric below) to explore the how these events inform the historical context of your topic and support your thesis statement.
  • Download and complete the Historical Context Chart. Save this chart as a file on your computer. Submit this saved file for instructor grading and feedback.
  • To complete this assignment, review the Learning Block 5-3 Historical Context Chart Rubric document.


Readings:

CHANGING HISTORICAL INTERPRETATIONS OVER TIME

Resource Icon As a part of their education and professional development, historians are trained in historiography, the study of how other historians have written about the past. Historians must be aware of what has been previously written about their subject for a number of reasons. First, historians want to make original contributions to their field. Knowing what others have said before is essential to avoiding redundant work. Historians also study what others have written about the past because the passage of time impacts historical interpretation.

The fact that historical interpretations change over time can be confusing. Those who are not familiar with the study of history sometimes use the term “revisionist history” with derision; to them, it seems that the narrative of the past cannot be changed, since the past should be a fixed point of facts. However, our interpretations of the past do change, often due to the times in which we live.

Consider the following: Prior to the beginning of the twentieth century, many of the histories that could be found in libraries and schools were about great men like George Washington and James Madison, or about great events like the American Revolution and the War of 1812. The nation’s historical narrative told stories of progress. Educated men who had the luxury of time and money wrote these histories. At the turn of that century, however, the Progressive Era birthed reformers who sought to enact social and economic change in American society. Historians who wrote in this era showed signs of being impacted by the times that they lived in; they wrote about economic division. Eventually, however, other historians questioned the Progressive interpretation of the past. In the post-WWII era when Cold War fears were high and American unity was emphasized, consensus interpretations of the past emerged and challenged the narrative of division penned by Progressive historians. Following the Civil Rights Act of 1964 and the Voting Rights Act of 1965, and amidst the Vietnam War and women’s liberation movement, historians interpreted history from the perspective of average individuals. Their subjects fought as enlisted men, worked in a variety of occupations, and were African Americans, immigrants, women, and children. Other historians observed the power of ideas in all of these periods and insisted that ideological interpretations of the past could not be discounted.

As you can see, the histories that you read today have been impacted by the times in which they were written. Without a doubt, the histories that are written in the future will also be impacted by the times in which the authors live. For example, as Baby Boomer historians grow older, we might see age grow in popularity as a category of historical analysis. As you begin your own research, be mindful of the times, including the one you currently occupy.

Video: What Is Historiography? (2:09)

HIS 100 Module Five Historical Interpretations Text Only Transcript

Essay on PSA (Public Service Announcements) Part 1 (Research)!

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Prompt for Parts 1 and 2

The Ad Council is a non-profit organization that creates media to raise awareness about public issues. Specifically, they produce Public Service Announcements (PSAs) to educate the public or change negative behavior.Your task is to write a proposal for a Public Service Announcement that you would like to see produced. While the Ad Council distributes media to both visual and print medium, your proposal will be for a print advertisement to be run in a national magazine.

Goals for Parts 1 and 2

This assignment will ask you to finesse your skills in writing arguments tailored to specific audiences (the American public and the Ad Council).In terms of writing in different disciplines, this assignment will help you explore skills used in marketing, communications, and non-profit management.

(Per the semester’s Student Learning Outcomes):

  • Students will apply the principles of research-based academic writing: distinguishing relevant from irrelevant information, drawing conclusions supported by facts, reasoning to valid conclusions, distinguishing implications and consequences.
  • Students will apply conventions appropriate for different audiences, purposes, and genres.
  • Students will use credible evidence in supporting a position.
  • Students will apply the basics of academic writing: clear expression, coherent ideas, discipline-appropriate thesis development, logical organization, and the conventions of standard written English.
  1. Students will use discipline-specific documentation styles, including in-text citations and properly formatted Works Cited or reference pages.

Specific Requirements for Part I- Research

Finding a Topic for the Research:

According to the Ad Council’s website:

  • Issues must be of great public importance to the public and worthy of a print ad for a nation-wide market.
  • Ad pitches should address issues that are not overdone. The Ad Council will not want to recreate an ad that they already have in production. Thus, try to be creative in your topic selection.
  • How long has this issue been going on?
  • How severe is this issue?
  • Who is affected by this issue?
  • What other solutions have been proposed so far?

Outlining the Problem:

Part I is your chance to inform the Ad Council about the issue you wish to address. Consider telling them things like:

Evidence

  • Must cite 5 sources (4 of these sources need to come from the Wake Tech databases).
  • Sources need to be cited in MLA format.
  • You should have both parenthetical citations and a Works Cited list.

Logistics

  • You may use “I” in this essay to pitch your campaign. However, this is a formal proposal so students should stay away from “you” and contractions.
  • Write Part 1 as a formal research essay. Thus, you will need all the components of a formal essay: intro, thesis, body paragraphs, and a conclusion.
  • The thesis for Part 1 should state the nature of the issue and your reasons for why this issue merits an ad campaign. If the overall goal of this unit is to create an ad for the Ad Council, your thesis will want to address this objective specifically.
  • Don’t forget to include “big picture” information in your conclusion about why this issue matters to your audience (the “so what” question).
  • Essay should be a minimum of 750 words and not more than 850.
  • Essay must be formatted in appropriate MLA format (one inch margins, 12 pt. font, heading, etc.)
  • Do not recycle material from old classes.

For More Information

Ad Council Website [opens in a new window]

Link: http://www.adcouncil.org/

How to Create the Perfect PSA [opens in a new window]

Link: https://www.govtech.com/education/news/How-to-Create-the-Perfect-Public-Service-Announcement.html

Independent self – associated with members of individualistic cultures, holds that the self is autonomous, self-contained, and behaves in accord with a unique configuration of internal attributes (such as traits, abilities, motives, and values). Interdepe

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  • Independent self – associated with members of individualistic cultures, holds that the self is autonomous, self-contained, and behaves in accord with a unique configuration of internal attributes (such as traits, abilities, motives, and values).
  • Interdependent self – characteristic of members of collectivist cultures, is a view of self in relation to others, and thus, behavior is dependent upon the social situation.

We are supposed to answer the three following questions,

1. What were these researchers attempting to assess in relation to the Interdependent Self?

2. Why do you think higher levels of an Interdependent Construal in a person would correlate significantly with higher stress in social situations?

3. This study was conducted with a Chinese sample. Do you think the results would have been different in a Western sample and why or why not?

This activity focuses on a key distinction between two self-definitions and their implications. Some cultures promote a definition of the self in terms of independence. Other cultures foster a definition of the self in terms of interdependence. First, read the article excerpts explaining the research design and results.

[3-4 sentences minimum for answers 2 & 3].

Intro – Psychological stress occurs when an individual perceives a situation

as exceeding his or her adaptive capacity. It is known to trigger a number of psychological and biological reactions. Situational characteristics that have been identified to contribute to the perception of a situation as stressful are unpredictability and uncontrollability

of a situation. Social-evaluative threat occurs when the individual is exposed to or anticipates exposure to negative social evaluation by his or her peers, while uncontrollability occurs in the situations which a behavioral response cannot affect an outcome. Besides the situational characteristics, researchers also emphasized the major role of personality characteristics in provoking a cortisol stress response.

One personality characteristic that is likely linked to the variables of both uncontrollability and social evaluative threat is the interdependent self-construal (interdependent self) concept.

Study Design – The Self-Construal Scale (SCS) (Singelis, 1994) was used to measure participants’ independent self-construal and interdependent self. The scale consists of 24 items divided into two dimensions, with each dimension including 12 items, such as “It is important for me to maintain harmony within my group” for the interdependent item and “I enjoy being unique and different from others in many respects” for the independent item. For each item, participants respond on a 7-point Likert scale ranging from 1 “Strongly disagree” to 7 “Strongly agree”. The Self-construal Scale was translated into Chinese by Li and colleagues and has been shown to have good validity and reliability in Chinese populations.

The Daily Stress Inventory (DSI) (Brantley et al., 1987) was used to assess the stress level that participants perceived in daily life. The DSI is made up of 58 items, such as “can’t finish the assigned work” or “was misunderstood by others”. Participants were asked to indicate whether they have experienced these events in the past 24 h, and then to rate the stressfulness of these events on a Likert-type scale from 1 (occurred but was not stressful) to 7 (caused me to panic). Three scores were finally computed as: (1) the number of events that have occurred: FREQ; (2) the sum of total rating scores of these events: SUM; (3) and the average rating scores of these events: AIR=SUM/FREQ. DSI has been identified to have decent reliability and validity.

Results – Results showed that participant’ self-report stress was positively correlated with their Interdependent Self measurements.


Review Assignment

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Sears, A. & Cairns, J. 2015. A Good Book, In Theory: Making Sense Through Inquiry, third edition, University of Toronto Press

Please Read Chapters 5 & 6, then follow the Review Guidelines

(Review Guidelines For Sears & Cairns, A Good Book, In Theory )

To read critically is to make judgments about how a text is argued. This is a highly reflective skill requiring you to “stand back” and gain some distance from the text you are reading. You might have to read a text through once to get a basic grasp of content before you launch into intensive critical reading. Don’t just look for isolated facts and examples, no matter how interesting they may be. Look for the large patterns that give purpose, order, and meaning to the examples used by the author(s). The opening sentences of paragraphs can be important to this task. THE KEY IS THIS: Read looking for ways of thinking about the subject matter. Don’t read looking only or primarily for information. When you are reading, highlighting, or taking notes, avoid extracting and compiling lists of evidence, lists of facts and examples. Avoid approaching a text by asking “What information can I get out of it?” Rather ask “How does this text work? How is it argued? How is the evidence (the facts, examples, etc.) used and interpreted? How does the text reach its conclusions? Note those places in a text where an author states assumptions, defines the concepts she/he uses and/or how she/he uses them, how she/he arrives at conclusions and explains her/his analysis.

1. What is(are) the topic(s) of each chapter? Determine the central claims or purpose of the chapter by describing what is covered. Also, note the thesis or thesis statement(s). Give specific page numbers where you locate specific points. Note and highlight the key terms and ideas in the chapter(s). Find definitions/usages for terms; that is, explain the term and/or idea and give specific examples. Don’t just provide a list, but rather note the terms and include an example in your notation. For the “Preface” provide a summary and ignore 2 and 3 below.

2. Identify the conclusion or goal of the chapter(s)? If you quote directly from a source, use the quotation critically. This means that you should not substitute the quotation for your own articulation of a point. Rather, introduce the quotation by laying out the judgments you are making about it, and the reasons why you are using it. Often a quotation is followed by some further analysis.

3. Respond to the “thinking points” presented in the chapter. (At least one for each chapter). Note that a list of these is found on the page (vii.) after the contents. Respond to the prompt or the questions in the “thinking point;” you may use personal examples or anecdotes when applicable. When you begin to think about how you might respond to a portion of a text – where you find a thinking point or an argument – try to remain aware of how this “thinking point” fits into the argument made in the text from which it is taken. Whenever possible, apply this to an experience in your life. If there is no “thinking point,” you may omit this item.

Conclude your submission with a complete bibliographic reference to the text.

Attachments are CH5 AND CH6 as screenshots FROM THE BOOK

Also, I have attached the Grading Rubric

Clinical Psychology Unit 7 Discussion

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Psychodynamic Case Scenario

For this discussion, watch the video: Psychodynamic Case Scenario. Use the information in the scenario to answer the following questions:

  • To what extent does Mallory’s behavior in this interview exemplify transference (see Chapter 12)?
  • To what extent does Dr. Santos’ behavior during the session influence your judgment regarding Mallory’s behavior as transference?
  • If it is transference, what, exactly, is Mallory transferring? From whom, might you speculate, is she transferring it?
  • If it is transference, and Dr. Santos is a psychodynamic psychotherapist, what is an ideal way for Dr. Santos to handle it? What if Dr. Santos was a humanistic psychotherapist, would she handle this situation differently?
  • Describe several of the defense mechanisms. (Please select several that have not all been described already by other students if possible.) Do any of those you described seem to be applicable to Mallory? How so?
  • How could the stages of change model be applied to this situation?

Reading and Resources

Please read the following chapters in your text:

  • Chapter 12: “Psychodynamic Psychotherapy”
  • Chapter 13: “Humanistic Psychotherapy”

Chapter 12 discusses the Psychodynamic School of Psychotherapy and the theories upon which it is based: accessing the unconscious, stages of psychosexual development, transference, resistance, and defense mechanisms. You will also read about additional contemporary forms of psychodynamic psychotherapy.

Chapter 13 introduces you to the Humanistic School of Psychotherapy and its central concepts: self-actualization, unconditional positive regard, congruence, empathy, and genuineness. You will also read about contemporary related approaches including Existential and Gestalt psychotherapy.

Practice the concepts covered in this unit by completing the Unit 7 Key Terms Activity.

Web Resources

Read the following articles:

The first is a very brief article that gives you a flavor of the kind of perspectives that psychodynamic therapists consider in working with a client who is addicted.

The second is an amazing article that will teach you about the Prochaska Model of Change, a powerful understanding of motivation for change and how it ebbs and flows as you successfully move through the process of change. You will learn about how to assess where your client is in the stages of change as well as what kinds of interventions help the most at each stage in the process of change.

This article is challenging to read and you do not need to read every word. Instead, focus on the following sections:

  • “Stages of Change” (pp.1102–1104)
    • Focus on the descriptions for: Precontemplation, Contemplation, Preparation, Action, and Maintenance.
  • “Spiral Pattern of Change” (pp.1104–1105)
    • What led the authors to decide that change is a spiral process?
  • “Mismatching Stage and Treatment” (p.1106)
    • Make sure you understand this section, as it is about resistance in therapy.
  • Review Table 1 (p.1108)
    • This covers many “Interventions” that help the client to change.
  • Review Table 2 (p.1109)
    • This indicates which interventions tend to be most effective at each stage of change.
  • “Integrative Conclusions” (pp. 1110–1112)

Please watch the PsychotherapyNet video: Time-Limited Dynamic Psychotherapy (TLDP) with Hanna Levenson Video.

Journal Articles

Please review the Library Guide for a list of articles to read for this unit. These have been selected from various academic journals, all of which can be found in the Purdue Global Library. Though they are not required to complete the coursework for this unit, they will be helpful for anyone wishing to gain a deeper understanding of clinical psychology.

TEXTBOOKS

Pomerantz, A. M. (2014). Clinical Psychology: Science, Practice, and Culture Third Edition: DSM-5