What is the difference between process and outcome measures? Which is more important, if any, and under what circumstances?
Next, explain what is meant by the assessment-evaluative cycle? Why is this important?
250 words in APA format
6 pages total 1 cited and 5 credible sources. My thesis is ” The death penalty is the worst form of punishment and should be abolished” Use Ethos, Pathos, and Logos. And include counter argument
Provide 2 separate examples for why both the Byzantine and Sassanid Empire had such difficulty in dealing with the expansion of Islam in their respective territories.
Use evidence from the learning activities to support your answers.
A short (no more than 5-page typed double-spaced pages) research essay on one of the topics covered in the course (30%) [due date December 5].
Here is the topic:
Discuss the relationships between sociocultural and biological evolution.
I need a reflection for chapters 12.1 and 12.1.2(attached) on one page(each chapter should have a separate reflection).
DO NOT WRITE ONE REFLECTION FOR BOTH CHAPTERS
The reflections should answer all the questions attached to chapters file.
1. Compare the values of the 17th century Dutch Republic to 17th century France.
2. How did their different values affect the art created in each culture?
One paragraph for each question please. Thank You!
The book for this case study is introductory psychology by Spencer Ruthus (psych 6)
Basically all references needed for this assignment is from the book.
Sorry but currently I don’t have the ebook for this assignment.
Word count 200 – 250.
Chose two works of art in Chapter 10 “Mind and Body”. Note artist and title with page number.
Compare and contrast them in all the ways you can think of.
The Loss of Vision
History shows, then, that as a result of these unusual forces in the education of the Negro he easily learns to follow the line of least resistance rather than battle against odds for what real history has shown to be the right course. A mind that remains in the present atmosphere never undergoes sufficient development to experience what is commonly known as thinking. No Negro thus submerged in the ghetto, then, will have a clear conception of the present status of the race or sufficient foresight to plan for the future; and he drifts so far toward compromise that he loses moral courage. The education of the Negro, then, becomes a perfect device for control from without. Those who purposely promote it have every reason to rejoice, and Negroes themselves exultingly champion the cause of the oppressor. A comparison of the record of the spokesmen of the race today with that of those of the eighteenth century shows a moral surrender. During the prolonged struggle between the French and English in America the Negroes held the balance of power at several strategic points and used it accordingly; today the Negro finds himself inconsequential because he can be parked on one side of the fence. The same balance of power was evident also during the American Revolution when Negro soldiers insisted on serving side by side with others; today many Negroes are content as menials in the army. At that time Negroes preached to mixed congregations; today we find Negroes busy separating them. The eighteenth-century Negro resented any such thing as social distinctions; today Negroes are saying that they do not want social equality. Negroes of that epoch said with the ancient poet, “I am a man and deem nothing that relates to man a matter of indifference to me”; today, however, the average Negro says, “Now, I am a colored man, and you white folks must settle that matter among yourselves.”
At a still later date the American Negro showed more courage than he does today with all of his so-called enlightenment. When the free Negroes were advised a hundred years ago to go to Africa they replied that they would never separate themselves from the slave population of this country as they were brethren by the “ties of consanguinity, of suffering, and of wrong.” Today, however, the Negro in the North turns up his nose at the crude migrant from the South who brings to the North the race problem, but along with it more thrift and actual progress than the Northern Negro ever dreamed of.
When, again in 1816, free Negroes like Richard Allen, James Forten, and Robert Purvis, were referred to as a foreign element whose social status might not be secure in this country, instead of permitting the colonist to shove them aside as criminals to be deported to a distant shore, they replied in no uncertain terms that this soil in America which gave them birth is their only true home. “Here their fathers fought, bled, and died for this country and here they intended to stay.” Today when such things come up you find Negroes appearing upon the scene to see how much pay they can obtain to assist in the proposed undoing of the race.
Further emphasizing this thought of resistance a few years later, Nathaniel Paul, a Baptist preacher of Albany, informed the colonist that the free Negroes would not permit their traducers to formulate a program for the race. You may go ahead with your plan to deport this element in order to make slavery secure, he warned; but the free Negroes will never immigrate to Africa. “We shall stay here and fight until the foul monster is crushed. Slavery must go.” “Did I believe it would always continue,” said he, “and that man to the end of time would be permitted with impunity to usurp the same undue authority over his fellow, I would disavow any allegiance or obligation I was under to my fellow creatures, or any submission that I owed to the laws of my country! I would deny the superintending power of divine Providence in the affairs of this life; I would ridicule the religion of the Savior of the world, and treat as the worst of men the ministers of the everlasting gospel; I would consider my Bible as a book of false and delusive fables, and commit it to the flames; nay, I would still go farther; I would at once confess myself an atheist, and deny the existence of a holy God.”
And these Negroes of a century ago stood their ground and fought the pro-slavery deportationist to a standstill, for with the exception of a few pioneers the emigrants to Liberia were largely slaves manumitted on the condition that they would settle in Africa. These freedmen, then, could have no ideals but those of the slave-holding section from which they were sent. They established, therefore, a slavocracy in Liberia. If Liberia has failed, then, it is no evidence of the failure of the Negro in government. It is merely evidence of the failure of slavery.
The Negroes attacking Jim-Crowism almost a century ago fearlessly questioned the constitutionality of such a provision. Speaking through Charles Lenox Remond of that day, they said, “There is a distinction between social and civil rights. We all claim the privilege of selecting our society and associations, but, in civil rights, one man has not the prerogative to define rights for another. These [race] distinctions react in all their wickedness—to say nothing of their concocted and systematized odiousness and absurdity—upon those who are illiberal and mean enough to practice them.”
In our day, however, we find some “highly educated” Negroes approving such Jim-Crowism. For example, not many years ago an outstanding Baptist preacher, dabbling in politics in West Virginia, suggested to the whites that they enact a Jim Crow car law in that State, and we had difficulty in crushing that sentiment. A few years thereafter the author heard one of our bishops say that we should not object to such separation, for we want to be by ourselves. When this distinguished churchman died the traducers of the Negro lauded him to the skies; and thoughtless members of the race, thinking that he deserved it, joined in the loud acclaim.
In this way, the large majority of “educated” Negroes in the United States have accepted segregation, and have become its fearless champions. Their filled but undeveloped minds do not enable them to understand that, although an opiate furnishes temporary relief, it does not remove the cause of the pain. In this case we have yielded on principle to satisfy the mob, but have not yet found an ultimate solution of the problem at hand. In our so-called democracy we are accustomed to give the majority what they want rather than educate them to understand what is best for them. We do not show the Negro how to overcome segregation, but we teach him how to accept it as final and just. Numerous results from this policy may be cited. The white laboring man refuses to work with Negroes because of the false tradition that the Negro is an inferior, and at the same time the Negro for the same reason becomes content with menial service and drudgery. The politician excludes the Negro from the councils of his party and from the government because he has been taught that such is necessary to maintain the supremacy of his race; the Negro, trained in the same school of thought, accepts this as final and contends for such meager consideration as the bosses may begrudgingly grant him. An irate resident in an exclusive district protests against an invasion by Negroes because he has learned that these poverty-stricken people are carriers of disease and agents of crime; the Negroes, believing that such is the truth, remain content in the ghetto. The irrational parent forces the separation of the races in some schools because his child must occupy a seat next to a pupil of “tainted” African blood; the educated Negro accepts this as inevitable and welcomes the makeshift for his people. Children of Negroes are excluded from the playgrounds because of the assertion that they will contaminate those of the whites; the Negroes yielding, settle down to a policy of having their children grow up in neglected fashion in the most undesirable part of the city. The Negro is forced to ride in a Jim Crow car to stamp upon him more easily the badge of his “inferiority”; the “educated Negro” accepts it as settled and abandons the fight against this social proscription.
And thus goes segregation which is the most far-reaching development in the history of the Negro since the enslavement of the race. In fact, it is a sequel of slavery. It has been made possible by our system of mis-educating innocent people who did not know what was happening. It is so subtle that men have participated in promoting it without knowing what they were doing.
There are a few defenders of segregation who are doubtless sincere. Although nominally free they have never been sufficiently enlightened to see the matter other than as slaves. One can cite cases of Negroes who opposed emancipation and denounced the abolitionists. A few who became free re-enslaved themselves. A still larger number made no effort to become free because they did not want to disconnect themselves from their masters, and their kind still object to full freedom.
Ever since the Civil War when Negroes were first given a chance to participate in the management of their affairs they have been inconsistent and compromising. They have tried to gain one thing on one day by insisting on equality for all, while at the same time endeavoring to gain another point the next day by segregation. At one moment Negroes fight for the principle of democracy, and at the very next moment they barter it away for some temporary advantage. You cannot have a thing and dispose of it at the same time.
These timorous men were very much like some Negroes who were employed near the author’s home in Virginia by a Northern farmer, who had moved into the State after the Civil War. When breakfast time came the first morning he called them in to eat at the table with his family. These actual slaves, however, immediately lost their appetite. One finally called the employer aside and settled the matter in another way. He said:
“Now boss, you ain’t used to de rules ob dis country. We just can’t sit at de table wid wite folks. We been use ter eating a cake er bread out yonder ‘tween de plow handles. Les us go out dar.”
The system, therefore, has extended from one thing to another until the Negroes today find themselves hedged in by the color bar almost every way they turn; and, set off by themselves, the Negroes cannot learn from the example of others with whom they might come into contact. In the ghetto, too, they are not permitted to construct and carry out a program of their own. These segregating institutions interfere with the development of self-help among Negroes, for often Negroes fail to raise money to establish institutions which they might control, but they readily contribute large sums for institutions which segregate persons of African blood.
Denied participation in the higher things of life, the “educated” Negro himself joins, too, with ill- designing persons to handicap his people by systematized exploitation. Feeling that the case of the Negro is hopeless, the “educated” Negro decides upon the course of personally profiting by whatever he can do in using these people as a means to an end. He grins in their faces while “extracting money” from them, hut his heart shows no fond attachment to their despised cause. With a little larger income than they receive he can make himself somewhat comfortable in the ghetto; and he forgets those who have no way of escape. Some of these “educated” classes join with unprincipled real estate men in keeping Negroes out of desirable parts of the city and confining them to unsanitary sections. Such persons help the profiteer to collect from Negroes thus cornered a larger rental than that exacted from whites for the same property. In similar fashion a Negro minister sometimes goes into a community where the races are moving along amicably together in their churches and rents a shack or an old empty store to start a separate church for “our people,” not to supply any practical need but to exploit those who have never learned to think. Professional men, too, walking in their footsteps, impose also upon the poor innocent Negroes who do not know when they are being treated properly and when they are not, but high fees may be obtained from them inasmuch as they cannot always go to others for service.
Settling in a community with mixed schools, the educated Negro often advocates their separation that his daughter may secure a position in the system. The Negro politician is accustomed to corner the Negro vote, by opening a separate office from which he may bargain with the chieftains of the machine for the highest price available. When paid off by some position, which is not very lofty, this office-holder accepts such employment with the understanding that he will be set off by himself as if he were destructive of the rest of mankind.
In the present crisis, however, the “highly educated” Negroes find very little to exploit, and in their untoward condition they have no program of finding a way out. They see numerous instances of Negroes losing their jobs in white establishments. In fact, these things occur daily. Janitors who have been giving satisfaction are abruptly told that they will no longer be needed. Negro waiters in hotels are being informed that their places will go to white workers. Negro truck drivers are ordered to step down and let the needy of the other race go up. We hear so much of this that we wonder what the outcome will be.
In this readjustment, of course, when there are fewer opportunities left for those who cannot or do not have the opportunity to operate machines the Negroes will naturally be turned out of their positions by their employers who think first of their own race. In the ultimate passing of the depression, however, Negroes will not be much better off when some of the whites now displacing them will rise to higher levels. In the economic order of tomorrow there will be little use for the factotum or scullion. Man will not need such personal attention when he can buy a machine to serve him more efficiently. The menial Negroes, the aggregate of parasites whom the “highly educated” Negro has exploited, will not be needed on tomorrow. What, then, will become of “our highly educated” Negroes who have no initiative? We have appealed to the talented tenth for a remedy, but they have nothing to offer. Their minds have never functioned in this all-important sphere. The “educated” Negro shows no evidence of vision. He should see a new picture. The Negroes are facing the alternative of rising in the sphere of production to supply their proportion of the manufacturers and merchants or of going down to the graves of paupers. The Negro must now do for himself or die out as the world undergoes readjustment. If the whites are to continue for some time in doing drudgery to the exclusion of Negroes, the latter must find another way out. Nothing forces this upon one more dramatically than when he learns that white women in Montgomery, Alabama, are coming to the back door of Negro homes asking for their washing. If the whites have reached this extremity, and they must be taken care of first, what will be left for the Negroes?
At this moment, then, the Negroes must begin to do the very thing which they have been taught that they cannot do. They still have some money, and they have needs to supply. They must begin immediately to pool their earnings and organize industries to participate in supplying social and economic demands. If the Negroes are to remain forever removed from the producing atmosphere, and the present discrimination continues, there will be nothing left for them to do.
There is no reason for lack of confidence because of the recent failure of Negro enterprises, although the “highly educated” Negroes assert the contrary. This lack of confidence is the cause of the failure of these enterprises. If the Negroes had manifested enough confidence in them and had properly supported them, they would have been strong enough to stand the test in the crisis. Negro banks, as a rule, have failed because the people, taught that their own pioneers in business cannot function in this sphere, withdrew their deposits. An individual cannot live after you extract the blood from his veins. The strongest bank in the United States will last only so long as the people will have sufficient confidence in it to keep their money there. In fact, the confidence of the people is worth more than money.
The lack of confidence of the Negro in himself and in his possibilities is what has kept him down. His mis-education has been a perfect success in this respect. Yet it is not necessary for the Negro to have more confidence in his own workers than in others. If the Negro would be as fair to his own as he has been to others, this would be all that is necessary to give him a new lease on life and start the trend upward.
Our minds must become sufficiently developed to use segregation to kill segregation, and thus bring to pass that ancient and yet modern prophecy, “The wrath of man shall praise thee.” If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto. This assumption of Negro leadership in the ghetto, then, must not be confined to matters of religion, education, and social uplift; it must deal with such fundamental forces in life as make these things possible. If the Negro area, however, is to continue as a district supported wholly from without, the inept dwellers therein will merit and will receive only the contempt of those who may occasionally catch glimpses of them in their plight.
As Frederick Douglass said in 1852, “It is vain that we talk of being men, if we do not the work of men. We must become valuable to society in other departments of industry than those servile ones from which we are rapidly being excluded. We must show that we can do as well as they. When we can build as well as live in houses; when we can make as well as wear shoes; when we can produce as well as consume wheat, corn and rye—then we shall become valuable to society.
“Society,” continued Douglass, “is a hard-hearted affair. With it the helpless may expect no higher dignity than that of paupers. The individual must lay society under obligation to him or society will honor him only as a stranger and sojourner.”
For this assignment you are a job coach and your job is to create an outline to help P keep his job. Please respond with 500 words,and follow the instructions below : I attached some resources that may help
P. has a job at a new national hardware/building material store. His job is to load large outdoor garden materials/plants/furniture into the cars/trucks of customers. He is strong and does his job quite well. The problem is that during slow times at the store, he often wanders into the store to look around and is not near the garden department when he is needed. While he can be paged to come back to his work station, this takes extra time and slows the customer’s exit from the store. Efforts to talk to P. have resulted in an initial behavior change but it wasn’t long before he left his work station again during a slow time. P.’s supervisor has called you and requested your help.
Outline the steps you would take to assure that P. remains at his work station and does not lose his job.
Based on knowledge about discovering individual strengths, we will review some more specific ways to assist individuals in developing skills on the job. Components of good instructional programs include:
The use of instructional strategies for individuals who are supported in employment has been well documented and specific strategies have included all of the above. Critics of providing instruction at job sites have, however, argued that training by an employment specialist or job coach draws attention to the individual and isolates him or her from co-workers and supervisors. Well-designed instructional programs, which are individually driven, do not separate people with disabilities from others. Employment specialists and job coaches must have knowledge of training strategies, the individual’s support needs, employer support needs, and the demands of the workplace in order to select the least intrusive method for providing support.
Before the individual begins working, you must analyze the job and organize the daily routine. This includes identifying the areas in which various job tasks are performed, determining the essential and non-essential job functions, establishing a work routine, identifying supports in the workplace and designing appropriate training and support strategies. Usually, working one shift prior to introducing the individual to the position will be adequate for completing these activities. When you have performed the job, you can note the specific duties and estimate the amount of time required for completion of each task of the job.
In order to develop and use task analyses; you must follow these steps:
Characteristics of a “Good” Task Analysis:
Helpful hints for developing task analyses:
Sample Task Analyis
The following task analysis was developed for cleaning a bathroom toilet. The coach/specialist developed it from watching a co-worker perform the duty:
When observing an individual following these steps, it is important that you watch to see if he/she can follow them in an efficient and appropriate manner. For example, if the individual does not understand how many times to “tap the brush”, you could modify the instruction to say: “Tap the brush 3 times.” This is a very short example and it would need to be modified depending on the individual and the exact expectations of the employer for getting the task done.
Recording and graphing data is critical to the success of job–site training. Measurement procedures are vital, because they allow the employment specialist/job coach to monitor the employee’s progress and determine whether a particular training strategy is effective or needs modification. Data collection also can provide documentation for continued funding of supported employment for the individual.
Measurement procedures continue throughout initial job training and into long–term support. They assist the employment specialist/job coach in identifying additional training or retraining needed by the individual. Baseline, probe and prompt data are based on the task analysis of each major job duty and indicate the level of independence reached by the individual.
Initial data collection before instruction is called baseline and should be conducted at least once prior to the initiation of a new skill acquisition program. Data collected after training begins is probe data. The procedures for baseline and probe data are essentially the same and provide information about how well an individual performs in the job without prompting or reinforcement. Probe data should be collected at least once each week.
Another form of instructional strategy is the collection of probe data in order to find the appropriate level of instruction needed for the individual. You can construct a single opportunity probe or multiple probes. The specialist/coach shows the individual how to perform the specific job duty prior to conducting the baseline assessment. After training begins, the individual is asked to perform the duty without any prompting or demonstrations. The steps for performing a single opportunity probe are listed in the following table.
Single Opportunity Probe
There is one major benefit to using a single opportunity probe for data collection. Specifically, assessment is not time consuming and does not interrupt the natural flow of the workplace. The use of multiple opportunity probes shows which steps the individual is having difficulty performing without assistance, prompting or reinforcement.
Multiple Opportunity Probe
| Indirect Verbal Instructions: | What do you do now? What do you do next? What happens now? |
| Direct Verbal Instructions: | Get the timecard. Stock the cart. Fill the containers. |
| Indirect Nonverbal Instructions: |
A blinking light on a copy machine is natural cue that can prompt the individual to push the button to make copies. A dryer buzzer is a natural cue to unload the towels and fold them. |
| Gestures: | Point to the time clock (to prompt the individual to clock in). Tap a wristwatch (to prompt the individual to take a break). Touch a stack of aprons (to prompt the individual to put on an apron). |
| Model Prompts: | Co-worker shows the individual how to get to the employee break room. Supervisor demonstrates how to turn on the machine. |
| Partial Physical Assistance: | Coach/Specialist taps the individual on the arm to pick up time card. Coach/Specialist guides the individual’s elbow to prompt him/her to pick up towels. |
| Full Physical Assistance: | Coach/Specialist, with hand over the individual’s hand, selects time card from the rack. Coach/Specialist, with hand on the individual’s hand, guides him/her in placing a towel on top of stack. |
How do I use a system of least prompts to provide instruction?
Helpful Hints in Using Least Prompts:
The interval time between each level of assistance should not be too long. It may vary with the physical capabilities of the individual. The interval time between each level should remain constant, i.e. 3 seconds or 5 seconds. Interrupt all errors immediately even if they occur during the period between prompts. Do not repeat the same prompt more than once.
Least prompts can include:
Usually three types of prompts are sequenced in least to most assistance strategy.
Selection of reinforcers as well as the systematic delivery of reinforcement can assist an individual in becoming successful in the workplace. The most effective reinforcers are those that occur as a natural consequence to a given task or situation within the work environment. Therefore, your role is to begin by identifying items that are available on the job site. This includes things like co-worker praise, supervisor approval, positive written evaluations, pay raises or bonuses, etc. Remember that not all people are reinforced by the same items and that even the most preferred reinforcement, if used too much, will lose its effectiveness. Only after having tried to identify and use a natural reinforcer in the worksite should the coach/specialist select a more artificial one. Think about the following issues and what is important to you:
What’s Reinforcing To You?
Your supervisor is very pleased with the work that you have been doing. She has given you the following list and asked you to rank the items in order from the one you would most prefer to least.
More than likely, employees would have varying preferences
How Do Items Develop Reinforcing Properties/Value?
How To Get The Most Out Of Reinforcers:
Using Reinforcement For Instruction:
Get a schedule for reinforcement. Decide upon the number of tasks or behaviors that must be performed correctly (i.e. the number of pots washed or the number of towels folded) in order for the reinforcement to be provided. This number can be fixed (provided after the set number of correct tasks are performed) or variable (provided when the task can be performed a set number of times on the average). The schedule may also be either fixed (ever five minutes, every three days, once a week) or variable (on the average of every five minutes, every three days, or every hour).
Regardless of the schedule being used, set a criteria and gradually increase the requirements in order to fade the reinforcement.
Using compensatory strategies during job site training can enhance a person’s ability to learn and perform independently. In some instances, compensatory strategy can reduce or eliminate instruction and allow the individual to participate in activities that he or she otherwise would not be able to do. For example, an individual may use a money card to purchase a soda from a vending machine. This can eliminate the need to distinguish between coins or the actual amount that is required to access the machine. The steps to use the strategy may require instruction and should be included within any task analyses that are developed.
If you choose to use compensatory strategies, it is advisable to design them with input from the individual, employer and co-workers. You should be careful in the selection and design of the materials to ensure that they do not stigmatize the individual nor get in the way in the workplace environment. The following list offers some examples of compensatory tools:
If the individual has difficulty reading requests to determine work assignments, you could:
If the individual can’t count to package work materials, you could:
Whenever you use pictures to design a compensatory strategy, be sure:
All compensatory strategies should be simple to use, concise, and as inobtrusive as possible.
Compensatory Memory Strategies
Individuals with brain injury may have specific memory difficulties. This may include problems with auditory and visual memory and learning, as well as short and long-term memory. The following strategies for dealing with such issues are adapted from material compiled by Virginia Commonwealth University:
If you have used all possible compensatory strategies and you still find the individual does not know how to complete the job duties, you must revise your training program. First review the data and pinpoint the changes that need to be made. In some instances, you could ask other persons in your agency or fellow job coach/employment specialists for other possible solutions. The following questions can assist in modifying the training program:
Sometimes, in spite of efforts to change the training program, modify the workplace, or add assistive technology devices and services, the individual will still have difficulty performing a job duty. In these instances, the coach/specialist may need to negotiate with the employer to determine if a co-worker can share the job duty or switch for one that is of equal responsibility. The individual, employer, co-worker(s), and employment specialist should meet to discuss the alternatives. A change in the worker’s responsibilities will require the implementation of a new training program for helping him or her perform the new job duties.
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