Preguntas personales. Conteste las preguntas en frases completas en español. (6 puntos)

1. ¿Dónde y con quién(es) vivías cuando eras niño/a? ¿Dónde y con quién(es) vives ahora?
2. ¿Qué te gustaba hacer de niño(a)? ¿Todavía haces esa actividad? ¿Por qué?
3. ¿Dónde trabajabas y/o estudiabas? ¿Dónde trabajas o estudias ahora?

El imperfecto. Rewrite the following text by changing the bolded verbs to the imperfect indicative to tell how life used to be. (7 puntos)

4-10. Estoy muy ocupado los sábados. Siempre voy al cine y veo una película. También salgo a comer. Mis amigos y yo comemos y hablamos hasta la medianoche. Mi mejor amigo siempre paga la cuenta.

El camino de Santiago. Answer the questions based on the information found in the Cultura en contexto  in complete sentences in Spanish. (4 puntos)

El camino de Santiago 

El Camino de Santiago es, desde hace mil años, una de las más importantes rutas de peregrinación del cristianismo.

La meta de este recorrido es el sepulcro del apóstol Santiago, situado en la obra cumbre de la arquitectura románica, la catedral de Santiago de Compostela, en Galicia. Todo comenzó con la leyenda del descubrimiento de los restos del apóstol, quien se convirtió en símbolo de la Reconquista, en una época de gran fervor religioso. A partir de entonces, millones de peregrinos, por razones de fe, o como un acto de recogimiento, meditación y cultura han recorrido los diferentes caminos que conducen a Santiago. Este fenómeno favoreció la construcción de numerosas obras arquitectónicas, lo que hoy en día constituye uno de sus principales atractivos. Todo peregrino que se precie llevará la concha o vieira, que le identificará como tal, en cada una de las etapas del viaje. Al finalizar el trayecto, el peregrino recibe la “Compostela” o “Compostelana”, documento acreditativo del viaj

Imagina que eres un peregrino en el camino.

1. ¿Cuál es tu meta?
2. ¿Por qué estás haciendo el recorrido?
3. ¿Qué llevas para identificarte?
4. ¿Qué vas a recibir al final?

Number your responses below.

For module 8 assignment pic of website for article mentioned is on the first snapshot, the organization that to discuss will be Nassau county jail. Will send a copy of module 5 assignment that was done, which is in relation to this assignment (module 8) cultural competency courseremainder screen shots are for module 7 assignment professional role and development course

Competencies

In this project, you will demonstrate your mastery of the following competencies:

• Determine an appropriate research methodology and design aligned to a research question
• Develop a research plan

Scenario

You are a research assistant for a faculty member in the Department of Psychology at a university. You have been asked to develop a research plan focused on one of the topics the faculty member is interested in studying.

For this project, you will review the topics provided by your faculty member and select the topic that interests you most. Then you will use the library to find relevant empirical and scholarly research studies to inform the research. Finally, you will develop a research plan to submit to your faculty member.

Directions

You will use your webtext writing template to complete this project. Select a topic from the list provided in your Soomo webtext. For your activity, you must address the rubric criteria listed below:

1. Determine the plan’s background introduction. Include the following details:
   1. The title of the plan
   2. Summary of three relevant empirical and scholarly research studies for the plan. Each summary should be about 150 to 250 words.
2. Develop a clear and specific research question that is relevant to the three research studies you chose. Your response should be about 25 words.
3. Develop a clear, specific, and testable hypothesis that corresponds to your research question. Your response should be about 25 words. Consider the following in your hypothesis:
   1. Your hypothesis should be informed by the claim you are making.
4. Describe aspects of sampling that you would want to consider while acquiring participants for your study. Your response should be about 100 words.
5. Select a design (experimental or correlational) for your proposed study that aligns with the research question and hypothesis. Your response should be about 100 words. Include the following details:
   1. Explain why you selected this design.
   2. Identify conceptual variables that align with the research question and hypothesis.
6. Select a measure to operationally define each of your conceptual variables. Your response should be about 100 words per variable. Include the following details:
   1. As you select a measure, also state whether it uses natural/laboratory observations, surveys, objective/physiological measures, interviews, etc.
   2. For each variable you measure, identify its scale of measurement.
7. Describe your type of analysis and the p value required to support your hypothesis. Your response should be about 50 words.
8. Develop the plan’s discussion content. Your response should be about 250 to 350 words. Include the following details:
   1. What you would expect to be the main finding of your study
   2. How you would know if your hypothesis was supported
   3. The potential implications of the findings
   4. A possible limitation of your proposed study
   5. Directions for future research

What to Submit

To complete this project, you must submit the following:

Research PlanYou will use your Soomo webtext writing template to complete the project and download for submission. Your plan must be a minimum of two pages. Sources should be cited according to APA style.

Project One RubricCriteriaExemplary (100%)Proficient (85%)Needs Improvement (55%)Not Evident (0%)ValueBackground IntroductionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDetermines the plan’s background introductionShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the plan’s background introductionDoes not attempt criterion10Research QuestionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDevelops a clear and specific research question that is relevant to the three research studies chosenShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the research question for the studyDoes not attempt criterion12HypothesisExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDevelops a clear, specific, and testable hypothesis that corresponds to the research questionShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the hypothesis of the studyDoes not attempt criterion10SamplingExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes aspects of sampling that would be considered while acquiring participants for the studyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to aspects of sampling for the studyDoes not attempt criterion10DesignExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerSelects a design (experimental or correlational) for the proposed study that aligns with the research question and hypothesisShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the design of the studyDoes not attempt criterion11MeasureExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerSelects a measure to operationally define each of the conceptual variablesShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to selecting measuresDoes not attempt criterion11AnalysisExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes the type of analysis and the pvalue required to support the hypothesisShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the type of analysis and the p value required to support the hypothesisDoes not attempt criterion10DiscussionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDevelops the plan’s discussion contentShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the plan’s discussion contentDoes not attempt criterion11Articulation of ResponseExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerClearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purposeShows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readabilitySubmission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas10Citations and AttributionsUses citations for ideas requiring attribution, with few or no minor errorsUses citations for ideas requiring attribution, with consistent minor errorsUses citations for ideas requiring attribution, with major errorsDoes not use citations for ideas requiring attribution5

Behavior Change Intervention

Throughout the term you have explored the ways in which applied behavior analysis is grounded in practical and philosophical foundations of natural science. This week your readings and activities will prepare you to examine the ways in which that foundation continues to support professional practice in applied behavior analysis. For this discussion, review the link below about Behavior Analysis | An Overview (Behavior Analyst Certification Board, 2018) video on areas of professional practice in ABA. Then, please create a brief scenario in which you imagine yourself as a behavior analyst who is developing an intervention to help an individual change a socially significant behavior by creating a simple system of reinforcement to increase a desired behavior. For instance, you might develop an intervention where time spent in seat at school is reinforced with teacher praise or tokens or an intervention to improve productivity in a factory by offering incentives. For best results, keep your scenario simple!

Please respond to the following:

• Provide a brief description of a simple behavior change intervention.
• Describe a simple plan of reinforcement to increase the desired behavior.
• Taking into consideration readings throughout the term on goals of science, philosophical assumptions of science, and the seven dimensions of applied behavior analysis, describe how the plan you are proposing is grounded in a scientific foundation.
• Finally, describe the scientist–practitioner model and discuss how it will guide your hypothetical intervention.
• https://www.youtube.com/watch?v=HnyYwWlenJg

Discussion A 200 words

1. RosenbergLinks to an external site.  Click Rosenberg Based on Attachment Theory Powerpoint and Rosenbergs self.esteem scale best describes the attachment style promoted in your home environment while you were growing up (or the home environment you are currently providing as a parent): Secure or Insecure (either  Anxious/Ambivalent or Anxious /Avoidant).

This is the scale 

https://openpsychometrics.org/tests/RSE.php 

2. Discussion B 200 words  workbook attached 

1. Levinson writes about structure-building and structure-changing periods. As you view your life now, do you see yourself as being in a structure-building or structure-changing period? Why?
2. On pages 12-17, there is a discussion of two dynamics that push us in and out of transitions: the stress reduction and the developmental models. For your current situation (or an earlier one if more appropriate) choose whether the stress reduction or the developmental model is more appropriate and explain why.

As always, be sure to show me the connection between you life and the readings. Also You MUST keep a conversation going by responding to at least 2 others. 

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Student Examples of assignment answers :

STRUCTURE BUILDING”I see myself in the structure-building period because my focus is on acquiring the credentials for public health education. I have made certain choices about where I want to live, work, worship, and study, and I am now fulfilling my obligations. This is a time when I am forging new alliances that will be helpful to my career goals. There is stability in my family and friendships.”

STRUCTURE CHANGING”I am in a structure-changing period in my life–as Levinson puts it, a transitional period. I am at a point where I am not sure where to go with my life. I am unsure if I want to extend my family or continue with my other personal goals of getting my degree and furthering my career. There is, of course, the option of doing both simultaneously…I think that the current situation is representative of the Age Thirty Transition. I want to settle down and have the traditional ‘family’ while at the same time realize my goals, some of which I have cacarried from my youth.”