Articulate the principles or concepts from the mental health recovery model that fit with your personal model.

Description

Narrative (Michael White and David Epston) Model Description * Provide the context of the model. Include key theorists, model formation, connection to systems theory, and model assumptions (including description of how change occurs). * Explain the role of the therapist in facilitating change. * Determine legal and ethical considerations unique to the model. * Explain which client population/presenting problems this model would work for and where it would not be appropriate. Model Fit * Document the strengths that will fit well with this model. * Indicate areas of improvement that will make this model a better fit for you. Include ways that you will watch for bias and potential misuse of power. Recovery Model and Narrative * Articulate the principles or concepts from the mental health recovery model that fit with your personal model.

Analyze how geospatial intelligence affects and is affected by Network Centric Warfare. Comment on possible implications for NGA

Geospatial Intelligence

Revolution Military Affairs

The Revolution in military affairs refers to the theory in the military system that is used to predict future warfare while connecting organizational recommendations and technology. In the last decade, the military world has experienced considerable change through international security due to geospatial intelligence adoption (Singer, 2009). In most cases, military operations require space, time, and the nature of matters within the confines of space and time. This aspect of geography defines nature, places, and military operations (Palka et al., 2005). The authors have agreed that the transition towards international security is highly linked to the various broad articulations of the geographical assessments adopted in military affairs.

Technological changes have been some of the most notable revolutions in the 21^st century. Most military destinations from different countries have emerged, with the most basic and innovative operations adopted with higher military effectiveness (Hurlburt et al., 2005). Revolutionary military affairs are part of the evolved series of Middle Ages affairs to the current state; the Revolution military affairs marked the demassification of soldiers from different locations of the world.

Network Centric Warfare

In the Department of Defense, Network Centric Warfare is one of the fundamental components that define planning and transformation in the military. NCW is one of the significant upcoming issues that define the revolution military affairs in the armed forces. NCW mainly focuses on the information technologies, thus affecting the speed and accuracy of geospatial intelligence (Hurlburt et al. 2005). Geospatial intelligence concerns the information from different locations that impact the military, a form of Network Centric Warfare (Palka et al., 2005). Most military affairs consider the general positioning of the information system that affects others while ensuring its efficiency. NCW directly connects to the national geospatial intelligence agency, as it articulates all the necessary information for military professionals. Geospatial intelligence affects NCW by requiring specific information, which necessitates the correct method of data collection. NGA can use NCW to deliver world-class geospatial intelligence while benefiting the process of policymaking and intelligence professionals.

The Future of Geospatial Intelligence

The national security services have a wide range of geospatial intelligence possibilities for their future to protect people. One of the best ways that the military can use GEOINT in the future is through the extraction of imagery and data to inform sensor-to-shooter mechanisms, facilitate troop movements, make mission command decisions, and enhance data security in the degraded environment while developing a different reality regarding the synthetic and equipment training environment (Hurlburt et al., 2005). Geospatial intelligence can extract new data that can be used to create real-time pictures. It will aid in decision-making while reducing the sensor timeline. In the current world, the tactical network forms a more significant part of the evolving information system in the contested environment (Hurlburt et al., 2005). Embracing the current technology is one way to use GEOINT tools with soldiers’ minimal training that ensures familiarity with information and commitment to future goals. It is essential to understand that the future intelligence service relies on geospatial intelligence to elevate their activities and gather information in a more specific and coherent fashion.

GEOINT and Terrorism

The acceleration of geospatial intelligence globally has opportunities and challenges that define the relations with terrorist organizations. With the existence of advanced technology, terrorists can also have the chance to obtain related information that is presented to the military department, which might be compromising. Some countries are challenged and threatened by certain technology advancements, resulting in the transfer of false information and compromise of different missions and commands (Martin, 2011). As much as the sensor networks can be used to change and supplement the systems by mapping and imaging, terrorists can have access to this information, which can damage the mission of curbing terrorism.

References

Hurlburt, P., Anderson, G., Cooke, T., Klumb, M., Fugate, A., Johnson, L., Park, A., Gordon, M., Cubarney, L., & Rener, M. (2005). Going to war with GEOINT. Pathfinder, 3(2).

Martin, M. (2011). Rapid geospatial assessment utilizing GIS to assess theories and hypotheses associated with patterns of global terrorism. The Pennsylvania State University.

Palka, E. J., Galgano, F. A., & Corson, M. W. (2005). Operation Iraqi Freedom: A military geographical perspective. Geographical Review, 95(3), 373-399.

Singer, P. (2009). The big cebrowski and the real RMA: Thinking about revolutionary technologies. In Wired for war (pp.179-204). Penguin Press.

• Lesson 06 GRADED Discussion: Topic 1 (Required)

The authors contend that the so called Revolution in Military Affairs as articulated by Schneider is based fundamentally on geospatial technologies and techniques. In two short paragraphs challenge and then defend this contention

• Lesson 06 GRADED Discussion: Topic 2a (Required: Select 2a OR 2b)

Analyze how geospatial intelligence affects and is affected by Network Centric Warfare. Comment on possible implications for NGA

• Lesson 06 GRADED Discussion: Topic 3 (Required)

Do some minimal research and suggest a future application for geospatial intelligence in support of national security. This could be a completely new application or an improvement in a current application.

Define the terms below in your own words.

Assignment–Scientific Inquiries in Nutrition

Many important findings about nutrients have been made through scientific research. The scientific process involves making observations, developing hypotheses (predictions) about observations, testing hypotheses through experiments, evaluating results, and drawing conclusions based on evidence. For this assignment, you will read How Science Works and the The Science Learning Center then address the items below.

Cite all sources in a standard citation format (APA, MLA, other). Cited sources are worth 10 points.

Spelling, grammar, and punctuation are worth 5 points.

Answers must be in your own words. Be sure to use college-level paraphrasing skills. To learn more about paraphrasing, see this link: https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter5/ch5-10.html

(A) Define the terms below in your own words. (5 points)

Hypothesis

Independent variable and Dependent variable

Controlled (control) variable

Randomized trial

Double-blind study

Explain how the independent variable relates to the dependent variable in an experiment

Answer the items below in your own words (20 pts)

Explain how the independent variable relates to the dependent variable in an experiment

Explain how a controlled (control) variable is different from an independent variable

Define correlation as it relates to an observation. Provide an example of data results where there is a correlation between the variables.

Define causality as it relates to experimental design and experimental results. Define in your own words and use the terms ‘independent variable’ and ‘dependent variable’ as part of your definition. Provide an example of data results where there is a causal relationship between the variables in an experiment.

True or False: A hypothesis statement does not need to mention the effect of the independent variable on the dependent variable. Explain the reasoning for your answer.

State the hypothesis. Explain what information you used to come up with a hypothesis statement.

A weightlifter reads about a new supplement that increases the size of muscles in less than one month. He wants to see if it actually works so he designs the following experiment with his friends. He divides them into two groups of 5. Before the experiment begins, he takes their weight and measures their major muscle groups. One group is given the supplement with water once a day after dinner for a month. The other group is given a placebo with water once a day after dinner for a month. Each group eats the same meals three times a day and works out the same way daily at the gym. The ages of the individuals vary from 20 – 50, and some are men and others are women. At the end of the month, the weightlifter takes the weight and measures the major muscle groups again of his friends.

(i) State the purpose of the study

(ii) State the hypothesis. Explain what information you used to come up with a hypothesis statement.

(iii) State the variables in the scenario. What are the Independent, Dependent, and Controlled (control) variables?

(iv) Is this a double-blind study? Explain your reasoning.

(v) Imagine that you conducted the experiment to test the hypothesis. Provide hypothetical results from the experiment (i.e., provide hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

State the variables in the scenario. What are the Independent, Dependent, and Controlled (control) variables?

During a school staff meeting, several staffers mentioned that it seemed to them that students who chose healthier food options at lunch time missed fewer days from school during the school year. The high school dietitian and social worker decided to collect data to test the hypothesis. They received approval from the principal and superintendent to conduct their research study. The dietitian collected data about which students chose healthy food options at lunchtime. She collected data for one lunch period each day. The social worker independently checked the attendance records of the students who had lunch during that lunch period. At the end of the school year, they shared the data they collected over the school year then analyzed the results.

(i) State the purpose of the study

(ii) State the hypothesis. Explain what information you used to come up with a hypothesis statement.

(iii) State the variables in the scenario. What are the Independent, Dependent, and Controlled (control) variables?

(iv) Is this a double-blind study? Explain your reasoning.

(v) Imagine that you conducted the experiment to test the hypothesis. Provide hypothetical results from the experiment (i.e., provide hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

Demonstrate the ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer-based engineering tools when appropriate

Assessed: 1. Develop and appraise knowledge and understanding of the mathematical principles necessary to underpin their education in their engineering discipline and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems 2. Demonstrate the ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer-based engineering tools when appropriate 3. Appraise and understand the capabilities of computer-based models for solving problems in engineering, and assess the limitations of particular cases 4. Enhance understanding of contexts in which analytical and numerical modelling are used in engineering,

Is this a double-blind study? Explain your reasoning.

A nutrition researcher recently learned that several members of an ocean side community have been complaining of headaches and nausea. The researcher met with members of the community to try to determine what they might all have in common. She learned that they all eat at Acme restaurant at least once per week. She approached the restaurant owner to discuss possible causes for the complaints. The owner and the chef are baffled, but then remembered that they started using a different brand of seafood seasoning. The nutritionist asks if she can conduct a research study, and the owner and chef agree. The researcher and her medical doctor colleague receive approval from their university to conduct the study. They pay 20 research participants (ages 20-21 years old, male and female) to participate in the study. Ten participants (five males, five females) are randomly assigned to one of two groups. One group will eat the dish prepared with the new brand of seasoning, and the other group will eat the dish prepared with the old, previously used brand of seasoning. Only the nutritionist and the chef are aware of which participant receives which seasoning. The medical doctor research partner will meet with each participant the day after they eat at Acme restaurant to conduct a health survey and assessment, including questions about headaches and nausea.

(i) State the purpose of the study

(ii) State the hypothesis. Explain what information you used to come up with a hypothesis statement.

(iii) State the variables in the scenario. What are the Independent, Dependent, and Controlled (control) variables?

(iv) Is this a double-blind study? Explain your reasoning.

(v) Imagine that you conducted the experiment to test the hypothesis. Provide hypothetical results from the experiment (i.e., provide hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

Did you understand the lesson so well that you can help a friend?

Discussing our Learning Intention: Exploring decisions about spending or saving money by “taking a stand.”

Our Success Criteria: I can “rake a srane” and debate what people or I should do with their or my money.

After separating the children back into their groups the children begin to answer and/or share their responses to the following questions:

What did you decide?

Are there any patterns?

What do the Save scenarios have in common?

What do the spend scenarios have in common?

To end the lesson plan I discuss how they are feeling about this Economic Lesson plan.

Do you need help because you do not get it?

Do you need a little help because you kind of get it?

Did you get it and understand the lesson?

Did you understand the lesson so well that you can help a friend?

You only have enough money to spend on either the carnival or the toy not both. What would you do? Would you save it for the Carnival or spend it on the toy?

Social Constructivist Learning Theory Lesson Plan – This is a Two Day Lesson

Title: Community Economics – Social Studies

Grade Level: 1st Grade

Materials Needed:

1. Monopoly Money and wallets for examples on discussions and to learn different                       currencies.
2. Graphs to show spending and Job Charts to show how to earn an allowance.

iii.     Paper and pencil for addition and subtraction and for personal graphing of their savings     or spending.

Objective:

Learn about making Decisions on either Spending money or Saving money. By the end of the lesson students will be able to count their money, chart their savings and figure out if they have enough of money to purchase an item on their “wish” list.

When the students enter the room I will hand them each of them a wallet of money containing mixed currency and coin. I will be wearing a hat decorated with Monopoly money and have money taped to my top as well items around the room that can be purchase with price tags, small puzzles, snacks, finger puppets etc. There will also be blank and completed chore charts around the room for example purpose.

Once class has settled I will state our Learning Intention: Today we will explore decisions that people make about spending or saving money by “taking a stand”. And then state what our Success criteria will be that I can “take a stand” and debate what people should do with their money.

As a group, the class will open their wallets and ask them what they have and to also count it. This ensures that each student knows what each denomination is and can add up their money correctly. Once I am certain that everyone knows their bills and coins and can properly add them up with paper and pencil we will move on to various discussions

The discussion will begin with what can the do with their money? Buy their favorite food or their favorite toy? Save it for a really big item that you would like to purchase? Share it with a sibling or parent? I am hopeful that these questions and then by guiding their responses we can create a healthy conversation regarding their wants and needs. I want that toy because it is my favorite or I need that toy to complete my set or to give to my baby brother.

After asking the above questions I will then direct the conversation towards what their wants are, what are some things that you really want to buy and then list them on a chart. And then ask them how much do you think it will cost to buy those items? Next to each item I will add a price; ex: a red Slinky costs $3.50. After we have completed this exercise I will then move on to the next portion of this exercise.

How can we get the money to buy the things that we want? What can we do to earn the money to purchase the things you want? I will then discuss how they can do chores at home to help our family and explain that the money they get is called an allowance.

At this point I will set the children up in groups to discuss and to make a list of chores that they can do to earn money. I advise the children that we are going to create a master list together of chores and how much they think they should be paid for those chores.

After the children have sat an discussed this topic for 15 minutes we chart what they think their chores should be and how much they should be paid for those chores. I tell the children that they are to bring home these lists and go over them with their parents and ask for their input.

Day 2

Once the students are settled in the classroom and ready to begin the day we start back on our Community Economics lesson and review the prior days lesson. Upon completion of the review we begin with the next portion titled “Taking a Stand”.

Discussion and scenarios:

You have been saving your money for a long time. You really want to a new video game. You have enough money to buy it and your parents said they will take you on Saturday to buy it.

Then your friends tell you about the carnival that will open next week. There will be games , rides, food and prizes. All your friends will be their too!

Problem:

You only have enough money to spend on either the carnival or the toy not both. What would you do? Would you save it for the Carnival or spend it on the toy?