Ch 24
Find a topic that you know very well something that you can explain well. Knowing a lot about something can help a presentation move swimmingly. After you find a topic research it in familiar places such as the internet, tv, books. Put all your ideas in a mind map. This will help to organize your ideas. Make sure to reference your findings. Plagerism can get you in serious trouble.

Ch 25
Writing essays in class is hard to some students and not to others. If it hard you you make sure to study before the test. On test day take your time. Essays that are assigned for homework is consider essaier. You can research by internet or books and handouts from the teacher. Make sure to mind map everything its helpful and leads to a better essay.

Ch 26
Writing for the workplace is a important issue and a big responsibility. For example writing a memo to every or individual empoley is important. To get started find out the topic and mind map it. Chosee the right format with title memo in bold on the top of the page. Then intro body and conclusion.

Ch 27
Writing and designing in the web can be fun and enjoyable. But can also be havoc. Knowing how to work with the internet is the most difficult. Knowing the audience is also important. Research is important along with mind maps.

paper 4

When the term ‘at-risk’ juvenile is mentioned, usually ideas of gangs, drugs, or maybe stealing are what come to mind immediately. But there is a lot more to the ‘at-risk’ population of youth than most would expect. Being a gang member or using drugs isn’t the only criteria that can put adolescents at risk to crime or delinquency. One of the most common, but maybe most unconsidered factor that puts youth ‘at-risk’ is familial relationships and lack of them. In this summary of research a discussion is presented on the development of the juvenile criminal mind, the familial correlates associated with escalation of juvenile delinquent behavior, and the rehabilitation potential and challenges. The following research shows that an adolescent’s relationship with his/her parents or caregiver and family life during development is key. The below studies and research discussed will conclude that an adolescents perceived level of parental support in fact does correlate with their level of delinquency. Other research discusses the early development of delinquency within divorced families. Lastly, the variety of rehabilitation programs and which of the programs work and do not work. Although there are many other elements to adolescent development such as social, and psychological factors that are important, in entirety all of those factors as you will read, relate to familial factors in some way. All in all it comes down to the way the adolescent is raised, disciplined, supported, and loved that may decide if in fact they are considered ‘at-risk’.

When discussing how an adolescent develops into a juvenile delinquent many factors such as social, psychological and familial, have been considered to contribute to delinquent behavior. As stated by Bartol & Bartol in 2005, “Social factors such as social class has been said to be a risk factor that can contribute. Accumulating research evidence strongly indicates that poverty is one of the most robust predictors of adolescent violence for both males and females (Hammond & Yung, 1994; H. Hill et al., 1994; Sampson & Wilson, 1993)”. Although low social class does contribute to a large population of the juvenile delinquent population, this factor is not the sole predictor of juvenile delinquent behavior. Every child that is brought up with a low income or family coming from poverty does not end up in the juvenile justice system. Many other factors play a huge role in the development of the adolescent mind and personality, which contribute to an adolescent’s behavior. An adolescents peer experiences also can contribute to their behavior. The relationships and interactions that an adolescent has with his/her peers can put them at a higher risk for juvenile delinquency. Sometimes they seem to simply do what their peers do. So if that involves drug use, stealing, or skipping school then they do it, no matter if the behavior is delinquent or not. Research by Kenneth Dodge and associates (Dodge & Pettit, 2003) shows that the amount of exposure a child has to aggressive peers in day care or preschool is predictive of later child aggressive behavior, most likely because of modeling effects (Bartol & Bartol, 2005). Rejection by peers also can encourage behavioral problems, because the child will then mock any behavior in order to fit in with his/her peers.
Adolescence is a process that involves many changes that include physical size and the reproductive system, but the process also includes the organization of social relations with parents. An adolescent’s relationship and support from parents is a factor that could in part play a huge role in predicting delinquent behavior.
In contrast to historically earlier perspectives that portrayed adolescence as a highly turbulent developmental phase, characterized by heightened conflict in parent-adolescent relations, more recent perspectives have suggested that parent-adolescent relationships remain highly supportive and emotionally significant as parents often facilitate adolescents in coping with often stressful transitional events (e.g., Brook, Brook, Gordon, Whiteman, & Cohen, 1990; Cooper et al., 1983; Greenberg Siegel, & Leitch, 1983; Youniss & Smollare, 1985). Moreover, several research studies have indicated that strong emotional ties by adolescents with the family are associated with higher levels of self-esteem and self-efficacy (e.g., burke & Weir, 1979; Hoelter & Harper, 1987) and lower levels of, or delayed entry into substance abuse (e.g., Brook et al., 1990; Wills & Vaughn, 1989; Windle, M., & Miller-Tutzauer, C, 1992).
If an adolescent does not establish that emotional connection with their parents this could put them at higher risk to then be easily influenced by other social factors such as peer experiences in order to make up for that missing relationship or connection with their parents. Adolescents have an internal need for not only love from their parents, but also a need for discipline and guidance from them. As Gerald Patterson (1982, 1986) concluded years ago, “The parents or caretakers of delinquency-prone children support their use of antisocial behavior by inadvertently reinforcing such behaviors and by failing to reinforce prosocial ones” (Bartol & Bartol, 2005). Overall making this particular at-risk population of youth very large in numbers within the juvenile justice system.

The contribution of familial structure and support to the population of at-risk youth is the basis of the development of a juvenile’s criminal mind. The above research concludes that in every part of an adolescent’s development, (the social, psychological, and environmental aspects) the parental or caregiver support/structure has an effect. Whether the effect is primary or secondary, familial support and structure is the main basis for adolescent development. The research by Van Dorn & Williams showed how prior familial problems can correlate with the escalation from nonviolent acts to violent acts. Showing how family relations in early development plays an important role in estimating delinquency and violence for juveniles later in adolescence. Whereas the research by Windle & Miller-Tutzauer showed that a disruptive family environments may contribute to lower levels of perceived family support, which contributes to more problem behaviors in adolescents. Showing that something that can seem so minuet, such as support can greatly contribute to problem behaviors, which eventually can turn into delinquency. The social interaction-learning model of parenting and delinquency that was discussed by DeGarmo & Forgatch, stated that “Training for early arrests, prior to age 14, begins in the home as early as the preschool years” (DeGarmo, D., & Forgatch, M., 2005). Overall, the at-risk youth population that is at the highest of risk is the youth lacking familial support and structure.

Bartol, C., & Bartol,A. (2005). Criminal Behavior, A Psychological Approach. New Jersey. Pearson Prentice Hall.
Bullis, M., Yovanoff, P., Mueller, G., & Havel, E. (2002). Life on the ‘outs’—Examination of the facility-to-community transition of incarcerated youth. Exceptional Children, 69(1), 7-22.
DeGarmo, D., & Forgatch, M. (2005). Early development of delinquency within divorced families: Evaluating a randomized preventive intervention trial. Developmental Science, 8(3), 229-239.
Windle, M., & Miller-Tutzauer, C. (1992). Confirmatory factor analysis and concurrent validity of the Perceived Social Support-Family measure among adolescents. Journal of Marriage & the Family, 54(4), 777-787.

paper 3

Youth suicide is a silent epidemic that is crying out for attention. Suicidality in adolescence has become an emerging problem within the United States. As discussed by Judge & Billick (2004) the suicide mortality rate for 15 to 19 year-olds is six times the rate for 10 to 14 year-olds, and during 2001 4,382 youths between the ages of 15 and 24 committed suicide. Among adolescents between the age of 10 to 19 years-old, suicide remains the leading cause of death in the United States. The transition from adolescence to adulthood includes complex biological and psychological development. “Young persons must negotiate shifting degrees of independence, responsibility, sense of identity, sexual feelings, and sexual behavior…the frequent discrepancies in this process renders some adolescents particularly vulnerable to periods of marked psychological pain and distress” (Judge & Billick, 2004). In order for Forensic Psychologists’ and Clinicians able to accurately evaluate, assess and intervene in suicidal behaviors it is important to not only be familiar with the common risk factors which include mostly demographic information, but to also understand comprehensively what is needed and important for teenage suicide prevention. This review of research and literature will emphasize and discuss the concept of assessing and intervention adolescent suicide prevention using a practical approach, and also emphasizing the suicide prevention programs at the national, state, and community levels.

The increasing trend of teenage suicide since the 1950’s has only been relented in the past ten years; and in the 1990’s the suicide rate for youth more than tripled, and the rate for the overall population remained unchanged. Researchers estimate that for each completed suicide, there are approximately 100 to 200 suicide attempts, resulting in more than 80,000 attempts a year (King, 2006). It is extremely evident that more of an effort needs to be made in youth suicide prevention. The 105th U.S. Congress declared suicide prevention a national priority, and the U.S. Surgeon General issued a Call to Action to Prevent Suicide reiterating the urgency to treat suicide as a serious public health problem (U.S. Public Health Service, 1999). And in 2004, President Bush signed into law the Garrett Lee Smith Memorial Act (PL 108-355) which enables states, Indian tribes, colleges and universities to develop prevention and intervention suicide programs. Although these efforts have helped to increase the awareness of suicide as a problem, there are still far too many youth attempting and completing suicide, and we understand little about the actual causes of suicide.
When assessing suicide as a spectrum, certain factors need to be included in order to comprehensively understand and develop the appropriate and effective intervention strategies. Patient stigma, negative family and societal attitudes, can make depression and other emotional issues hard to discuss (The Journal of Family Practice, 2006). This makes identifying suicide ideation and symptoms very difficult, which emphasizes the need for the clinician or evaluator to have a deeper comprehensive understanding of the youths’ suicide ideations. The deaths of these youth tear through the hearts of their fellow students, parents, teachers, and the communities, and leave them wondering what had spiraled out of control in their minds and what could have been done to save them. Even as mental health professionals, we wonder what exact despair would throw these teens to their violent deaths. As Schwartz & Rogers (2004) explain, current emotional dysphoria such as depression, especially when combined with hopelessness, helplessness, guilt, anhedonia, and anxiety, are markers of potential suicidality that should not be ignored. All the recent data speak to the necessity to assess for mental disorders and symptoms along with indicators of cognitive distortions and an inability to think oneself out of catastrophic assumptions, which may be the main factor at the core of this vicious cycle (Schwartz, Rogers, 2004). Although we know that the human brain undergoes extensive shaping during the first years of life, recently we’ve discovered that another remolding spurt occurs in the adolescent years. Healy (2003) discussed how for teens, the “gut response” part of the lower brain, the amygdale, is in charge. This tiny bundle of nerves mediates emotions like fear, anger, and anxiety. As teens begin to mature, their frontal lobes, the domain of reason and judgment, increasingly rein in the amygdale, and the emotional swings of teen life level out. The cognitive and emotional thought processes of youth are complex, and understanding the desperation suicidal adolescents experience in assessing for suicide risk, the use of practical strategies along with demographics and clinical techniques should assist in the prevention of suicide in adolescents.

The overall goal is to enable more youth to become positively connected to positive situations and positive individuals and using practical strategies to save lives in the process by preventing future suicides in adolescence. Instead of solely focusing on the assessment tools specifically and suicidal risk-factors, by incorporating more practical and comprehensive strategies to develop a better understanding of the suicide process of an adolescent and a more effective prevention program. King (2006) discussed the three levels of suicide prevention that are commonly overlooked, while the focus is most often on suicide intervention primarily. SPAN USA, Inc. (2001) has begun to expand the awareness of suicide prevention by developing tools to assist agencies in effectively creating and maintaining suicide prevention programs. It is sure that these youth are dying of some lethal form of despair, and no amount of knowledge into the minds of these youth is ever enough to completely understand the suicide process undergone. But, by mental health professionals, parents, community, etc. gaining a better understanding of how prevention can become more effective, the more lives of youth can be saved and the less survivors of suicide will feel the stigma and pain

AFSP, Inc. (2007). AFSP: Teen Suicide Prevention Campaign. Retrieved April 10, 2007, from http://www.afsp.org/index.cfm?fuseaction=home.viewPage&page_id=056954D8-0D84-0DD0-4984862095B0D073

Healy, B. (2003). Dying of depression. U.S. News & World Report, 135(16), 67-67. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.

Judge, B., & Billick, S. (2004). Suicidality in adolescence: review and legal considerations. Behavioral Sciences & the Law, 22(5), 681-695. Retrieved Tuesday, April 10, 2007 from the Psychology and Behavioral Sciences Collection database.


King, K. (2006). Practical Strategies for Preventing Adolescent Suicide. The Prevention Researcher, 13(3), 8-11. Retrieved Tuesday, April 10, 2007 from the PsycEXTRA database.

intro essay

My name is bobby Maupin, imp a simple person. I am 25 years old and hail from Corpus Christi Texas. I come from normal sized family. 4 parents 4 siblings. Two dad’s two moms. One brother and two sisters. My dad and step mother live in Texas and are both teachers. My mom and step father live in Colorado. My step father is a spy for the government. That’s what my family thinks. He can reveal what he does because it’s classified. My 20 year old brother is in the army fighting to keep us safe. He goes to Afghanistan in June. Both my sisters live in Houston Texas. My older sister works and goes to school. My step sister is the web design business.


I don’t have allotted of goals because I don’t believe in them. I know what needs to be done and ill do whets needs to be done. For example. I need to graduate; I need to get a job. Ok I have one goal. Get out of California and back to the lone star state. On December 13 or if my last final comes before that ill be out.


My definition of success isn’t to have or make allot of money. It’s to be happy. To me being happy is having a loving family. Family keeps you grounded. If something goes wrong just call your family. They always know what to say.


In conclusion I have a loving family; I don’t have goals just realistic thoughts.

eng 93 all the work

ESSENTIALS OF NEGOTIATION

LEADERSHIP COMMUNICATION MAPS

Essentials of negotiation


Ch 1
There are four levels of the negotiation process. Managing conflict and engaging in mutual adjustment are the most important. Managing conflict helps negotiators understand how conflict is functional and dysfunctional. Mutual adjustment is the way a party begins to set goals for themselves in a negotiation. These are important.


Ch 2
Distributive bargaining is basically a competition over who is going to get the most of limited recourses. It begins with setting an opening, target, and resistance points. This type of bargaining is a conflict situation where parties seek their own advantage. Sometimes concealing information, attempting mislead, or using manipulative actions. This type of bargaining is crucial to have.


Ch 3
Integrative negotiation is the process of defining goals and engaging in a process that permits both parties to maximize their objectives. Successful integrative negotiations require several processes. Parties must understand each others true needs and objectives second they must create a free flow of information and an open exchange of ideas.


Ch 4
Planning is important in negotiation. Having a plan allows you to dictate the negotiation. Understand the key issues. Assemble the issues together and understand them. Define the limits. All these are planning strategies. Prior planning prevents piss poor performance. The 6 p outline.


Ch 6
Communication during negotiation is simply an exchange of preferences about solutions. Its also an advantage where each party is to influence the other people use language, non verbal communication. Special communication is used to close an argument.


Ch 7
There are two ways to think about power. Power over which suggests that power is dominating by nature. Power with suggests that power is jointly shared. Power gives a negotiator a temporary advantage over yhe other party. Power is very important.


Ch8
Nobody likes a liar. Lying is unethical. Some negotiators are unethical. They say indecisive things to get the upper hand. Women are more likely to lie then men. Watch there body language. It’s a tell all.


Ch 9 sum

Relationships shape negotiation and that’s a known fact. We cannot assume that negotiators are involved only in arms length market transactions. Most negotiators think of how to work together and share actions and responsibility or how to manage problems.


Ch 10 sum
Negotiations take place between to people and only a couple terms. Don’t believe what I say because it’s wrong. Negotiators evolve more then one term and more than two people. Most of the time business is represented by three or lees negotiation, and terms are in the hundreds that’s the true.


Ch 11 sum
International and cross-cultural negotiation is bigger then ever. There are certain factors that influence negotiations. First most important is foreign governments and bureaucracies. Second important is culture differences. Third is political and legal pluralism.


Ch 12 sum
Practice makes perfect. Be prepared diagnose the fundamental structure of the negotiation. Please make sure to identify and work the Banta it’s important. Don’t forget to walk away at anytime.




Leadership communication


C 1 sum

In this chapter we learned how to establish a clear communication purpose and develop a communication strategy. Also how to analyze audiences and organize written and oral communication effectively. All these objectives that this chapter presents as important are essential.


Ch 2 sum

In this chapter we learned how to select the most effective written communication medium, and create individual or team documents. Organize document content coherently and conform to content and format expectations in correspondence. These strategies lead to creating leadership documents.


Ch 3 sum

In this chapter we learned several key objectives to using language to achieve a leadership purpose. For example. Use language correctly, and communicate clearly and concisely. Another example is employ efficient editing techniques. Last but not least is achieve a positive ethos through tone and style.


Ch 4 sum

In this chapter we learned to plan your presentation, including developing a communication strategy, as well as prepare a presentation to achieve the greatest impact. Present effectively and with great confidence. With out these leadership is nothing.


Ch 5 sum
In this chapter we learned how to recognize when to use graphics, and select and design effective data charts. We also learned how to create meaningful text layout along with employing fundamental graphic content and dsign principles, and to make the most of PowerPoint work.

Ch 6 sum
In this chapter we learned how to use several key objectives to strengthen leadership communication. For example. Appreciate the value of emotional intelligence and to take steps to increase your own self- awareness. Another is improving your nonverbal and listening skills. All these objectives are crucial to communication.


Ch 7 sum
In this chapter we learned how to decide when a meeting is the best forum, and ensure meetings lead to action. Also to complete essential meeting planning and conduct a productive meeting along with managing meeting problems and conflict. All these mentioned are essential.


Ch 8 sum
In this chapter we learned how to build an effective team and establish the necessary team work processes along with how to manage the people side of terms, and handle team issues and conflict. These objectives are crucial to building and leading high-performing teams.


Ch 9 sum
In this chapter we learned how to recognize the strategic role of employee communication, and establish effective internal communication. Another objective learned is design and implement effective change communication. Last but not least, use missions and visions to strengthen internal communication.


Ch 10 sum
In this chapter we learned how to develop an external relations strategy, and build and maintain a positive corporate image. We also learned how to work with the news media which is very important.

21

procssing a solution is to challenge readers to care about a problem accept a solution. and act upon it. writers argue for such remidies in all areas of life. for eaxmaple college your chalenged to map out solultions. fun stuuf

20

ch 9-21 sum and mind maps

if one dosent like a claim they can argue against it. thats a part of persausive writing. make sure not to get off track. stay on the topic and beat it into the ground thats a good way.

19

beleving. to presuade people to act you have to be strong. use big words clever sentaces to throw the reader off. be intemadating, it causes uncertanty. uncerttnanty leads to beleving. if your somewhat smart you arwe samrt.

18

take a stand or a position gather information and present it to an audience. this is a type of pressausive writing. that means try and convience the readers that your positions is correct and logical.

16

a definition gives meaning to a term used by a writer. use definitioins to clarify our writing and to combine sentances. this process is useful.

15

process writing is thought and formation. prewrite. for example use mind maps. limit your topic. second write a rough draft. put thoughts on your paper. third revise your paper make sure points are made. third write the final draft. check spelling and finnaly turn the paper in.


14

classification is an organizational stratagey that writers use things to make sense a larger picture. take a topic and break itdown into smaller parts to form paragraphs. a mond map is a good classifcation

12

cause and effect is a method of devlpoement in which the writer anylizes the reasons for an action. a event or decision. writers use these methods to discover order in a reality is apparent chaos. also to inform, speculate,

11

a pesonal description examines a subject that the writer finds meaninful that subject may be valuable to someone. description is basically a multisensory film. when writing a descriptive paper be curious bold vivid and percise. consider people places that are important to you.

1o

a personal reflection is often written to draw wisdom from past experiences. keys to a good reflection essay are as follows. recall details probe the topic. make sure to tell what is found. make sure to get feedback. this is very important when writing an essay.

9

a personal narrative is a story. it tells a story of such experinces you have been involved in. to write a good narrative be passionate. include characters and create memorable descriptions. make sure to narrow the focus. determine yourpurpose and gather details.

Why Kids Should Play Sports

kids have been playing sports sense the day of time. a ball is not needed to call it a sport. sports offer a bunch of benifets for kids such as exersize, social development, and fun.

kids that play sports also exersize at the same time. exersize is important to a kids development. it also keeps there heatlh in check. if a child is playing sports or just being active they dont have time to eat. get rid of the video games this causes a child stay inside all day because video games are adictive.

when kids play sports they meet new people which sharpens there social skills. having good social skills prepares a child for the real life. a kid with no social skills is more likley to be shigh in front of all kinds of people. being outspoken is a direct effect of a child being socialized properly.

sports are also fun. any child needs to have fun. without fun child hood sucks. having fun helps kids in alot of ways such as less fights with parents. all parents like a kid that doesnt talk back. sports can also be used as a babysitting devise. set them up in the living room and let them play. now watching isint a nessecity. easy and fun.

in conclusion kids need have the ability to play sports. sports allow kids to socialize with other kids. sports are also fun and kids love them.

Alcohol Use and Abuse among Youth and Young Adults

During adolescence behaviors such as substance use, delinquency, and emotional problems are mostly common. In 2003, 45% of U.S. high school students reported drinking alcohol, 28% reported episodic "heavy drinking" and 22% reported using marijuana during the past month
Alcoholism is emerging as a nationwide issue among youth and young adults during high school and college years. Drinking for some youth may or may not include what is called "binge drinking" or may not be attributed to social issues of acceptance or shyness, other factors that may be related to the dangerous behaviors are family, culture, stress, etc. We need to understand alcoholism in youth and young adults in relation to other mental disorders, which may have some relationship with alcohol related behaviors. A nationwide survey sponsored by the National Institute on Alcohol Abuse and Alcoholism, finds that alcoholism is primarily an affliction of youth and heighten suspicion, and that an underlying trait predisposes people to alcoholism, substance abuse and mental disorders. One of the most notable findings so far is that problem drinking peaks at younger ages than researchers previously thought, with the highest prevalence among young adults ages 18 to 25, And according to the Carsey Institute at the University of New Hampshire, alcohol abuse is the number one substance abuse problem in rural America, and in particularly within youth and young adults. The report from the Carsey Institute reads that 22% of young adult men living in rural areas have an alcohol abuse problem, as do 12% of young adult women, with a greater distribution among the less educated
Alcohol is a substance that is most often used by adolescents and college students and contributes significantly to social problems, risky sexual behavior, and academic problems. 51% of 15 year-olds, 76% of 18 year-olds, and 85% of 20 year-olds have consumed alcohol. the impact of alcohol use in high school on alcohol problems in college tends to be composed of a moderate direct effect and a relatively strong indirect effect via its impact on current alcohol consumption in college. Some recent research does show that factors such as childhood and early adolescent deviant behavior and family history of depression may be associated with increased alcohol problems. An individual’s personality is what may influence how they respond to stressors. The National Institute on Drug Abuse (NIDA) discussed a study in which an important finding was that a high level of the personality trait called "novelty seeking" increases the risk among children of alcoholics.
Drinking during college years is almost known throughout the country as "the college experience" and among the mainstream as a "normal phase" that young adults go through. The majority of college students more than likely would not consider their drinking behaviors as binge drinking, and most may even attribute their alcohol-related behaviors to the notion of normality for college students. Many college students who drink do so in ways that are more problematic than they comprehend, and the line between safe and risky drinking is unclear. The drinking-related phenomenon of the word binge describes is 5 or more drinks in a setting for a man and 4 or more for a woman. It is easy for students to think of binges as something that other people do, and to associate it with alcoholics. The overall trend within research seems to show that the more frequent and heavier the alcohol use in high school, the more likely that the individuals involvement in excessive alcohol use in college will be.

mind maps

chapter sums

chapter 1
thinking critically takes certain skills such as organization, analyzing, evaluations, applying and critical reading. for example, organizing can add strength to your ideas by gathering details or observations. applying what is known and whats learned can help show and relate things. being thorough and open minded is reading critically. these techniques are helpful to becoming a critical thinker.

chapther 2
before getting started gain an understanding of the assignment such as fact finding. after the facts are gathered select topic and collect information on the subject. use a getting started checklist as a guide to help plan your writing.

chapter 3
when planning an essay there are two thinking objectivies. establish a thhesis or focus for your writing and organize supporting information. find a focus, narrow it down to specifics, and state your thesis. its important to let your thesis guide you. a planning checklist is helpful for writing. use it, it works.

chapter 4
drafting is important when writing an essay. there are several important aspects to drafting. writing a first draft is important to a better essay. following these steps are helpful and they are opining your draft. developing the middle, and ending your draft. be sure to use the drafting checklist and writing activities.

chapter 5
revise yor work all your information that has been gathered in approiate time. dont spend to much time on revising, there are other step that are more important. make sure to use a checklist for future revising.

chapter 6
proofreading ia great tool to use. its used to correct spelling, run on sentceses, and among grammatical errors. when finished writing paper go back proof read to make sure all points are there. also ask a friend to proofred your paper, they may be able to find something you may of mised. proofeading leads to better eesays which then lead to better grades.

chapter 7
submitting is turning in your paper showing it with audances like family or friends. we use submitting methods in this class, in forms of electronic submission which is basically an email. a writing protfolio is another way of submitting. it shows your writting skills.

chapter 8
the writers process is a format followed by the author. for example planning drafting, revising and the rest of the chapters in this books. make sure to use a checklist. it helps

narative paper

I interviewed a thirty year old female of who has been a friend of my family for many years. She is recently divorced after being married for over ten years, an abusive marriage that she kept a secret and that she hid from everyone in her life until recently. Although I was aware that her marriage was abusive she has never spoken to me about the details of the abuse or any specific situations in which the abuse occurred until now. She described to me in detail a specific incident that occurred towards the end of her marriage. In order to describe the situation as accurate and keep her situation as confidential as possible I have used alias names in place of her and her husband’s names.
Ezra began her story by describing to me how she saw the change in her husband’s demeanor and knew what was coming to her before this particular time of abuse. It was only a slight alteration, but she’d come to know the signs well. She didn't even have the chance to move aside before Marty's fist hit her square in the face, knocking her off her feet. He then followed it up with several kicks to Ezra's ribs and stomach. As quickly as the violence had started, though, it was over. She described that as usual, at that point she was in a daze and hadn't noticed that things had suddenly stopped and gone quiet. Realization only came when she felt hands on her body as he began checking her for serious damage. “I'm sorry, I didn't mean it. Let me help you, baby. I won't ever hurt you again, I swear”, he apologized when he saw the blood from her smashed nose. She quickly got up and hurried as fast as she could to the bathroom, her usual hiding after his violence. Once in the bathroom she began to throw up and realized that her ribs were either cracked or broken from the intense pain while becoming sick. Marty began consistently knocking on the door and begging to be let in. Ezra ignored the begging, and threw up again. She described how at that time she began to question the reasons for the abuse, as she did every time that Marty hurt her. She then cleaned up and then took some time to get settled before opening the door to find Marty still hovering anxiously outside sweetly asking her if he could help. She told him that she needed to get to work trying to leave as fast as possible, but then he told her that he had made her some breakfast and to eat before she left. He then began pleading saying “You won't say anything about what I did, will you? You know I didn't mean it”. She then replied that she would not and reassured him that she knew that he loved her. She described that she never knew what set the man off in the first place, and that he was a very volatile man. She also described that he was mainly kind, but possessed a very violent streak. However, when anyone had asked about them, the injuries had been easily explained away as simple accidents.
Telling the details of this incident was not easy for my volunteer. It did seem to bring some horrific memories back up to the surface for her, which I noticed by her body language to the trembling in her voice. Her psychical body reactions when describing the most horrific details of the physical abuse and the bloody results seemed as if she was actually reliving those moments step by step in her mind. Her face became red and then cold and clammy and then again back to flushed red. Her body showed signs of major anxiety throughout the entire interview, constantly shifting and unable to sit comfortably. But towards the end of her story there was an obvious shift of calmness and security that seemed to run through her body and mind. Slowly she seemed less anxious, regained appropriate skin tone and the trembling in her voice faded away. And at the end of the story she ended by telling me how a sense of relief and safety ran through her body when she was finished describing the incident.
While listening to the detailed description of the incident the initial feelings and thoughts that arose for me was shock as to the amount of physical abuse that she endured, and also intense sadness and sorrow towards her. I felt so helpless and out of control in that I could not reach into her story and save her from the amount of hurt and pain that she was going through, but at the same time wanting to punish her husband for putting her through so much. There was a point towards the end of her story when she described his apologetic nature that I did shed a few silent tears, in my mind I was there with her in that moment and felt the extreme confusion and also love and sorrow that she felt for him. I felt the desperateness that she felt in wanting him to truly be sorry and not be responsible for his actions and believe that it would never happen again. I was surprised the overwhelming amount of these feelings and thoughts that I felt with her where present more than the feelings of anger and punishment that I felt towards her husband. And a part of me wanted to feel more hate and anger towards her husband, but sitting there with her it in that moment feeling every ounce of emotion that she felt was impossible due to her obvious struggle that she fought within herself to believe that he did love her and that he had a problem that she could help and fix. When she finished describing her incident of abuse, a deep connection of sadness, acceptance, and relief came between us. Not much was spoken, and did not need to be spoken, it was apparent to both of us that this since of survival and heartache was felt within both of us.
The incident described demonstrated physical abuse, emotional abuse, and I would infer that it also caused psychological damage. The way that her husband had a pattern of apologizing, confessing his love and sorrow for what he had done, but also keeping control of her by “nicely” telling her not to mention the incident to anyone. Because of this control, in her mind she made excuses for him in her mind, reminding herself constantly that he was a kind and good man and that he loved her. This psychological and emotional control was so strong that even after receiving a beating so bad that left her with damaged ribs and a crushed nose, she stated that she told herself that he loved her and only had a violent streak. It is in my opinion that this intense emotional and psychological abuse and control did so much damage throughout the years and put her in an almost confused state of mind that made the decision of leaving far from clear or easy for her. It seems that her husband’s pattern of being apologetic after the abuse put them into the “honeymoon” phase, which seemed to give some sense of hope to her that things might get better or that he was truly sorry. In threatening and survival situations, we look for evidence of hope – a small sign that the situation may improve. When an abuser/controller shows the victim some small kindness, even though it is to the abusers benefit as well, the victim interprets that small kindness as a positive trait of the captor. In relationships with abusers, a gift (usually provided after a period of abuse), or a special treat are interpreted as not only positive, but evidence that the abuser is not "all bad" and may at some time correct his behavior. And in this situation it seems that his gift might have been making her breakfast after the abuse.
Sympathy may develop toward the abuser and we often hear of the victim defending their abuser. Abusers may admit they need help or acknowledge they were wrong; however, it's almost always after they have already abused or intimidated the victim. The admission is a way of denying responsibility for the abuse. It is my assumption based on what we know about most domestic violence situations is that she remained and supported the abusive relationship due to her long investments in the relationship, being married for ten years. The different types of investments typically put into relationships although abusive weigh heavy, including emotional investment, social investments, family investments, financial investments, lifestyle investments and also intimacy investments.
Repetitive acts tend to complex trauma. Abusive communications can be very subtle, and although major trauma does not generally result from a single incident of abusive communication, over time repetitive abuses can have a major traumatic impact. It seems that in this case because the emotional abuse, which is the result of abusive communication, the impact is more devastating to her emotional well-being than the overt physically demonstrated act of abuse. Although I am not aware of how she did finally break away from the cycle of abuse, it was obvious that she was a survivor and not ashamed of what has happened to her. She is primarily focused on herself and who she is, a strong and intelligent survivor.

activities

certain skills are needed for any field of study. to succsed in english class, stratages are useful . i use some of them for writing. for example. i map my ideas. i apply my ideas. i also use a checklist. these stratages help me organize my thoughts.

family is very important to the developement of any childbut, growing up without parents can be difficult
in 1776 the U.S. got its freedom but, it wasnt easy. the wars took a toll on the american causing all kind of problems.
to keep a healthy heart diet and exersize is key. without any exersize the heart will eventually stop working. there are certain ways to exersize and keep the heart healthy.

the authors talking about the chinese language and how she nows it. she uses several stratagies in her last paragraph. she advances her thesis by providing more history on her knowledge on the language. she also supports her main idea.

dogs can be difficult to train, but they like to please thier owners.
dogs can be difficult to train, but a well trained dog is a pleasure to its owner and to others
dogs can be diificukt to train, patiance is a neccsity.
dogs can be difficult to train, the neccessary supplies include a leash and treats.

chapter 11 exerzise pg 303

induction-is the process of reasoning in which the premises of an argument are believed to support the conclusion but do not ensure it.

reasoning-is the mental cognative process of looking for reason to support beliefs, conclusions, actions or feelings

empirical-A central concept in science and the scientific method is that all evidence must be empirical

scientifci method-is a body of techniques for investigating and acquiring new knowledge, as well as for correcting and integrating previous knowledge.

inductive reasoning-same as induction

chapter 12 exerzise pg 348

Deductive reasoning is used to some degree in all problem solving. There are some problems that rely on very little besides deductive reasoning to arrive at a solution. We often call these "logical reasoning" problems and they must be worked through piece by piece to get to an answer. Frequently, these problems require little or no calculation to solve. Many people find it helpful to make a chart or diagram to keep track of solution parts as they are worked out.
How do you use deductive reasoning?
Decide exactly what it is you are trying to find out.
Identify all information you have available in the problem.
Design a way to record information you have as well as interrelationships between pieces of information.
Record all available information and use it to fill in blanks.
Look back to ensure each conclusion you make is justified based on the information you have.

chapter 1 exerzise

in a picture that is black and white a blonde haired girl no older than 5 stands in a field of short grass. her head is pointed down because she is blind. she holds a doll by her white hair with her right hand infornt of and shoulder level. the doll has a white dress on. the girl holds a blind stick with her left hand pointing it in fornt of her outward just about3 inches from the ground. the girl is wearing a lght colored sweater with butterflies all over it 2 inches apart, but in the middle stands a square with an 36 inches in area. inside the square are 4 b igger butterflies. she wears matching sweatpant with the same pattern excluding the square. her shoes are small white with two velcro straps starped. its daylight.

mind maps both books 8-14