Watch this music video–yes! a music video!--make a list of what you hear (whether you “know” music or not). Drums, electronics, whatever it is that stands out to you–write down at least 5 things that you notice. Do this on a piece of paper or on a Word Document.

Try to close your eyes and just listen to the differences instead of actually watching the visuals–they are distracting to the point of this exercise.

https://youtu.be/HZwMX6T5Jhk

–and then do the same thing for this one. Again, if possible try not to WATCH the video, but rather just listen to what the musicians are doing.

https://youtu.be/3SQzTIIWqmo

What does watching two different videos of the same song have to do with the writing process we are going through? How is this like the revision process? Or the writing process? include your lists for each song (a minimum of 5 things you heard while listening to EACH song) and a 300 word answer to the questions above.

The purpose of this paper is to experience the world of humanities beyond a classroom setting. The material covered in this assignment is based on the period of time covered in our book: ANCIENT TIMES TO THE 1500s. Any material submitted beyond the 1500s WILL BE RETURNED, WITH NO POINTS.

UNDERSTANDING THE ASSIGNMENT: CULTURAL ACTIVITY REPORT

Write a 2-3 page report (500-750 words) that describes your experience and addresses the requirements below.

Format your report according to this formatting and writing standards document. This document includes examples of in-text citations and other great items!

STEP 1: EVENT SELECTION

Select 1 event from the list below and include this event on your title page.

Event A: Museum
Visit to a museum that exhibits items from Ancient times to 1500s

Event B: Live Play/Performance
Attend a live play/performance that exhibits music/literature from Ancient times to 1500s

Event C: Online Play (Amadeus)
Watch parts 1 and 2 of this community theater presentation which is an adaptation of the show ‘Amadeus’.

• • Amadeus Part 1 (https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/956951/uiconf_id/38285871/entry_id/1_rcewtx57/embed/dynamic)
  • Amadeus Part 2 (https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/956951/uiconf_id/38285871/entry_id/1_ve5sz367/embed/dynamic)
  • STEP 2: THE EVENTFor events A or B: Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.For event C: Identify the plot of the play and 3 characters.
    STEP 3: CULTURAL ELEMENTFor event A: Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.). Provide as many details as possible. Make connections of your event with specific chapters of the text.For events B or C: Choose 2 scenes (1 scene from Part 1 and 1 scene from Part 2). For each scene you have selected:
    • • describe in detail what you see (background, props, scenery, etc.)
      • list and describe each character (describe their clothing, accessories, etc.)
      • list one line spoken by one of the characters and describe how the others in the scene react to what is said (facial expressions, body language, verbal response, etc.)

    
    STEP 4: CONCLUDING REACTIONFor events A, B, or C: Describe your overall reaction after the event experience. (i.e., Would you visit/view the event again?, Any most/least favorite moments?, etc.)
    STEP 5: DOUBLE CHECK FORMATTINGFormatting and writing standards are part of your grade. Align your formatting to this course’s required standards included at the top of this assignment.

  • Points: 100	Assignment 3: Cultural Activity Report
    Criteria	Unacceptable0% F	Meets Minimum Expectations65% D	Fair75% C	Proficient85% B	Exemplary100% A
    1. Provide accurate and adequate information to address the stated elements of “STEP 2: THE EVENT”.Weight: 20%	Did not submit or incompletely provided accurate and adequate information to address the stated elements of “STEP 2: THE EVENT”.	Insufficiently provided accurate and adequate information to address the stated elements of “STEP 2: THE EVENT”.	Partially provided accurate and adequate information to address the stated elements of “STEP 2: THE EVENT”.	Satisfactorily provided accurate and adequate information to address the stated elements of “STEP 2: THE EVENT”.	Thoroughly provided accurate and adequate information to address the stated elements of “STEP 2: THE EVENT”.
    2. Provide specific and adequate details to address the stated elements of “STEP 3: CULTURAL EVENT”.Weight: 30%	Did not submit or incompletely provided specific and adequate details to address the stated elements of “STEP 3: CULTURAL EVENT”.	Insufficiently provided specific and adequate details to address the stated elements of “STEP 3: CULTURAL EVENT”.	Partially provided specific and adequate details to address the stated elements of “STEP 3: CULTURAL EVENT”.	Satisfactorily provided specific and adequate details to address the stated elements of “STEP 3: CULTURAL EVENT”.	Thoroughly provided specific and adequate details to address the stated elements of “STEP 3: CULTURAL EVENT”.
    3. Describe your overall reaction after the event experience.Weight: 30%	Did not submit or incompletely described your overall reaction after the event experience.	Insufficiently described your overall reaction after the event experience.	Partially described your overall reaction after the event experience.	Satisfactorily described your overall reaction after the event experience.	Thoroughly described your overall reaction after the event experience.
    4. Follows writing standards. Meets page minimums.Weight: 20%	Followed few to no writing standards.Did not meet page minimums.	Followed few writing standards.May not have met page minimums.	Followed some writing standards.May not have met page minimums.	Followed most writing standards.Met page minimums.	Followed all writing standards.Met page minimums.

The architecture of the Romanesque period had significant influences from the Ancient Romans. Do these Romanesque buildings remind you of anything from the Ancient Roman Unit? Do you see similarities within these buildings that are alike your architectural search of your community in Unit 3? Choose one Romanesque feature of architecture, be it an entire structure or a specific detail from Unit 7 content, and compare/contrast it with one from the Ancient World (using an example from Unit 3 or Unit 4). Interpret how the Romanesque period used the influence from the Ancients to create a new system for Christianity. Please provide pictures.

Essay 1

For this week’s first assignment, you will write a 1-2 page essay explaining the process of gang recruitment. Be sure to address all prompts and cite your sources in APA format. This is worth 50 points, so be thorough and give your best effort.

The processes of gang member recruitment and of youths turning to the gang are quite various, as are initiations which can be brutal and highly violent (Delaney, 2013).

Write a 1-2 page paper (not including title and reference pages) that addresses the following:

• Explain the process of the socialization of a gang member, i.e., recruitment and the brainwashing of new recruits.
• Include what types of people are most at risk of joining gangs.
• Detail how risk factors influence youths’ decisions to join gangs.

Cite properly per APA in-text and reference list protocols

Details:

Part One: Read “Topic 2: Vargas Case Study.” Complete a Cultural Formulation Interview based on the “Cultural Formulation” section in the DSM-5 and given the new information learned in session two of the Vargas case study. Refer to the attached CFI form for guidance and complete the CFI template.

Include a citation for the Cultural Formulation Interview. APA format is not required, but solid academic writing is expected.

Part Two: Review the Topic 2: Vargas Family Case Study. Write a 750-1,000-word paper in which you demonstrate how therapists apply psychoanalytic and cognitive-behavioral theories to analyze the presenting problem(s) and choose appropriate interventions.

Be sure to answer the following questions in your paper:

1. What are the two main presenting problems for the Vargas family?
2. How are the problems maintained according to: a) The psychoanalytic perspective? b) The cognitive-behavioral perspective?
3. What interventions would you plan to use in your next session?
   • From the psychoanalytic perspective (identify and describe your plan for two interventions)
   • From the cognitive-behavioral perspective (identify and describe your plan for two interventions)

Cite at least three academic sources (peer-reviewed journal articles, books, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 5.F.2.g. Impact of crisis and trauma on marriages, couples, and families.

RUBRIC

nsatisfactory 0.00% 2 Less than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 70.0 %Content 10.0 %Part One: Cultural Formulation Interview The assignment omits a copy of a completed cultural formulation interview. The cultural formulation interview is vague and/or incorrect. The cultural formulation interview is complete and included with the assignment. The completion of the cultural formulation interview shows an advanced understanding of the course content. The completion of the cultural formulation interview provides a comprehensive understanding of the course content. 20.0 %Part Two: Two Main Presenting Problems The paper does not discuss two main presenting problems for the Vargas family and does not make any connections through scholarly, academic research. The paper vaguely discusses two main presenting problems for the Vargas family and makes few connections through scholarly, academic research. The paper fully discusses two main presenting problems for the Vargas family and makes clear connections through scholarly, academic research. The paper provides an advanced discussion of two main presenting problems for the Vargas family and makes sound connections through scholarly, academic research. The paper provides a comprehensive discussion of two main presenting problems for the Vargas family and makes insightful connections through scholarly, academic research. 20.0 %Part Two: How Problems are Maintained The paper does not discuss how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and does not make any connections through scholarly, academic research. The paper vaguely discusses how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes few connections through scholarly, academic research. The paper fully discusses how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes clear connections through scholarly, academic research. The paper provides an advanced discussion on how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes sound connections through scholarly, academic research. The paper provides a comprehensive discussion on how the problems are maintained according to the psychoanalytic and cognitive-behavioral perspectives for the Vargas family and makes insightful connections through scholarly, academic research. 20.0 %Part Two: Interventions Planned for Next Session The paper does not discuss two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and does not make any connections through scholarly, academic research. The paper vaguely discusses two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes few connections through scholarly, academic research. The paper fully discusses two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes clear connections through scholarly, academic research. The paper provides an advanced discussion of two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes sound connections through scholarly, academic research. The paper provides a comprehensive discussion of two interventions from the psychoanalytic and cognitive-behavioral perspectives to use in the next session with the Vargas family and makes insightful connections through scholarly, academic research. 20.0 %Organization and Effectiveness 7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. 8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English. 10.0 %Format 5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct. 5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. 100 %Total Weightage PCN-521 Topic 2: Vargas Case Study Elizabeth arrives on time with Frank and Heidi for the second session. Elizabeth appears somewhat frazzled and tells you that she had just heard from Bob who said he would be “a little late” because he “lost track of time.” You note Elizabeth’s frustration which she confirms by saying this is “typical.” She proceeds to share that she feels “completely disregarded,” especially after having shared with Bob the night before how important these sessions are to her. You notice that Heidi seems upset as well and looks as if she has been crying. You ask her how her day is going and she tearfully tells you that Frankie tore up her school paper with the gold star on it. Elizabeth elaborates that Frank had become angry and ripped up the picture that Heidi was proudly sharing with her. Frank, who had gone directly to the Legos, appears oblivious to the others in the room. When you ask him about his sister’s sadness, he replies, “Who cares? She always gets gold stars!” As you were about to further explore these feelings, Bob arrives stating, “She probably told you I’m always late, but hey, at least I’m consistent.” You notice Elizabeth’s eye rolling and direct your attention to the children, asking them about what brought them to your office. Heidi says, “I’m good but Frankie’s bad at school, and it makes Mommy and Daddy fight.” Frank, who had helped himself to one of your books to use as a car ramp argues, “I hate school. It’s boring and my teacher is mean.” Bob attributes Frank’s boredom to being “too smart for the second grade…what do they expect?” Elizabeth responds that they, like her, expect him to follow rules and be respectful, and suggests that Bob should share those same expectations. Bob dismisses Elizabeth’s concerns by saying, “He’s a normal boy, not like all your friends from work who you say are “creative.” You notice Elizabeth’s reaction and decide to redirect your attention to Frank. You ask him what bothers him most about school, to which he replies, “I get in trouble, then I don’t get to have all the recess time, then I can’t play soccer because they already started and they won’t let me play.” You notice Frank’s interest in sports and probe for more information. You learn that he is quite athletic and has been asked to join a competitive youth soccer team that plays on Saturdays and Sundays. You discover another source of discord when Elizabeth shares that Bob “feels strongly” that Sundays are to be spent only at church and with family. Bob confirms that after church on Sundays, they spend the rest of the day with his parents, siblings, nieces, and nephews. Elizabeth says that Sunday mornings are the only time she gets to be by herself and that she typically joins the family around 1:00. Bob adds, “Apparently Liz needs time to herself more than she needs God and her family,” and suggests she should appreciate his family more because “it’s the only family she has.” As the session comes to a close, you share your observations of the family by noting their common goal of wanting to enjoy family time together. You also suggest that while Frank’s behavior challenges are concerning, perhaps you could focus next week on learning more about each parent’s family of origin in hopes of gaining a better understanding of the couple’s relationship.