psy120 Chapter9 self-actualization (in Maslow’s theory)

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Choose an original example of a person (living or dead) who you think meets the criteria for selfactualization (in Maslow’s theory). Answer these questions about that person:

1. Who is this person?

2. Justify why you think this person is self-actualized.

3. Do you think this person proves or disproves the idea that lower-order needs must be satisfied in
order to achieve self-actualization? Why?

4. How do you think self-actualization differs from need for achievement?

What are some needs that you have identified in your patient? What are some strategies you can
suggest to help improve the pursuit of those needs?(Our patient is afraid of waters)

Observing Verbal and Nonverbal Behaviors

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Overview

Write a 3–4-page analysis of gendered verbal and nonverbal communication behaviors that you observe in others. In preparation for the assessment, observe individuals in a public space and take note of your observations.

In this assessment, you will apply your knowledge of gendered communication to explain the communication styles you observe in the world around you.


By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Evaluate personal and social dimensions of gender, communication, and culture.
    • Explain gendered verbal and nonverbal communication in a public setting.
  • Competency 3: Compare and contrast both verbal and nonverbal communication differences between men and women.
    • Describe traditional expectations for nonverbal communication.
    • Examine patterns of nonverbal behavior between men and women.
    • Explain violations of nonverbal expectation.
  • Competency 5: Communicate effectively in a variety of formats.
    • Communicate effectively and concisely using APA formatting.

    Context

    The Assessment 3 Context document explores various differences in verbal and nonverbal communication between females and males. You may wish to review the document for an overview on those key concepts and ideas.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

For the following questions, refer to the Resources for links to the Lieberman resource and the Barr resource:

  1. How do women and men differ in their typical use of nonverbal communication to regulate interaction?
  2. What is the cause of men’s typically lower vocal pitch? Is it physiology?
  3. How accurately do women and men interpret others’ emotions?
  4. Who generally talk more, women or men?
  5. How do childhood games affect adult communication styles?
  6. What is conversational maintenance work and who generally does it?
References

Barr, K. R. (2013). Male and female communication styles [Web log post]. Retrieved from http://www.livestrong.com/article/188130-male-and-…

Lieberman, S. (n.d.). Differences in male and female communication styles. Retrieved from http://www.simmalieberman.com/articles/maleandfema…

Resources

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

  • Key Terms | Transcript.
    • This media piece focuses on the key concepts and definitions you must be familiar with as you go through the course.
  • Gender and Communication | Transcript.
    • This interactive will help you review the information you learned about men’s and women’s verbal and nonverbal communication. Pay particular attention to which characteristics fit with which sex.
Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.
Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.

ASSESSMENT 3 CONTEXT

Language and Gender

Men and women often exhibit very distinct verbal and nonverbal communication styles. Specifically, both masculine and feminine verbal and nonverbal communication styles include behaviors that help us define and better understand how gender is connected to communication. Language often defines men and women differently, and in turn, male and female communication and language styles help shape our awareness. It is important to understand that gendered language is often learned, and our individual cultures help shape our verbal communication mannerisms. Specifically, “because we use symbols to communicate, language shapes how we think of ourselves in addition to how we see the world around us” (Wood, 2015, p. 91). These combined factors can lead to miscommunication and misinterpretation.

Keep in mind the following (Wood & Bodey, 2011, pp. 85–86):

  • Male generic language excludes women.
  • Language defines men and women differently.
  • Language shapes awareness.
  • Language organizes perceptions of gender.
  • Language evaluates gender.
  • Language allows self-reflection.
  • Nonverbal communication is all elements of communication other than words.
  • Scholars state that the majority of meaning comes from nonverbal behaviors.

Nonverbal Communication

When it comes to nonverbal communication, the signs and signals we use to communicate are extremely important. Often, these things help shape who we are as well as our communication style. Scholars estimate that nonverbal communication accounts for almost 65 percent to 93 percent of communication meaning (Jolly, 2000). Nonverbal communication also relates to gender. “Like language, nonverbal communication is related to gender and culture in two ways: It expresses cultural meanings of gender, and men and women use nonverbal communication to present themselves as gendered people” (Fixmer-Oraiz & Wood, 2019, p. 117).

Two important things to remember are as follows (Wood & Bodey, 2011, p. 94):

  • Nonverbal communication is all elements of communication other than words.
  • Scholars state that the majority of meaning comes from nonverbal behaviors.

The following tables describe some nonverbal and verbal communication differences between males and females:

Nonverbal Communication Differences

Females

Males

Claim less territory.

Claim more territory and are more likely to have a room of their own (den, study, workshop, and so forth).

Stand closer to each other while talking.

Maintain a greater distance from each other while talking.

Use more eye contact.

Use less eye contact.

Use more facial expression.

Use less facial expression and reveal less emotion.

Are more likely to return a smile.

Smile less than women.

Take up less space—cross arms.

Sit with legs apart and often hold arms away from their bodies.

Use fewer gestures. Use gestures when seeking approval.

Use more gestures, especially in social situations.

Use more eye contact.

Use less eye contact.
Verbal Communication Differences

Females

Males

Speak softly.

Speak loudly.

Speak in a high-pitched voice.

Speak in a deeper-pitched voice.

Speak more quickly.

Speak more slowly.

Speak less directly.

Speak more directly (get to the point).

Both verbal communication and nonverbal communication shape our interactions with others in business and personal relationships. It is critical to understand the different aspects of verbal and nonverbal communication, as well as the role gender plays in each. Our survival as a species depends upon our ability to effectively communicate, both verbally and nonverbally.

References

Jolly, S. (2000). Understanding body language: Birdwhistell’s theory of kinesics. Corporate Communications, 5(3), 133–139. Retrieved from http://search.proquest.com.library.capella.edu/doc…

Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.

Wood, J. T. (2015). Gendered lives: Communication, gender and culture (11th ed.). Stamford, CT: Cengage Learning.

Wood, J. T., & Bodey, K. R. (2010). Gendered lives: Communication, gender and culture (9th ed.). [Instructor’s Resource Manual]. Beverly, MA: Wadsworth.

Stellar Packaging Products discussion, business and finance homework help

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Stellar Packaging Products decided to use a predetermined overhead rate to apply manufacturing overhead to jobs. However, the company’s controller, Robin Simmons, is contemplating which denominator-level driver would be more appropriate: printing press machine hours or direct labor hours. Within the manufacturing process, the employees work in crews of four to six employees each. Simmons notes that there are more direct labor hours than printing press machine hours.

What would be the more appropriate basis of overhead application: printing press machine hours or direct labor hours? Given the choice of driver, are there any implications to consider for under or over applied overhead?

For this discussion:

  • Support your position.
  • Select two peer posts and comment on the content of those posts. Does your selection differ from that of your peers? If so, how does that response contrast to your own?

Informatics

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Electronic Record-Keeping in Healthcare

For this week’s assignment you will be taking an inventory of the information systems in your organization. To complete the assignment, you might need to contact other departments. Based on what you have learned so far in this course, create a 15-20 slide PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least three (3) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

  1. Differentiate between electronic health record (EHR), electronic medical record (EMR), and personal health record (PHR)
  2. Differentiate between clinical information systems (CIS) and administrative information systems (AIS)
  3. What systems are currently being utilized at your organization?
  4. If you had to rate the information-technology status of your organization, what score would you give them?
  5. Identify two strength and two weaknesses of the current information-technology being used.

PSY 545 5-1 Discussion: Types of Domestic Violence

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Read this resource for the purpose of this discussion as well as for the journal activity. Review from page 33 to page 60: Family Violence: Treatment of Perpetrators and Victims.

In combination with your reading this week, research different types of domestic violence. In your initial posts to your peers, discuss your findings and if there were any types of domestic violence that surprised you or that you were not aware of. In researching the types of domestic violence, were there mentions of different types experienced by different groups? In your discussion, mention why there may be differences in types of abuse experienced.

Responses to peers will be attached below later.

In response to your peers, what differences were there between the type of violence you discussed and the type of violence your peer discussed? Discuss the differences and explain your reasoning. What factors lead to the differences, and are these important for a person in the field to recognize?

answer Question Janson’s History of Art: The Western Tradition, Volume II, 8th edition.

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you can see answer on the book
Janson, H. W., Penelope J.E. Davies, et al. Janson’s History of Art: The Western Tradition, Volume II, 8th edition.
for the answer make sure do the summary every each question

1.According to the author, how did the study of Roman and Greek art profoundly change the culture and art of Europe beginning with Italy
in the fourteenth century?

2.How did 15th-century Northern European artists use objects depicted in painting to convey spiritual or secular meaning? Give an example of possible meaning(s).

3.Name and describe an example of sculpture or architecture from Fifteenth-century Italy that features classical characteristics. What did the artist/architect intend by including classical features?

4.How did High Renaissance artists such as Leonardo, Michelangelo, and others make figures in painting appear lifelike? In other words, what methods or practices did they use to make things appear three-dimensional on a two-dimensional surface?

5.How did Mannerist artists working during the Late Renaissance set themselves apart from those of the High Renaissance?

6.What is absolutism? How was Baroque art possibly used as a style of absolutism? Give an example mentioned in the text.

7.What is Neoclassicism? From what did it gain artistic inspiration? What modern philosophy gave Neoclassicism its conceptual reinforcement?

8.How was the Napoleonic era a catalyst for French Romanticism?

Write two paragraphs analyzing the video attached below. Follow the instructions below and use academic language.

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  • Why does this piece stand out to you? briefly (1-2 sentences) explain why this particular piece “caught your ear.”
  • What are the piece’s unique characteristics? BE SPECIFIC and use your textbook as your reference! This should be the main part of your mini-essay. This is not opinion – these are facts that you have researched.
  • Cite your sources (Links to an external site.) – including your textbook. Points deducted for not citing references. You may use MLA format. (Links to an external site.)

4.Response should be one-two paragraphs. Use full sentences, no abbreviations, and check your spelling for full credit.

Video attached:

https://www.youtube.com/watch?v=ti1eZ2B63Ro&feature=youtu.be

Uncertainty week 2 assignment

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Read Case 6.3: Electronic Timing System for Olympics on pages 275-276 of the textbook. For this assignment, you will assess and use the correct support tool to develop a decision tree as described in Part “a” of Case 6.3. Analyze and apply the best decision making process to provide answers and brief explanations for parts “a”, “b”, “c”, and “d”. The answers and explanations can be placed in the same Excel document as the decision tree.

  1. Develop a decision tree that can be used to solve Chang’s problem. You can assume in this part of the problem that she is using EMV (of her net profit) as a decision criterion. Build the tree so that she can enter any values for p1, p2, and p3 (in input cells) and automatically see her optimal EMV and optimal strategy from the tree.
  2. If p2 = 0.8 and p3 = 0.1, what value of p1 makes Chang indifferent between abandoning the project and going ahead with it?
  3. How much would Chang benefit if she knew for certain that the Olympic organization would guarantee her the contract? (This guarantee would be in force only if she were successful in developing the product.) Assume p1 = 0.4, p2 = 0.8, and p3 = 0.1
  4. Suppose now that this is a relatively big project for Chang. Therefore, she decides to use expected utility as her criterion, with an exponential utility function. Using some trial and error, see which risk tolerance changes her initial decision from “go ahead” to “abandon” when p1 = 0.4, p2 = 0.8, and p3 = 0.1.

In your Excel document,

  1. Develop a decision tree using the most appropriate support tool as described in Part a.
  2. Calculate the value of p1 as described in Part b. Show calculations.
  3. Calculate the possible profit using the most appropriate support tool as described in Part c. Show calculations.
  4. Calculate risk tolerance as described in Part d. Show calculations.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Apply: Five Step Marketing Research Approach

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Scenario: You are the marketing manager for a local nonprofit charity whose funding is derived from membership fees. You have noticed a severe drop in new memberships and a decline in repeat memberships, which is threatening your organization’s ability to survive and grow. You have decided to implement the Five-Step Marketing Research Approach to help clarify the problem and develop strategies for implementation.

Create a 10- to 15-slide Microsoft® PowerPoint®, Prezi, or Microsoft® Sway® presentation with speaker notes on the Five-Step Marketing Research Approach in which you detail the steps you will use to address the membership issue that the local nonprofit charity is facing.

Address the following in your role as marketing manager:

  • Define the Five-Step Marketing Research Approach and discuss the importance of research in marketing.
  • Describe each step of the Marketing Research Approach in detail and create a plan of attack to explain how each stage should be implemented.
  • Define the target market that you are striving to bring into this organization and describe the methods of research that you will use to identify these groups of people.
  • Define service differentiation. Provide an example that illustrates how the local nonprofit charity in the scenario can use differentiation to help increase the target market’s interest.
  • Explain how differentiation will help position the charitable organization within its defined market.

Please follow APA guidelines, including at least two references and source citation for this assignment.

Attached is the grading scale from my instructor. Needs to be completed before 5pm on Tues (Pacific)

Unit 3 Responses

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**There are 2 responses. Write a 100 word response for each.

Response 1.) Ronald:

After reading chapter six from the management book, the elephant in the room for globalists is learning how to understand cultural issues because every country or nation is different. According to Bateman and Snell, “In many ways, cultural issues represent the most elusive aspect of international business. In an era when modern transportation and communication technologies have created a global village, it is easy to forget how deep and enduring the differences among nations can be. (2015).” Globalization is complicated because of ethnocentrism. For example, if the United States attempts to establish an identical democratic government in Russia many difficulties will present themselves due to cultural issues. The same concept applies to business. Using the international, multinational, and global model for a product or company might create risky outcomes or results. However, many companies export when attempting to expand globally because it provides scale economies and is consistent. The benefit of a scale economy is the manufacturing company avoids cost of manufacturing in other countries.

In connection with scripture, “If any of you lack wisdom, let him ask of God, that giveth to all men liberally, and upbraideth not; and it shall be given him. (James 1:5, King James Version).” In conclusion, when it comes to global strategy we all lack wisdom in some areas. The customs and practices within foreign countries influence revenue, taxation, laws, and policies. Asking God to guide you in expansion is the correct answer because the lord is the only person that promises to always be there.

References

Bateman, T., Management: leading & collaborating in a competitive. Virginia: McGraw Hill Education.

Response 2.) Jo Ann

I can recall a company meeting when management used one of my incorrect accounts. Once the session started, management stated their perception of issues and solutions to the problem. It brought back the memory of asking for the opportunity to address them and its clarity during the meeting. I, too, was ignored. Observation and perceptions are not the same things (Clawson, 2012, p. 143). Without including me or allowing the opportunity to ask questions and receive an answer from other management teams and staff.

In Brandy’s case, management jumped to a conclusion with their perceptions of the situation. This tendency to project our meaning on the highlights again the usefulness of learning more about our assumptions of others (Clawson, 2012, p. 144). My advice for Brandy is to complete all assigned projects and wait for the open floor opportunity to ask or answer a question during meetings. If opportunities present themselves, take notes and email them to management after the sessions — the chance for a one on one to address issues on the project before the next meeting. The embarrassment and disrespect from the management level is unacceptable behavior to display to staff members. And God looked upon the children of Israel, and God had respect unto them (Exodus 2:25). If God can have respect for His children, why man does not have it for one other, the Bible tells us to treat others the way we desire to be treated. We are all humans and fail short of His glory, but God still cares.

Clawson, J. G. (2012). Level Three Leadership, 5th Ed. Upper Saddle River, NJ: Prentice-Hall/Pearson. ISBN: 978-0-13-255641-5

The Holy Bible.