Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.
PSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
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Premium Writing
Discuss the impact of transformational leadership on women’s work satisfaction.
Write a research paper on the impact of transformational leadership on women’s work satisifcation by using peer reviewed journal articles. Discuss the impact of transformational leadership on women’s work satisfaction.
Describe the risk factors that contribute to crime in your city or neighborhood and state.
Compare the data between your city or neighborhood and your state.
Describe the risk factors that contribute to crime in your city or neighborhood and state.
Provide strategies for addressing the crime issues you have identified at the city or
neighborhood and state levels.
Discuss the role of branched-chain amino acids (BCAAs) in metabolic dysfunction.
Discuss the role of branched-chain amino acids (BCAAs) in metabolic dysfunction.
Do you think that improving competence is an inducement for one to engage in a project that is essentially disappointing?
Please respond to 2 of the following 4 questions/topics. Each response is worth 30 points; don’t write more than 600 words for each response.
• Answer the question/respond to the topic clearly
• Use quotes from readings, not paraphrases.
• Identify quotes to pages, ie (Einstein, 1930: p721)
• Use about 3 quotes per typed page
• Engage with the topics and the literature i have asked you to use; don’t just quote it and move on
• Do not use sources apart from the ones asked you to use
1.
Left hemisphere-Right hemisphere. On p220 in Mcgilchrist, there’s a discussion of where in the brain consciousness occurs and where self-consciousness takes place. What’s the significance of this difference?
Source: Iain McGilchrist, The Master and his Emissary. Excerpts from Chapters 6, 11 & 12
2.
Improving competence (pp22-24 in Beebe and Beebe) refers to a set of skills one can develop to get better at communicating. In contrast, Berlant writes that improving competence “induces a circuit of repair for a broken relation to the world.” (Berlant, Ch 1 p7, from a discussion of the analyst Melanie Klein). They further write that this effort increasingly puts one into a pattern of optimism at the possibility of repair, and disappointment at seeing its fundamental impossibility. (ibid) So, it’s not just the reality of repair-disappointment that’s the issue here, but it is the push towards engaging with the project of repair and disappointment. Do you think that improving competence is an inducement for one to engage in a project that is essentially disappointing?
Discuss the main assumptions you make and how you get there: Growth rate- why did you assume this?
The Main Contents of the Report
– Executive summary: A very brief introduction to the company, which models you have used for valuation, what your overall view of the company’s price is and what the main risk factors are.
– Company overview: Including info on the services or products, market share, main competitors, major events (M&As, strategic reviews, management turnaround, etc.), business strategy, management of the company, life cycle and a brief look into Porter’s Five Forces and industry conditions.
– Historical information of the company: 3 – 5 years financial statements (balance sheet, income statement and cash flow statement), preferably common-sized as well to give a better perspective. These will probably end up in the appendix.
– Ratio analysis: You will be able to calculate them or extract them directly from a source, but if I find errors and irregularities I’ll hold you responsible for not checking. So even if you’re extracting these from a source, make sure you cross-check the main numbers. These can include liquidity, leverage, efficiency and capital ratios along with anything else required. Look into these and discuss any irregularities or major patters. Also you’d ideally compare these ratios with some benchmark, like the peer companies’ ratios or the industry average.
– Quality of financial reporting: Balance sheet-based accrual ratio and cash flow-based accrual ratio. If the net value of these ratios is increasing, then they have more room for manipulation; otherwise, you are good. If there is manipulation, you might as well look at cash flows too, like the case of Nestle right after checking the accrual ratios.
– Choice of valuation model: Dividend Discount Model, FCF models and Relative Valuation. Explain why you’re using/not using a specific model. You probably don’t need to do both FCFE and FCFF, one would suffice.
– Discuss the main assumptions you make and how you get there: Growth rate- why did you assume this? How do you calculate the required return on equity? What are your assumptions about your cost of debt and target capital structure? etc. Present your case and the valuation results clearly under each method.
– Sensitivity analysis: What happens if your main assumptions change? Range of potential values.
– Conclusion and recommendations: Checking the price in the market, is the share under or over-priced? What are the main concerns about your valuation outcome and the main risks the company faces, which might affect this valuation? The Main Contents of the Report
The Most Common Mistakes I Come Across
Here is a general list of the most common comments I’ve made when assessing your valuation reports. Please read them and make sure I won’t have to make these comments on your final assessment report 😉
You’re not following the structure (or any structure!) as you should and the information do not follow a pattern and are hard to follow.
You have spent too much time and effort on describing the industry and its forces. Although pointing out the main industry/economic forces are justified, this is a stock valuation report and more attention should be paid to the latter.
You jump into valuation without giving adequate info (although summarized) on the company and the environment it works in. These are required to assess the company’s overall performance and have a better overview of the future.
Financial and accounting ratios have been presented, but there is not much of an analysis on this. What are the main patterns, sources of concern and points of interest? How do these compare to the norm?
If the quality of financial reports does not turn out to be great, its advised to look at the cash generation power of the company as well (as done with Nestle) subsequent to this analysis as well.
If your company does not pay any dividend or is very volatile, it doesn’t make sense to use the DDM. Stock repurchase is also a form of dividend payment and should be taken into account when calculating the aggregate dividends paid. The dividends cannot grow for ever at a rate higher than your cost of equity. The discounting in the model hasn’t been done properly. You don’t justify the assumed growth rates in your dividends and the stages (constant growth, two-stage, H-model, etc.).
In your FCFF or FCFE model, you just look at the previous FCFFs and FCFEs and try to extrapolate them into the future. This strategy is very vague and not justifiable. You’ll need to estimate the components which make the FCFs in the future and estimate the FCFs from there. A few examples where provided in class where, subsequent to estimating future sales and EBITDAs and then alterations for FC Investment and WC Investments, future FCFs could be estimated.
Your cost of debt, equity and WACC are not reasonable. Cost of debt should be higher than the risk free, and cost of equity is typically a few percentage points higher than the cost of equity, otherwise you’re violating the fundamental assumptions of valuation.
Your Beta in the CAPM does not appear to be sustainable in the long run. You need to use a different Beta estimate (based on a different historical period or frequency) or amend your Beta by adjusting it based on industry Beta, etc. Also the market return (expected return on the market) is not sensible. This always has to be a few percentage points higher than the risk free rate of course.
Your growth rate is not very well-justified. Very high or very low growths are not sustainable in the future, and the growth rate typically does not drop all of a sudden from a high rate to a long-term sustainable rate, there is usually a gradual decline. The long term growth rate is typically in line with the industry long-term growth rate or the GDP growth rate in that economy.
When it comes to sensitivity analysis, its best to use the discount rate in one axis and the long term growth rate in the other. These are the two most important assumptions.
In your relative valuation models, you do not justify the choice of peers. Using forward ratios is more justifiable than trailing ratios. I understand this is difficult to do in many cases, but this is at least a shortcoming that you need to raise and mention in your report. (especially for the final report) it is important to look at the historical trend of the ratio you are using and to compare it with the historical averages for your peer group, and then adjust the ratio you’ll use in your valuation accordingly. It is also important to use a few different ratios, if applicable, to get a better overall view.
In your conclusions, it is good to provide a range of potential values based on the methods used above and make your recommendations accordingly. You also need to highlight again the main risks the company is exposed to which would distort the valuationThe Most Common Mistakes I Come Across
Here is a general list of the most common comments I’ve made when assessing your valuation reports. Please read them and make sure I won’t have to make these comments on your final assessment report 😉
You’re not following the structure (or any structure!) as you should and the information do not follow a pattern and are hard to follow.
You have spent too much time and effort on describing the industry and its forces. Although pointing out the main industry/economic forces are justified, this is a stock valuation report and more attention should be paid to the latter.
You jump into valuation without giving adequate info (although summarized) on the company and the environment it works in. These are required to assess the company’s overall performance and have a better overview of the future.
Financial and accounting ratios have been presented, but there is not much of an analysis on this. What are the main patterns, sources of concern and points of interest? How do these compare to the norm?
If the quality of financial reports does not turn out to be great, its advised to look at the cash generation power of the company as well (as done with Nestle) subsequent to this analysis as well.
If your company does not pay any dividend or is very volatile, it doesn’t make sense to use the DDM. Stock repurchase is also a form of dividend payment and should be taken into account when calculating the aggregate dividends paid. The dividends cannot grow for ever at a rate higher than your cost of equity. The discounting in the model hasn’t been done properly. You don’t justify the assumed growth rates in your dividends and the stages (constant growth, two-stage, H-model, etc.).
In your FCFF or FCFE model, you just look at the previous FCFFs and FCFEs and try to extrapolate them into the future. This strategy is very vague and not justifiable. You’ll need to estimate the components which make the FCFs in the future and estimate the FCFs from there. A few examples where provided in class where, subsequent to estimating future sales and EBITDAs and then alterations for FC Investment and WC Investments, future FCFs could be estimated.
Your cost of debt, equity and WACC are not reasonable. Cost of debt should be higher than the risk free, and cost of equity is typically a few percentage points higher than the cost of equity, otherwise you’re violating the fundamental assumptions of valuation.
Your Beta in the CAPM does not appear to be sustainable in the long run. You need to use a different Beta estimate (based on a different historical period or frequency) or amend your Beta by adjusting it based on industry Beta, etc. Also the market return (expected return on the market) is not sensible. This always has to be a few percentage points higher than the risk free rate of course.
Your growth rate is not very well-justified. Very high or very low growths are not sustainable in the future, and the growth rate typically does not drop all of a sudden from a high rate to a long-term sustainable rate, there is usually a gradual decline. The long term growth rate is typically in line with the industry long-term growth rate or the GDP growth rate in that economy.
When it comes to sensitivity analysis, its best to use the discount rate in one axis and the long term growth rate in the other. These are the two most important assumptions.
In your relative valuation models, you do not justify the choice of peers. Using forward ratios is more justifiable than trailing ratios. I understand this is difficult to do in many cases, but this is at least a shortcoming that you need to raise and mention in your report. (especially for the final report) it is important to look at the historical trend of the ratio you are using and to compare it with the historical averages for your peer group, and then adjust the ratio you’ll use in your valuation accordingly. It is also important to use a few different ratios, if applicable, to get a better overall view.
In your conclusions, it is good to provide a range of potential values based on the methods used above and make your recommendations accordingly. You also need to highlight again the main risks the company is exposed to which would distort the valuation
Discuss the effects of guided imagery on comfort of women with early stageUpload a research article on the assigned topic for your group and be prepared to discuss in class.
Discuss the effects of guided imagery on comfort of women with early stageUpload a research article on the assigned topic for your group and be prepared to discuss in class.
Identify and describe key theories and practices in the areas of accounting and auditing. (
1. Identify and describe key theories and practices in the areas of accounting and auditing. (CSO 1.1)
Discuss about security response failures and successes for informing professional practice.
Discuss about security response failures and successes for informing professional practice.
Explain how will your education, experience, and development to date help support those plans?
Explain how will your education, experience, and development to date help support those plans? How will this graduate program help you to attain your goals?