Human Imagery System Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Human Imagery System Essay Assignment
What is the basis for using this technique of imaging? Krakow and Zadra (2006) and
others have suggested that we have what is called the “Human Imagery System.” It
works something like this:
Figure 10.1. Image, Though, and Feeling Flow.
Thus, before we have the thought or the feeling, we work to have a picture or image in
our mind.
http://www.sleepdynamictherapy.com/
http://www.nightmaretreatment.com/
Follow-up
Do you believe that nightmares can be controlled? Rate your level of belief from 0 to
100, 0 being no belief, and 100 being total belief.
Practice the new image of the same bad dream every day. Along with your sleep
habits, log your practice and the effect on the imaging on the nightmare.
Whole Task Objectives Follow-up
How might nightmares and use of imagery relate to concept of situation in self
management?
Toolbox Controlling Nightmares Image Rehearsal Training
References
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Behavior Research and Therapy Vol. 34, 7, pp. 523-531.
Bixler, E., Kales, A., Soldatos, C. Kales, J. and Healy,S. (1979). Prevalence of sleep
disorders in the Los Angles metropolitan area. American Journal of Psychiatry. 136,
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Bonnet, M. H. and Arand, D. L. (1995). We are chronically sleep deprived.
Sleep, 18: 908–911.
Bootzin, R.R., Epstein, D. and Wood, J.M. (1991). Stimulus Control Instructions. In
Hauri, P.J. (Ed.) Case Studies in Insomnia. New York: Plenum Press, pp. 19-28.
Coren, S. (1996). Sleep Thieves: An Eye-Opening Exploration into the Science and
Mysteries of Sleep. New York: Free Press.
Curcio, C., Ferrara, M. and De Gennaro, L. (2006) Sleep loss, learning capacity and
academic performance. Sleep Medicine Review. Vol. 10 (5), pp. 323-337.
Davis, J.L. (2009) Treating Post-trauma Nightmares: A Cognitive Behavioral Approach.
New York: Springer Publishing Co.
Gresham, S.C., Webb, W.B., and Williams, R.L., (1963). Alcohol and Caffeine Effect on
Inferred Visual Dreaming. Science, Vol. 140 (3572), pp. 1226-1227.
Krakow, B (2007). Sound Sleep, Sound Mind: 7 Keys to Sleep through the Night. New
Jersey: John Wiley and Son.
Krakow, B. and Zadra, A. (2006) Clinical Management of Chronic Nightmares:
Imagery Rehearsal Therapy. Behavioral Sleep Medicine, Vol.4, 1, pp. 45 – 70.
Krakow, B and Neidhart, J. (1992). Conquering Bad Dreams and Nightmares: A Guide
to Understanding, Interpretation and Cure. New York: The Berkley Publishing Group.
Mederios, A.L., Mendes, D.B.F., Lima, P.F., and Araujo, J.F. (2001). The Relationships
between Sleep Wake Cycle and Academic Performance in Medical Students.
Biological Rhythm Research. Vol. 32 (2), pp. 263-270.
Morin, C.M., Blais, F. and Savard, J. (2002) Are changes in beliefs and attitudes about
sleep Vol. 40, (7), pp. 741-752.
Peeke, S.C., Callaway, E., Jones, R.T., Stone, G.C., and Doyle, J. (1980). Combined
effects of alcohol and sleep deprivation in normal young adults. Psychopharmacology.
Vol.67(3), pp. 279-287.
Ross, R.J., Ball, W.A., Sullivan, K.A., and Caroff, S.N. (1989). Sleep disturbance as a
hallmark of post-traumatic stress disorder. American Journal of Psychiatry. 146. Pp.
697-707.
Thacher, P.V. (2008). University students and “the all nighters”; correlates and
patterns of students engagement in a single night of total sleep deprivation.
Behavioral Sleep Medicine. Vol. 6 (1), pp. 16-31.
Yule, R.B., Lippmann, M.E., and Freedman, D. (1967). Alcohol Administration Prior to
Sleep: The Effect on EEG Sleep Stages. Archives of General Psychiatry, Vol. 16 (1) pp.
94-97.
- Implementing a Daily Planner
Q&A
Address any issues from prior session.
11.1 Objective
Develop a plan containing a goal and objectives to manage time more efficiently so as
to reduce stress.
Whole Task Objective
Describe the role of situation in self management.
Relevancy
Identifying how you are allocating your time and then performing an optimizing
process to better address your time needs can be an effective method for reducing
stress, improving time management, and setting and fulfilling goals.
He who fails to plan, plans to fail. –unknown
Prior Learning
Recall that procrastination is a behavior that is characterized by deferment of actions
or tasks to a later time and is identified as counterproductive, needless, and delaying.
Additionally, establishing goals is difficult for many people as the process becomes
complicated when one is balancing family, social obligations, education, and a job.
So, you have recorded your activities over the course of a week to get a better sense of
how you are actually spending your time.
Pretest
How confident are you that you can develop a workable time management plan? Rate
your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally
confident.
Activity
Using the supplied Appendix G: Daily Calendar, a notebook, spreadsheet, word
processor, or other recording device, you created a daily calendar noting by unit of
time (hourly, 30 minutes, 15 minutes) the activity you were performing. At the end of
one week, you analyzed the use of your time by identifying common activities or tasks
and the time spent on the tasks.
Figure 11.1. Schematic for Creating a Daily Planner.
- The week-long time log documents the time you are actually spending on your
tasks or activities as you progress through the week.
- The week-long calendar of organized time situates the activities that occur in
your week-long time log such that your days are presented in an optimized
manner allowing repetitive activities to be identified. Activities to consider
should include “free time” for family or social activities, classes, work, study,
meals and preparation, exercise, and chores.
- Task goals and objectives are tasks that may or may not fall outside of our
organized weekly calendar, but can still be addressed by identifying the goal of
that task and any steps or objectives that must be met to satisfy the task.
Consider setting goals and objectives for school or work projects. These can be
blended into the organized weekly calendar and a daily planner.
- Blend the activities of task goals and objectives and week-long calendar of
organized time into a daily planner.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify and review common activities or tasks and any task goals or objectives that
fell outside of the other activities.
Be sure to identify an adequate amount of “free time” while assuring that you put your
most mentally demanding tasks in time slots that best reflect your circadian rhythm of
sleep.
The next issue is to translate this information into some sort of daily planner. Your
planner should be a tool that accommodates your lifestyle. In its simplest form
consider using a shirt pocket planner notebook, spreadsheet or word processer
document, a wall calendar, an ”app” that runs on your PDA or cell phone, or perhaps a
commercially printed daily planner with calendar – pick a tool that you will use.
Finally, be sure that you identify key goals that are time sensitive, such as due dates for
reports, on your planner.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a potential planning tool for maintaining personal daily activity schedule. The
intent of this analysis is to develop an organized calendar or a planner that indicates
time spent on each activity.
Follow-up
Develop your daily planner. Evaluate the effectiveness of your daily planner after a
week and make adjustments.
After testing the daily planner, what did you learn about your scheduling? What
adjustments did you need to make?
Does the use of your daily calendar or planner improve your time management to a
level where your stress is reduced in certain situations? Explain.
Does using the planner and establishing goals and objectives improve your time
management to a level where your stress is reduced? Explain.
Do you believe that you can maintain a workable time management plan? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Whole Task Objectives Follow-up
How might establishing a plan containing goal and objectives relate to concept of
situation in self management?
Toolbox Daily planner
11.2 Objective
Describe the effects of stress on your body and memory.
Whole Task Objective
Describe the role of situation in self management.
Relevancy
We all dream of a stress-free life. We think “if only … if only I could pass the test … if
only I could get the promotion … if only my husband/wife wasn’t deployed.” Can you
recall times when you’ve thought “if only”? “If only” is a kind of wishful thinking,
which is does not promote resiliency, because it does not help us constructively deal
with the situation in front of us.
Life is what happens to you while you’re busy making other plans. — John Lennon
Pretest
What are your beliefs about stress?
Activity
Everyday stress is unavoidable. While we cannot eliminate stress from our lives, it is
possible to become more resilient in the face of stress. Resiliency is the ability to
bounce back from adversity; it comprises a set of attitudes, skills, and behaviors that
can be learned at any age. The key to resiliency is not the elimination of stress, but the
development of the skills needed to manage stress in particular situations in an
optimal way.
Empathy is an important characteristic of resilient people. Empathy is the ability to
relate to what someone else is going through. Empathy does not require agreement
with the other person’s point of view. Instead, empathy entails understanding the
other person’s perspective. Reflect on stressful situations you encountered. Who were
your best leaders — squad, platoon, company. Were these leaders who could perhaps
put themselves in “your place”. Consider and discuss characteristics of these leaders.
Did the good leaders empathize?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a individual they perceived as being a “good” leader and determine if the
concept of empathy relates to that leader.
Resilient people have a sense of self-efficiency; they are realistically capable given the
situation. Resilient people accept their limitations and are able to reach out to others
to meet challenges, solve problems and attain goals.
Follow-up
How confident are you that you exhibit empathy? Rate your confidence from 0 to 100,
0 being totally unconfident, and 100 being totally confident.
How confident are you in your willingness to reach out to others to solve problems?
Rate your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally
confident.
How confident are you that you have a realistic view of your strengths and limitations?
Rate your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally
confident.
What are your present beliefs about stress?
In preparation for next class complete the reading of Vroom and Jago’s The role of the
situation in leadership using SQ3R.
Whole Task Objectives Follow-up
How might stress relate to concept of situation in self management?
Toolbox
Stress
- Situation in Leadership
Q&A
Address any issues from prior session.
12.1 Objective
Describe the role of situation in leadership models.
Whole Task Objective
Describe the role of situation in self management.
Relevancy
Is leadership based on the person, the situation, or something else?
If you’re in a bad situation, don’t worry it’ll change. If you’re in a good situation, don’t worry it’ll change. — John A. Simone, Sr.
Prior Learning
Recall that the process for reading research can be made more time efficient and
understandable by not reading the article from beginning to end, but by first going
through a more selective and therefore briefer reading process. When we have many
articles to review or time is a limitation, this briefer process allows us to better grasp
the whole of the article without necessarily reading every word or understanding all of
the complex statistics and charting that might be involved. Apply the SQ3R technique
for a comprehensive understanding of an article.
Pretest
Do you think situation can affect leadership? Explain.
Activity
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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