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Description Reflection 1: Please submit a well-written reflection upon the readings. Please keep in mind, I have read the articles so you do not need to provide an overview of each article. Rather, think about the ideas that have been conveyed and share your thoughts about these ideas. Tell me something that intrigued you from the readings and why it caught your interest, for example. As you read, keep in mind when and where the article was published. Who is the audience? What is the state of the field at the time of the writing? A good reflection integrates the messages and contributions of the readings. Reminder- Do not ask AI for any assistance with this task. Reading for Reflection: - McGeachen+2014 - McGeachen+2018 Reflection 2: Please submit a well-written reflection upon the readings. Please keep in mind, I have read the articles so you do not need to provide an overview of each article. Rather, think about the ideas that have been conveyed and share your thoughts about these ideas. Tell me something that intrigued you from the readings and why it caught your interest, for example. As you read, keep in mind when and where the article was published. Who is the audience? What is the state of the field at the time of the writing? A good reflection integrates the messages and contributions of the readings. Reminder- Do not ask AI for any assistance with this task. Reading for Reflection: - Additional 3 readings attached UNFORMATTED ATTACHMENT PREVIEW Four Generation Pedigree Chart PAT E R N A L G R A N D FAT H E R YO U R FAT H E R PAT E R N A L G R E AT- G R A N D FAT H E R Name William S Hastings Name William Shepherd Hastings Birth Date / Place Birth Date 21 April 1853 Death Date / Place Virginia Birth Place Indiana PAT E R N A L G R E AT- G R A N D M O T H E R Name Julia Wolf Name Harry Clater Hastings Death Date 28 September 1933 Birth Date 11 July 1888 Death Place Seattle, King, Washington Birth Place Carlisle, Sullivan, Indiana Marriage Date 10 October 1885 Death Date 6 December 1966 Marriage Place Sullivan Co., Indiana Death Place Seattle, King, Washington PAT E R N A L G R A N D M O T H E R Marriage Date 27 June 1923 Name Rebecca Luella Lisman Birth Date / Place Birth Date 25 Oct 1863 Death Date / Place North Carolina Birth Place Carlisle, Sullivan, Indiana PAT E R N A L G R E AT- G R A N D M O T H E R Death Date 4 September 1933 Death Place Seattle, King, Washington Marriage Place Seattle, King, Washington YO U Name Lois Jane Hastings Birth Date 3 Mar 1928 Birth Place Seattle, King, Washington Marriage Date 22 November 1969 Marriage Place Seattle, King, Washington Birth Date / Place Death Date / Place Indiana PAT E R N A L G R E AT- G R A N D FAT H E R Name Name Wiilam Perry Lisman Eliza Jane Hart Birth Date / Place Death Date / Place Indiana MATERNAL GREAT- GRANDFATHER M AT E R N A L G R A N D FAT H E R YO U R M O T H E R Name Joseph Pugh Name Samuel Arthur Pugh Birth Date / Place Birth Date 19 August 1868 Death Date / Place Kentucky Birth Place Missouri M AT E R N A L G R E AT- G R A N D M O T H E R Death Date 1 January 1911 Name Amelia Rainwater Name Amelia Matilda (Camille) Pugh Death Place Youngstown, Mahoning, Ohio Birth Date / Place Birth Date 25 July 1897 Marriage Date March 1896 Death Date / Place Kentucky Birth Place California Marriage Place Los Angeles, Los Angeles, California? M A T E R N A L G R E A T - G R A N D F A T H E R Death Date 3 May 1989 M AT E R N A L G R A N D M O T H E R Death Place Seattle, King, Washington Name Bessie Belle Bishop (Farms) Birth Date / Place Birth Date 27 July 1876 Death Date / Place Ohio Birth Place Ohio Death Date 29 Jan 1969 Name Death Place Seattle, King, Washington Birth Date / Place Name William Bishop M AT E R N A L G R E AT- G R A N D M O T H E R Matilda Bowman Death Date / Place Ohio © 2018 National Genealogical Society. For personal use only. Cannot be reproduced for commercial purposes. L. JANE HASTINGS Here is where your story begins BIOGRAPHICAL RESOURCES Locating some initial background information: ? Wikipedia ? Docomomo Wewa PEDIGREE CHART Father's Paternal Grandfather Father's Father Father's Paternal Grandmother Father Father's Maternal Grandfather Father's Mother Father's Maternal Grandmother YOU Mother's Paternal Grandfather Mother's Father Mother's Paternal Grandmother Mother Mother's Maternal Grandfather Mother's Mother Mother's Maternal Grandmother MILESTONES MARCH 3, 1928 Born in Seattle, Washington UW GRADUATION Received a degree in architecture; 8th Washington woman to be licensed. NOVEMBER 22, 1969 Married fellow architect Norman J. Johnston in Seattle, Washington MARCH 25, 2024 Died at the age of 96 after a brief illness 1928 1952 1969 2024 JOHNSTON-HASTINGS HOUSE 3905 NE Belvoir Place, Laurelhurst ARCHITECTURAL RESOURCES Locating some initial background information: ? Native Land – native-land.ca ? Land records – federal and local ? Maps ? City Directories ? Photographs ? Seattle Times overview Progress report Historical geography I: What remains? Progress in Human Geography 2014, Vol. 38(6) 824–837 ª The Author(s) 2014 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0309132514546449 phg.sagepub.com Cheryl McGeachan University of Glasgow, UK Abstract This report uses the First World War as a way to open up current debates into issues of bodies, selves, battlefields, memory and death in historical geography and beyond. Sweeping through a range of scales, from the global nature of imperialist practices to the intimate spaces of the psyche, this report highlights the contributions that historical geographers are making to these studies and the creative approaches taken. The aim is to expose the need for historical geography to engage with the darkest corners of human experience, in relation to conflict, so as to learn from the past in present insecure times. Keywords bodies, conflict, death, First World War, historical geography, memorialization, scale A grisly tableau was the first thing to greet them – mangled bodies were strewn around, many of them no more than limbless torsos, like tailor’s dummies, their clothes blown off . . . . A stretcherbearer, lacking as yet any live casualties, was picking up limbs – arms and legs that were sticking out of the rubble. He looked as if he was intending to piece the dead together again at a later date. Did someone do that, Ursula wondered? In the mortuaries – try and match people up, like macabre jigsaws? Some people were beyond re-creation, of course . . . (Atkinson, 2013: 389) felt strongly in the present day, haunting lives and landscapes. During the First World War, almost nine million men were killed in action, six million civilians died in incidents relating to conflict, and nearly 20 million individuals suffered injuries (Kramer, 2008: 251). This overwhelming scale of death, destruction and despair fundamentally changed the way that individuals viewed bodies, selves and landscapes.1 The above description of the gruesome aftermath of bombing in London, taken from Kate Atkinson’s novel Life After Life (2013), forces the reader to consider the difficult question of ‘what remains?’ – a haunting shadow that hangs over all historical geography research. In relation to war, this is often most August 2014 marks the hundredth anniversary of the outbreak of the First World War, a time when worlds were destroyed and remade, and lives were changed forever by the force of the conflict. Reverberations of this event are still Corresponding author: School of Geographical and Earth Sciences, University of Glasgow, Glasgow G12 8QQ, UK. Email: Cheryl.McGeachan@glasgow.ac.uk Introduction Few years can justly be said to have transformed the Earth: 1914 did. (Ham, 2014: n.p.) McGeachan pertinent to those who have lost their lives in battle and their deathly shadows that sweep across a range of commemorative landscapes. However, it is also present in the bodies and minds that, despite their best efforts, travel through the different spaces of their worlds battered, bruised and sometimes broken by the conflict they have felt and/or encountered. As the world remembers and commemorates the First World War, through a series of high-profile events (see: www.1914.org), the sub-field of historical geography continues various quests of critical reassembly (relating to conflict) which, just as Atkinson’s ‘macabre jigsaws’ suggests, work within the boundaries of what gets left behind and at the limits of historical re-creation. In the first of these three reports outlining current endeavours in historical geography and related fields, I will review published work relating to three intertwining research themes: bodies and battlefields, minds and institutions, and memory and memorialization. Using the centenary of the First World War as a pivot, and in line with a ‘new wave’ of First World War studies adopting a multidisciplinary agenda to address the multitude of experiences and perceptions of the many individuals involved in adjusting to and enduring conflict (see Wilson, 2011), this report demonstrates the ‘kaleidoscopic complexity’ (Saunders and Cornish, 2014: 6) of this area of study with reference to historical geography and beyond. Distance and scale In his ‘memoiristic’ essay discussing 50 years of Canadian historical geography, Wynn (2012) asks for the sub-field, once again, to push back ‘against the idea that historical geography has neither contemporary relevance nor something distinctive to say about a world we have lost’ (p. 21), insisting instead upon the importance of engaging with the past in various ways. Historical geography, Wynn (2012: 21) notes, is 825 ‘neither a thing of the past, nor a field facing life-threatening crisis’, but it is changing and there are fresh issues requiring consideration. Using the work of intellectual historian Mark Phillips (2011), Wynn suggests that developing a more nuanced view of ‘historical distance’ can chart a route-way to a more varied and inclusive historical practice. For Phillips (2011: 14): Scientific time may be measured by abstractions, but history’s movements are neither neutral nor uniform. Though time is often compared to a river . . . it might equally be imagined as a city street, where the traffic changes its rhythms at different times of the day, and where the flow of present purposes rubs up against structures built by earlier generations. In narrative, as in a streetscape, heterogeneity produces a variety not reducible to a single optimum viewpoint – what some have wanted to call a truly historical perspective. Rather, historical distance emerges as a complex balance that has as much to do with the emotional or political uses of the past as with its explanatory functions or its formal design. (quoted in Wynn, 2012: 22) Historical distance, if thought in these terms, is intimately bound to the ways in which people and worlds collide (Phillips, 2011: 22) over time and space, often in the most spectacular of ways, and a range of historical geography work has recently sought to investigate these collisions in relation to war, conflict and their devastating aftermaths. As historical geographers address the force of such collisions in increasingly insecure times (see Philo, 2012a), recent focus has turned, once again, to the importance of scale for drawing out networks of power across particular times and places. In a feature issue of the Journal of Historical Geography, on the historical geographies of moral regulation, Legg and Brown argue ‘that geographies of moral regulation can be both intellectually and empirically extended by work that carefully traces the temporal and spatial scales of moral regulation’ (2013: 134). 826 Using Foucauldian theory, the papers in this issue explore the latent possibilities for exposing the scalar networks of moral regulation (Legg and Brown, 2013: 134). Beckingham’s (2013) paper highlights two such scalar trajectories – the imaginative, or discursive, and the practical – in his exploration of the emergence of child protection work in Victorian Britain, while Mooney (2013) demonstrates the underexamined consequences of shifting geographies of risk in relation to the treatment and prevention of tuberculosis in Edwardian England. In Howell’s (2013) summary, he argues that, rather than giving up on the insights generated by moral regulation, we should ‘recognise that moral regulation does not define and map out specific ‘‘moral terrain’’ so much as it creates – and dynamically recreates – spaces, places and scales as a necessary consequence of its being just such a mode of regulation’ (p. 201; emphasis in original). The importance of scale in human geography is retained in this work and, for Howell (2013: 193), it is the active production of scale in the particular moral projects suggested in the papers that captures how the practice of moral regulation is not simply a concept to consider in the past but one that is with us strongly in the present. As Legg (2009: 237) has noted previously, scale becomes far more than ‘a narrative for describing the world’, but rather a way of looking at how people connect to their place and discipline their bodies in relation to broader scales of belonging (see Beckingham, 2013: 141) over which individuals often have very little control. The centenary of the First World War creates an opportunity to foreground precisely this scalar politics and vulnerability by considering the force of conflict through a variety of scales, also highlighting the role of ‘geography’ in understanding the complexities of experience. This report aims to use the First World War as a way to open up current debates into issues of bodies, selves, battlefields, memory and death in historical geography and beyond. Sweeping through a Progress in Human Geography 38(6) range of scales, from the global nature of imperialist practices to the intimate spaces of the psyche, this report highlights the contributions that geographers are making to these studies and the creative approaches taken. The aim is to expose the need for historical geography to engage with the darkest corners of human experience, in relation to conflict, so as to learn from the past in present insecure times. Bodies and battlefields In their introduction to the edited collection Bodies in Conflict (2014), Saunders and Cornish note that ‘in war, bodies are put at hazard’ (p. 2), while recent work into ‘military landscapes’ (see Woodward, 2014) has sought to explore the material and experiential effects of conflict (e.g. Pearson et al., 2010).2 Fluri (2011: 282) notes that ‘[b]odies represent the most immediate and delicate scale of politics as corporeal sites and markers of gender and national identity’, and attention has been given to a range of bodies involved with the living in, fighting for and producing of such military landscapes. Connections between solider and landscape have been seen as reassembled in the construction and articulation of military identities in specific times and places (see Atherton, 2009; Woodward and Winter, 2007). Wilson (2011) discusses the varied processes by which British soldiers on the Western Front gave meaning to the war-ravaged landscapes that they encountered. Using soldiers’ letters, diaries and recollections, Wilson (2011) shows that, by attributing new names and associations to the areas experienced, a new geographical understanding was formed that became critical to the soldiers’ lives and identities. Flintham (2014) reflects upon the complex connections between military and civilian space. Drawing upon fieldwork on the island of Foulness, Flintham (2010: 82) questions ‘how militarised space is conceived and produced in three dimensions and how it exists in parallel with civilian space’, and in doing so recognizes the agency McGeachan of the civilian body (human and social) in defining the limits of military space and being controlled by it. While focus has been placed on the figures traditionally associated with conflict, such as soldiers and civilians, Forsyth (2013, 2014) has used an historical-cultural lens to investigate the role of camoufleurs in the militarization of particular environments. Through her study of The Desert War and of the work of prominent zoologists Professor Graham Kerr and Dr Hugh Cott, Forsyth shows how camouflage should be interpreted as simultaneously a creative and a violent (indeed ‘offensive’ and not merely ‘defensive’) technology. For Forsyth (2014: 261), ‘the study of desert camouflage reveals how knowledges are enrolled by the military to recreate spaces to become sites of military geographies’ (see also Clayton, 2013) and the space of the desert therefore becomes transformed from ‘a natural environment to a dangerous and deceptive battlefield’ (2014: 250). Similarly, Gough’s (2010) work seeks to expose the battlefield as a ‘phantasmagoric’ place. By examining the Western Front through the lens of artists such as Stanley Spencer, Gough (2010: 280) suggests that ‘the battlefield was in fact a crowded emptiness, crowded with soldiers hidden in noisome labyrinths and ‘‘occupied’’ forever after by the bones and bodies of the dead’. The battlefield has also become an important focus in discussions surrounding national identity construction. Using the memory scape Reflections at Bukit Chandu in Singapore, Muzaini and Yeoh (2005) highlight the contentious nature of such sites as they are appropriated and ‘read’ by those ‘outside’ and ‘within’ the state. Such landscapes, the authors argue, ‘not only commemorate war sites but are themselves ‘‘fraught battlefields’’ of collective memory’ (Muzaini and Yeoh, 2005: 360). Yet what can often be forgotten in the consumption of such landscapes is that in these sites and spaces bodies have experienced intense pain 827 and injury; they have been bleeding, bruised, fractured, and broken. For Scarry (1985), this human pain is central to war and yet its affects are incredibly difficult to communicate and comprehend, and for those working on the battlefield of the past it becomes an increasingly difficult element to trace. In order to explore the often ‘unspeakable geographies’ of the body (see Davis and Dwyer, 2007: 259), some geographers have moved towards more interpretive approaches to research, such as engaging with literary texts (e.g. Pile, 2011).3 Noxolo (2014) highlights how literature can be not only an expression of experience but offer meanings for that experience (p. 296). In relation to postcolonial fiction, particularly the African novel, Noxolo, using Eze (2008), notes that ‘literary texts ‘‘extend the problem of truth in history from questions about recovered facts of the past to the issue of tradition as in itself a form of historical experience’’’ (quoted in Noxolo, 2014: 296). A range of bodies (and body parts) returned from the battlefields of the First World War, and human geography has begun to focus more explicitly on engaging with one particular type: the corpse. Young and Light (2013) argue that the corpse is a neglected form of ‘the body’ in geographical inquiry, forming an important link between the living and the dead. In their exploration of the mobilities of the corpse of Dr Petru Groza between 1958 and 1990, Young and Light (2013) highlight the various forms of agency displayed by the corpse and the ‘dead body politics’ involved in its treatment. For the authors, ‘corpses play a significant role in broader processes as parts of complex assemblages of memories, representations, embodied performances and the material culture of death’ (Young and Light, 2013: 144), which have the potential to reveal a set of underexplored geographies of war and conflict. Yet for some individuals, their corpses were unable to be returned from the battlefield or the civilian rubble due to the horrifying force of modern industrialized warfare, and geographers must 828 also extend their scope to consider the fragments or absence of human bodies (see Moshenska, 2014) and their significant geographies. Minds and institutions For the many living individuals who do return from battlefields of war, their sense of belonging is often intimately bound to a range of institutional spaces and their particular practices. Historical geographers have long paid attention to these institutions, from those created to repair the bodies of the wounded to those specifically existing to treat the mind (e.g. Ogborn and Philo, 1994). For example, Hyson and Lester (2012) investigate Indian military hospitals, specifically the Royal Pavilion complex in Brighton, during the early years of the First World War, asking how the awareness of connections and movements within the networks linking hospitals, their staff and patients to India affected British imperial actions and representation. Recent attention has also turned to the specific micro-spaces of the larger institutions designed to treat those encountering the differing wounds of war. Carden-Coyne (2014) examines soldiers’ agency within the unique system of military medicine during the First World War through their diary entries recounting physical pain, and highlights the networks of exchange that occur between individuals, spaces and institutions (see also Moss and Prince, 2014). McGeachan (2013), in her geographical biography of the Scottish psychiatrist RD Laing, traces the distinctive space of the insulin coma ward at the Royal Victoria Military Hospital in Netley during the 1950s. In the darkened wards of this military hospital, bodies and minds were subjected to experimental treatments designed to ‘cure’ ‘diseases’ of the mind in carefully demarcated hospital spaces. By opening up these experimental spaces for further examination, McGeachan (2013) argues that new insights into the interpersonal relations Progress in Human Geography 38(6) between patients, psychiatrists and the hospital can be illuminated. These psychotherapeutic relationships are taken further by Callard (2014), in her work on the historical and geographical specificity of psychoanalytic consulting rooms. In this piece, Callard suggests a turn towards examining a historical geography of the psychoanalytic setting, asking ‘[w]hat would it take to fill out the historical geography of the psychoanalytic consulting room?’ (2014: 78). Centring on the multiple dualisms between mind/body interactions, these studies spy, through an historical lens, a variety of scalar spaces, from the grandest of institutional locations through the most mundane of consulting sites to the most intimate inner spaces of fear and despair. Philo (2014), in a theme issue of Social & Cultural Geography addressing ‘insecure bodies/ selves’, discusses the ‘alternative spatialities of being-in-the-world for someone experiencing extreme body/self fragmentation’ (p. 285; see also McGeachan, 2014).4 For many who experience war – first-hand or otherwise – the inescapability (and sometimes the uncontrollability) of their traumatic recollections forces alternative ways of navigating and occupying the spaces and places of their inhabited worlds. A figure often used to highlight these shifting terrains is the shell-shocked soldier. Cases of shell-shock first began to appear in late-1914 in the troops of the British Expeditionary Force during the retreat from Mons (Howorth, 2000: 225) and changed how mental illness, particularly in relation to psychological medicine, was not only treated therapeutically but also institutionally. For many encountering the shell-shocked soldier, they recall the ‘veritable hell’ (Smith and Pear, 1918: 13) of their worlds and the painful structure of their nightmares: ‘it was absolutely terrifying when he woke up, screaming and screaming and screaming’ (quoted in Howorth, 2000: 225).5 Bonikowski (2013: 14) discusses the ‘trace’ of war that attempts to somehow capture an experience that repeatedly marks the body and mind. McGeachan Soldiers experiencing shell-shock were often viewed as inhabiting a space between the living and the dead, with photographs appearing from the battlefields showing the twisted limbs and blank faces of men scarred by conflict experiences, suggesting ‘a haunting excess written on the surface of the body but pointing to a deeper, invisible disturbance’ (Bonikowski, 2013: 2). Shell-shock is often defined as a traumatic event that inscribes itself and becomes stored in the body, returning through the mechanisms of flashbacks, repetition compulsions and psychosomatic illnesses (Kaes, 2009: 4; see also Howorth, 2000), and recent geographical work has focused on trauma of varying kinds (see Tamas, 2011, 2014; Pain, 2014).6 Traumatic experience, notes Bondi (2013: 13), has an ‘intrinsically unchangeable quality to it and feels forever in the present . . . locking the sufferer into a world of unchangeable repetition, trauma estranges and isolates the traumatized, rendering them unable to fully inhabit the world of ordinary human connections’. Through investigations into Freud’s early work on trauma, specifically through a patient called Emma, Blum and Secor (2014) identify and illuminate the centrality of spatiality in understanding trauma. For Blum and Secor (2014: 105), trauma is topological, ‘which is to say that the ‘‘origin’’ of trauma is not a single event localizable in time and space, but rather a topological constellation in which ordinary ideas of space (such as distance or location) are distorted and subject to ongoing transformations’ (see also Pile, 2014). It is therefore this complex erasure of time and distance, between the then and now, in trauma and its aftermaths that historical geographers have sought to investigate in relation to conflict through various guises. In many ways ‘trauma is . . . the history that keeps on happening’ (Gutorow et al., 2010: 4), and work on imperialism and its legacies shows this insight most profoundly. Wood (2014), in his examinations of Jean-Baptiste Debret’s visual poetics of trauma, explores the subjects 829 of time and urban slavery. Wood (2014) argues that Debret was fascinated with what slaves did with themselves when they were forced to do nothing: ‘the horrifying and almost wholly neglected aspect of slave life-waiting’ (p. 41). The life of the urban and domestic slave is often imagined as somewhat easier than the hard physical slog of the sugar plantations and mills, but Wood (2014: 42) argues that, ‘viewed from another angle [,] this existence might be worse, indeed might amount to a living death’ due to their lives being so intimately bound to the temporal and spatial routines of their owners (see also Stewart, 1995). By examining the visual archive of Debret, Wood (2014: 43) exposes the ‘full force of the terror of waiting’ for enslaved individuals. In Memories of Empire, Volume I: The White Man’s World (2011), Schwarz demonstrates that the afterlives of empire remain strongly felt and experienced long after rule itself has gone. Bailkin (2012) also tracks the afterlives of empire through a collection of everyday stories that attempt to recast the genealogy and geography of welfare. Colonial memories are shown in these works to return as ‘disruptive shocks’, and the ‘spectral reappearances’ of once pertinent figures, places and ideas (Craggs, 2013: 61) demonstrate the continued reverberations of past trauma on the present. Memory and memorialization The elusive nature of memory, as seen in the previous section, can be its alluring quality in historical studies. Yet the intrinsic spatiality of memory has led many geographers to explore its expansive domains (e.g. Meusburger et al., 2011; Jones and Garde-Hansen, 2012). Morin (2013: 5) reminds historical geographers that they must keep issues surrounding ‘the psychic or psychoanalytic costs of remembering and forgetting traumatic events (at individual, familial, and social scales)’ as a key concern in the sub-field; and in relation to war and 830 conflict this caution can be viewed most profoundly in the increasing attention given to memorials and commemorative practices. The enormity of lives lost in the First World War changed the cultural landscape of grieving dramatically, with a diverse range of memorials erected to honour and remember the ‘fallen’. Memorials and other commemorative practices bring together bodies and battlefields in death, as in many ways ‘memorials were markers for absent bodies’ (Scates and Wheatley, 2014: 530) that have often perished on various battlefields. However, questions remain over the afterlives of these presences in a range of landscapes and the multiple ways in which the living continue to confront the dead (see Horne, 2014). Memory is often explored through the social and cultural practices, enactments and activities that demonstrate emotional bonds connecting communities to their landscapes and environments (see Meusburger et al., 2011: 4). In relation to war and conflict in the geographical literature, memory is often connected to repeated commemorative processes and through the (re)creation of different types of monuments. Johnson’s work (see 1999, 2003) broadly examines the role of space in the expression and performance of public memorials, and recently she has sought to examine closely the role of memory, reconciliation and forgetting in a post-conflict society where acts of extreme violence are still temporally close in public consciousness (Johnson, 2012). Using philosopher Paul Ricoeur’s (1999) framework for understanding the ethics of memory, Johnson (2012) focuses upon ‘the actions, or the ‘‘uses and abuses’’ to which memory is put’ (p. 239) to explore the dialectical relationships between memories and acts of remembrance in relation to the 1998 bombing of Omagh. Similarly, McCarthy (2012), in his analysis of the multiple ways whereby Dublin’s 1916 Easter Rising has been (re)interpreted over the last century, tracks how memories (and myths) shape Ireland in the present through an Progress in Human Geography 38(6) intriguing interplay between historiography and commemoration. The difficulties inherent in commemorating violent acts and the death and/or destruction of people and places are well documented in the geographical literature, as shown above, but further attention to the control and restriction of such practices has been recently illuminated (see work relating to the ‘anti-monument’ movement, e.g. Carr, 2003). Work on cemeteries and their subsequent transformations (see Brown, 2013) demonstrates that the resting places of the dead and their relationship with the living is not always an easy one to navigate. Philo (2012b), for example, highlights the ‘troubled proximities’ associated with on-site asylum cemeteries. Through a specific focus on the often neglected asylum cemetery, Philo (2012b) recognizes the unease that can arise ‘between asylums and cemeteries when thrown into proximity’ (p. 93; emphasis in original). Changing perceptions and valuations of the dead due to specific commemoration practices can also be viewed here, since many cemeteries have become lost, forgotten or left to ruin in the contemporary landscape (see Gandy, 2012).The affective power of ruin landscapes (see Ross, 2014) and their ability to serve as ‘emblematic sites at which to re-examine and recast our relationship with the past, and our understandings of temporality’ (DeSilvey and Edensor, 2013: 471), have been explored at length by a range of geographers (see Edensor, 2011; Garrett, 2011). In relation to war and conflict, geographers have examined restored sites with grave histories, such as the ruins of an Auschwitz gas chamber (Trigg, 2009), and the ambiguous remains of the Second World War and Cold War military infrastructures (Davis, 2008). Attention to these ruins and their afterlives comprises a challenge to dominant modes of thinking of the past, exploring the abject aspects of human experience so often hidden beneath the hegemonic heritage narratives of such sites and historical events (DeSilvey and Edensor, 2013). McGeachan While critical attention has been given to particular sites that commemorate the dead in multiple guises, such as cemeteries, it has also focused inwards on the emotional and affective aspects of such material memorial scapes (Maddrell and Sidaway, 2010). Therefore, turning the attention to the complex fluxual relationships between the living and the remains of the dead, Maddrell (2013: 503) notes that ‘we all experience the absence of the deceased and negotiate living with that absence in different ways, in and through a variety of place-temporalities’. There are multiple functions of memorials, especially in relation to

loss of drive

Description UNFORMATTED ATTACHMENT PREVIEW Capstone Presentation Showcase At the end of the semester, you will use Panopto to create a 12-15 minute video-recorded PowerPoint presentation of your final capstone project. At the end of the semester, you will share your recorded presentation to the discussion forum on Canvas as part of a class-wide student showcase. As part of this multi-day showcase of student work, you will be expected to draw on the extensive research you have done for your capstone project to offer thorough, thoughtful, and substantive written answers to the questions raised by me, your classmates, and other faculty members in the WebCampus discussion forum. Important Dates: • • • • Sunday, 4/19: Deadline to submit a draft of your PowerPoint slides on Canvas for feedback. Sunday, 5/4: Deadline to submit video recording of your presentation to the “Capstone Presentation Showcase” on the Canvass discussion forum. Thursday, 5/8: Deadline for IDS faculty to post questions in response to your presentation on the Canvass discussion forum. Sunday, 5/11: Deadline to respond thoroughly, thoughtfully, and substantively to the questions asked about your project on the Canvass discussion forum. The Structure of a Successful Capstone Presentation: In your presentation, be sure you do the following: • Briefly introduce yourself and your project. (1 slide) o As part of this introduction, you should create a title slide that includes your name, your areas of study (e.g., Film and Anthropology), and the title of your project. • Briefly describe the PROBLEM that motivated your project. (?1-2 slides) o Be sure to provide evidence/illustrative examples as you make your case that this is a problem that deserves our attention. • Briefly introduce the PURPOSE of the project and the specific steps you took to achieve your project goals. (? 2 slide) o If you conducted research to answer specific research questions, identify those questions. o If you created something that is designed to do specific work in real world contexts, identify what you created and explain what work it is meant to do. That is, make clear how what you created is meant to serve as an intervention in the problem you identified. o Briefly describe the methods of data collection and analysis you used for your project. • Explain specifically how your project draws upon your areas of study. (?1-3 slides, depending on how many areas of study you have) o Identify and define specific concepts, theories, arguments, and/or methods you drew upon from your areas of study o Cite specific authors from your areas of study when you introduce these concepts, theories, arguments, and/or methods ? Don’t just say, “Psychologists are interested in…” o Explain specifically how these concepts, theories, arguments, and/or methods informed your project • Show what you discovered/ accomplished during the course of your project. (number of slides will vary) o If you created something, show the audience what you created (or at least representative pieces of it) and explain how it was informed by the research/analysis you did. o If you wrote a research paper, present the results of your research: ? Present the overall argument of your paper, along with at least 3 specific claims you make throughout your paper. ? Present actual data (e.g., charts, graphs, interview excerpts, illustrative examples from your textual or film analysis) to support these claims. ? It makes sense for this part of your presentation to mirror the structure of the body of your paper. • In the conclusion, communicate the significance of your project to someone who is not inherently interested in your topic, and identify what work still needs to be done. (?2 slides) o Note: This part of your presentation should draw from the conclusion of your paper. o If applicable, briefly acknowledge the limitations of your research. ? If this is an applied project, what is the next step? If this is a research project, how might others build upon the work you have done? o Briefly describe what work still needs to be done. o End your presentation by addressing that ever-present “So What?” Question. ? Why is this project important? What are the larger implications of what you discovered/created through this project? Other Things to Consider: • The “flow” of your presentation should be coherent and well-organized: o Do your slides follow a logical flow of ideas? o Do you effectively transition from one slide to the next? • The presentation should LOOK professional: o Is it visually neat (that is, do you avoid filling an entire slide with text)? o Do you incorporate relevant and compelling images that complement the information you present? o Do you avoid typos or misspellings? • The presentation should SOUND compelling: o Does your spoken presentation move beyond just reading the text on your slides? o Does your personality and interest in your topic come across to your audience as you speak? o Note: It is OK to prepare a script for what you will say to ensure you stay within the proper time limit, but you don’t want your audience members to feel like you are just reading at them. • The presentation should be the right length: o The presentation should be 12-15 minutes long. ? Note: This means that you cannot possibly address everything you did/wrote about in your paper. Think of this as the highlight reel of your project, knowing you will have the opportunity to elaborate further during the Q&A. o Practice giving your presentation before you begin recording to ensure that it is not too long and not too short. 1 How do mental health and emotional support affect college golfers? Hina Matsui IDS 495A Professor Valerie Taylor 4/13/2025 2 Contents Introduction ..................................................................................................................................... 4 Athletic Mental Health Background ........................................................................................... 4 Review of literature......................................................................................................................... 6 A. General Review of College Athlete Mental Health Issues ..................................................... 6 Historical Context of Sports Mental Health................................................................................ 6 Important Research and Notes on Performance and Mental Health ........................................... 7 Psychological theories of coping mechanisms and resilience .................................................... 7 Domains Affected ........................................................................................................................... 8 How Psychology Affects Sports ................................................................................................. 8 Contributions to Sports Science .................................................................................................. 8 Societal Views ............................................................................................................................. 8 Issues in Mental Health for College Golfers................................................................................... 9 Challenges Unique to College Golfers ....................................................................................... 9 Certain mental health concerns ................................................................................................. 10 Individual Experiences: Case Studies ....................................................................................... 10 Value of Emotional Assistance.......................................................................................................11 Emotional Support System Providers ........................................................................................11 Affective Support's Effect on Performance .............................................................................. 12 Techniques for Encouraging Systems of Emotional Support ................................................... 12 Psychological Intervention Strategies ........................................................................................... 13 Awareness and Its Advantages .................................................................................................. 13 Cognitive- Behavioral Therapy (CBT) ..................................................................................... 13 Emotional Support Animals (ESAs) ......................................................................................... 14 Case Studies or Successful Interventions ................................................................................. 14 Performance Affected by Mental Health ...................................................................................... 15 Interplay between Physical Exercise and Mental Health .......................................................... 15 b. Mental Health Issues Affecting Performance: ...................................................................... 16 Research tying performance outcomes to mental health .......................................................... 16 Comprehensive systems of support .............................................................................................. 17 Present Situation of College Mental Health Services ............................................................... 17 3 Advice for Establishing Workable Support Systems ................................................................ 18 Coaches' and athletic trainers' roles in mental health awareness .............................................. 18 Stands for Future Areas of Research ............................................................................................. 19 Extended Effects of Mental Health Interventions ..................................................................... 19 Sociocultural Aspects Influencing Athlete Mental Health ........................................................ 20 Suggested Research Topics and Approaches ............................................................................ 20 Conclusion .................................................................................................................................... 21 A Synopsis of Important Results .............................................................................................. 21 Value of Including Mental Health into Athletic Development ................................................. 22 References ..................................................................................................................................... 24 4 Introduction Athletic Mental Health Background Michael Phelps, the most successful and most decorated Olympian swimmer of all time, said, "For the longest time, I believed asking for help was a show of weakness because that's kind of what society teaches us.” From an athlete's standpoint specifically, that is true. If they want assistance, they are not the huge masculine athlete that others aspire to be (Wasserman 2021). If the best of all athletes can struggle with mental health, it is only imperative that we take early, college, or even elementary level care of the matter. Attracting attention from researchers, coaches, and athletes both, mental health has progressively taken the stage in the world of sports. Athletes' psychological well-being can be greatly affected by the demands of competitive sports, including performance standards, training schedules, and public criticism (Murray et al., 2017). With problems like anxiety, sadness, and burnout especially common, studies show that athletes are more likely than the general population to have mental health problems. The special environment of sports sometimes makes these difficulties worse since players may feel driven to keep a picture of strength and toughness, which causes them to hesitate to get treatment. Mental health has been increasingly important in recent years for enhancing general wellbeing and athletic performance. This change of view emphasizes the requirement of thorough mental health support systems inside sports programs. Taking care of mental health improves not just performance but also long-term personal development and enjoyment in athletes' lives (Barnett et al. 2020). Value of Researching Mental Health Specifically for Golfers 5 As a game, golf offers different difficulties that could seriously impact a player's mental state. Unlike many team sports, golf is mostly individualistic, where success or failure is sometimes under close examination without the cushion of team dynamics (Drescher et al. 2023). Given that golfers' performance is assessed in a very competitive and often subjective context, this seclusion might cause strain on them. Particularly, college golfers have to juggle the pressures of demanding hard training, competition, and academic obligations, which may lead to a perfect storm for mental health problems. For several reasons, golfers' mental health needs research. First, it can assist in pinpointing the particular pressures these athletes experience and how they vary from those in other sports. Knowing these subtleties helps one create customized treatments and support structures that meet the particular difficulties golfers face. Furthermore, higher performance results, increased academic success, and general well-being could follow from improved mental health and emotional support among golfers. Collegiate golfers' performance. The main study question driving this work is: How do emotional support and mental health affect collegiate golfers? The paper will use multidisciplinary insights from psychology, sports science, and sociology to offer a complete knowledge of the matter by means of interdisciplinary approaches. This paper will be structured with a review of the literature that frames the mental health issues college athletes, especially golfers, face. Later parts will explore the psychological difficulties golfers have, the need for emotional support, and successful psychological treatments. The article will also examine the effects of mental health problems on performance and suggest ideas for strong support networks inside university sports teams. In the end, this study aims to underline the need of include mental health issues into the training and support 6 systems for college golfers, thereby enhancing not only physical performance but also the whole well-being of the players. Review of literature A. General Review of College Athlete Mental Health Issues College athletes' mental health problems are increasingly acknowledged as the main factors influencing both general well-being and athletic performance. Research indicates that these people have mental health problems, including anxiety and depression, far more often than their non-athlete counterparts. According to a thorough study, the prevalence of mental diseases among student-athletes is concerning; most of them are too afraid of getting treatment because of stigma and must keep an image of being perfect (Gouttebarge et al. 2020). Comprehensive mental health support systems inside college sports programs are desperately needed since this might have negative effects on their academic performance and sports prowess. Historical Context of Sports Mental Health Historically, mental health in sports has been rather underappreciated, usually in line with problems of physical performance. Toughness and perseverance have been the sports culture's top priorities; these can deter people from sharing their mental illness. But changes in view of mental health have had a major impact on how sports teams handle the issue (Kaishian and Kaishian 2021). For example, the International Olympic Committee has developed rules to better handle athletes' psychological well-being, thereby demonstrating more respect of the need of mental health towards athletic performance. This suggests the need of continuous education and information efforts meant to destroy the stigma around mental health in sports. 7 Important Research and Notes on Performance and Mental Health Much important research has advanced our knowledge of how mental health affects sports performance. One comprehensive study has shown that psychological therapies can significantly lower anxiety and depression symptoms among university students, therefore enhancing their performance both academically and athletically (Chuang et al., 2023). Many times, these programs include cognitive-behavioral techniques to help athletes create coping mechanisms for stress and anxiety. Recent advancements in intelligent sports training systems also seek to improve mental health education available to college students. Such technologies show the possibility for creative solutions to handle mental health issues in sports by using technology to offer customized help. Psychological theories of coping mechanisms and resilience An athlete's mental health depends on psychological resilience—that is, their capacity to cope with stress and hardship. Many theories suggest ways to build resilience, and all point to social as well as personal elements as most important. Particularly successful in guiding athletes toward a change in maladaptive thinking and a growth attitude are cognitive-behavioral models (Purcell et al., 2019). These techniques let athletes see obstacles as chances for personal development rather than as unpassable challenges. Second, building a friendly social network inside sports teams can greatly help with resilience. Teams can build their mental health and performance by means of supportive open communication and mutual support, thereby enabling athletes to feel free to share their experiences and hardship without regard to fear. 8 Domains Affected How Psychology Affects Sports Sports rely significantly on psychology since it determines athletes' mental health as well as their performance. Athletes can apply psychological concepts—self-talk, goal planning, and visualization, among other strategies—to raise their performance. Sports psychologists assist athletes in developing mental skills needed to manage pressure, reduce anxiety, and maintain focus during competition (Lee, Belarmino, and Cain 2025). Moreover, mastering the psychological aspects like confidence, motivation, and collaboration helps an athlete to perform at their best much more. Not only is ideal performance, but also the general mental health of athletes, dependent on psychological training added into sporting activities. Contributions to Sports Science Sports science is a broad field including physiology, biomechanics, and nutrition all of which maximize athletic performance. This field improves training plans, simplifies recovery processes, and reduces injuries by use of evidence-based research (Nuetzel, 2023). Exercise physiology, for instance, investigates how the body responds to physical activity such that tailored training programs improve performance and reduce the risk of injury. Lopes Dos Santos et al. (2020) show that changes in sports nutrition help athletes choose eating behaviors that can increase energy levels and speed of recovery. Furthermore, Reinebo et al. (2024) states that the interdisciplinary approach of sports science ensures players' whole support encompassing their psychological as well as physical needs, therefore improving their performance results. Societal Views Sociological points of view shed important light on the societal attitudes about sports and how they affect players' mental health. Athletes' experiences, actions, and opinions on mental 9 health can be much influenced by the social setting in which they operate. According to the research by Granero-Jiménez et al. (2022), cultural perceptions of masculinity and toughness, for instance, can deter athletes from getting mental health counseling, hence extending stigma and isolation. Furthermore, the way the media shapes society's impressions of athletes helps to create irrational expectations, so raising more demand on sportsmen to deliver. Murray et al. (2017) insist that developing successful treatments and support systems that encourage mental wellbeing among athletes depends on an awareness of these sociocultural factors; so, an atmosphere where mental health is emphasized and normalized inside the athletic community is created. Issues in Mental Health for College Golfers Challenges Unique to College Golfers Collegiate golfers deal with a unique range of pressures that can seriously compromise their mental state. For these athletes, the mix of social pressures, academic obligations, and physical demands produces a difficult situation. Particularly noticeable for college students who play golf are academic demands. Stress might result from juggling demanding courses with training and competition (Melcher et al. 2020). Many golfers have extra strain since they have to keep a particular GPA to be qualified for play. The urge to perform in both academics and sports can cause extreme responsibility that results in stress and anxiety. Social and personal obligations add still another layer of difficulty for college golfers. Many athletes also engage in extracurricular activities or part-time employment, which can take time away from studies and training. One may become frustrated and inadequate from this juggling act (Yan, Anderson, and Burn 2022). Furthermore, adding to mental stress is the need to keep a social life while juggling these obligations. 10 Certain mental health concerns Among the various mental health issues college golfers are more prone for are burnout, anxiety, and depression. Usually brought on by performance pressure and fear of failing, anxiety is a challenge golfers face. This anxiety can show up as nervousness before events, which would influence their performance generally and concentration (Heather et al. 2021). Among college golfers, another big problem is depression. Combined academic and physical demands could cause hopelessness and lack of drive. Some golfers may withdraw from social gatherings or lose enthusiasm for their game, therefore aggravating their solitude. Burnout among collegiate golfers is also very widespread and described by emotional exhaustion and poor performance. According to Moreland et al. (2018), the relentless pursuit of excellence can cause physical and psychological weariness, which makes some athletes question their commitment to their sport. Long-term golfing disengagement and usually diminishing performance follow from this. Individual Experiences: Case Studies Case studies showing personal experiences can give insightful analysis of the mental health issues collegiate golfers deal with. One college golfer, for instance, complained of extreme nervousness before every tournament after a string of dismal results. Her performance suffered as well as her enjoyment of the activity from this anxiousness (Jaisoorya 2021). She discovered coping mechanisms that let her control her anxiety and rediscover her love of golf utilizing treatment and coach support. Another example had a male golfer who battled depression following a major injury that sidelined him for a whole season. He battled to keep up his academic achievement and felt cut 11 off from his friends. His university's mental health resources helped him to sort his emotions and progressively return to his studies and his athletics. Emphasizing the need for thorough support networks catered to their particular experiences, these cases highlight the relevance of realizing and addressing the mental health issues experienced by collegiate golfers. Value of Emotional Assistance Emotional Support System Providers There are several sources of emotional support for college golfers, each of which is rather important for their general welfare. Family is one of the main providers; they usually offer unqualified love and support. Knowing that their family believes in their ability helps many athletes greatly increase their confidence and fortitude. Moreover, coaches are quite important sources of emotional support. A good team results from encouragement of honest communication and trust developed by a competent coach. Coach who give mental health issues top attention and create an inclusive environment, for instance, could assist players feel more comfortable sharing their difficulties (Barnett et al. 2020). Athletes value more than only their physical performance, hence this support can lead to improved team unity and individual performance. Also quite important are peer interactions. Colleagues may show camaraderie and understanding since they go through comparable experiences and challenges. Strong bonds among colleagues help to provide a safety net whereby athletes feel free to disclose their mental health problems (Lee, Belarmino, and Cain 2025). College golfers should develop these relationships since social support from peers can help to lower anxiety and loneliness. 12 Also quite crucial are mental health professionals, such as sports psychologists. Access to experienced professionals who understand the specific needs athletes have can help to create tailored strategies for controlling stress and anxiety. These professionals can help athletes develop mental skills, enhancing emotional resilience as well as performance. Affective Support's Effect on Performance On sports performance, emotional assistance has obviously demonstrated results. Studies of athletes who have strong emotional support have shown that they often perform more easily. According to research, athletes with supportive social networks, for example, reported less nervousness and more self-confidence during events (Wang and Park 2021). This link suggests that emotional support could offset the detrimental effects of stress, therefore enhancing the performance outcomes. Quantitative data support this link even more. Athletes who claimed to have more emotional support from coaches, friends, and family also demonstrated better performance metrics, including lower golf tournament scores and more physical endurance (Melcher et al. 2020). This information highlights the significance of establishing an environment in which emotional support is given top attention since it directly influences athletic performance. Techniques for Encouraging Systems of Emotional Support Several doable actions can help collegiate golfers build strong emotional support systems. Establishing frequent check-ins between coaches and athletes helps to create channels of communication concerning mental health. Athletes should be encouraged by coaches to express their emotions and worries free from worry about criticism. Planning team-building events helps to improve the bonds among colleagues. Activities stressing trust and cooperation will help the 13 team to develop its feeling of community. Offering seminars on mental health awareness can help athletes have the tools to identify and take care of their own needs (Yan, Anderson, and Burn 2022). These seminars can also inform sportsmen on the need to get treatment and make use of the options at hand. Making sure players have simple access to mental health experts would help a great deal. Universities should include sports psychologists in the athletic curriculum and advertise the accessible counseling services. Establishing peer mentoring programs whereby seasoned athletes help novices can help to promote empathy and understanding. Under direction from their peers, this program can enable younger players to negotiate the demands of university sports. Psychological Intervention Strategies Awareness and Its Advantages Mindfulness is a psychological intervention whereby one keeps moment-by-moment awareness of ideas, emotions, and the environment. Because of its several advantages for athletes, this method has become somewhat well-known in sports psychology. Studies show mindfulness can help with emotional control, focus, and anxiety reduction (Kaishian and Kaishian 2021). Golfers who practice mindfulness will be able to keep present during their rounds, therefore reducing distractions and improving their performance. Athletes can develop mindfulness by means of meditation, breathing exercises, and body scans, therefore fostering increased resilience in demanding environments. Cognitive- Behavioral Therapy (CBT) Widely used psychological intervention Cognitive-Behavioral Therapy (CBT) targets negative thought patterns and behaviors for identification and modification. The technique 14 consists in several phases: evaluation, goal formulation, cognitive restructuring, and skill enhancement(Stefan et al. 2019). Athletes learn in treatment to identify skewed thinking and substitute more positive ideas. For athletes, CBT offers really significant advantages. Studies have demonstrated that CBT can successfully lower feelings of anxiety and depression, therefore enhancing performance and general mental health. CBT can give college golfers techniques to control performance anxiety, handle pressure from competition, and improve their self-image. Athletes who address the cognitive components of their difficulties will improve their mental resilience and course performance. Emotional Support Animals (ESAs) Emotional Support Animals (ESAs) are animals that help people overcome psychological or emotional difficulties by means of comfort. ESAs can provide athletes, especially those suffering from anxiety or depression, companies and peace of mind (Hoy-Gerlach et al. 2022). By helping to lower tension, promote mental stability, and offer a sense of security, an ES helps athletes concentrate better on their performance. In collegiate athletics, ESAs' incorporation might be especially helpful. Universities can create an environment that supports mental well-being by designing initiatives allowing players to utilize ESAs during training and contests. Knowing how ESAs help to improve mental health can help to create more inclusive and encouraging sporting programs. Case Studies or Successful Interventions Psychological intervention case studies give insightful analysis of their success. One instance is of a collegiate golfer who battled performance anxiety. She claimed a notable drop in 15 anxiety and an increase in her capacity to focus during events following a mindfulness training course (Curdt and Eggleston 2023). Along with improving her performance, this metamorphosis revived her passion of the sport. Another case study shows how CBT was used with a female golfer experiencing depression following an injury. Employing therapy, he acquired coping mechanisms enabling him to control his frustrations and hopelessness (Curdt and Eggleston 2023). She recovered his drive to practice and compete over time, proving the ability of psychological treatments in supporting rehabilitation and improving performance. Performance Affected by Mental Health Interplay between Physical Exercise and Mental Health There is a clear link between mental health and physical fitness; much research shows how much physical activity improves mental health. Regular physical activity has been found to lower anxiety and depression symptoms, raise mood, and increase general psychological wellbeing. For example, a comprehensive review found that sports engagement is linked to lower degrees of felt stress and better mental health outcomes, including higher levels of life satisfaction and self-esteem (Hoy-Gerlach et al. 2022). Moreover, physical exercise might operate as a preventive element against mental health problems. Those who keep up a consistent workout schedule sometimes claim enhanced emotional control and stress resilience. With increased activity levels corresponding with reduced anxiety and sadness ratings, a study concentrating on university students discovered a statistically significant favorable link between physical activity levels and mental health. This 16 implies that encouraging physical exercise might be a successful approach to improve athletes' mental health. b. Mental Health Issues Affecting Performance: Symptoms: Mental health problems might show themselves as several symptoms that greatly affect athletic performance. Typical manifestations are: Athletes may have increased degrees of anxiety, which would cause nervousness before events, trouble focusing, and poor judgment (Hoy-Gerlach et al. 2022). This can lead to less than ideal performance right at pivotal times. Depression: An athlete's capacity to pr

Description Everything you need should be in the document. n UNFORMATTED ATTACHMENT PREVIEW This discussion activity will have three parts. Please make sure you answer each part, hitting the minimum word count listed for each question. Part I: You just read the debate about German identity and the site of the former SS and Gestapo HQ. In your own words, describe the two competing visions of place in the debate and what they each said about German identity. Which side of the debate do you support? Why? (250 word minimum) Part II: Germans decided to confront their Nazi past through place by creating the Topography of Terror. In the US we also have shameful historic events. Please list a minimum of three shameful historic events/sites in the US that you think should be memorialized on the landscape so people never forget (like was done in Germany). (No minimum word count) Part III: Let's consider the events of January 6th, the day Congress was raided by Trump supporters. My guess is at some point a memorial will be set up to remember this day. What that memorial will look like however, will largely depend on what groups have the power to create the memorial and fix the memory of that day for future generations. As a thought experiment, answer the two following questions: ?? What might a memorial to January 6th look like if Democrats were in charge of creating it? ?? Conversely, what might a memorial to January 6th look like if Trump himself were in power to create it? These are obviously hypothetical so there is no right or wrong answer. I just want you think about how an event can be memorialized or remembered in very different ways depending on who has the power to create the memory in place (250 word minimum). Finally, please comment on one other student's post. Do you agree with them on questions 1, 2, and 3? Why yes or no? Here's my classmates post: “Part One An abandoned field in Berlin used to be the headquarters for the Nazi Gestapo and SS. In the 1980’s, as part of an urban renewal project, Berlin officials proposed building a cultural center on the site, but there were arguments against it. Activists believed that the site should be left alone, rubble and all. It should serve as an “open wound,” a place of admonition where Germans confront their horrific past. They argued that building over it would be an attempt to hide that history. This option portrays Germans as a society of perpetrators, forcing Germans to admit that their grandparents were Nazis – it’s who they were. German citizens believed that the location should highlight all of German history, not just their Nazi period. This option advocated that German identity was more than their Nazi past. Germans had the lowest self-esteem and pride in their country, ashamed of their past. Citizens believed that a cultural museum would provide younger Germans a more positive view on German society. Personally, I understand both arguments. I align more with the citizen’s perspective, about advocating for a German identity beyond Nazism. However, I don’t believe that this is the proper location to build such a museum. The historical significance of that specific location is too great. I believe that building over it would indeed be hiding – whether intentional or not – their past. There are many other locations that can showcase a holistic and positive description of their history. While it’s important to move forward, it’s equally as important to acknowledge the past. Part Two The U.S. has committed countless horrors, yet we barely see these acknowledged in textbooks, much less memorialized. The first thing that comes to mind is plantation sites – many sites these days have turned into orchards where people host wedding ceremonies or other events. Few former-plantations – like the Whitney Plantation – actually acknowledge the horrors that occurred on their soil. Secondly, the Japanese internment camps. Though some are preserved, this part of American history is so downplayed that these historical sites don’t receive much traction. Finally, the Wounded Knee Massacre. There’s a modest stone monument at the Wounded Knee Creek, but it’s small and not maintained by the federal government. I believe that shameful sites like these should formally showcase the horrors that occurred, in order to promote a more educated society – similar to Germany’s Topography of Terror. Part Three History isn’t just about facts, but also about who gets to tell the story. If Democrats were to create the memorial, we might see a solemn site for reflection. Language like “insurrection,” “domestic terrorism,” and a “threat to democracy” might be used to emphasize the chaos and warn against political extremism and the dangers of misinformation. We might see names etched into stone (like Brain Sicknick) and interactive media displays showcasing security footage and statements from lawmakers. Ultimately, Democrats would want this event to be remembered as a violent, historic breach of democratic norms that should never be normalized or repeated. If Donald Trump were to create it, the narrative would be flipped – the riot would be reframed as revolutionary and heroic, American citizens fighting against a rigged and unfair election process. Arrested rioters would be portrayed as martyrs – GOP figures have described January 6th detainees as “political prisoners.” We can also predict a downplay in the violence that occurred, with Donald Trump repeatedly describing the rioters as “peaceful people” and “patriots.” I would guess that the memorial would have bold patriotic imagery, like American flags and eagle motifs. Would I be surprised if there was a statue of Donald Trump? Not really! Ultimately, the goal would be to reframe January 6th as a symbol of resistance, a rallying cry. Honestly, this thought experiment exemplifies how memorials don’t just preserve the past, but shape it. The way we remember something is deeply tied to who gets to define its meaning.”  Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description This course has four assignments. Assignments 1 through 3 focus on preparing you for the fourth capstone assignment and accompanying PowerPoint presentation. In each assignment, you will apply the skills, experience, and knowledge gained from completing prerequisite program courses. You will use the same company case study for each assignment so that your capstone assignment represents culminating research and analysis. Select one of the three recommended cases listed below, identifying the problem or issue detailed in the case as the basis for your strategic analysis and development. Each case is located in the Cases to Accompany Contemporary Strategy Analysis section of the textbook. Case 2: Kering SA: How Does Its Performance Compare to That of LVMH? Case 3: Pot of Gold? The US Legal Marijuana Industry. Case 12: Google Is Now Alphabet—But What's the Corporate Strategy? You may also use the Strayer Library or the Internet to further research articles on your chosen case. The MGT599 Library Guide provides information about using resources for your research. After you make your selection, begin your initial research. For this activity, you will start outlining your paper as a structure to guide the rest of your work, so that each assignment in Weeks 3, 5, and 7 builds towards your final plan. Instructions To complete your Week 2 activity, please prepare and submit the following: Draft an introduction to your final paper. Describe to your reader the paper's intent. Explain the main points you will cover in the paper. Outline the structure of the paper. What: Summarize the facts of the case study. How: Describe the problem in the case study details. How did the problem happen? Where and when: How old is the problem? Describe external environmental factors at the time—local factors, cultural issues, and corporate culture within the industry. Was there a consistent corporate culture or did it vary a great deal by region? What has happened since? Use at least three quality references to begin your research. Note: Wikipedia and other similar websites do not qualify as academic resources. After you've outlined the structure of your paper, draft a conclusion. Your conclusion will highlight the significant findings you uncover in researching the paper. Base your work on course materials and in-depth academic research, using critical thinking and verifiable data and proof. For help with research and writing, access the library or review library guides. This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions. - Activity - Case Selection Criterios Calificaciones Pts Describe to your reader the paper’s intent. 11.25 a >10.12 pts Exemplary Described to your reader the paper’s intent. 10.12 a >9 pts Competent Described to your reader the paper’s intent, but the description was incomplete. 9 a >7.87 pts Needs Improvement Described to your reader the paper’s intent, but the description was incorrect. 7.87 a >0 pts Unacceptable Did not describe to your reader the paper’s intent. / 11.25 pts Explain the main points you will cover in the paper. 15 a >13.5 pts Exemplary Explained the main points you will cover in the paper. 13.5 a >12 pts Competent Explained most of the main points you will cover in the paper. 12 a >10.5 pts Needs Improvement Explained some of the main points you will cover in the paper. 10.5 a >0 pts Unacceptable Did not explain the main points you will cover in the paper. / 15 pts Summarize the facts of the case study. 15 a >13.5 pts Exemplary Summarized the facts of the case study. 13.5 a >12 pts Competent Summarized most of the facts of the case study. 12 a >10.5 pts Needs Improvement Summarized some of the facts of the case study. 10.5 a >0 pts Unacceptable Did not summarize the facts of the case study. / 15 pts Outline a description of the problem the case study details and how the problem happened. 15 a >13.5 pts Exemplary Outlined a description of the problem the case study details and how the problem happened. 13.5 a >12 pts Competent Outlined a description of the problem the case study details and how the problem happened, but with a few omissions. 12 a >10.5 pts Needs Improvement Outlined a description of the problem the case study details and how the problem happened, but with some significant omissions. 10.5 a >0 pts Unacceptable Did not outline a description of the problem the case study details and how the problem happened. / 15 pts Outline an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since. 15 a >13.5 pts Exemplary Outlined an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since. 13.5 a >12 pts Competent Outlined an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since, but with a few omissions. 12 a >10.5 pts Needs Improvement Outlined an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since, but with some significant omissions. 10.5 a >0 pts Unacceptable Did not outline an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since. / 15 pts Provide at least three quality references. 3.75 a >3.37 pts Exemplary Provided quality resources that are credible, relevant, and appropriate. 3.37 a >3 pts Competent Provided quality resources that are credible, relevant, or appropriate, but not all three. 3 a >2.62 pts Needs Improvement Provided references, but they are not credible, relevant, or appropriate. 2.62 a >0 pts Unacceptable No references provided. 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Description Discussion Thread: Motivating High-Performance Teams The purpose of this discussion is to discuss and apply concepts from the assigned readings in Module 3: Week 3. Reflect upon this reading as well as additional current research on motivating teams. Write a post that addresses the following questions: What are some of the most important considerations leaders must make in motivating high-performance teams? What role can the serving leader play in team motivation? Research and describe a couple of effective strategies and leadership approaches in team motivation. Integrate key scholarly sources, to include and expand upon the course materials. Include a reference list in current APA format. The student will post one thread of at least 600–750 words User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description Internship Final Report: PURPOSE OF THE REPORT: to provide an opportunity to reflect on the internship full experience. The report should summarize your learning, assess overall success in achieving your Learning Objectives, and highlight any additional insights about the organization and your internship. GUIDELINES FOR THE REPORT: (see template 2) ? Can be written ONLY in English. ? Late papers will not be accepted.4 ? The Report should be a maximum of eight (8) pages, typed in double- spaced, with Time New Roman font, and 12 point font size. The report must address the topics, and use “headings” to divide each reflection topic within your paper (e.g. Company’s Strengths & Opportunities; Learning Objectives; Challenges & Resolutions). ? Your observations of the organization’s strengths and opportunities. ? Your perceived strengths and opportunities. ? What was your biggest challenge during this internship? ? Learning Objectives: List of each Learning Objective (can be found in the first page of this document) and discuss the extent to which the objective was met as well as the tasks you did to accomplish the objective. If an objective was not accomplished, then an explanation should be provided as to why, and what was accomplished in place of that objective. What would you have done differently in order to accomplish an objective that was not met? ? What skills do you wish you had acquired before beginning this internship that would have made it easier for you to complete assigned tasks? ? How were you able to apply classroom knowledge to your internship experience? ? Your overall assessment of the internship, whether it is useful or not. Grading of Internship Experience Report: Satisfactory assessment of the report is based on: ? Demonstrated ability to synthesize and analyze the experience; ? Demonstrated awareness of self as an experiential learner; ? Submitting all the required documents (weekly report, final report, employer’s evaluation, attendance timetable, and students survey); ? Receiving a satisfactory employer’s evaluation. UNFORMATTED ATTACHMENT PREVIEW Internship Final Report Internship PSG440 The Department of Government and Society UAE University Fall 2024 Dr. Ali Al Ahbabi (Falaj Hazza Police Center) Student Name: Hazza Alshamsi 1 Table of Contents Organization’s Strength and Opportunities ................................................................ 3 Your perceived Strengths .......................................................................................... 4 Types of Projects you worked on ...............................................................................4 Challenges during Internship ....................................................................................5 Course’s Learning Objectives: ..................................................................................6 Skills you wish you had acquired before beginning this internship .............................. 9 Relation between classroom knowledge to your internship experience .................... 10 Academic courses assisted in your success of the internship................................... 11 Overall assessment of the internship ...................................................................... 11 Would you recommend this place to other students? Why? ..................................... 12 2 Organization’s Strength and Opportunities Organization’s Strengths: - Comprehensive Training Experience: The training initiative at Falaj Hazza Police Station offers participants exposure to various roles and responsibilities across different departments. This diverse approach allows trainees to enhance their understanding and acquire skills in areas such as management, strategic planning, and criminal security, resulting in a well-rounded learning experience. - Hands-On Task Assignments: Trainees are entrusted with meaningful responsibilities tailored to the specific functions of each department. This practical engagement helps them gain a deeper understanding of internal processes and operational activities. - Support for Professional Growth: By engaging in real-world tasks within the organization, trainees have the opportunity to sharpen their practical abilities, strengthen their organizational expertise, and expand their administrative competencies. - Community Connectivity and Responsiveness: The station’s strategic location within the city enables close interaction with the local community, fostering a better understanding of their needs. This proximity allows for rapid response times and efficient service delivery, which is further enhanced by the officers' familiarity with the area’s unique security challenges and potential crime zones. Organization’s Opportunities: - Attracting Ambitious Young Professionals: With its robust and multifaceted training program, the center has the potential to draw in motivated individuals eager to gain diverse experiences in the field of law enforcement. - Enhancing Workforce Capabilities: Cross-functional training equips staff with a broader skill set, fostering higher levels of expertise and professional performance within the team. 3 - Encouraging Innovation and Diversity: The variety of training fields encourages creativity and the exploration of innovative ideas, enriching the organization’s approach to its responsibilities. - Establishing a Positive Reputation: By prioritizing employee development and offering a dynamic learning environment, the center can strengthen its image as an institution committed to growth and excellence. Your perceived Strengths During my internship, I developed a range of strengths that enhanced my professional capabilities. I demonstrated strong adaptability by quickly learning and contributing across multiple departments, from criminal investigation to customer service and risk management. My focus on operational efficiency, attention to detail, and ability to manage customer interactions effectively highlighted my strengths in problem-solving and customer service. I also honed my communication skills, collaborating with colleagues and external stakeholders, and gained valuable experience in documentation, data management, and organizational coordination. Additionally, my involvement in risk assessments, quality assurance, and internal initiatives showcased my analytical abilities and leadership potential. Overall, my internship allowed me to apply academic knowledge to real-world situations, enhancing my skills in management, communication, and operational efficiency, all of which will serve me well in future professional roles. Types of Projects you worked on - Customer Service and Operational Efficiency: In weeks 3, 6, and 7, I worked on improving customer service by managing customer interactions, processing transactions, and learning how to improve operational processes such as using smart queues and handling customer complaints. I also participated in training to improve customer service skills. 4 - Risk Management and Quality Assurance: In week 4, I focused on assessing risks related to workplace safety and the Integrated Management System (IMS), particularly concerning detainees and weapons. I also contributed to the development of an internal platform for storing training courses, which aimed to improve training efficiency and resource management. - Internal Audit and Complaint Management: In week 5, I participated in internal audits, including evaluating police patrols, and supported the complaint management system by processing customer complaints and relaying them to the Investigations Department. - Staff and Management Support: In weeks 6, 9, and 10, I participated in administrative support tasks such as entering data into the Q system, managing annual leave requests, and preparing correspondence for military requests. I also worked with the Oracle Financial system to handle small cash invoices and contributed to the financial and administrative operations of the organization. - Operational Strategy and Process Improvement: Throughout the internship, I worked on various projects aimed at improving the efficiency of the organization, such as proposing new strategies for improving operations and contributing to workshops that enhanced leadership and understanding of the award criteria (Week 5). I also contributed ideas for innovation through the organization’s “Ideas Portal.” Challenges during Internship During my internship, I faced several challenges that provided valuable learning experiences. One of the main challenges was the lack of specialization due to the constant rotation between different departments. This made it difficult to focus deeply on one area and gain in-depth expertise, as I was exposed to a wide range of roles and tasks. Additionally, managing multiple responsibilities at once was a challenge. For example, balancing tasks such as data entry, preparing official correspondence, and addressing customer service issues sometimes created pressure, requiring me to prioritize and 5 manage my time carefully to avoid mistakes. Dealing with frustrated customers also proved to be challenging. While enhancing my customer service skills, I had to navigate situations where customers were upset, which required patience, empathy, and effective problem-solving. I also encountered a steep learning curve when it came to new systems like the Q System and Oracle Financials. Understanding how these systems worked and ensuring accurate data entry was sometimes overwhelming, especially when I was still getting familiar with their features. Moreover, some of the administrative and financial procedures, such as handling military requests and managing petty cash invoices, were complex and required attention to detail. Learning the exact steps and protocols for these tasks took time and effort. Lastly, adapting to the different work environments in each department was a challenge. Each department had its own set of expectations and ways of working, and I had to quickly adjust to these differences to be effective in each role. Despite these challenges, they provided me with an opportunity to grow, develop critical skills like time management, problem-solving, and adaptability, and gave me a deeper understanding of how different organizational functions work together. Course’s Learning Objectives: List of each Learning Objective and discuss the extent to which the objective was met as well as the tasks you did to accomplish the objective. A. Understand the work environment and its requirements. Throughout my internship, I had the opportunity to understand the work environment by rotating through various departments, including customer service, personnel affairs, administrative functions, and risk management. This exposure allowed me to learn how each department operates, the organizational structure, and the coordination required to ensure smooth operations. For example, I gained insight into how customer service handles transactions efficiently, how risk management ensures workplace safety, and how administrative functions manage employee records and correspondence. These 6 experiences helped me understand the operational and organizational requirements of the workplace, such as time management, attention to detail, and interdepartmental coordination. B. Demonstrate a reflective and critical understanding of the day-to-day operations at the internship site. By observing and participating in daily activities, I developed a reflective and critical understanding of how different tasks contribute to the overall functioning of the center. For example, in my work with customer service, I was able to critically analyze how efficient customer interaction impacts the organization’s success, especially about service delivery speed and customer satisfaction. I reflected on how operational processes, like the handling of complaints or internal audits, could be improved and shared these insights with my supervisors. This critical thinking was fostered further through discussions with colleagues and mentors, which helped refine my understanding of how these operations connect with broader organizational goals. C. Understand personal transition from the theoretical of education into the practical area of production and business. The internship gave me a unique opportunity to apply my theoretical knowledge from Political Science to real-world situations. For example, I was able to connect my studies in public policy to the administrative processes I observed in the Personnel Affairs Branch, where I dealt with official leave forms and military requests. Similarly, my knowledge of organizational structures helped me better understand the police department’s hierarchy and internal functions. The experience reinforced how political science concepts, like management systems and public administration, are implemented in practice, bridging the gap between education and professional life. D. Evaluate the similarities and differences between political science and the real-life practice of politics. 7 This objective was met through my exposure to the operations of the police department, which offered a hands-on understanding of government and administrative processes. In political science, we study the theoretical structures of government, policy, and public administration, but during my internship, I observed how these concepts are implemented practically. For example, I saw how internal audits and customer complaint handling align with public accountability in government, but I also noted the differences—such as the focus on immediate operational needs and on-the-ground security concerns—that aren't always fully captured in the academic study of politics. This contrast deepened my understanding of how political science theories are adapted in real-world contexts. E. Build a set of professional skills and awareness of the marketplace and explore possible postgraduate employment. Throughout my internship, I developed a range of professional skills, including customer service, data management, risk assessment, and communication. The hands-on experiences I gained in areas like using the Q System for data entry and participating in meetings for the General Manager Award process helped me understand the skills required in the marketplace, particularly in administrative and public sector roles. I also explored potential career paths in risk management, quality assurance, and public administration by discussing these fields with colleagues and mentors. This exposure provided valuable insights into possible postgraduate employment opportunities and helped me build the confidence to pursue a professional career after graduation. F. Develop intern analytical, writing, and oral communication skills through experiences at your internship placement. The internship provided numerous opportunities to develop my analytical, writing, and oral communication skills. I participated in the process of writing reports, preparing presentations, and drafting official correspondence. For 8 example, I wrote a report on police patrols and contributed to the preparation of a presentation for the General Manager Award process. These tasks improved my writing skills, as I had to ensure clarity, accuracy, and professionalism. I also worked on my oral communication skills by attending meetings, discussing proposals with colleagues, and learning how to address customer complaints effectively. These experiences significantly enhanced my ability to communicate ideas clearly and professionally, both in writing and in person. Skills you wish you had acquired before beginning this internship Before beginning this internship, there are several skills I wish I had acquired to enhance my performance and confidence in handling various tasks: - Advanced Time Management and Prioritization Skills: While I was able to manage my time during the internship, I found that having a more advanced understanding of how to prioritize tasks effectively would have made my workflow smoother. In fast-paced environments, especially when juggling multiple tasks across different departments, the ability to quickly assess which tasks are most urgent or impactful would have allowed me to manage my workload more efficiently and reduce the stress associated with tight deadlines. - Technical Proficiency with Software Tools: Although I gained experience with systems like the Q System for customer data management and Oracle Financials for petty cash invoicing, I wish I had more advanced technical skills before starting the internship. A deeper understanding of these software programs, or even familiarity with other common tools used in administrative and customer service environments, would have allowed me to hit the ground running and perform tasks with greater efficiency and confidence. - Conflict Resolution and Customer Service Strategies: While I gained experience in customer service during the internship, I wish I had stronger conflict resolution skills 9 going into the role. Being able to effectively manage difficult customer interactions or resolve complaints in a calm, professional manner would have been beneficial. Additionally, a better understanding of how to manage customer expectations and diffuse tense situations would have helped me provide even more effective service. - Public Speaking and Presentation Skills: Although I had the opportunity to write reports and assist with presentations, I felt that my public speaking skills were not as strong as they could have been. Being able to present ideas clearly and persuasively in front of colleagues and supervisors is an important skill, especially when participating in team meetings or presenting reports. A stronger foundation in public speaking would have helped me deliver more confident and engaging presentations. Relation between classroom knowledge to your internship experience My classroom knowledge in Political Science significantly enriched my internship experience by providing a strong foundation in organizational structures, public policy, crisis management, and communication. The theoretical concepts I learned in management systems, governance, and public policy were directly applicable to the work environment at the police center, where I observed the practical implementation of these ideas. For example, my understanding of public administration and policy execution helped me navigate internal processes and comprehend the importance of coordination between departments. Additionally, my coursework in research methods and evaluation techniques was crucial when I participated in feedback collection and service evaluations, while my training in communication and reporting allowed me to confidently draft formal documents and present ideas. The ethical frameworks and governance principles I studied also helped me understand the importance of accountability in the workplace, particularly when dealing with risk management and audits. Overall, the integration of theoretical knowledge with hands-on experience helped me develop a more comprehensive 10 understanding of public sector operations and provided valuable insights into the gap between academic learning and professional practice. Academic courses assisted in your success of the internship everal academic courses I took were instrumental in helping me succeed during my internship. Fundamentals of Political Science provided me with a solid foundation in understanding the role of government, the structures within political systems, and the importance of policymaking, which helped me navigate the organizational and operational structure within the police center. My course on Government & Politics of UAE was particularly beneficial, as it gave me a deep understanding of the political environment in the UAE, which proved valuable when learning about the coordination between various sectors, such as crime prevention, patrols, and customer service. Additionally, Introduction to Public Administration was key to understanding the administrative and managerial aspects of the center, particularly when I assisted in tasks like report writing, internal correspondence, and evaluating service delivery. Lastly, Public Policy was vital in shaping my approach to problem-solving, especially when I participated in feedback collection, risk assessments, and exploring strategies to improve operational efficiency. These courses provided not only theoretical knowledge but also practical skills that I was able to apply in real-world scenarios, enhancing both my performance and development throughout the internship. Overall assessment of the internship Overall, my internship experience was highly enriching and provided me with valuable practical insights into the workings of a government institution. The opportunity to rotate across various departments allowed me to understand a wide range of operations, from criminal investigations and patrol management to customer service and administrative support. This exposure helped me connect the theoretical knowledge I gained in my academic courses, such as Political Science, Public Policy, and Public Administration, to 11 real-world applications, deepening my understanding of the public sector’s role in governance and service delivery. Throughout the internship, I developed a variety of skills, including customer service, risk management, administrative communication, and analytical thinking. The hands-on experience with data management systems, conducting internal audits, and engaging with field visits further strengthened my practical abilities, especially in areas like problemsolving and efficiency optimization. Additionally, my work with various teams and understanding their collaboration allowed me to appreciate the importance of interdepartmental coordination in achieving organizational goals. However, the internship was not without its challenges. Moving between different departments made it difficult to specialize in one area, and at times, the complexity of certain tasks—like financial procedures and managing customer complaints—was initially overwhelming. Nevertheless, these challenges offered valuable learning opportunities and helped me improve my adaptability, time management, and communication skills. In conclusion, this internship was a highly beneficial experience that enhanced both my professional and personal development. It provided me with a clearer vision of how my academic background could be applied in practice, and it strengthened my readiness to pursue a career in public administration or related fields. The experience has also motivated me to consider further postgraduate studies to specialize in areas like policy analysis and risk management. Would you recommend this place to other students? Why? Yes, I would highly recommend this internship to other students. The experience offers a unique and comprehensive opportunity to work within a government institution, allowing interns to gain hands-on exposure to a wide variety of departments and operations, from 12 criminal investigations to administrative support. The staff is incredibly welcoming and supportive, creating an environment where interns can learn, ask questions, and gain practical skills. The rotation through different branches and departments is particularly beneficial for students who want to gain a broad understanding of how different parts of a government organization work together. Moreover, the internship aligns well with students in political science, public administration, or related fields, offering valuable insights into public service, policy implementation, and the role of government institutions in maintaining security and serving the public. The practical skills gained, such as data management, customer service, risk assessment, and internal auditing, are transferable and valuable for future career opportunities. Overall, it’s a great opportunity for students looking to bridge the gap between theoretical knowledge and real-world practice. 13  Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description Instructions Prep Book The purpose of this assignment is to use the fundamentals of psychological preparation found in child life literature to make a preparation book for one of the patients listed on tomorrows OR Schedule. See Child Life Technology and Greenville Children's Hospital for examples you may wish to follow.(CLC1d) Memorial Hospital O.R. Schedule Time Rm. # Pt. MD/RN Procedure 0600 200 Liam Roper 2 y/o M Kletter/Flowers Tonsillectomy 0600 201 Charles Moses 13 y/o M Robinson/Boyd Incisional biopsy 0730 200 Shayla Smith 17 y/o F Bottner/Blue Pyeloplasty 0900 200 Chad Miller 4 y/o M Bottner/Blue Cholecystostomy 0900 201 Audrea Bauer 6 y/o F Kletter/Flowers Mastoidectomy INSTRUCTIONS Review the literature in regard to the fundamentals of psychological preparation Choose your patient from the OR schedule noting the patient's age, sex, and procedure being done Prepare your prep book using a media tool of your choice. Suggestions include: PhotoStory3 - A free download for Windows computers, this program provides an easy way to create and edit videos. StoryBird - Another free, web-based application, StoryBird allows you to read, write, and collaborate on digital picture books. Thousands of illustrations have been contributed to this online community, and all authors can integrate them into their written pieces. Digital Vaults - This new tool from the National Archives allows you to create your own accounts and then build a story using digital resources directly from the National Archives. The movie making tool includes soundtrack options as well as basic editing functions. With a free login account, you can save your work, and completed projects can be emailed or shared via hyper link. Sample Virtual Preparation Book - you can also build your own prep book using the sample attached as a guide. Other examples can be found by placing Child Life Prep Books into Google. How do I upload an assignment to Kaltura? User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description This is your chance to analyze your performance and your outline. Before starting, review the grading rubric. Your paper needs to be a minimum of 500 words and must include a COVER PAGE. In your reflection paper, focus on the following: Delivery Verbal skills Nonverbal skills Things you did well Areas in need of improvement and how to improve Feedback from your audience User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.