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assignment= You have read “World and Screen ” by Nicholas Carr pg. 875-883. He argues that satellite navigation systems are “not designed to deepen our involvement with our surroundings” (876). What does he mean by that statement? Is his argument persuasive? Why or why not? In addition, how do you navigate to an unfamiliar place? Do you use a map? GPS? Landmarks? Street signs? Something else? Reflect on your preferences. Please respond to these questions in a post of a minimum of 150 words.

Article= “World and screen” NICHOLAS CARR is the author of The Shallows: What the Internet Is Doing to Our Brains (2011) and Utopia Is Creepy (2016). His books about technology, economy, and culture have sparked much conversation on those topics, and the catchphrase “Is Google Making Us Stupid?” comes from his 2008 essay in the Atlantic. He blogs at roughtype.com and tweets from @roughtype. This essay comes from his book The Glass Cage: Automation and Us (2014).

THE WORLD is a strange, changeable, and dangerous place. Getting around in it demands of any animal a great deal of effort, mental and physical. For ages, human beings have been creating tools to reduce the strain of travel. History is, among other things, a record of the discovery of ingenious new ways to ease our passage through our environs, to make it possible to cross greater and more daunting distances without getting lost, roughed up, or eaten. Simple maps and trail markers came first, then star maps and nautical charts and terrestrial globes, then instruments like sounding weights, quadrants, astrolabes, compasses, octants and sextants, telescopes, hourglasses, and chronometers. Lighthouses were erected along shorelines, buoys set in coastal waters. Roads were paved, signs posted, highways linked and numbered. It has, for most of us, been a long time since we’ve had to rely on our wits to get around.

Amerigo Vespucci, a fifteenth-century navigator, uses an astrolabe to find the Southern Cross.

GPS receivers and other automated mapping and direction-plotting devices are the latest additions to our navigational toolkit. They also give the old story a new and worrisome twist. Earlier navigational aids, particularly those available and affordable to ordinary folks, were just that: aids. They were designed to give travelers a greater awareness of the world around them—to sharpen their sense of direction, provide them with advance warning of danger, highlight nearby landmarks and other points of orientation, and in general help them situate themselves in both familiar and alien settings. Satellite navigation systems can do all those things, and more, but they’re not designed to deepen our involvement with our surroundings. They’re designed to relieve us of the need for such involvement. By taking control of the mechanics of navigation and reducing our own role to following routine commands— turn left in five hundred yards, take the next exit, stay right, destination ahead—the systems, whether running through a dashboard, a smartphone, or a dedicated GPS receiver, end up isolating us from the environment. As a team of Cornell University researchers put it in a 2008 paper, “With the GPS you no longer need to know where you are and where your destination is, attend to physical landmarks along the way, or get assistance from other people in the car and outside of it.” The automation of wayfinding serves to “inhibit the process of experiencing the physical world by navigation through it.”

As is so often the case with gadgets and services that ease our way through life, we’ve celebrated the arrival of inexpensive GPS units. The New York Times writer David Brooks spoke for many when, in a 2007 op-ed titled “The Outsourced Brain,” he raved about the navigation system installed in his new car: “I quickly established a romantic attachment to my GPS. I found comfort in her tranquil and slightly Anglophilic voice. I felt warm and safe following her thin blue line.” His “GPS goddess” had “liberated” him from the age-old “drudgery” of navigation. And yet, he grudgingly confessed, the emancipation delivered by his in-dash muse came at a cost: “After a few weeks, it occurred to me that I could no longer get anywhere without her. Any trip slightly out of the ordinary had me typing the address into her system and then blissfully following her satellite-fed commands. I found that I was quickly shedding all vestiges of geographic knowledge.” The priceof convenience was, Brooks wrote, a loss of “autonomy.”2 The goddess was also a siren.

We want to see computer maps as interactive, high-tech versions of paper maps, but that’s a mistaken assumption. . . . Traditional maps give us context. They provide us with an overview of an area and require us to figure out our current location and then plan or visualize the best route to our next stop. Yes, they require some work—good tools always do—but the mental effort aids our mind in creating its own cognitive map of an area. Map reading, research has shown, strengthens our sense of place and hones our navigational skills—in ways that can make it easier for us to get around even when we don’t have a map at hand. We seem, without knowing it, to call on our subconscious memories of paper maps in orienting ourselves in a city or town and determining which way to head to arrive at our destination.In one revealing experiment, researchers found that people’s navigational sense is actually sharpest when they’re facing north—the3

The maps generated by satellite-linked computers are different. They usually provide meager spatial information and few navigational cues. Instead of requiring us to puzzle out where we are in an area, a GPS device simply sets us at the center of the map and then makes the world circulate around us. In this miniature parody of the pre- Copernican universe, we can get around without needing to know where we are, where we’ve been, or which direction we’re heading. We just need an address or an intersection, the name of a building or a shop, to cue the device’s calculations. Julia Frankenstein, a German cognitive psychologist who studies the mind’s navigational sense, believes it’s likely that “the more we rely on technology to find our way, the less we build up our cognitive maps.” Because computer navigation systems provide only “bare-bones route information, without the spatial context of the whole area,” she explains, our brains don’t receive the raw material required to form rich memories of places. “Developing a cognitive map from this reduced information is a bit like trying to get an entire musical piece from a few notes.”4 Nicholas Carr cites an interesting mix of scholarly and popular sources.

Other scientists agree. A British study found that drivers using paper maps developed stronger memories of routes and landmarks than did those relying on turn-by-turn instructions from satellite systems. After completing a trip, the map users were able to sketch more precise and detailed diagrams of their routes. The findings, reported the researchers, “provide strong evidence that the use of a vehicle navigation system will impact negatively on the formation of drivers’ cognitive maps.”5 A study of drivers conducted at the University of Utah 1530 Paper maps don’t just shepherd us from one same way maps point. place to the next; they teach us how to think about space.

found evidence of “inattentional blindness” in GPS users, which impaired their “wayfinding performance” and their ability to form visual memories of their surroundings.

Which raises the obvious question: Who cares? As long as we arrive at our destination, does it really matter whether we maintain our navigational sense or offload it to a machine? An Inuit elder on Igloolik may have good reason to bemoan the adoption of GPS technology as a cultural tragedy, but those of us living in lands crisscrossed by well- marked roads and furnished with gas stations, motels, and 7-Elevens long ago lost both the custom of and the capacity for prodigious feats of wayfinding. Our ability to perceive and interpret topography, especially in its natural state, is already much reduced. Paring it away further, or dispensing with it altogether, doesn’t seem like such a big deal, particularly if in exchange we get an easier go of it.

But while we may no longer have much of a cultural stake in the conservation of our navigational prowess, we still have a personal stake in it. We are, after all, creatures of the earth. We’re not abstract dots proceeding along thin blue lines on computer screens. We’re real beings in real bodies in real places. Getting to know a place takes effort, but it ends in fulfillment and in knowledge. It provides a sense of personal accomplishment and autonomy, and it also provides a sense of belonging, a feeling of being at home in a place rather than passing through it. Whether practiced by a caribou hunter on an ice floe or a bargain hunter on an urban street, wayfinding opens a path from alienation to attachment. We may grimace when we hear people talk of “finding themselves,” but the figure of speech, however vain and shopworn, acknowledges our deeply held sense that who we are is tangled up in where we are. We can’t extract the self from its surroundings, at least not without leaving something important behind.

A GPS device, by allowing us to get from point A to point B with the least possible effort and nuisance, can make our lives easier, perhaps imbuing us, as David Brooks suggests, with a numb sort of bliss. But what it steals from us, when we turn to it too often, is the joy and satisfaction of apprehending the world around us—and of making that world a part of us. Tim Ingold, an anthropologist at the University of Aberdeen in Scotland, draws a distinction between two very different modes of travel: wayfaring and transport. Wayfaring, he explains, is “our most fundamental way of being in the world.” Immersed in the landscape, attuned to its textures and features, the wayfarer enjoys “an experience of movement in which action and perception are intimately coupled.” Wayfaring becomes “an ongoing process of growth and development, or self-renewal.” Transport, on the other hand, is “essentially destination-oriented.” It’s not so much a process of discovery “along a way of life” as a mere “carrying across, from location to location, of people and goods in such a way as to leave their basic natures unaffected.” In transport, the traveler doesn’t actually move in any meaningful way. “Rather, he is moved, becoming a passenger in his own body.”

Wayfaring is messier and less efficient than transport, which is why it has become a target for automation. “If you have a mobile phone with Google Maps,” says Michael Jones, an executive in Google’s mapping division, “you can go anywhere on the planet and have confidence that we can give you directions to get to where you want to go safely and easily.” As a result, he declares, “No human ever has to feel lost again.”8 That certainly sounds appealing, as if some basic problem in our existence had been solved forever. And it fits the Silicon Valley obsession with using software to rid people’s lives of “friction.” But the more you think about it, the more you realize that to never confront the possibility of getting lost is to live in a state of perpetual dislocation. If you never have to worry about not knowing where you are, then you never have to know where you are. It is also to live in a state of dependency, a ward of your phone and its apps.

Problems produce friction in our lives, but friction can act as a catalyst, pushing us to a fuller awareness and deeper understanding of our situation. “When we circumvent, by whatever means, the demand a place makes of us to find our way through it,” the writer Ari Schulman observed in his 2011 New Atlantis essay “GPS and the End of the Road,” we end up foreclosing “the best entry we have into inhabiting that place—and, by extension, to really being anywhere at all.”9

We may foreclose other things as well. Neuroscientists have made a series of breakthroughs in understanding how the brain perceives and remembers space and location, and the discoveries underscore the elemental role that navigation plays in the workings of mind and memory. . . .

In a 2013 article in Nature Neuroscience, Edvard Moser and his colleague György Buzsáki provided extensive experimental evidence that “the neuronal mechanisms that evolved to define the spatial relationship among landmarks can also serve to embody associations among objects, events and other types of factual information.” Out of such associations we weave the memories of our lives. It may well be that the brain’s navigational sense—its ancient, intricate way of plottingand recording movement through space—is the evolutionary font of all What’s more than a little scary is what happens when that font goes dry. Our spatial sense tends to deteriorate as we get older, and in the memory. worst cases we lose it altogether. One of the earliest and most debilitating symptoms of dementia, including Alzheimer’s disease, is hippocampal and entorhinal degeneration and the consequent loss of locational memory. Victims begin to forget where they are. Véronique Bohbot, a research psychiatrist and memory expert at McGill University in Montreal, has conducted studies demonstrating that the way people exercise their navigational skills influences the functioning and even the size of the hippocampus—and may provide protection against the deterioration of memory. The harder people work at building cognitive maps of space, the stronger their underlying memory circuits seem to become. They can actually grow gray matter in the hippocampus—a phenomenon documented in London cab drivers—in a way that’s analogous to the building of muscle mass through physical exertion.But when they simply follow turn-by-turn instructions in “a robotic fashion,” Bohbot warns, they don’t “stimulate their hippocampus” and as a result may leave themselves more susceptible to memory loss. Bohbot worries that, should the hippocampus begin to atrophy from a lack of use in navigation, the result could be a general loss of memory and a growing risk of dementia. “Society is geared in many ways toward shrinking the hippocampus,” she told an interviewer. “In the next twenty years, I think we’re going to see dementia occurring earlier and earlier.”Breaking Through The Language Barrier: nursing assignment help
I’m studying and need help with a Communications question to help me learn.

Nelson Mandela once wrote, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

Chances are that, at one time or another, you will be faced with communicating effectively with someone who has a completely different worldview. In those situations, how can we break down barriers and create a successful exchange of ideas?

In this discussion, reflect on the importance of leaders finding common ground through effective communication. Use best practices and systems theory principles to support your ideas.

In your responses to your classmates, evaluate their analyses and state whether you agree or disagree with the analyses and why.

Resources:

Textbook: Business Communication: Developing Leaders for a Networked World, Chapter 4Being able to communicate to your neighbor is one thing, but being able to communicate effectively across the miles or through a cultural barrier takes real skill and expertise. In this chapter, we learn why it is so critical to be able to communicate with people who have a different life views than we do.

Article: Breaking Through the Language Barrier in a Globalized WorkplaceThis article discusses the importance of being able to interact across cultural and other boundaries and create successful communications strategies.

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I need help with a Psychology question. All explanations and answers will be used to help me learn.

Description of Acute, Chronic, Distant stress

Acute stress is brief, temporary, and immediate, and although can vary in intensity from minor to severe, the duration of this type of stress is limited and can ordinarily be mediated by removing oneself from the situation, or changing one’s behavior (Dallman & Hellhammer, 2011). An example of acute stress is suddenly learning that one must present information for a meeting at work.

Chronic stress, on the other hand, cannot be easily mediated or resolved by a change in behavior or escaping from a situation. Chronic stress is ongoing and sustained over a longer period or may be more intense than other types of stress (Dallman & Hellhammer, 2011). An example of chronic stress is caring for a partner with cancer for several years. An individual cannot escape from the situation, nor can changing one’s behavior resolve the challenge.

Distant stress is type of chronic stress related to discrete circumstances that took place in the past, but the effects of which continue to have negative effects on the individual and the immune system because of thought processes and emotions associated with the stressful experience (Dhabhar, 2009). An example of this type of stress is child abuse. Distant stressors can lead to post traumatic stress (Laureate Education, Inc., n.d.). Avison & Turner (1988) believed stress arises out of two distinct experiences, the occurrence of discrete events and problems that are continuous or chronic. Further, the two can compound the effects of the other . Distant event stressors are discrete, in that they happen over a period that may be limited, although the effects of the stress may continue for longer.

Using an understanding of the stress pathways, explain two physiological differences among these three types of stress.

Physiological differences between acute and chronic stress (including distant stress) is that acute stress enhances immunity while chronic stress suppresses it by altering glucocorticoid levels and relocating blood leukocytes (Dhabhar & McEwen, 1997; Dhabhar, 2009). As a result of discovering the bidirectional immune response to the different forms of stress, Dhabhar and Mcewen (1997) suggested the movement of lymphocytes in the body may serve to mediate both types of stress.

In a response to acute stress, the body releases stress hormones from the adrenal glands (Dallman & Hellhammer, 2011). The body is provoked into a fight or flight response, the heart rate increases and other bodily functions slow to preserve energy needed to respond to the stressor (Dhabhar, 2011). When the stressor is no longer eminent, the body and brain return to their natural states. In chronic stress (including distant stress), a part of the brain is activated, and the adrenal cortex initiates the release of cortisol (the HPA Axis). Additionally, because chronic stress is sustained over a longer period than acute stress, the adrenal response continues and the body remains in a sustained reactive state (Dallman & Hellhammer, 2011). A sustained increase of cortisol causes an increase in blood sugar levels which suppress the immune system and promotes the storage of body fat among other deleterious health effects (Torres & Nowson, 2007).

Finally, explain how stress management strategies might be different for these types of stress. Be specific.

Managing acute stress may be as simple as applying problem-solving to the challenge (Marks et al., 2011). In my example above of experiencing stress as a result of being given an inadequate amount of time to create a presentation for work, by taking the steps to initiate the project and managing the time available to accomplish the task may help mitigate the stress associated with the challenging undertaking. For example, the mediation of stress could be accomplished by taking a few hours and working on the presentation, in effect, mediating the stress. For some types of acute stress, a problem focused solution, such as problem solving can have a mediating effect on acute stress (Marks, Murray, Evans, & Estacio, 2011). Problem-focused coping lowers cortisol levels and helps the body recover from stress (Carver, 2011).

Chronic stress, on the contrary may not be so easily managed because one of the characteristics of this type of stress is that it is, by human standards, unmanageable, and problem-solving skills may not readily affect this type of stress (Dallman & Hellhammer, 2011). Hart (2009) found individuals with chronic stress from disease benefitted from stress management plans that helped the individuals gain a sense of personal control and the ability to manage their circumstances. Considering this, stress management might consist of gaining knowledge about the disease and treatment options as well as cognitive behavioral techniques such as guided imagery and meditation (Parker et al., 2009). In addition, Carver (2011) claimed the ability to express one’s emotions seemed to strengthen the immune system.

Distant stress is chronic, in the sense that it can affect an individual over a long period (Laureate Education, Inc., 2012). Effective coping strategies for distant stress include emotion-focused coping, which can be a salient strategy when an individual attempts to manage self-failures. Problem solving can prove counterproductive, especially when distant stress develops from a situation from the past that cannot be resolved or changed (Lilly & Graham-Bermann, 2010). Emotion-focused coping can be effective when the perception or the reaction to the trauma can be altered (Laureate Education, Inc., 2012). In addition, biology-focused coping strategies that use relaxation techniques such as meditation or guided imagery may effectively influence the physiological stress response (Laureate Education, Inc., 2012). Distant stress plays an important role in an individual’s overall burden of stress because it can affect the way an individual copes with daily and other chronic stressors (Avison & Turner, 1988). Women are more prone to the effects of distant stress than are me

References:

Avison, W. R., & Turner, R. (1988). Stressful Life Events and Depressive Symptoms: Disaggregating the Effects of Acute Stressors and Chronic Strains. Journal of Health & Social Behavior, 29(3), 253-264

Carver, C. S. (2011). Coping. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 221–229). New York, NY: Springer Publishing Company.

Dallman, M. F., & Hellhammer, D. (2011). Regulation of the hypothalamo-pituitary-adrenal axis, chronic stress, and energy: The role of brain networks. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 11–36). New York, NY: Springer Publishing Company

Dhabhar, F. & Mcewen, B. (1997). Acute Stress Enhances while Chronic Stress Suppresses Cell-Mediated Immunity in Vivo: A Potential Role for Leukocyte Trafficking. [Abstract]. Brain, Behavior, and Immunity, 11(4), 286-306. doi: 10.1006/brbi.1997.0508

Hart, J. (2009). Stress management and chronic disease. Alternative & Complementary Therapies, 15(3), 109-112.

Laureate Education, Inc. (2012). The Focus of Coping. [Handout]. Baltimore: Author.more comments please
Help me study for my Psychology class. I’m stuck and don’t understand.

How Do You Cope?

Emotion-focused coping is a type of stress management that attempts to reduce negative emotional responses associated with stress. Negative emotions such as embarrassment, fear, anxiety, depression, excitement, and frustration are reduced or removed by the individual by various methods of coping.

Emotion-focused techniques might be the only realistic option when the source of stress is outside the person’s control., for example, drug therapy can be seen as emotion focused coping as it focuses on the arousal caused by stress not the problem. Other emotion focused coping techniques include:
Distraction, e.g. keeping yourself busy to take your mind off the issue. Emotional disclosure. This involves expressing strong emotions by talking or writing about negative events which precipitated those emotions (Pennebaker, 1995) This is an important part of psychotherapy.
Praying for guidance and strength. Praying for guidance and strength. Meditation, e.g. mindfulness Eating more, e.g. comfort food. Drinking alcohol. Using drugs.
Emotion-focused coping does not provide a long-term solution and may have negative side effects as it delays the person dealing with the problem. However, they can be a good choice if the source of stress is outside the person’s control (e.g. a surgical procedure).Gender differences have also been reported: women tend to use more emotion-focused strategies than men (Billings & Moos, 1981).

Problem-focused coping targets the causes of stress in practical ways which tackles the problem or stressful situation that is causing stress, consequently directly reducing the stress.

Problem focused strategies aim to remove or reduce the cause of the stressor, including:
Problem-solving. Time-management. Obtaining instrumental social support.
In general problem-focused coping is best, as it removes the stressor, so deals with the root cause of the problem, providing a long-term solution. Problem-focused strategies are successful in dealing with stressors such as discrimination (Pascoe & Richman, 2009), HIV infections (Moskowitz, Hult, Bussolari, & Acree, 2009) and diabetes (Duangdao & Roesch, 2008). However, it is not always possible to use problem-focused strategies. For example, when someone dies, problem-focused strategies may not be helpful for the bereaved. Dealing with the feeling of loss requires emotion-focused coping. Problem focused approached will not work in any situation where it is beyond the individual’s control to remove the source of stress. They work best when the person can control the source of stress (e.g. exams, work-based stressors etc.).It is not a productive method for all individuals. For example, not all people are able to take control of a situation or perceived a situation as controllable.

Then explain whether these coping mechanisms were effective in reducing the level of stress you experienced. Why or why not?

They were effective because shifting how I experienced potential stressors in my live can reduce their negative impact. With emotion-focused coping, I do not need to wait for my live to change or work on changing the inevitable. I can simply find ways to accept what I face right now, and not let it bother me. As a result, I learned to meditate more often. The problem-focused coping was effective, I am practicing managing my time wisely, and reached out for social support from friends and family members.

Finally, propose two other coping mechanisms you might employ that also may be effective in reducing stress levels and explain why. Be specific.

Adaptive vs. Maladaptive Strategies

Coping strategies can also be positive (adaptive) or negative (maladaptive). Positive coping strategies successfully diminish the amount of stress being experienced and provide constructive feedback for the user. Examples of adaptive coping include seeking social support from others (social coping) and attempting to learn from the stressful experience (meaning-focused coping). Maintaining good physical and mental health, practicing relaxation techniques, and employing humor in difficult situations are other types of positive coping strategies. Proactive coping is a specific type of adaptive strategy that attempts to anticipate a problem before it begins and prepare a person to cope with the coming challenge.

Negative coping strategies might be successful at managing or abating stress, but the result is dysfunctional and non-productive. They provide a quick fix that interferes with the person’s ability to break apart the association between the stressor and the symptoms of anxiety. Therefore, while these strategies provide short-term relief, they serve to maintain disorder. Maladaptive strategies include dissociation, sensitization, numbing out, anxious avoidance of a problem, and escape. Specifically, there is and will continue to be an increase in the number of nontraditional students who attend institutions of higher education. In contrast to the traditional 18- to 22-year-old, full-time student, some of the trends include more first-generation students, females, part-time students, students attending 2-year institutions, and students with dependents (Choy, 2002; Kohler, Munz, & Trares, 2007). Approximately one third of undergraduate students are now working adults (Berker & Horn, 2003). Many of these adult students bring with them unique needs that should be addressed by academic institutions, both inside and outside of the class-room (Carney-Crompton & Tan, 2002; Kasworm & Pike, 1994; Knowles, 1988).An area of particular salience for adult students is the stress of balancing multiple demands and roles at work, at school, and in their personal life. In accordance with resource scarcity theory, going back to school creates another role domain that competes for limited resources: the student’s time, energy, and finances (Butler, 2007).

Culture and Coping Strategies

Culture and surroundings also affect what coping strategies are practically available and socially acceptable. Some cultures promote a head-on approach to stress and provide comforting environments for managing stressful situations, while others encourage independence and self-sufficiency when it comes to coping with stress. A person’s perception of stress and ability to cope with that stress are products of many different influences in life, specifically, The need for quality child care remains a paramount concern for American families as the rates of maternal and dual caregiver employment continue to surge (U.S. Department of Labor, 2003).Clearly, one of the most important avenues for bettering the status of professional child care lies in improving the training, skills and expertise of professional child care workers. High staff turnover is critical dilemma facing the childcare industry. High turnover results in less stability in child-caregiver relationships and in the hiring of less qualified personnel simply to fill staffing needs, both of which ultimately result in lower quality of care. It is estimated that one in three to one in five childcare teachers leave their centers each year (Child Care Bureau, 1996; Seiderman, 1978). Contributors to this dilemma include dissatisfaction with low wages, high child-to-staff ratios, poor perceived professional status, and long or unstable work hours. Prolonged exposure to these and other chronic, stable, and stressful work conditions appear to leave childcare professionals particularly vulnerable to a psychological phenomenon called ‘‘burnout’’ (Maslach & Pines, 1977)

References:

Billings, A. G., & Moos, R. H. (1981). The role of coping responses and social resources in attenuating the stress of life events. Journal of behavioral Medicine, 4, 139-157.

Moskowitz, J. T., Hult, J. R., Bussolari, C., & Acree, M. (2009). What works in coping with HIV? A meta-analysis with implications for coping with serious illness. Psychological Bulletin, 135(1), 121.

Evans, G. D., Bryant, N. E., Owens, J. S., & Koukos, K. (2004). Ethnic differences in burnout, coping, and intervention acceptability among childcare professionals. Child & Youth Care Forum, 33(5), 349-371. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.1023/B…

Kohler Giancola J, Grawitch MJ, Borchert D.2009 ).Dealing with the Stress of College: A Model for Adult Students. Adult Education Quarterly. 59(3):246-263. doi:10.1177/0741713609331479

Pennebaker, J. W. (1995). Emotion, disclosure, & health. American Psychological Association

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