Girl Talk Play Your Part 2
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Girl Talk began as a side gig in the early 2000s while Gillis studied biomedical engineering in college, and the project's sound initially highlighted glitch and noise with more erratically-paced mashups. As playing for live audiences made a demand for party-oriented music apparent, Gillis' sound evolved to both reflect that and garner much more success, with his first post-glitch work Night Ripper (released in 2006) being his first album to receive widespread attention from both the public and big-name artists.
He and Kate are in a majestic New York City apartment giving a charming joint interview where they talk about his troubled late wife and their new philanthropic efforts. (Joe brushes aside the issue of a DNA mix-up involving some toes).
Adolescent intervention 6 group sessions on skill-building to prepare for the middle school transition by increasing their social skills for establishing and maintaining positive relationships with peers, increasing their self-confidence, and decreasing their receptivity to initiation from deviant peers. Each session typically included an introduction to the session topic, role plays, and a game or activity during which girls practiced the new skill. In addition, the girls engaged in overt discussions about self-image and the personal characteristics and behaviors (e.g., being a good friend, getting good grades, and abstaining from substance use) they wished to project as they entered middle school.
Adolescents assigned to the intervention condition received a 20-minute intervention referred to as Peer Network Counseling. The intervention is guided by five key MI clinical issues: rapport, acceptance, collaboration, reflections, and non-confrontation. The intervention follows Motivational Enhancement procedures with age-matched substance use normative data presented as feedback. The intervention is structured into four component parts each lasting for 5 minutes: (a) rapport building and laptop presentation of substance use feedback in simple graphic form, (b) discussion of substance use likes/dislikes and discrepancies between current use and future goals and values, (c) introduction of peer network information and graphical feedback, and (d) summary, change talk, and plans.
Research therapists who were trained in MI conducted the TBI, which was facilitated by a computer which displayed screens to prompt content. The therapist used an elicit-provide-elicit framework when reviewing tailored feedback, using summaries and open-ended questions to evoke change talk. For example, for those who did not want to stop using, therapists focused on reducing use and avoiding consequences. During role plays, therapists elicited tools to reduce use and avoid consequences.
The CBI was a stand-alone interactive animated program, with touch screens. Research staff started the CBI, handed the tablet to participants, and showed them how to adjust the audio. A selected virtual buddy guided participants through the program and provided audio feedback (via headphones). For example, during the decisional balance exercise, the participant selected reasons to stay away from cannabis and the buddy provided affirmations and summaries. During the role-plays, participants watched animated situations and then were asked to make a behavioral choice. If a participant chose a negative option (e.g., smoking cannabis), they were asked to consider the consequences in relation to their goals. Once a positive choice was made, the animation resumed, modeling this selection. The tailored role-plays included six characters and showed the progression in medical, social, and legal consequences for characters that did and did not use cannabis over time. At the end, the computer instructed participants to return the tablet to staff.
Therapists were trained in MI, including the use of rulers to increase self-efficacy and commitment talk for abstinence/reduction of other risk behaviors (average length = 38 minutes, standard deviation = 14). A computer displayed tailored feedback and prompt content. Fidelity was monitored by audio-taping and providing feedback via regular individual and group supervision.
Using touch-screens and headphones for audio, the CBI was an animated, interactive program (average length = 33 minutes, standard deviation = 13) delivered by a virtual therapist, who provided affirmations and summaries. Guided by a buddy chosen by participants, the role-play scenarios showed characters in risky situations, with progression over time in various consequences, eliciting participant interaction and role-modeling positive choices.
Kate: Building on what Chad was talking about, I was interested in asking, all of you what your prior teaching and mentoring experience was before teaching this class. So, Chad, do an elaborate on that
We have already shared some tips and advice to help you to perform at your best in part 1 and part 2 of the IELTS Speaking test. Read the third article in this series to see how to perform at your best in part 3, the final part of the Speaking test.
In part 3, you have the opportunity to discuss topic areas, related to part 2, in much more depth. This part of the test, focuses on your ability to express and justify opinions and to analyse, discuss and speculate about issues. The examiner will help you do this by asking you questions that explore the topic area in more depth. In our part 2 article, we looked at three topic areas. The long turn topic is always related to the part 3 topic area. For example, if your long turn is about your teacher, part 3 will be a general discussion about education.
In part 3, you are expected to discuss all topics in a general manner. If you try and talk about yourself and your family, the examiner will steer you away from these familiar topics and will encourage you to speak in a general way. Remember that you have already talked about familiar topics in part 1 and part 2.
In part 3, you have the opportunity to discuss the topic in more depth. It is important that you attempt to extend your responses as much as you can. The following speech functions may be used in the test:
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