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Library: AI Guide for Torrens: Torrens AI Tools

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Library: AI Guide for Torrens: Torrens AI Tools

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Library: AI Guide for Torrens: AI Workshops Week

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Library: AI Guide for Torrens: AI Workshops Week

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Experiences of Social Connection and Loneliness Among Older Migrants in Australia: a photovoice study - Photovoice Worldwide

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Experiences of Social Connection and Loneliness Among Older Migrants in Australia: a photovoice study

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Understanding Culture and Diversity in Building Communities 

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Understanding Culture and Diversity in Building Communities 

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Chapter 27. Working Together for Racial Justice and Inclusion | Section 1. Understanding Culture and Diversity in Building Communities | Main Section | Community Tool Box

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Learn how to understand people’s cultures, promote engagement with others, and build strong, diverse communities.

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What Makes Us Healthy? Understanding the Social Determinants of Health

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The Upstream-Downstream Parable for Health Equity

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The Upstream-Downstream Parable for Health Equity

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Share On Social!

Public health advocates talk about health in an "upstream-downstream" fashion.

They want to highlight the importance of health promotion and the influence of social, economic, environmental and cultural factors on health equity for Latino and other people of color.

It is a parable:
A man and a woman were fishing on the river bank when they saw a woman struggling in the current. They rescued her. Soon, they saw a man struggling. They rescued him, too. This continued all afternoon. Community leaders agreed to install a protective guard and post warning signs. Preventing the problem saves resources, energy, and lives. Finally, the exhausted pair decided to go upstream to find out where and why so many people were falling in. They discovered a beautiful overlook along the river's edge without any warning signs or protective barriers. The couple went to community leaders to report the number of victims they had rescued and explain the connection to the unprotected overlook.
This parable shifts focus from downstream (individual treatment) to upstream (prevention strategies for the whole community, with a focus on the vulnerable).

The Upstream/Downstream Parable: Explained

For a good summary of the parable, watch this video.

Downstream. Chronic disease treatment-emergency services, pharmacology, surgery, and dialysis.

Mid-stream. Modifying individual behavior-physical activity, nutrition, tobacco use, maternal health, high school graduation, and violence control.

Upstream. Addressing social determinants of health-conditions in which people are born, grow, live, work, and play.

It boils down to:

For example, take Latino families.

Latinos often face "upstream" challenges and conditions of poverty.

No money or jobs. No quality childcare. Inferior schools. Unsafe neighborhoods. Unstable housing. No social or legal support. Limited access to healthy food. Poor access to transportation. No healthcare. Discrimination and bias, too.

Latinos then face "downstream" effects. These are heart disease, stroke, cancer, diabetes, respiratory conditions, obesity, arthritis, pedestrian fatalities, and more.

In fact, more than 87% of U.S. deaths are due to chronic diseases. Treatment for chronic disease accounts for 75% of U.S. healthcare spending, according to the CDC.

To reduce chronic disease and save lives, we should focus on upstream factors, specifically conditions of poverty.

The Upstream/Downstream Parable: In Action

To prevent child maltreatment and associated chronic disease, Project DULCE adds a "family specialist" to a child's pediatric healthcare team to reduce economic stress and improve conditions of poverty.

The specialist connects families to appropriate economic, social, and legal services and resources. This includes housing vouchers and food stamps.

"Communities need housing solutions for people across the age and health continuum-before the children grow up to be high-need, high-cost adults," Samantha Morton, CEO of MLPB (formerly known as Medical-Legal Partnership | Boston), told Nonprofit Quarterly.

In San Antonio (63% Latino), East Central ISD created a trauma-informed system. This helps improve the conditions in which students and employees grow and work and prevent negative health, behavioral, and academic effects of childhood trauma.

The system trains district staff, provides alternative discipline and connects students, families and employees to mental health, economic and social services to reduce economic stress and improve safety and security.

"We were suspending kids, but we weren't asking the right questions," said John Hernandez, Director of Student Services at ECISD.

In Columbus, Ohio (5.8% Latino), Nationwide Children's Hospital is working to prevent expensive child and maternal chronic disease and medical use.

The hospital actually prescribed a "housing intervention" to help improve the conditions in which residents in a neglected neighborhood live and work.

Treating the entire neighborhood as the patient, the intervention included a home repair program, a rehabilitation and home ownership program, a home construction program, home and career development building, and rental housing development to reduce vacant and abandoned properties and improve housing quality and stability and safety.

"It's remarkably frustrating as a physician to see patients over and over and over again from these very high-risk communities," Dr. Kelly Kelleher, director of the Center for Innovation in Pediatric Practice at Nationwide Children's Hospital, told . "Houses that are falling apart, plumbing problems, mold, rat infestations, violence. You see 25 kids a day, and maybe two-thirds of them are in these desperate straits."

What Can Your Community Do to Focus on Upstream Action for Health Equity for Latinos?

Start by taking a look at local health inequities.

Download a customized Salud America! Health Equity Report Card.

You will see how your area stacks up in poverty and other equity issues compared to your state and nation.
GET YOUR HEALTH EQUITY REPORT CARD!
Also, you can email your report card, share it on social media, and use it to make the case for community change to boost health equity.

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The Upstream-Downstream Parable for Health Equity

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Share On Social! Public health advocates talk about health in an "upstream-downstream" fashion. They want to highlight the importance of health promotion and the influence of social, economic, environmental and cultural factors on health equity for Latino and other people of color.

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https://www.questionpro.com/blog/cross-sectional-study-vs-longitudinal-study/

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https://diabetesed.net/transtheoretical-model-dont-let-it-spook-you-rationale-of-the-week/

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The Transtheoretical Model Applied to the Community and the Workplace

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The Transtheoretical Model Applied to the Community and the Workplace

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Depression and depressive symptomatology clearly exists in Aboriginal men, however its determinants and expression differ from mainstream populations.

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https://www.its.vic.edu.au/blog-post/growth-mindset-vs-fixed-mindset-which-one-are-you/

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creaste an image that represents academic support in a creative way

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Writers using APA Style must strive to use language that is free of bias and avoid perpetuating prejudicial beliefs or demeaning attitudes in their writing. Topics covered: age, disability, gender, participation in research, race and ethnicity, sexual orientation, socioeconomic status, and intersectionality.

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https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/GL2019_008.pdf

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https://marcellameneguello.com/photovoice/

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A group of people with something meaningful to share — and photographs taken from their lived experiences. That’s Photovoice.

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VISUAL SUMARY | Nonviolent Communication book

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VISUAL SUMARY | Nonviolent Communication book

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Visual summary of “Nonviolent Communication” by Marshall Rosenberg

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The following is a description of the text contained by the visual summary.

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Biswas, R., Hall, D.A. (2020). Prevalence, Incidence, and Risk Factors for Tinnitus. In: Searchfield, G.D., Zhang, J. (eds) The Behavioral Neuroscience of Tinnitus. Current Topics in Behavioral Neurosciences, vol 51. Springer, Cham. https://doi.org/10.1007/7854_2020_154

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Dr Marcella Meneguello is an Educator and Researcher committed to actively bridging the gap between academic knowledge and the real world, driving meaningful social change. Drawing upon over two decades of interdisciplinary experience and grounded in a biopsychosocial approach, she explores the complexities of human conditions, focusing on fostering cultural awareness and promoting health and wellbeing through creative activities and physical exercise across the lifespan.

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A guide designed for the Government of South Australia and the public sector which addresses the appropriate use of language and terminology, requirements for accessibility, and advice for planning inclusive events.

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Library Guides: APA 7th Referencing: Datasets, Software & Tests

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Library Guides: APA 7th Referencing: Datasets, Software & Tests

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5 steps to inclusive language (Diversity Council Australia)

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5 steps to inclusive language (Diversity Council Australia)

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WordsAtWork - Building inclusion through the power of language

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The Words At Work campaign for workplaces shows how building inclusion through language can improve workplace culture and productivity.

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Asking outrageous, uncomfortable and shocking questions to uncover the truth behind some of the most marginalised and misunderstood Australians.

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Equality & Equity (4.1 Learning Resources)

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Equality & Equity (4.1 Learning Resources)

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Discrimination against LGBTI people undermines the human rights principles outlined in the Universal Declaration of Human Rights. Yet discrimination and violence against people in the LGBTI community are all too common. Homophobic, biphobic and transphobic attitudes remain deeply embedded in many cu…

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Australian Institute of Health and Welfare

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Early disadvantage can have lasting effects-the first years of a child's life provide lifelong foundations for health and wellbeing. Children who have a poor start in life are more likely to develop problems with health, development, learning and behaviours, and these problems can have a cumulative effect over their lives.

Specific groups within our population also experience disadvantages and higher rates of illness and death than the general population, such as Aboriginal and Torres Strait Islander peoples, people who live in rural and remote areas, and prisoners.

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Population groups - Australian Institute of Health and Welfare

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Population groups page on the Australian Institute of Health and Welfare website

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Chapter 8. Developing a Strategic Plan | Section 3. Creating Objectives | Main Section | Community Tool Box

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Learn how to develop SMART+C objectives (Specific, Measurable, Achievable, Relevant, Timed, and Challenging) for your efforts.

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Increasing Health literacy and Reducing stigma

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Increasing Health literacy and Reducing stigma

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Here at SANE you can choose from a range of free support services including counselling, community forums, peer support and groups.

There are different types of levels and support - our goal is to help you find the help you need when you need it.

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Diagnosis Anxiety disorders Bipolar disorder Borderline personality disorder (BPD) Depression Dissociative identity disorder (DID) Eating disorders Narcissistic personality disorder (NPD) Obsessive compulsive disorder (OCD) Perinatal mental health issues Post-traumatic stress disorder (PTSD) Psychos…

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11. Influencing Policy Development | Community Tool Box

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See quick tips and examples for how to influence policy development.

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Australian Government Department of Health and Aged Care

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Australia's 31 Primary Health Networks (PHNs) are independent organisations working to streamline health services - particularly for those at risk of poor health outcomes - and to better coordinate care so people receive the right care, in the right place, at the right time.

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Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism

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Marc Fennell explores a ground-breaking school program designed to provide a class of primary school students with the tools to identify racial bias and make positive change.

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Words Matter: Reporting on Mental Health Conditions

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Words Matter: Reporting on Mental Health Conditions

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Chapter 3. Assessing Community Needs and Resources | Section 20. Implementing Photovoice in Your Community | Main Section | Community Tool Box

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Learn how to use Photovoice to empower people as they document the community’s needs and resources from their experience.

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Blue eyes, brown eyes: What Jane Elliott's famous experiment says about race 50 years on

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Blue eyes, brown eyes: What Jane Elliott's famous experiment says about race 50 years on

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Jane Elliott is 84 years old, a tiny woman with white hair, wire-rim glasses and little patience.

She has been talking about how ridiculous it is to judge someone based on the color of their skin for almost 50 years. She can hardly believe she still has to say it.

"We need to fix this," she says.

Elliot is best known as the teacher who, on April 5, 1968, the day after Martin Luther King, Jr. was assassinated, put her third-grade students through a bold exercise to teach them about racial prejudice.

She divided the children, who were all white, by eye color, and then she told the children that people with brown eyes were smarter, faster and better than those with blue eyes.

What happened next proved to Elliot that prejudice is a learned behavior.

Which means, she says, it can be unlearned.

It was an exercise that would catapult her into a heated national discussion, land her on television and in newspapers, and eventually make her the subject of a half-dozen documentaries and a mainstay in textbooks.

All these years later, Elliott hasn't stopped talking about what she learned. She thinks her message is more important than ever amid growing conflict over race. She minces no words. She wants you to listen. Really listen.

Maybe you will learn something, too.

One race, the human race

"It's 10 o'clock, and we're going to start now," Elliott announced. It was a Thursday morning, and she was speaking in the Memorial Union at Arizona State University.

About 25 people are there, mostly students, and a few invited guests.

Elliott would speak later that day to a full auditorium of 1,200 people at Central High School in Phoenix as part of ASU's Project Humanities campaign to create opportunities for dialogue about issues like this.

As part of her visit, Elliott had asked to speak with a small group of students.

She got right to it.

"Anybody here who considers themselves a member of the white race, stand up," Elliott said. A handful of people stood.

"Anybody here who considers themselves a member of the black race, stand up." Ten or so people got up.

"Stand up if you consider yourself part of the brown race," she said next.

"Hispanic," one young man corrected as he stood.

People glanced at each other awkwardly as Elliott continued. "Stand up if you consider yourself part of the yellow race," she said. "Stand up if you consider yourself part of the red race," she said, until everyone was standing.

Elliott studied the room.

"Now everyone who considers themselves part of the human race, sit down," she said.

Everyone sat down.

This is important to understand, she said. She paused, looking into the faces in front of her.

"There are not four or five different races. There is only one race on the face of the earth, and we are all members of that race - the human race," Elliott said.

Yes, Elliott knows we have been taught that people can be divided into groups based on shared inherited physical characteristics.

But science has shown that human physical variations don't fit into neat racial categories, she says. They overlap. Because, genetically, DNA analyses show, all humans are more alike than they are different. Scientists agree that biological races do not exist among humans.

"It is a lie perpetuated so some of us can see ourselves as superior to others," Elliott said. "You've got to stop believing it, and you have got to stop living it."

Judging people based on skin color is as ridiculous as judging people based on eye color - or gender, religion or sexual orientation, she said. "It's indecent, it's not fair and it's ignorant."

That was what she wanted to teach her students all those years ago.

The exercise: Brown eyes, blue eyes

Elliott taught third graders at a school in Riceville, Iowa, a small town in rural northern Iowa.

Her 28 students had filed into the classroom the morning after King was assassinated, talking about what had happened.

"How do you think it would feel to be a Negro boy or girl?" Elliott had asked her students. All of the children were white.

"It would be hard to know, wouldn't it, unless we actually experienced discrimination ourselves? Would you like to find out?"

The children had answered eagerly, "Yes!"

Elliot separated the blue-eyed children from the children with brown and green eyes. She had the blue-eyed children put on green construction paper armbands.

And then she told the children that the brown-eyed students were smarter.

Elliott came up with an explanation: Intelligence, she told the children, was determined by melanin. She wrote the word on the board. The more melanin, the darker the person's eyes - and the smarter the person.

A child noted that Elliott was a "bluey," yet she was a teacher. A boy piped up to explain that if she had had brown eyes, she would be the principal or superintendent.

Elliott sent the brown-eyed children to lunch first and gave them a longer recess. The brown-eyed children could drink from the water fountain, but the blue-eyed children had to use paper cups.

The change was instant, Elliott said. The children with brown eyes were suddenly more confident - and condescending. They hurled nasty insults at the blue-eyed kids.

The children with blue eyes made silly mistakes and became timid and despondent.

The two groups stopped playing together. Fights broke out.

"I watched them exhibit all the behaviors the significant adults in their lives modeled for them," Elliott said. "I didn't like what I saw."

What Elliott said she learned from the exercise was that people are not born prejudiced but learn the behavior. And if it can be learned, she said, it can be unlearned.

'Why is no one outraged about that?'

After the exercise, Elliott asked her students to write about what they had learned, and their essays ran in the Riceville Recorder under the headline, "How Discrimination Feels."

The Associated Press did a follow-up story. Johnny Carson invited her to be on his show.

When Elliott returned to Riceville, population 840 at the time, from her appearance on "The Tonight Show," she found her town divided. The other teachers, save a few, snubbed her. Her children were bullied at school, her oldest son beaten up.

She got mail from people who said the exercise taught white children self-contempt and abused their trust. She received death threats.

While controversial, her exercise would be cited as a social science landmark. Textbook publisher McGraw-Hill listed Elliott on a timeline of 30 notable educators, along with Plato, Horace Mann, Booker T. Washington and Maria Montessori.

Elliott continued to conduct the exercise in Riceville for nine more years in her third-grade class and another eight years with her seventh- and eighth-grade students.

She argued that it taught children that prejudice was arbitrary and illogical and helped develop empathy.

"It was one day," Elliott said. "We are worried about white children who experience a couple of hours of made-up racism for one day when children of color experience real racism every day of their lives.

"Why is no one outraged about that?"

It would have made life easier if Elliott had kept quiet after that, but she said she couldn't.

"Prejudice is an attitude. It can't hurt anyone," she said. "But discrimination is a behavior, and people get killed because of it every day."

When it is uncomfortable

At ASU, Elliott asked a young man sitting up front if anyone ever referred to him as bi-racial. He nodded. Yes. The next time someone said it, she said, he should respond with, "What other planet do you think I'm from?"

Because, she reminded him, holding up one finger, "One race. The human race."

Then she asked a young woman, "Has anyone ever said to you, 'I don't see you as black?'"

The woman nodded.

"What did you say?" Elliott asked and when the woman hesitated, she continued: "You were polite, weren't you? You smiled and didn't say anything.

"What you should say is, 'You got an eye problem, fool?'" Everyone laughed.

Because of course, people see color. They pick the color of their car, and of their couch.

"You know why they say that? Because your skin color makes them uncomfortable," Elliott said. "If white folks are uncomfortable because of your skin color, that is because they are ignorant."

Don't let people get away with saying things like that, Elliott said. "If we don't start confronting racist remarks, they will continue to be acceptable," she said.

The rules of listening

Suddenly Elliot stopped talking, put one hand on her hip and stared at someone in the back of the room who was using a cell phone.

"You're not listening," Elliott said simply. She turned and noticed another student on the other side of the room with a video camera pointed at her.

"Did I give permission?" she asked. "Turn it off." She told him to put it away, sit in a chair and listen.

We learn a lot by listening, Elliott said, but there are rules. The first one: Good listeners have quiet hands, feet and mouths.

Elliott looked at a young man chewing a cookie. He was suddenly still.

"How are you going to swallow that without moving your mouth?" she said. He swallowed hard and pushed the rest of the cookie on a napkin away from him. So did other people at other tables.

Elliott had thought America had made some positive progress in terms of racism, at least until recently. She thinks she knows why.

"This is the response of white people to eight years of a black man in the White House," Elliott said.

"That means that we didn't make progress in the first place. We made people go underground and that's what they did."

Now, she said, "It's like when I go off a diet and eat like a fool."

"We had to give up our ignorant statements and behaviors for a while, and now the lid is off," she said.

People can say anything they want now, even march in the streets with swastikas on their arms, she said, and President Donald Trump would say there are "some very fine people" among them.

"Now they can do and be and say anything they want to because they can get away with it," she said.

Elliott said we have a responsibility to speak up when we hear racist talk and take action when we witness discrimination.

"You can make a difference if you chose to," she said, "or you can just leave these things as they are."

Decide to learn something

Elliott told the students that one of the driving forces in this election was the projection that, within 30 years, white people will have lost their numerical majority in the United States.

"If you are thinking, 'We are here to talk about racism, so why is she talking about politics?' you should know that there is nothing in this country that is not impacted by racism," Elliott said.

She stopped talking again, this time because a woman was taking notes, her head down. Elliott waited until the woman looked up.

The second rule of listening: Good listeners keep their eyes on the person who is speaking.

Elliott sighed. She might as well get all the rules out at once, she said.

The third rule: Good listeners listen from the beginning to the very end.

No interruptions. No thinking about counter-arguments, or what you are going to say when you get a chance.

And then, probably the most important rule: Good listeners decide to learn something.

Afterward, Elliott said listening is imperative for this kind of conversation to take place.

"The listening skills are something that I teach for the classroom," she said, "and for every minute of our lives."

Nothing they could Google or see on their Facebook feed is going to be as real and have the same kind of impact as listening to the person in front of them.

"And if you are going to learn anything, you have to listen, and you have to decide to learn.

"That's the most important one. You have to decide to learn."

The exercise: Blue eyes, brown eyes

Elliott left teaching in 1985 and since then, she has traveled the world speaking and sometimes conducting the eye-color exercise in workshops at schools, universities, businesses and government agencies.

She's taken lessons from that first exercise in April 1968, a time that can still bring her to tears when she talks about it and tried to change people's minds about prejudice.

Because there was something a lot of people don't remember about that first exercise.

On the following Monday, Elliott reversed the exercise, telling the children that it was blue-eyed students who were smarter. She sent them to lunch first and let them stay at recess longer, the same as before.

But this time, something was different. Elliott noticed that the blue-eyed kids were not as condescending, not as mean, as the brown-eyed kids had been. She asked why.

"They said, 'I found out what it felt like to be on the bottom, and I did not want to make anyone feel like that ever again,'" Elliott said.
Reach Bland at karina.bland@arizonarepublic.com or 602-444-8614. MORE FROM KARINA BLAND:
They learned.

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Blue eyes, brown eyes: What Jane Elliott's famous experiment says about race 50 years on

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Jane Elliott is 84 years old, a tiny woman with white hair, wire-rim glasses and little patience. She has been talking about how ridiculous it is to judge someone based on the color of their skin for almost 50 years. She can hardly believe she still has to say it.

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Torrens - Finding credible information (video)

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Torrens - Finding credible information (video)

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Library: Library how-to videos: Finding credible information

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Library: Library how-to videos: Finding credible information

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APA 7th Edition: The Basics of APA In-text Citations | Scribbr 🎓

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Cast

Cast overview, first billed only:

Storyline

From the heights of notoriety to the depths of depravity, John Forbes Nash, Jr. experienced it all. A mathematical genius, he made an astonishing discovery early in his career and stood on the brink of international acclaim. But the handsome and arrogant Nash soon found himself on a painful and harrowing journey of self-discovery. After many years of struggle, he eventually triumphed over his tragedy, and finally - late in life - received the Nobel Prize. Written by Universal Pictures and DreamWorks Pictures

Taglines:

The Only Thing Greater Than the Power of the Mind is the Courage of the Heart

Motion Picture Rating (MPAA)

Rated PG-13 for intense thematic material, sexual content and a scene of violence | See all certifications "

Details

Release Date:

4 January 2002 (USA)

Also Known As:

A Beautiful Mind

Box Office

Budget:

$58,000,000 (estimated)

Opening Weekend USA:

$2,501,096, 23 December 2001, Limited Release

Cumulative Worldwide Gross:

$313,542,341

Company Credits

Technical Specs

See full technical specs "

Did You Know?

Trivia

After coming up with the idea for his revolutionary paper, John Nash goes and shows a manuscript of it to Helinger ( Judd Hirsch). The manuscript is an actual copy of the original article, published in the specialized journal "Econometrica," under the title "The Bargaining Problem." (Figure 1 of the original paper, appears in the manuscript shown in the movie). See more "

Goofs

The time frame during his "recovery" is still the mid to late 1950's, however when Alicia is in the kitchen storing leftovers after dinner, she is using a piece of "Tupperware" that wasn't available until 1972! The original bowls had flat covers but the Astro Bowl was a bit different. The cover had the look of an accordion and came in vivid colors which were not used in the 50's. See more "

Quotes

[first lines]
: Mathematicians won the war. Mathematicians broke the Japanese codes... and built the A-bomb. Mathematicians... like you. The stated goal of the Soviets is global Communism. In medicine or economics, in technology or space, battle lines are being drawn. To triumph, we need results. Publishable, applicable results. Now who among you will be the next Morse? The next Einstein? Who among you will be the vanguard of democracy, freedom, and discovery? Today, we bequeath America's future ...
See more "

Soundtracks

Columba aspexit
Written by Hildegard von Bingen (as Hildegard of Bingen)
Performed by Emma Kirkby and Gothic Voices
Edited and Directed by Christopher Page
Courtesy of Hyperion Records Limited, London, England
See more "

User Reviews

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Cast overview, first billed only: From the heights of notoriety to the depths of depravity, John Forbes Nash, Jr. experienced it all. A mathematical genius, he made an astonishing discovery early in his career and stood on the brink of international acclaim.

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As Good as It Gets (1997) ⭐ 7.7 | Comedy, Drama, Romance

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Mindmeister in an excellent tool to make mind maps with free access or special price for students! ;D

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MindMeister: Online Mind Mapping and Brainstorming

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Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.

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How to Mind Map: Create Your First Mind Map in MindMeister

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Satirical comedy follows the machinations of Big Tobacco's chief spokesman, Nick Naylor, who spins on behalf of cigarettes while trying to remain a role model for his 12-year old son. Satirical comedy follows the machinations of Big Tobacco's chief spokesman, Nick Naylor, who spins on behalf of cigarettes while trying to remain a role model for his 12-year old son. Satirical comedy follows the machinations of Big Tobacco's chief spokesman, Nick Naylor, who spins on behalf of cigarettes while trying to remain a role model for his 12-year old son.

Review

"Thank You" for a good satire!

First of all, sorry for the cheesy title. I couldn't help myself. Second of all, "Thank You for Smoking" is, in fact, a darn good satire - one of the best I've seen since "Election". Aaron Eckhart holds the picture together with a witty, charismatic performance as a tobacco lobbyist. The film is basically about his profession as he spins the news, pitches a movie idea, dodges a subpoena, has an affair with a reporter (Katie Holmes), tries to spend time with his son (Cameron Bright), and has lunch with an alcohol lobbyist (Maria Bello) and a firearms rep (David Koechner) - where they literally compare body counts. The performances are excellent across the board, from William H. Macy's crusading Senator to Rob Lowe's smirking Hollywood agent who struts around his office in a kimono. Even Adam Brody is enjoyable as Lowe's hyperactive assistant whose in-joke with a co-worker earned one of the biggest laughs of the movie.

The majority of the credit, however, needs to go to first-time feature director Jason (son of Ivan) Reitman. Adapting from Christopher Buckley's novel, Reitman has fashioned an enormously clever script, consistent and strong in character, yet not forgetting to be incredibly funny. The style is also perfect - brisk, light-hearted, with impeccable timing marred only by a tangental subplot including Sam Elliott that is, sadly, not very funny. Overall, however, the pace is fast enough where the laughs keep coming.

Reitman also does the unthinkable: he keeps the satire dark and funny to the very end. While most comedies stray blindly into the sentimental, "Thank You" avoids unnecessary emotional tripe and - thankfully - avoids sermonizing about the dangers of smoking or of the flaws of the political process. Eckhart's flawless performance and Reitman's wonderful screenplay anchor an uncommonly perceptive comedy, provided you take yours black. If you need a little cream and sugar, "Fun with Dick and Jane" might still be at the dollar theater.

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Thank You for Smoking (2005) ⭐ 7.5 | Comedy, Drama

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Thank You for Smoking: Directed by Jason Reitman. With Joan Lunden, Eric Haberman, Aaron Eckhart, Mary Jo Smith. Satirical comedy follows the machinations of Big Tobacco's chief spokesman, Nick Naylor, who spins on behalf of cigarettes while trying to remain a role model for his 12-year old son.

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Library Guides: APA 7th referencing style: Secondary source (indirect citation)

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An indirect citation or secondary source is when the ideas of one author are published in another author's text but you have not read or accessed the original author's work. Include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference.

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A direct quotation reproduces words verbatim from another work or from your own previously published work. It is best to paraphrase sources rather than directly quoting them because paraphrasing allows you to fit material to the context of your paper and writing style.

Use direct quotations rather than paraphrasing:

when reproducing an exact definition (see Section 6.22 of the Publication Manual),

when an author has said something memorably or succinctly, or

when you want to respond to exact wording (e.g., something someone said).

Instructors, programs, editors, and publishers may establish limits on the use of direct quotations. Consult your instructor or editor if you are concerned that you may have too much quoted material in your paper.

This page addresses how to format short quotations and block quotations. Additional information is available about how to:

Learn more

Quotations are covered in the seventh edition APA Style manuals in the Publication Manual Sections 8.25 to 8.35 and the Concise Guide Sections 8.25 to 8.34

Short quotations (fewer than 40 words)

For quotations of fewer than 40 words, add quotation marks around the words and incorporate the quote into your own text-there is no additional formatting needed. Do not insert an ellipsis at the beginning and/or end of a quotation unless the original source includes an ellipsis.

Effective teams can be difficult to describe because "high performance along one domain does not translate to high performance along another" (Ervin et al., 2018, p. 470).

For a direct quotation, always include a full citation ( parenthetical or narrative) in the same sentence as the quotation, including the page number (or other location information, e.g., paragraph number).

Place a parenthetical citation either immediately after the quotation or at the end of the sentence.

For a narrative citation, include the author and year in the sentence and then place the page number or other location information in parentheses after the quotation.

If the quotation precedes the narrative citation, put the page number or location information after the year and a comma.

If the citation appears at the end of a sentence, put the end punctuation after the closing parenthesis for the citation.

If the quotation includes citations, see Section 8.32 of the Publication Manual.

If the quotation includes material already in quotation marks, see Section 8.33 of the Publication Manual.

Place periods and commas within closing single or double quotation marks. Place other punctuation marks inside quotation marks only when they are part of the quoted material.

Block quotations (40 words or more)

Format quotations of 40 words or more as block quotations:

Do not use quotation marks to enclose a block quotation.

Start a block quotation on a new line and indent the whole block 0.5 in. from the left margin.

Double-space the entire block quotation.

Do not add extra space before or after it.

If there are additional paragraphs within the quotation, indent the first line of each subsequent paragraph an additional 0.5 in. See an example in Section 8.27 of the Publication Manual.

Either (a) cite the source in parentheses after the quotation's final punctuation or (b) cite the author and year in the narrative before the quotation and place only the page number in parentheses after the quotation's final punctuation.

Do not add a period after the closing parenthesis in either case.

Block quotation with parenthetical citation:

Researchers have studied how people talk to themselves:

Inner speech is a paradoxical phenomenon. It is an experience that is central to many people's everyday lives, and yet it presents considerable challenges to any effort to study it scientifically. Nevertheless, a wide range of methodologies and approaches have combined to shed light on the subjective experience of inner speech and its cognitive and neural underpinnings. (Alderson-Day & Fernyhough, 2015, p. 957)

Block quotation with narrative citation:

Flores et al. (2018) described how they addressed potential researcher bias when working with an intersectional community of transgender people of color:

Everyone on the research team belonged to a stigmatized group but also held privileged identities. Throughout the research process, we attended to the ways in which our privileged and oppressed identities may have influenced the research process, findings, and presentation of results. (p. 311)

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A direct quotation reproduces words verbatim from another work or from your own previously published work.

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Help and Support: APA - Referencing Guide: Citing Images

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Help and Support: APA - Referencing Guide: Citing Images

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There are special requirements for using clip art and stock images in APA Style papers.

Common sources for stock images and clip art are iStock, Getty Images, Adobe Stock, Shutterstock, Pixabay, and Flickr. Common sources for clip art are Microsoft Word and Microsoft PowerPoint.

The license associated with the clip art or stock image determines how it should be credited.

Sometimes the license indicates no reference or attribution is needed, in which case writers can reproduce the image without any reference, citation, or attribution in an APA Style paper.

Other times, the license indicates that credit is required to reproduce the image, in which case writers should write an APA Style copyright attribution and reference list entry.

Follow the terms of the license associated with the image you want to reproduce. The guidelines apply regardless of whether the image costs money to purchase or is available for free. The guidelines also apply to both students and professionals and to both papers and PowerPoint presentations.

Although for most images you must look at the license on a case-by-case basis, images and clip art from programs such as Microsoft Word and Microsoft PowerPoint can be used without attribution. By purchasing the program, you have purchased a license to use the clip art and images that come with the program without attribution.

This page contains examples for clip art or stock images, including the following:

1. Image with no attribution required

2. Image that requires an attribution

1. Image with no attribution required

If the license associated with clip art or a stock image states "no attribution required," then do not provide an APA Style reference, in-text citation, or copyright attribution.

For example, this image of a cat comes from Pixabay and has a license that says the image is free to reproduce with no attribution required. To use the image as a figure in an APA Style paper, provide a figure number and title and then the image. If desired, describe the image in a figure note. In a presentation (such as a PowerPoint presentation), the figure number, title, and note are optional.

Figure 1
A Striped Cat Sits With Paws Crossed

Note. Participants assigned to the cute pets condition saw this image of a cat.

2. Image that requires an attribution

If the license associated with clip art or a stock image says that attribution is required, then provide a copyright attribution in the figure note and a reference list entry for the image in the reference list. Many (but not all) images with Creative Commons licenses require attribution.

For example, this image of a sled dog comes from Flickr and has a Creative Commons license (specifically, CC BY 2.0). The license states that the image is free to use but attribution is required.

To use the image as a figure in an APA Style paper, provide a figure number and title and then the image. Below the image, provide a copyright attribution in the figure note. In a presentation, the figure number and title are optional but the note containing the copyright attribution is required.

The copyright attribution is used instead of an in-text citation. The copyright attribution consists of the same elements as the reference list entry, but in a different order (title, author, date, site name, URL), followed by the name of the Creative Commons License.

Also provide a reference list entry for the image. The reference list entry for the image consists of its author, year of publication, title, description in brackets, and source (usually the name of the website and the URL).

To cite clip art or a stock image without reproducing it, provide an in-text citation for the image instead of a copyright attribution. Also provide a reference list entry.

Parenthetical citation: (Denali National Park and Preserve, 2013)

Narrative citation: Denali National Park and Preserve (2013)

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There are special requirements for using clip art and stock images in APA Style papers. These images can come from places such as iStock, Getty Images, Adobe Stock, and Flickr. This also covers screenshots. The license associated with the clip art or stock image determines how it should be credited.

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Sometimes the information needed to create a reference list entry is missing or unknown. When this is the case, there are various strategies to adapt the reference. This page shows the basic structure of an APA Style reference to a published work, adapted for missing information, along with the corr…

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1. Webpage on a news website

2. Comment on a webpage on a news website

Owens, L. (2020, October 7). I propose a bicycle race between Biden and Trump [Comment on the webpage Here's what voters make of President Trump's COVID-19 diagnosis]. HuffPost. https://www.spot.im/s/00QeiyApEIFa

Credit the person who left the comment as the author using the format that appears with the comment (i.e., a real name and/or a username). The example shows a real name.

Provide the specific date the comment was published.

Provide the comment title or up to the ﬁrst 20 words of the comment in standard font. Then in square brackets write "Comment on the webpage" and the title of the webpage on which the comment appeared in sentence case and italics.

Provide the name of the news website in the source element of the reference.

Link to the comment itself if possible. Otherwise, link to the webpage on which the comment appears. Either a full URL or a short URL is acceptable.

3. Webpage on a website with a government agency group author

4. Webpage on a website with an organizational group author

5. Webpage on a website with an individual author

6. Webpage on a website with a retrieval date

When contents of a page are designed to change over time but are not archived, include a retrieval date in the reference.

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This page contains reference examples for webpages such as news website; comments on news website pages; webpages with government, organizational, or individual authors; and when to include retrieval dates.

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If a reference has a group author, the name of the group can sometimes be abbreviated.

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A Class Divided (full documentary) | FRONTLINE

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The power of words: Having alcohol and other drug conversations

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The power of words: Having alcohol and other drug conversations

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DALY: Disability-Adjusted Life Year- How to calculate

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Library: AI Guide for Torrens: Writing Effective AI Prompts

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Library: AI Guide for Torrens: Writing Effective AI Prompts