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From Sedona to Las Vegas: Where to Find Pink Jeep Tours Discount Offers
Are you planning a trip from Sedona to Las Vegas and looking for an exciting adventure along the way? Look no further than Pink Jeep Tours, a renowned tour company that offers thrilling off-road experiences in their iconic pink jeeps. And the best part? You can find amazing discount offers on their tours, making your journey even more enjoyable. In this article, we will guide you through the different ways to find Pink Jeep Tours discount offers, ensuring that you save money while exploring the breathtaking landscapes between Sedona and Las Vegas.
Check Pink Jeep Tours’ Official Website
The first place to start when searching for discount offers is Pink Jeep Tours’ official website. They often have special promotions and deals available exclusively online. Visit their website and navigate to the “Special Offers” or “Deals” section, where you can explore various discounted tour options. Keep an eye out for seasonal promotions or limited-time discounts that may be available during your travel dates.
Sign up for Their Newsletter
Another great way to stay updated on Pink Jeep Tours’ discount offers is by signing up for their newsletter. By subscribing, you will receive regular emails with information about upcoming promotions and exclusive deals. This way, you won’t miss out on any special discounts or limited-time offers they may have available.
Follow Them on Social Media
In today’s digital age, social media platforms play a significant role in marketing and communication. By following Pink Jeep Tours on social media platforms like Facebook, Instagram, Twitter, and YouTube, you can stay connected with the company’s latest news and updates regarding discount offers. They often announce exclusive deals or flash sales through their social media channels.
Look for Third-Party Websites
If you’ve exhausted your options on Pink Jeep Tours’ official channels but still haven’t found a suitable discount offer, consider checking third-party websites that specialize in travel deals and promotions. Websites like Groupon, Travelzoo, or TripAdvisor often feature discounted tour packages, including Pink Jeep Tours. By browsing through these platforms, you might stumble upon a fantastic deal that fits your budget.
In conclusion, finding Pink Jeep Tours discount offers while traveling from Sedona to Las Vegas is easier than you think. Start by checking their official website and exploring the special offers section. Don’t forget to sign up for their newsletter and follow them on social media to stay updated on the latest promotions. If all else fails, third-party travel websites can be an excellent resource for finding discounted tour packages. So, buckle up and get ready for an unforgettable adventure with Pink Jeep Tours at a price that won’t break the bank.
This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.
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10 Awesome Things You Must Do in Las Vegas
Las Vegas has long called itself “The Entertainment Capital of the World,” and that’s not the least bit of hyperbole. From casinos to shopping and all the nightclubs in between, there is always something to do in Vegas. Here are 10 awesome things to do in Vegas and only one is a casino:
Let’s get it out of the way first. There are 104 casinos for you to try your luck as in Las Vegas. Many of them also double as hotels, so that you can stay-and-play.
Sightsee on The Strip
While the Vegas Strip is primarily thought of in relation to the casinos and resorts located on it, there are a number of non-gambling attractions. To begin with – the world-famous Vegas lights. There is a roller coaster, a bungee jumping place and many shopping malls, just to name a few things you can find on The Strip.
Hoover Dam Tour
This technically isn’t in Vegas, but the Hoover Dam is only 50 miles away and there are several bus tours that take day-trips. Some of them even include rafting the Hoover Dam
Tour the Grand Canyon
The Grand Canyon is a bit of a road trip from Vegas. 4 hours, but it’s you’re that close, you might as well make the trip. There are some places in Vegas that offer combined tours of the Hoover Dam and the Grand Canyon, including the Canyon Skywalk.
High Roller Observation Wheel
This could have been included in the Vegas Strip section, but the High Roller is an astounding 550-feet high and it’s imposing figure over Las Vegas deserves its own mention.
Eiffel Tower Viewing Deck
You don’t have to go all the way to Paris to see an Eiffel Tower. Las Vegas has its own version of the landmark, and yes, you can go to the top.
Explore the mines of Eldorado Canyon
This shower is perfect for a minimalist who doesn’t want a cramped bathroom.
Live the movies of the ’50s by racing a Ferrari at the SpeedVegas racetrack. Offering 75 exotic cars to race, as well as the option of bringing your own car, you’ll quench your need for speed.
Big Bus Night Tour
Who doesn’t love a bus night tour? This is a superb way to view the lights perched on the top of a double-decker open bus. The guides will tell you everything you never knew you wanted to know about Vegas.
Red Rock Canyon
The Red Rock Canyon offers stunning landscape and hiking trails to explore.
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VIAJE A SIX FLAGS
Disfruta de un día increíble en el parque de atracciones más grande de México , saliendo desde Soriana El Paseo en San Luis Potosí , en este viaje podrás disfrutar de un día en Six Flags México para subirte a todas las atracciones que quieras, además de una parada temprano en la Basílica de Guadalupe.
En está imagen encontrarás el itinerario de l viaje así como detalles que te servirán para conocer más sobre del viaje y poder apartar tu lugar.
MÉTODOS DE PAGO
Visita nuestras oficinas para realizar el apartado nos encontramos en Av. Joaquín Antonio Peñalosa #292, Colonia El Paseo.
Transferencia o Depósito en Oxxo o en Ventanilla
Mándanos mensaje por los siguientes medios para enviarte los datos para realizar la transferencia o depósito , de igual forma una vez realizado el apartado mándanos foto del comprobante con tu nombre completo.
- Vega tours – turismo
- [email protected]
Carmen Vega-Barachowitz, MS, CCC-SLP, FASHA
- Assistant Professor
- Communication Sciences and Disorders
Carmen Vega-Barachowitz is the Director of Departments of the Speech, Language and Swallowing & Reading Disabilities, Chaplaincy, and Medical Interpreters at Massachusetts General Hospital; and Assistant Professor in the Department of Communication Sciences and Disorders at MGH Institute.
She has been named a Diversity Champion by the American Speech and Hearing Association (ASHA) and has earned the Partners in Excellence Award from MGH a number of times.
Ms. Vega-Barachowitz became a Fellow of the American Speech-Language Association in 2015.
- BS, Speech-Language Pathology, Florida State University
- MS, Speech-Language Pathology, Florida State University
Cohen, AK, Goldsmith, T, Vega-Barachowitz, C. (2016) Speech-language pathology in the acute inpatient setting. (In) Medical speech-language pathology: A practitioner’s guide. 3rd ed. A Johnson & BH Jacobson, eds. New York: Thieme Medical Publishers.
See CV for a full list of publications.
- [email protected]
- (617) 724-0762
- Curriculum Vitae
Take the next step
- Clinical Affiliations
Issues in hearing and speech science from the hesp terps at the university of maryland.
Cultural and Linguistic Diversity , Professional Issues , Speech and Language Science
The Ethnographic Interview: Getting To Know Your Client
You are scheduled to evaluate a 58 year-old male today with a physician’s order of potential cognitive deficits. You identify that the patient is in rehab after having a leg amputation. The patient is a bilingual (Spanish-English) speaker, so you use an interpreter for your evaluation. You ask a few questions regarding the patient’s activities of daily living (ADLs) and learn that he is pretty independent. You ask the patient “ Do you feel like there are any differences in your thinking or organizing since you arrived here?” The patient states “Well…maybe I guess, it is hard to remember all the information I have received.”
You get ready to evaluate the patient and prepare some cognitive evaluation tasks that will help capture the patient’s strengths and areas of need. You begin by asking the patient some orientation questions (e.g., “What city are we in?, “What is the name of the place you are in right now?”). Then, you have them complete some working memory tasks (e.g., backward digit span tasks) to get some insight into how they may perform with everyday life tasks that require working memory, such as remembering to write down an upcoming doctor’s appointment on a calendar. Finally, you give them a clock drawing task to measure their visuospatial skills and because it is a good indicator of cognitive deficits. The patient performs poorly on almost all tasks. You pick him up on your caseload and diagnose the patient with a cognitive deficit, and write your report along the lines of “Patient is a 58 year old male with mild to moderate cognitive deficits in the areas of memory, organization and orientation.”
Sounds familiar if you are a speech-language pathologist (SLP) in the health care setting, right? Let’s discuss what the SLP missed in this case. The client arrived to the United States (U.S.) approximately 3 weeks ago after realizing he needed an emergency surgery following an accident involving his leg. He had grown up and lived in Costa Rica his entire life. He was independent with ADLs, which included managing finances with cash and working full time as a farmer. He enjoyed farming and had been farming almost his entire life. He had to leave school early to help his family maintain the farm, and he had been doing that ever since. When asked, “Tell me about how the leg surgery may impact your daily life.” He describes that he is going to have difficulty with completing things he is used to doing on his own (e.g., bathing, dressing, farming). However, he describes that his family is very supportive and his daughter is taking time off from work so that she can take care of him and help him as needed.
Given the above information, the evaluation is incomplete because it doesn’t capture the whole client. It is difficult to answer spatial orientation questions in a place you just arrived to, especially in an entirely new country. Clock drawing tasks, by nature, assume prior knowledge of a clock. Some individuals from other countries may not be familiar with the analog type of clock we ask clients to draw during this task. Finally, working memory tasks are biased amongst populations of low education level (Souza-Talarico, Caramelli, Nitrini, & Chaves, 2007). That is, there are correlations between education levels and working memory performance (Souza-Talarico et al., 2007), thus individuals with lower education levels may perform poorly on working memory tasks without having true working memory deficits.
Gathering an in-depth interview focused on the client’s history, story and goals prevents misdiagnosis, is more productive, and ultimately, makes us better clinicians by assisting us in identifying cultural biases that may exist in our assessment process.
So how do we do this?
What is ethnographic interviewing?
Ethnographic interviewing is defined as the process of unfolding the client’s story and perspective of the interview topic by allowing the client to guide the interview (Bateman, 2002). Ethnographic interviewing styles integrate the SLPs knowledge on swallowing and communication disorders with the family or client’s perspective of disability (Westby, Burda, & Mehta, 2003). The SLP using an ethnographic interviewing style approaches it with an open mind, ready to gain insight from their client or client’s family into their goals, values, and beliefs (Westby et al., 2003). One of the most important parts of the assessment and treatment process includes building rapport with your client and this therapeutic alliance begins with the interview. By understanding what is important to clients during the interview, the SLP can begin to design an evaluation and treatment plan that is client-centered and ultimately, can begin to build the foundation of the client-clinician relationship.
The story introduced above was one of my first experiences with a culturally and linguistically diverse client during my externship placement. It reminded me of the importance of taking the extra 15 minutes at the beginning of every session to really get to know the person you are working with. I learned that these extra 15 minutes can mean providing an appropriate and thorough evaluation and creating treatment goals and plans that are functional and motivating to the client.
What are some key components of the ethnographic interview?
- The grand tour question sets the tone for the rest of the interview. You want to ask an open-ended question that will help you understand the client’s overall perspective about the problem or reason for visit. This question will help you then probe further into the client’s opinions and other cultural factors/aspects that may impact your evaluation or treatment plan.
- An example of a grand tour question: “Tell me about a typical day for you and your family.”
- Asking for examples can help the interviewer understand more about the specific ADLs the client participates in. It is also a great way to ask for clarification or for more information.
- An example question: A question you may ask after the client’s family states that their child has difficulty organizing her work: “Can you give me an example of a time your child had difficulty organizing her work?”
- Rewording what the client says may lead the SLP to include something biased in their response (what their opinion may be on the topic). Restating what the client says, instead helps the SLP avoid biased questions while at the same time, dig deeper and gather more information about the client.
- An example:
Caregiver: “She has been having trouble making friends at school.” SLP: “She has been having trouble making friends at school?” Caregiver: “Yes…it seems as though she doesn’t know how to insert herself into conversations or doesn’t know how to find common interests with others.”
- This helps the interview process feel less overwhelming and helps with clarity.
- These types of questions are by nature, biased and may make the interview process feel more interrogative-like. You want to ask questions that will help your client feel comfortable and the types of questions you ask matter.
- For example, instead of asking “What are the communication concerns you are having?,” the SLP may ask, “Tell me about your communication on a typical day.”
- Yes, it matters! Think about a time you went to a doctor’s appointment and the doctor was asking about your mental health or how you are feeling day to day…how inclined are you to share when they aren’t even facing you or are across from you sitting in front of a computer?
(Westby et al., 2003).
How can the ethnographic interview help you during assessment and treatment?
The ethnographic interview works to reveal important aspects of individuals’ cultural beliefs and values that play an important role in the treatment process. As described previously in the example at the beginning of this post, it can also guide the treatment process and help the SLP decide if treatment is even necessary.
What are some key cultural aspects that the ethnographic interview can reveal and what should the SLP explore?
- How does the client learn?
- What terms does the client use?
- How is progress defined?
- What is the client’s communication style?
- What events or play items are important to the family/client?
- What kinds of food or liquid does the client consume?
- What is the client’s family dynamic like? Are they a part of collectivist culture? Will family involvement and education be important for this client?
- Consider asking open ended questions versus ‘yes’ or ‘no’ questions if your client views health care professionals as superior. This will limit bias in their answers. An example: Instead of asking “Do you want therapy conducted in English?,” the SLP may ask, “Tell me about what languages you speak at home.”
- Who is the client’s primary caregiver? Who lives in the home?
- What does the client need from you, as the SLP?
Ultimately, ethnographic interviews during the evaluation and throughout the treatment process help clients and their families feel included and like they are active participants in the process. This feeling and inclusion helps build a relationship between the clinician and the client that is open, meaningful and collaborative (e.g., Sells, Smith, & Moon, 1996; Todd, Joanning, Enders, Mutchler, & Thomas, 1990).
Conducting ongoing ethnographic interviews throughout the treatment process can also improve cultural competency of the SLP. In a study with students learning Spanish as a second language, students conducted ethnographic interviews with individuals a part of a variety of Latino cultures. The author found that ethnographic interviews improved students’ attitudes towards Latino cultures, desire to learn about other cultures, in addition to widening awareness of their own culture (Bateman, 2002).
Now, a question to think about. What is the most important skill an SLP can have?
In our graduate programs, we all learn those essential skills necessary to be clinicians, such as problem solving, critical thinking, clinical knowledge abilities, etc. What we are not taught explicitly is how to build rapport and identify what is meaningful to each client and/or family to make the most functional treatment plan for them.
Building a therapeutic alliance is probably the most foundational skill because it will
- make therapy meaningful to the client,
- align directly with principles of neuroplasticity such as “salience matters,” and
- contribute to our client’s motivation and willingness to participate in therapy.
How can we have therapy without client engagement and buy-in?
There is no “one size fits all” approach to therapy and truly skilled therapy is the identification and inclusion of the cultural values and beliefs that are important to each individual client you will work with. A truly skilled SLP needs to adjust their clinical knowledge and skills to best fit the values and beliefs of the person they are working with.
How do you do this?
Yes, you answered it!
The ethnographic interview.
Bateman, B. E. (2002). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal, 86 (3), 318- 331. doi: 10.1111/1540-4781.00152
Moxley, A., Mahendra, N., & Vega-Barachowitz, C. (2004). Cultural competence in health care. The ASHA Leader, 9 (7), 6-22. doi: 10.1044/leader.FTR3.09072004.6
Riquelme, L. F. (2004). Cultural competence in dysphagia. The ASHA Leader, 9 (7), 8-22. doi: 10.1044/leader.FTR5.09072004.8
Sells, S. P., Smith, T. E., & Moon, S. (1996). An ethnographic study of client and therapist perceptions of therapy effectiveness in a university-based training clinic. Journal of Marital and Family Therapy, 22 (3), 321-342.
Souza-Talarico, J. N., Caramelli, P., Nitrini, R., & Chaves, E. C. (2007). The influence of schooling on working memory performance in elderly individuals without cognitive decline. Dementia & Neuropsychologia , 1 (3), 276–281. doi:10.1590/S1980-57642008DN10300009
Todd, T. A., Joanning, H., Enders, L., Mutchler, L., Thomas, F. N. (1990). Using ethnographic interviews to create a more cooperative client-therapist relationship. Journal of Family Psychotherapy, 1 (3), 51-63, doi:10.1300/j085V01N03_04
Westby, C., Burda, A., & Mehta, Z. (2003). Asking the right questions in the right questions: Strategies for ethnographic interviewing. The ASHA Leader, 8 (8), 4-17. doi: 10.1044/leader.FTR3.08082003.4
About the author
Sandra Guevara is a graduate student in the department of Hearing and Speech Sciences at the University of Maryland. She is a member of the Cultural and Linguistic Diversity Emphasis Program (CLD-EP) and the Bilingual Certification Program. Her clinical and research interests include bilingualism and neurological communication and swallowing disorders across the lifespan.
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