after reading thoroughly about human development and the theories advanced in developmental psychology to understand the latter, one can pass this auto-evaluation to check his understanding.
This document summarizes Benjamin Bloom's taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. Within the cognitive domain, it describes Bloom's original six categories (knowledge, comprehension, application, analysis, synthesis, evaluation) and Lorin Anderson's revised categories (remembering, understanding, applying, analyzing, evaluating, creating). It provides examples of questions to assess each category. Overall, the document provides an overview of Bloom's taxonomy, its use for classroom planning, and the revision made to the cognitive domain categories.
The document provides instructions for a psychology assignment on attention and perception. Students are asked to complete four experiments on attention and perception and write a paper addressing their experience in the experiments, what their performance says about attention and perception, how the results apply to real life, and supporting their points with research. The experiments include the Stroop test, selective attention test, ambiguous figures test, and Muller-Lyer illusion.
===============================================
For more classes visit
www.snaptutorial.com
PSY 352 Week 1 Assignment Attention and Perception
Attention and Perception. Due by Day 7. Prior to completing this assignment, please read Chapter 3 carefully.
Human Learning 7th Edition Ormrod Test Bankdyvijofah
The document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters that the test bank covers. For each chapter it provides multiple choice questions and essay questions to assess student understanding of the concepts covered in that chapter of the textbook. The introduction explains that the test bank includes revised questions from previous editions as well as new questions to cover new content in the 7th edition of the textbook. It provides guidance for how instructors can utilize the multiple choice and essay questions.
Test Bank for Human Learning 7th Edition by Ormrodkelogawy
This document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters and an integrative essay questions section. For each chapter, it provides multiple choice and essay questions to assess student learning of the material covered in that chapter. It encourages feedback on any problematic questions and provides contact information for the test bank author. The document serves as an overview and listing of the assessment materials available for this textbook.
This document provides an introduction to philosophy, explaining that it originated in ancient Greece and involves examining life's biggest questions through reason rather than faith. It defines philosophy as the love of wisdom and discusses Thales as the first Western philosopher, noting that philosophical activity is characterized by examining wide generalizations, fundamentals, and integrating ideas into a coherent whole. The main branches of philosophy are also introduced.
A BRIEF HISTORY OF PSYCHOPATHOLOGY - Unit 1Rupesh Nath
This document provides an overview of cognitive psychology and its research methods. It defines cognitive psychology as the study of mental processes such as perception, memory, and reasoning. It describes the goals of cognitive psychology research as understanding cognition, developing theories, and testing hypotheses. The key research methods discussed are laboratory experiments, psychobiological research using brain imaging, self-reports, case studies, and naturalistic observation. Computer simulations are also used to model human cognition.
This document summarizes Benjamin Bloom's taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. Within the cognitive domain, it describes Bloom's original six categories (knowledge, comprehension, application, analysis, synthesis, evaluation) and Lorin Anderson's revised categories (remembering, understanding, applying, analyzing, evaluating, creating). It provides examples of questions to assess each category. Overall, the document provides an overview of Bloom's taxonomy, its use for classroom planning, and the revision made to the cognitive domain categories.
The document provides instructions for a psychology assignment on attention and perception. Students are asked to complete four experiments on attention and perception and write a paper addressing their experience in the experiments, what their performance says about attention and perception, how the results apply to real life, and supporting their points with research. The experiments include the Stroop test, selective attention test, ambiguous figures test, and Muller-Lyer illusion.
===============================================
For more classes visit
www.snaptutorial.com
PSY 352 Week 1 Assignment Attention and Perception
Attention and Perception. Due by Day 7. Prior to completing this assignment, please read Chapter 3 carefully.
Human Learning 7th Edition Ormrod Test Bankdyvijofah
The document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters that the test bank covers. For each chapter it provides multiple choice questions and essay questions to assess student understanding of the concepts covered in that chapter of the textbook. The introduction explains that the test bank includes revised questions from previous editions as well as new questions to cover new content in the 7th edition of the textbook. It provides guidance for how instructors can utilize the multiple choice and essay questions.
Test Bank for Human Learning 7th Edition by Ormrodkelogawy
This document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters and an integrative essay questions section. For each chapter, it provides multiple choice and essay questions to assess student learning of the material covered in that chapter. It encourages feedback on any problematic questions and provides contact information for the test bank author. The document serves as an overview and listing of the assessment materials available for this textbook.
This document provides an introduction to philosophy, explaining that it originated in ancient Greece and involves examining life's biggest questions through reason rather than faith. It defines philosophy as the love of wisdom and discusses Thales as the first Western philosopher, noting that philosophical activity is characterized by examining wide generalizations, fundamentals, and integrating ideas into a coherent whole. The main branches of philosophy are also introduced.
A BRIEF HISTORY OF PSYCHOPATHOLOGY - Unit 1Rupesh Nath
This document provides an overview of cognitive psychology and its research methods. It defines cognitive psychology as the study of mental processes such as perception, memory, and reasoning. It describes the goals of cognitive psychology research as understanding cognition, developing theories, and testing hypotheses. The key research methods discussed are laboratory experiments, psychobiological research using brain imaging, self-reports, case studies, and naturalistic observation. Computer simulations are also used to model human cognition.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...RaymondJohnBaliling
The document provides background information on social sciences, natural sciences, and humanities. It discusses:
1. The emergence of social sciences from ancient philosophy and their development through major historical periods like the Age of Enlightenment and Industrial Revolution.
2. Key figures like Auguste Comte who coined the term "sociology" and thinkers like Marx who provided early theories in social sciences.
3. Definitions of social sciences as the study of human societies and relationships, natural sciences as the study of natural phenomena based on evidence, and examples of branches under natural sciences.
This document outlines a three-week unit plan on states of consciousness for high school students. The unit focuses on describing the sleep cycle and circadian rhythm, explaining why we sleep and dream, investigating hypnosis, and analyzing issues related to addiction and how drugs affect neurotransmission. Students will learn about the multiple stages of consciousness and sleep. They will create posters about their circadian rhythms and present on different states of consciousness and sleep disorders. The unit utilizes videos, group work, quizzes, worksheets and a performance assessment to help students understand these concepts.
The document provides an overview of Bloom's Taxonomy, a framework for classifying levels of thinking skills. It details the six main cognitive levels from lowest to highest order: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples are given for activities that demonstrate each level of thinking, such as asking students to summarize or rank information to show Understanding or Evaluating. The document aims to explain Bloom's Taxonomy and how it can be applied in an educational context.
Below is a list of options from which you are to select a topic fo.docxCruzIbarra161
Below is a list of options from which you are to select a topic for the Week Two assignment. Examine one of the following topics on lifespan development connecting research and life.
What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
Why do we have a need to belong (to affiliate with others)?
How do our bodies and minds change from early to late adulthood?
What are the factors that affect our well-being as middle aged and older adults?
Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
How do memory and intelligence change as we age?
Does an infant’s temperament shape his/her cognitive and socio-emotional development?
Are babies pre-wired for survival?
Are adolescents more likely to engage in risk-taking behavior than older adults?
Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
Are there personality traits related to longevity?
Does bilingualism improve brain functioning?
Why do students in the United States tend to under-perform in math and science?
Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.
For this assignment address the following:
Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
Identify and describe the stages of development that are affected by the chosen topic.
Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.
Writing the Assignment
The Assignment:
1.
Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style.
2.
Must include a title page with the following:
a.
Title of paper
b.
Student’s name
c.
Course name and number
d.
Instructor’s name
e.
Date submitted
3.
Must begin with an introductory paragraph that has a succinct thesis.
This document discusses techniques, methods, and approaches of pedagogy with a focus on Bloom's taxonomy of the cognitive domain. It provides an introduction to educational objectives and Bloom's taxonomy, which classifies learning objectives into cognitive, affective, and psychomotor domains. Within the cognitive domain, it describes the six categories of learning - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides examples of each. The document concludes that Bloom's taxonomy provides a framework for educators to structure learning from simple to complex and ensure mastery of one concept before advancing to the next.
PY 305 – History and Systems Concept Check – Section 4 AlleneMcclendon878
PY 305 – History and Systems
Concept Check – Section 4
Directions: Answer each of these questions after reading the text and listening to the lecture. These
questions are to help you think critically about the material and will help to prepare you for the exams.
All answers must be in your own words. Do not copy definitions out of the book or from any other
source – explain your understanding of the terms. If any parts of your answers are copied from any
other source, you will receive a 0 and be reported to the Academic Integrity Committee for Academic
Misconduct. Proofread your work very carefully. Your writing is expected to be formal. Proper spelling
and grammar are imperative - if the reader cannot comprehend the writing, then the answer cannot be
understood. If the answers are not proofread carefully, you may receive a 0 for the assignment. Answer
each question thoroughly for full credit.
Write your answers using Word and attach it to the assignment link. Do not type your answers directly
into Blackboard.
1. Explain how Watson’s view was different from the psychologists in Germany. What do you think
about Watson’s views regarding what psychology should be? Explain your answer. Be specific.
2. In your opinion, can the philosophies of Behaviorism and Gestalt coexist in psychology, or is it
necessary to agree with one or the other? If they can coexist, explain how the two ideas can
inform each other. If not, explain why and which you believe is better than the other.
3. Discuss the theories and views of 2 of the neo-Freudians. Describe how their views were
different from Freud’s. Do you think their views are better or worse than Freud’s? Why?
This benchmark assignment assesses the following competency: 4.2 - Analyze the human, economic, and environmental issues involved in emergency planning, response, and recovery.
Emergency planning must take into account both short- and long-term recovery. This can pose a particular challenge since specific long-term needs can vary tremendously depending on the scope and nature of the incident. While the ultimate goal is to help the community return to its predisaster state, that may not always be possible depending on the nature of the disaster. Regardless of circumstances, the government’s role is to assist in the reestablishment of order and ensure people’s daily lives and the economies of impacted areas can return to normal functioning as swiftly as possible. Once basic needs have been provided for in the immediate wake of disaster, emergency managers and officials are responsible for implementing long-term recovery plans.
For the Recovery section of your AAR (3-4 pages), research both the short- and long-term recovery efforts for your selected event. Analyze how effectively efforts of planning, response, and recovery promoted the return to predisaster levels of community, economic, and environmental functioning in the region.
1. Discuss the strengt ...
This document provides information about a course module on principles of teaching from the Southern de Oro Philippines College. It includes details about the course description, schedule, requirements, grading system, references, and objectives. The module covers topics like the elements of teaching, principles of learning, formulating objectives, Gardner's theory of multiple intelligences, and Dunn and Dunn's learning styles model. It also includes sample lessons defining key concepts and providing prompts for student responses.
This document outlines the curriculum for a Personal Development core subject for senior high school students in the Philippines. The course aims to help students understand themselves and their development during adolescence. It covers topics like self-development, managing stress, mental health, and building relationships. The course uses experiential learning approaches across various modules to help students explore concepts in psychology and their own development.
Ash psy 304 week 2 discussion 2 information processing across the lifespandixonbakerr
uop psy 304 week 2 assignment memory and intelligence changes new,psy 304 week 2 assignment the effects that parents have on their children,psy 304 week 2 discussion 1 cognition development across the lifespan,psy 304 week 2 discussion 2 information processing across the lifespan,uop psy 304 week 2,psy 304 week 2,uop psy 304 week 2 tutorial,uop psy 304 week 2 assignment,uop psy 304 week 2 help
This document discusses the formulation of curriculum and outlines key considerations in developing curriculum, including philosophical, psychological, social, and economic factors. It provides definitions of curriculum and discusses how the Malaysian curriculum is influenced by the country's National Philosophy of Education and National Science Education Philosophy. It also examines how theories of learning and child development (psychological factors) influence curriculum development. Additionally, it explores how social needs around national identity and culture must be considered. Finally, it addresses how the curriculum must align with the needs of the workforce and economy.
This document provides information about using a table of specifications (TOS) to guide test construction and ensure a balanced assessment. It discusses Bloom's taxonomy of cognitive domains ranging from basic recall to complex critical thinking. The taxonomy is presented in two visual formats, including the original from 1956 and a revised version from 2001. Learning competencies are defined as the knowledge, skills, and attitudes students need to demonstrate, and sample test questions are provided targeting different cognitive levels from remembering to creating.
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
Instructions
Choose one of the following options and respond to the essay questions:
Writing Identity English Composition I 5098910126 .docxjeffevans62972
Writing Identity
English Composition I
50:989:101:26
ASSIGNMENT SHEET - Unit 6
Take Two
Task
In this essay you are going to construct an academic argument based on the stance you
took in your open-letter. This should be imagined as a peer-to-peer assignment,
meaning that you are writing for an audience of undergraduate students. You will be
creating an evidential and rhetorical-based defense for your position. This assignment
also expects that you acknowledge the legitimacy of opposing views through strategies
of concession and refutation. Imagine that you are answering a question in a complex,
non-obvious manner. How will you attempt to prove that answer?
As you draft your final assignment for this course, consider these questions:
• How will you organize your claims and evidence to best present your argument?
• How will you presume counterarguments to your writing?
• Why is your argument important? What is the call to write this essay?
Upon completion of this assignment, I may ask that you consider submitting this to The Scarlet
Review, Rutgers-Camden’s first online, undergraduate magazine.
http://scarletreview.camden.rutgers.edu/home.html
Guidelines
Your essay will be approximately 2,200 to 3,000 words long. The pages are to be double-spaced
with 12-point font and 1-inch margins. The heading of the essay should include your name, my
name, and the unit title. The file name should read as follows: LastName.FirstName_Unit6.
Because this may be considered for publication online, you can format it as such. You are
welcome to include images, graphics, videos, and hyperlinks to bolster your argument. Feel free
to get creative with the title of your essay.
Deliverables
• First draft (5-6 pages)
o Due during paper conference when you meet with me.
o Due on Sakai: Wednesday, December 12, 2018 at 8:00AM.
o Word Doc or PDF submitted under the “Unit 6 – Draft” Assignment tab on Sakai.
• Final essay (6-8 pages)
o Due: Monday, December 17, 2018 at 12:00PM.
o Word Doc or PDF submitted under the “Unit 6 – Final” Assignment tab on Sakai.
Learning Goals
By the end of these assignments students will practice:
• Analyzing your issue from a critical distance.
• Proper citation and documentation of source materials.
• Acknowledging the legitimacy of opposing views as a rhetorical strategy.
• Constructing a formal thesis and clear organization.
• Creating an academic argument that can be disputed and that adds to a larger
conversation about the issue you are dealing with.
• Summary, paraphrasing, and quotation.
• Composing an academic essay.
Standards of Evaluation
The best essays will:
• Be turned in on time.
• Include a first draft. This draft will count for 25% of the assignment’s grade.
• Be explicit in titling and file naming.
• State a clear thesis of a non-obvious claim to be proved throughout an essay.
• Exemplify why their issue and claim is an important.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
This document discusses three methods of educational psychology: introspection, observational method, and experimental method. It also discusses theories of moral and motor development in children.
1) Introspection involves self-observation but has limitations as results cannot be verified by others. The observational method observes behavior objectively but subjects may act unnaturally. The experimental method uses control groups to test hypotheses scientifically.
2) Moral development theories by Piaget and Kohlberg found children progress through stages from following rules to understand intentions and fairness. Motor development involves both fine and gross motor skills progressing from inner to outer body control.
Cognitive Development of the High School Learners - Psychology 2KJ Zamora
The document discusses cognitive development in adolescents. It notes changes in thinking patterns marked by new cognitive skills from the brain's increasing weight and refining connections between hemispheres. Another development is myelination concentrating brain cells in prefrontal areas. Accompanying these changes, adolescents begin acquiring abilities like spatial awareness and abstract thinking. Piaget's theory of formal operational thinking shows how adolescents can think hypothetically and consider multiple dimensions and possibilities. The document also discusses various cognitive capacities and trends in adolescents.
This course covers lifespan human development from a physiological, historical, socio-cultural, economic, and psychological perspective with emphasis on social, emotional, and intellectual factors in the Puerto Rican context. The course reviews major developmental theories and research and applies concepts to clinical and research practice. It is divided into 15 units covering topics from prenatal development through late adulthood. Assessment includes exams, papers, projects, and presentations. Students learn to apply knowledge to psychology practice and consider cultural and ethnic influences on development.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...RaymondJohnBaliling
The document provides background information on social sciences, natural sciences, and humanities. It discusses:
1. The emergence of social sciences from ancient philosophy and their development through major historical periods like the Age of Enlightenment and Industrial Revolution.
2. Key figures like Auguste Comte who coined the term "sociology" and thinkers like Marx who provided early theories in social sciences.
3. Definitions of social sciences as the study of human societies and relationships, natural sciences as the study of natural phenomena based on evidence, and examples of branches under natural sciences.
This document outlines a three-week unit plan on states of consciousness for high school students. The unit focuses on describing the sleep cycle and circadian rhythm, explaining why we sleep and dream, investigating hypnosis, and analyzing issues related to addiction and how drugs affect neurotransmission. Students will learn about the multiple stages of consciousness and sleep. They will create posters about their circadian rhythms and present on different states of consciousness and sleep disorders. The unit utilizes videos, group work, quizzes, worksheets and a performance assessment to help students understand these concepts.
The document provides an overview of Bloom's Taxonomy, a framework for classifying levels of thinking skills. It details the six main cognitive levels from lowest to highest order: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples are given for activities that demonstrate each level of thinking, such as asking students to summarize or rank information to show Understanding or Evaluating. The document aims to explain Bloom's Taxonomy and how it can be applied in an educational context.
Below is a list of options from which you are to select a topic fo.docxCruzIbarra161
Below is a list of options from which you are to select a topic for the Week Two assignment. Examine one of the following topics on lifespan development connecting research and life.
What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
Why do we have a need to belong (to affiliate with others)?
How do our bodies and minds change from early to late adulthood?
What are the factors that affect our well-being as middle aged and older adults?
Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
How do memory and intelligence change as we age?
Does an infant’s temperament shape his/her cognitive and socio-emotional development?
Are babies pre-wired for survival?
Are adolescents more likely to engage in risk-taking behavior than older adults?
Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
Are there personality traits related to longevity?
Does bilingualism improve brain functioning?
Why do students in the United States tend to under-perform in math and science?
Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.
For this assignment address the following:
Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
Identify and describe the stages of development that are affected by the chosen topic.
Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.
Writing the Assignment
The Assignment:
1.
Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style.
2.
Must include a title page with the following:
a.
Title of paper
b.
Student’s name
c.
Course name and number
d.
Instructor’s name
e.
Date submitted
3.
Must begin with an introductory paragraph that has a succinct thesis.
This document discusses techniques, methods, and approaches of pedagogy with a focus on Bloom's taxonomy of the cognitive domain. It provides an introduction to educational objectives and Bloom's taxonomy, which classifies learning objectives into cognitive, affective, and psychomotor domains. Within the cognitive domain, it describes the six categories of learning - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides examples of each. The document concludes that Bloom's taxonomy provides a framework for educators to structure learning from simple to complex and ensure mastery of one concept before advancing to the next.
PY 305 – History and Systems Concept Check – Section 4 AlleneMcclendon878
PY 305 – History and Systems
Concept Check – Section 4
Directions: Answer each of these questions after reading the text and listening to the lecture. These
questions are to help you think critically about the material and will help to prepare you for the exams.
All answers must be in your own words. Do not copy definitions out of the book or from any other
source – explain your understanding of the terms. If any parts of your answers are copied from any
other source, you will receive a 0 and be reported to the Academic Integrity Committee for Academic
Misconduct. Proofread your work very carefully. Your writing is expected to be formal. Proper spelling
and grammar are imperative - if the reader cannot comprehend the writing, then the answer cannot be
understood. If the answers are not proofread carefully, you may receive a 0 for the assignment. Answer
each question thoroughly for full credit.
Write your answers using Word and attach it to the assignment link. Do not type your answers directly
into Blackboard.
1. Explain how Watson’s view was different from the psychologists in Germany. What do you think
about Watson’s views regarding what psychology should be? Explain your answer. Be specific.
2. In your opinion, can the philosophies of Behaviorism and Gestalt coexist in psychology, or is it
necessary to agree with one or the other? If they can coexist, explain how the two ideas can
inform each other. If not, explain why and which you believe is better than the other.
3. Discuss the theories and views of 2 of the neo-Freudians. Describe how their views were
different from Freud’s. Do you think their views are better or worse than Freud’s? Why?
This benchmark assignment assesses the following competency: 4.2 - Analyze the human, economic, and environmental issues involved in emergency planning, response, and recovery.
Emergency planning must take into account both short- and long-term recovery. This can pose a particular challenge since specific long-term needs can vary tremendously depending on the scope and nature of the incident. While the ultimate goal is to help the community return to its predisaster state, that may not always be possible depending on the nature of the disaster. Regardless of circumstances, the government’s role is to assist in the reestablishment of order and ensure people’s daily lives and the economies of impacted areas can return to normal functioning as swiftly as possible. Once basic needs have been provided for in the immediate wake of disaster, emergency managers and officials are responsible for implementing long-term recovery plans.
For the Recovery section of your AAR (3-4 pages), research both the short- and long-term recovery efforts for your selected event. Analyze how effectively efforts of planning, response, and recovery promoted the return to predisaster levels of community, economic, and environmental functioning in the region.
1. Discuss the strengt ...
This document provides information about a course module on principles of teaching from the Southern de Oro Philippines College. It includes details about the course description, schedule, requirements, grading system, references, and objectives. The module covers topics like the elements of teaching, principles of learning, formulating objectives, Gardner's theory of multiple intelligences, and Dunn and Dunn's learning styles model. It also includes sample lessons defining key concepts and providing prompts for student responses.
This document outlines the curriculum for a Personal Development core subject for senior high school students in the Philippines. The course aims to help students understand themselves and their development during adolescence. It covers topics like self-development, managing stress, mental health, and building relationships. The course uses experiential learning approaches across various modules to help students explore concepts in psychology and their own development.
Ash psy 304 week 2 discussion 2 information processing across the lifespandixonbakerr
uop psy 304 week 2 assignment memory and intelligence changes new,psy 304 week 2 assignment the effects that parents have on their children,psy 304 week 2 discussion 1 cognition development across the lifespan,psy 304 week 2 discussion 2 information processing across the lifespan,uop psy 304 week 2,psy 304 week 2,uop psy 304 week 2 tutorial,uop psy 304 week 2 assignment,uop psy 304 week 2 help
This document discusses the formulation of curriculum and outlines key considerations in developing curriculum, including philosophical, psychological, social, and economic factors. It provides definitions of curriculum and discusses how the Malaysian curriculum is influenced by the country's National Philosophy of Education and National Science Education Philosophy. It also examines how theories of learning and child development (psychological factors) influence curriculum development. Additionally, it explores how social needs around national identity and culture must be considered. Finally, it addresses how the curriculum must align with the needs of the workforce and economy.
This document provides information about using a table of specifications (TOS) to guide test construction and ensure a balanced assessment. It discusses Bloom's taxonomy of cognitive domains ranging from basic recall to complex critical thinking. The taxonomy is presented in two visual formats, including the original from 1956 and a revised version from 2001. Learning competencies are defined as the knowledge, skills, and attitudes students need to demonstrate, and sample test questions are provided targeting different cognitive levels from remembering to creating.
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
Instructions
Choose one of the following options and respond to the essay questions:
Writing Identity English Composition I 5098910126 .docxjeffevans62972
Writing Identity
English Composition I
50:989:101:26
ASSIGNMENT SHEET - Unit 6
Take Two
Task
In this essay you are going to construct an academic argument based on the stance you
took in your open-letter. This should be imagined as a peer-to-peer assignment,
meaning that you are writing for an audience of undergraduate students. You will be
creating an evidential and rhetorical-based defense for your position. This assignment
also expects that you acknowledge the legitimacy of opposing views through strategies
of concession and refutation. Imagine that you are answering a question in a complex,
non-obvious manner. How will you attempt to prove that answer?
As you draft your final assignment for this course, consider these questions:
• How will you organize your claims and evidence to best present your argument?
• How will you presume counterarguments to your writing?
• Why is your argument important? What is the call to write this essay?
Upon completion of this assignment, I may ask that you consider submitting this to The Scarlet
Review, Rutgers-Camden’s first online, undergraduate magazine.
http://scarletreview.camden.rutgers.edu/home.html
Guidelines
Your essay will be approximately 2,200 to 3,000 words long. The pages are to be double-spaced
with 12-point font and 1-inch margins. The heading of the essay should include your name, my
name, and the unit title. The file name should read as follows: LastName.FirstName_Unit6.
Because this may be considered for publication online, you can format it as such. You are
welcome to include images, graphics, videos, and hyperlinks to bolster your argument. Feel free
to get creative with the title of your essay.
Deliverables
• First draft (5-6 pages)
o Due during paper conference when you meet with me.
o Due on Sakai: Wednesday, December 12, 2018 at 8:00AM.
o Word Doc or PDF submitted under the “Unit 6 – Draft” Assignment tab on Sakai.
• Final essay (6-8 pages)
o Due: Monday, December 17, 2018 at 12:00PM.
o Word Doc or PDF submitted under the “Unit 6 – Final” Assignment tab on Sakai.
Learning Goals
By the end of these assignments students will practice:
• Analyzing your issue from a critical distance.
• Proper citation and documentation of source materials.
• Acknowledging the legitimacy of opposing views as a rhetorical strategy.
• Constructing a formal thesis and clear organization.
• Creating an academic argument that can be disputed and that adds to a larger
conversation about the issue you are dealing with.
• Summary, paraphrasing, and quotation.
• Composing an academic essay.
Standards of Evaluation
The best essays will:
• Be turned in on time.
• Include a first draft. This draft will count for 25% of the assignment’s grade.
• Be explicit in titling and file naming.
• State a clear thesis of a non-obvious claim to be proved throughout an essay.
• Exemplify why their issue and claim is an important.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
This document discusses three methods of educational psychology: introspection, observational method, and experimental method. It also discusses theories of moral and motor development in children.
1) Introspection involves self-observation but has limitations as results cannot be verified by others. The observational method observes behavior objectively but subjects may act unnaturally. The experimental method uses control groups to test hypotheses scientifically.
2) Moral development theories by Piaget and Kohlberg found children progress through stages from following rules to understand intentions and fairness. Motor development involves both fine and gross motor skills progressing from inner to outer body control.
Cognitive Development of the High School Learners - Psychology 2KJ Zamora
The document discusses cognitive development in adolescents. It notes changes in thinking patterns marked by new cognitive skills from the brain's increasing weight and refining connections between hemispheres. Another development is myelination concentrating brain cells in prefrontal areas. Accompanying these changes, adolescents begin acquiring abilities like spatial awareness and abstract thinking. Piaget's theory of formal operational thinking shows how adolescents can think hypothetically and consider multiple dimensions and possibilities. The document also discusses various cognitive capacities and trends in adolescents.
This course covers lifespan human development from a physiological, historical, socio-cultural, economic, and psychological perspective with emphasis on social, emotional, and intellectual factors in the Puerto Rican context. The course reviews major developmental theories and research and applies concepts to clinical and research practice. It is divided into 15 units covering topics from prenatal development through late adulthood. Assessment includes exams, papers, projects, and presentations. Students learn to apply knowledge to psychology practice and consider cultural and ethnic influences on development.
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2. Objective
The aim from this auto-evaluation is to help the
student to check his understanding of the
lecture and underline his own weaknesses. The
student can review the lecture in case he doubts
his answers. He can send an email to the teacher
with his answers in short, especially the writing
tasks and ask her for a correction.
No marks are given because the module is
evaluated with an exam only by the end of the
semester.
3. Auto-evaluation Part 1: Introduction to
Developmental Psychology
Check your understanding
Multiple Choice: Select the best answer for each
question.
1. According to developmentalists, the primary
cause of developmental change is
a. maturation
b. learning
c. experience
d. the product of both maturation and learning
e. the product of both learning and experience
4. 2. Among the following, who would not be considered a
“developmentalist”?
a. a sociologist
b. an anthropologist
c. a historian
d. all of the above might be considered developmentalists
e. none of the above would be considered
developmentalists
3. The goals of the developmental sciences discussed in
the lecture include
a. the description of development
b. the explanation of development
c. the optimization of development
d. all of the above
5. 4. Enrique is a developmental psychologist. He studies
children’s adjustment following their
parents’divorce and remarriage. He finds that sullen
children who become withdrawn and isolated after
their parents’ divorce can be helped to become
happier and more social through play therapy.
Which aspect of developmental change does
Enrique’s research most reflect?
a. Development is a continual and cumulative process.
b. Development is marked by plasticity.
c. Development is a holistic process.
d. Development depends upon the historical and
cultural context in which it occurs.
6. Fill in the Blank: Fill in the blank with the
appropriate word or phrase.
In the developmental sciences, typical
patterns of change are called
……………………., whereas individual
variations in patterns of change are
called ………………..
Ideographic - Normative
7. Matching: Match the area of developmental
science with the specific aspects of
development that are studied.
Area of Developmental
1. cognitive .........
2. physical growth .........
3. psychosocial .........
Aspects of Science Development
A-bodily changes and sequencing of motor skills
B- emotions, personality, and relationships
C-perception, language, learning, and thinking
8. Short Answer: Briefly answer the following
question.
Explain the difference between maturation and
learning.
………………………………………………………………………..
………………………………………………………………………..
……………………………………………………………………….
……………………………………………………………………….
9. Essay: Provide a more detailed answer to the
following question. (discuss the topic first in a
group of 5)
Describe differences in the historical and
cultural context between your generation and
your parents’ generation. How might these
differences have affected your development
compared to that of your parents?
10. Auto-evaluation Part 1: Development
theories
Check your understanding
Matching: Match the theoretical viewpoint to its
description by selecting the theory’s title.
Choose from the following options:
a. Piaget’s cognitive-developmental theory
b. information-processing theory
c. ethology and evolutionary theories
d. ecological systems theory
e. Vygotsky’s sociocultural theory
11. ------1. Theory claiming that children are “prepared” to
display adaptive patterns of development, provided that
they receive appropriate kinds of environmental inputs at
the most appropriate times.
------2. Theory claiming that children actively construct
knowledge which has stimulated discovery-based
educational programs.
------3. Theory claiming that the natural environment that
influences a developing child is a complex interlocking set
of contexts that influence and are influenced by the child.
------4. Theory claiming that the developing human mind is
a system that operates on stimulus input to convert it to
output—inferences, solutions, etc.
------5. Theory claiming that cognitive growth is socially
mediated and that there are no universal cognitive stages.
12. Fill in the Blank: Complete the following sentences by
filling in the blanks with the appropriate word or
phrase.
1. Piaget proposed that children use the processes of
-----------------and ----------------------to resolve
disequilibriums and help them adapt to their
environments.
2. The evolutionary perspective argues that certain
adaptive characteristics in humans are most likely
to develop during --------------------- , provided that
the environment fosters this development.
Sensitive periods - Accommodation – assimilation
13. Short Answer: Provide a brief answer to the following
questions.
1. List Bronfenbrenner’s ecological systems theory.
2. Dr. Helpful has been asked to create a lesson plan for
the local elementary school. She bases her lesson plan
on the theoretical viewpoint that she adheres to in her
research. Her view is that children learn best when
they are given challenges to solve through their own
trial-and-error and that children should be encouraged
to discover solutions to problems rather than just being
told the answers in lecture format. Which theoretical
position does Dr. Helpful adhere to? What type of
lesson plan is she most likely to create?
14. Essay: Provide a more detailed answer to
the following question.
After a divorce, children fare much better
if their divorced parents can agree on
how their children should be raised and
support each other’s parenting efforts.
Which developmental theory seems best
suited to explaining this finding and how
might it do so?