PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
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PSY111 Nature/Nurture Paper – 150 Points Student Name_______________________ Excellent/Exceeds Expectations Good/Meets Most Expectations Incomplete/Meets Partial Expectations Points Possible 5 4 1-3 POINTS EARNED = (5 points) Introduction Develops introduction that establishes paper topics. Good introduction that establishes most topics. Partially develops introduction. Needs more detail. Feedback Comments: Points Possible 50-46 45-36 35-1 POINTS EARNED = (50 points) Nature: Biological Basis of Behavior Must Use Outside Research Is one gender naturally (genetically) more or less aggressive than the other gender? Why or why not? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.) Complete discussion of the role of biology/nature as it relates to aggressive behavior as indicated, including an examination of gender and aggression. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources Discusses the role of biology/nature as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources. Partial discussion of the role of biology/nature as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete. Outside scholarly sources absent or not supportive. Feedback Comments: Points Possible 50-46 45-36 35-1 POINTS EARNED = (50 points) Nurture: Social and Environmental Influences on Behavior Must Use Outside Research Does exposure to aggressive behavior in the environment (i.e. home, role models, caregivers, media - TV, movies, music, and video games, etc.), encourage or discourage aggressive behavior? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.) Complete discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources Discusses the role of nurture/social and environmental influences as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources. Partial discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to b ...
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A minimum of 300 words each question and References (questions #1 .docx
A minimum of 300 words each question and References (questions #1 - 3) KEEP QUESTION WITH ANSWER EACH QUESTIONS NEED TO HAVE A SCHOLARY SOURCE
1. How does an understanding of management and organizational behavior lead to organizational effectiveness and efficiency? Why is the study of management theories (classical, behavioral and modern management) relevant today?
2. What are the four career issues in the new workplace facing managers today? Discuss one of the major challenges, highlighting its importance in the 21st century workplace and how it affects the behavior of people within organizations.
3. What are the three essential managerial skills? Explain how the importance of each skill varies across the typical levels of management in organizations.
Don’t forget, the question isn’t just asking you to list the skills, you must also provide a thorough discussion on how they vary across different levels of management– answer the question fully.
Villegas
8727 Juniper St.
Los Angeles, CA 90002
United States
ROSALIE
22900 Grove Ave
EASTPOINTE, MI 48021-1536
United States
Do not change anything. Include them in your research report submission but ofcourse do not include them in your word count.
Method
Participants
A total of 479 undergraduate students from Western Sydney University were recruited via convenience sampling and participated in a study investigating the effects of age of acquisition and the emotional nature of words in lexical access. Participation was completed voluntarily as part of an assessment task. Data from 104 participants was rejected as they either did not complete the task or their accuracy was less than 80%. Therefore, the final sample size was 375.
Materials and Apparatus
Two sets of letter strings were used in the experiment: words and nonwords. All the stimuli were 3 to 8 characters long. There were 4 categories of words: early acquiring emotional words (EE), early acquiring non-emotional words (ENE), late acquiring emotional words (LE) and late acquiring non-emotional words (LNE). A total of 40 words in each category was used. Early acquiring words were acquired before 5 years of age and late acquiring words were acquired after 7 years of age. The word stimuli were taken from the normative developmental dataset for emotion vocabulary comprehension (Baron-Cohen, Golan, Wheelwright, Granader, & Hill, 2010). The nonwords were selected from ARC nonword database (Rastle, Harrington, & Coltheart, 2002). A total of 120 nonwords were used.
The stimuli were presented in a dual lexical decision task where two letter strings were presented on the screen. For half of the trials (80), both the strings were words and for the remaining half (80) either one or both of the letter strings were nonwords. When both the strings were words, they belonged to the same category of words (EE, ENE, LE, LNE). There were 20 trials for each category of words.
Procedure
Participants were tested in t.
PSY111 Memory Project Rubric – 100 PointsStudent Name___________.docx
PSY111 Memory Project Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
Introduction Paragraph
(5 points)
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Short-Term & Long Term Memory
(25 points)
Discuss short-term memory and long-term memory. Apply following terms to studying: encoding, storage, and retrieval in short-term and long-term memory. Discuss applications of both types of memory to study habits.
Complete discussion of all items indicated in assignment description related to short and long term memory. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in assignment description related to short and long term memory. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in assignment description related to short and long term memory. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Attention
(25 points)
Discuss the role attention plays in memory. Discuss the role of distraction in studying. Examine distractions (internal or external). Identify strategies to increase attention and decrease distraction, as well as how to increase motivation to maintain attention. Consider short term and long term ways to encourage motivation (reinforcers/rewards) when studying.
Complete discussion of all items indicated the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in the assignment description related to attention, distraction, and motivation. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
15
14-12
11-1
POINTS EARNED =
Forgetting
(15 points)
Examine biological, environmental, and interference factors associated with forgetting.
Identify how this information can be used to decrease the likelihood of forgetting.
Complete discussion of all items indicated in the assignment description related to forgetting. Includes review ...
3 writing paragraphgraphic review
The document discusses various questions related to dating and relationships. It asks about the main points and supporting details in a selection, why dates can cause anxiety, whether scripting a date request is recommended, and whether a woman can or should ask a man out on a date. It also asks who the intended audience for the selection might be and requests a summary.
Rubric for wk 1 discussion EBPExcellentGoodFairPoorMai.docx
Rubric for wk 1 discussion EBP
Excellent
Good
Fair
Poor
Main Posting
45 (45%) - 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) - 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) - 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) - 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) - 10 (10%)
Posts main post by day 3.
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
Does not post by day 3.
First Response
17 (17%) - 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) - 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) - 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Respons ...
A Postcolonial Reading Of Luisa Igloria S The Secret Language
The document is a grade report for a critical summary submitted by a student. The summary received an overall grade of 97/100. The report provides feedback on the student's demonstration of the main idea, engagement with the source text, use of citations, organization, depth of analysis and support, writing style, and grammatical correctness. The grader found the student clearly established the main point, showed a strong understanding and analysis of the source text, properly cited sources, organized the summary in a logical manner, and used well-written sentences.
PSY111 Personality Theory Project Rubric – 100 PointsStudent Nam.docx
PSY111 Personality Theory Project Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
(5 points)
Part I
a.) What is the underlying theory supporting the personality assessment you took?
Correctly identifies the theory on which the assessment is based. Fully supports description that explains how this assessment is an example of the theory selected.
Correctly identifies the theory on which the assessment is based. Needs some additional detail to explain how this assessment is an example of the theory selected.
Attempts to identify the theory on which the assessment is based. May identify incorrect personality theory OR needs significant detail to support theory selected.
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 points)
b.) Discuss the results of your assessment to show an understanding of the variables being assessed and the results.
Complete discussion of assessment results to show an understanding of theory and variables being assessed. Fully supports discussion.
Discusses assessment results to show an understanding of theory and most of the variables being assessed. Needs minor additional detail or support to be complete.
Partial discussion of assessment results. Demonstrates partial understanding of theory and variables being assessed. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
30-28
27-22
21-1
POINTS EARNED =
(30 points)
c.) Application of assessment: Describe two events that exemplify how personality influences thoughts, behavior, and/or outcome of the event. Mention terms or traits from the personality assessment.
Describes at least two events that exemplify how personality influences thoughts, behavior, and/or outcome of event. Mentions the terms/traits in the personality assessment. Examples properly apply concepts from assessment/theory and show understanding of the personality trait in question.
Describes two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Mentions some of the terms or traits from the personality assessment. Examples properly apply most concepts from assessment/theory and show some understanding of the personality trait in question. Needs minor additional detail to be complete.
Attempts to describe two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Demonstrates partial application of the results throughout examples OR example(s) are not appropriate application of results. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
25-24
23-19
18-1
POINTS EARNED =
(25 points)
Part II. Describe which theory most accurately explains personality development psychodynamic, humanistic, or cognitive-social. Justifies how this theory applies to pe ...
HCS321 201790 Assessment 1
This document provides instructions for Assessment 1 for the HCS321 course. Students must complete a 2,500 word essay addressing how childhood adversity can impact social and emotional development, considering key developmental theories and contexts like culture, gender, disability, trauma, and social isolation. Examples must be given. The assessment is worth 50% and is due on December 11th. It will be marked based on criteria like writing quality, use of theory, discussion of contexts, and hypotheses about potential long-term impacts of adversity. At least 12-14 references must be included and APA style followed. Support is available from ALLAN advisers.
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Recommended
A minimum of 300 words each question and References (questions #1 .docx
A minimum of 300 words each question and References (questions #1 - 3) KEEP QUESTION WITH ANSWER EACH QUESTIONS NEED TO HAVE A SCHOLARY SOURCE
1. How does an understanding of management and organizational behavior lead to organizational effectiveness and efficiency? Why is the study of management theories (classical, behavioral and modern management) relevant today?
2. What are the four career issues in the new workplace facing managers today? Discuss one of the major challenges, highlighting its importance in the 21st century workplace and how it affects the behavior of people within organizations.
3. What are the three essential managerial skills? Explain how the importance of each skill varies across the typical levels of management in organizations.
Don’t forget, the question isn’t just asking you to list the skills, you must also provide a thorough discussion on how they vary across different levels of management– answer the question fully.
Villegas
8727 Juniper St.
Los Angeles, CA 90002
United States
ROSALIE
22900 Grove Ave
EASTPOINTE, MI 48021-1536
United States
Do not change anything. Include them in your research report submission but ofcourse do not include them in your word count.
Method
Participants
A total of 479 undergraduate students from Western Sydney University were recruited via convenience sampling and participated in a study investigating the effects of age of acquisition and the emotional nature of words in lexical access. Participation was completed voluntarily as part of an assessment task. Data from 104 participants was rejected as they either did not complete the task or their accuracy was less than 80%. Therefore, the final sample size was 375.
Materials and Apparatus
Two sets of letter strings were used in the experiment: words and nonwords. All the stimuli were 3 to 8 characters long. There were 4 categories of words: early acquiring emotional words (EE), early acquiring non-emotional words (ENE), late acquiring emotional words (LE) and late acquiring non-emotional words (LNE). A total of 40 words in each category was used. Early acquiring words were acquired before 5 years of age and late acquiring words were acquired after 7 years of age. The word stimuli were taken from the normative developmental dataset for emotion vocabulary comprehension (Baron-Cohen, Golan, Wheelwright, Granader, & Hill, 2010). The nonwords were selected from ARC nonword database (Rastle, Harrington, & Coltheart, 2002). A total of 120 nonwords were used.
The stimuli were presented in a dual lexical decision task where two letter strings were presented on the screen. For half of the trials (80), both the strings were words and for the remaining half (80) either one or both of the letter strings were nonwords. When both the strings were words, they belonged to the same category of words (EE, ENE, LE, LNE). There were 20 trials for each category of words.
Procedure
Participants were tested in t.
PSY111 Memory Project Rubric – 100 PointsStudent Name___________.docx
PSY111 Memory Project Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
Introduction Paragraph
(5 points)
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Short-Term & Long Term Memory
(25 points)
Discuss short-term memory and long-term memory. Apply following terms to studying: encoding, storage, and retrieval in short-term and long-term memory. Discuss applications of both types of memory to study habits.
Complete discussion of all items indicated in assignment description related to short and long term memory. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in assignment description related to short and long term memory. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in assignment description related to short and long term memory. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Attention
(25 points)
Discuss the role attention plays in memory. Discuss the role of distraction in studying. Examine distractions (internal or external). Identify strategies to increase attention and decrease distraction, as well as how to increase motivation to maintain attention. Consider short term and long term ways to encourage motivation (reinforcers/rewards) when studying.
Complete discussion of all items indicated the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in the assignment description related to attention, distraction, and motivation. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
15
14-12
11-1
POINTS EARNED =
Forgetting
(15 points)
Examine biological, environmental, and interference factors associated with forgetting.
Identify how this information can be used to decrease the likelihood of forgetting.
Complete discussion of all items indicated in the assignment description related to forgetting. Includes review ...
3 writing paragraphgraphic review
The document discusses various questions related to dating and relationships. It asks about the main points and supporting details in a selection, why dates can cause anxiety, whether scripting a date request is recommended, and whether a woman can or should ask a man out on a date. It also asks who the intended audience for the selection might be and requests a summary.
Rubric for wk 1 discussion EBPExcellentGoodFairPoorMai.docx
Rubric for wk 1 discussion EBP
Excellent
Good
Fair
Poor
Main Posting
45 (45%) - 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) - 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) - 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) - 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) - 10 (10%)
Posts main post by day 3.
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
Does not post by day 3.
First Response
17 (17%) - 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) - 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) - 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Respons ...
A Postcolonial Reading Of Luisa Igloria S The Secret Language
The document is a grade report for a critical summary submitted by a student. The summary received an overall grade of 97/100. The report provides feedback on the student's demonstration of the main idea, engagement with the source text, use of citations, organization, depth of analysis and support, writing style, and grammatical correctness. The grader found the student clearly established the main point, showed a strong understanding and analysis of the source text, properly cited sources, organized the summary in a logical manner, and used well-written sentences.
PSY111 Personality Theory Project Rubric – 100 PointsStudent Nam.docx
PSY111 Personality Theory Project Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
(5 points)
Part I
a.) What is the underlying theory supporting the personality assessment you took?
Correctly identifies the theory on which the assessment is based. Fully supports description that explains how this assessment is an example of the theory selected.
Correctly identifies the theory on which the assessment is based. Needs some additional detail to explain how this assessment is an example of the theory selected.
Attempts to identify the theory on which the assessment is based. May identify incorrect personality theory OR needs significant detail to support theory selected.
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 points)
b.) Discuss the results of your assessment to show an understanding of the variables being assessed and the results.
Complete discussion of assessment results to show an understanding of theory and variables being assessed. Fully supports discussion.
Discusses assessment results to show an understanding of theory and most of the variables being assessed. Needs minor additional detail or support to be complete.
Partial discussion of assessment results. Demonstrates partial understanding of theory and variables being assessed. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
30-28
27-22
21-1
POINTS EARNED =
(30 points)
c.) Application of assessment: Describe two events that exemplify how personality influences thoughts, behavior, and/or outcome of the event. Mention terms or traits from the personality assessment.
Describes at least two events that exemplify how personality influences thoughts, behavior, and/or outcome of event. Mentions the terms/traits in the personality assessment. Examples properly apply concepts from assessment/theory and show understanding of the personality trait in question.
Describes two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Mentions some of the terms or traits from the personality assessment. Examples properly apply most concepts from assessment/theory and show some understanding of the personality trait in question. Needs minor additional detail to be complete.
Attempts to describe two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Demonstrates partial application of the results throughout examples OR example(s) are not appropriate application of results. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
25-24
23-19
18-1
POINTS EARNED =
(25 points)
Part II. Describe which theory most accurately explains personality development psychodynamic, humanistic, or cognitive-social. Justifies how this theory applies to pe ...
HCS321 201790 Assessment 1
This document provides instructions for Assessment 1 for the HCS321 course. Students must complete a 2,500 word essay addressing how childhood adversity can impact social and emotional development, considering key developmental theories and contexts like culture, gender, disability, trauma, and social isolation. Examples must be given. The assessment is worth 50% and is due on December 11th. It will be marked based on criteria like writing quality, use of theory, discussion of contexts, and hypotheses about potential long-term impacts of adversity. At least 12-14 references must be included and APA style followed. Support is available from ALLAN advisers.
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Parts of research paper
This document provides an overview and guidelines for developing different chapters of a research paper, including the introduction, literature review, and methodology sections.
The introduction chapter should include a rationale explaining the need for the study and a problem statement clearly outlining the research problem or question. It also defines any important terms and states the purpose and significance of the study.
The literature review chapter summarizes and critiques previous research relevant to the topic. It is organized by topic and presents related literature and studies in a logical order.
The methodology chapter describes the research methods and procedures used in the study, including the research design, environment/location of the study, population and sampling techniques, data collection instruments and procedures, and methods
Organisms in Your Biome—Grading RubricNOTE If a component.docx
Organisms in Your Biome—Grading Rubric
NOTE: If a component is absent, student receives a zero for that component.
Unsatisfactory
Emerging
Proficient
Exemplary
Assignment Components
Describe the environment where you live in terms of its biome.
(Course Objective [CO] 1)
Description of the environment where you live in terms of its biome is unclear and inaccurate.
Description of the environment where you live in terms of its biome is vague and does not include sufficient detail.
Description of the environment where you live in terms of its biome is clear and accurate.
Description of the environment where you live in terms of its biome is clear and accurate. In addition, several detailed, insightful examples are given with regard to human influence.
Identify five plants and five animals within your biome, and describe how they interact with one another.
(CO 1)
Identification of five plants and five animal biomes and description of how they interact with one another are incomplete, inaccurate, and/or not based on sound research.
Identification of five plants and five animal biomes and description of how they interact with one another are complete, but lacking sufficient detail and not based on sound research.
Identification of five plants and five animal biomes and description of how they interact with one another are clear, accurate, and based on sound research.
Identification of five plants and five animal biomes and description of how they interact with one another are clear, accurate, and based on sound research. In addition, several detailed, insightful examples are given with regard to the interactions.
Consider the ten organisms you picked and describe what each one needs to survive (including interactions between the organisms).
(CO 3)
Description of each organism and its environment needed to survive (including interactions between the organisms) is incomplete, inaccurate, and/or not based on sound research.
Description of each organism and its environment needed to survive (including interactions between the organisms) is complete, but somewhat unclear, and lacking sufficient detail.
Description of each organism and its environment needed to survive (including interactions between the organisms) is clear, accurate, and based on sound research.
Description of each organism and its environment needed to survive (including interactions between the organisms) is clear, accurate, and based on sound research. In addition, several detailed, insightful examples are given.
Identify five plants and five animals that you feel would inhabit your area if the climate were to increase by an average of ten degrees Celsius, and describe the hypothetical new ecosystem along with the new interactions that would likely exist.
(CO 5)
Identification of five plants and five animals that would inhabit one’s area if the climate were to increase by ten degrees and a description of the hypothetical new ecosystem along with the new in.
Care Setting Environmental Analysis Scoring GuideCRITERIA .docx
Care Setting Environmental Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Synthesize stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Does not list stories and
evidence about times
when a care setting
performed at its best with
regard to quality and
safety goals.
Lists but does not synthesize
stories and evidence, or fails to
clearly relate stories and
evidence to quality and safety
goals.
Synthesizes stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Synthesizes stories and evidence
about times when a care setting
performed at its best with regard to
quality and safety goals. Identifies
knowledge gaps, unknowns, missing
information, unanswered questions,
or areas of uncertainty (where
further information could improve the
synthesis).
Propose positive, attainable
quality and safety
improvement goals for a
care setting.
Does not propose positive
goals for a care setting.
Proposed goals are positive
but not attainable, or will not
lead to ethical and culturally
sensitive improvement of
organizational quality and
safety, or are not clearly
aligned with the care setting’s
mission, vision, and values.
Proposes positive,
attainable quality and
safety improvement goals
for a care setting.
Proposes positive, attainable quality
and safety improvement goals for a
care setting, and identifies
assumptions on which proposed
goals are based.
Conduct a SWOT analysis
of a care setting, with
respect to quality and safety
goals.
Does not present the
findings of a SWOT
analysis of a care setting.
Conducts a SWOT analysis of
a care setting that is not clearly
focused on quality and safety
goals.
Conducts a SWOT analysis
of a care setting, with
respect to quality and
safety goals.
Conducts a SWOT analysis of a care
setting, with respect to quality and
safety goals, and impartially
considers conflicting data and other
perspectives.
Describe an area of concern
identified in a SWOT
analysis—relevant to a care
setting's mission, vision,
and values—that should be
improved.
Does not describe an
area of concern identified
in a SWOT analysis that
should be improved.
Describes an area of concern
identified in a SWOT analysis,
but does not show its relevance
to a care setting's mission,
vision, and values.
Describes an area of
concern identified in a
SWOT analysis—relevant
to a care setting's mission,
vision, and values—that
should be improved.
Describes an area of concern
identified in a SWOT analysis—
relevant to a care setting's mission,
vision, and values—that should be
improved. Identifies criteria that
could be used to evaluate such an
improvement.
Compare the AI and SWOT
approaches to analysis with
regard to data gathering and
interactions with others.
Does not describe data
gathering and interactions
with others.
Describes data gathering and
interactions with others, but
does not .
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...
Blueprinting and drafting examination questions
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
Examiners Expectations from PhD Thesis
The document outlines the expectations of 15 examiners for a research thesis. In general, examiners expect the thesis to:
1) Make an academic, practical, or social contribution and ask rigorous research questions addressed through an appropriate methodology.
2) Have a precise title that describes what was done and not be too ambitious.
3) Include an in-depth, relevant literature review of seminal and highly cited works that shows a deep understanding beyond the specific context.
4) Have a sound conceptualization supported by theory that leads to clear hypotheses or a conceptual framework.
5) Use valid and appropriate quantitative and qualitative methods, measures, and analyses to properly justify the methodology and interpret all findings.
GED101 Rubrics
This document outlines rubrics for assessing assignments in GED101, including meta-cognitive reading reports, essays/reflection papers, book activities, MEvolution (a creative project on physical development), a pledge for responsible social media use, and ultimate outcomes for Modules 1-3. Criteria include depth of reflection, evidence and practice, required components, structure, and creativity. Superior responses demonstrate in-depth reflection, synthesis of ideas, and implications for teaching practice.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps covered are determining the focus and scope, summarizing and synthesizing sources, comparing and critiquing studies, and considering organizational patterns for structuring the review. The document also provides examples and advice for developing an introduction, conclusion, and properly citing sources.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing literature reviews. It discusses the purpose and characteristics of effective literature reviews. It also outlines the key steps in the writing process, including planning, reading and researching, analyzing sources, drafting, and revising. The document offers advice on developing a focus and thesis, organizing the review, and incorporating summary, synthesis, comparison, and critique of sources.
Review of Literature
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps discussed include developing a focus and thesis statement, organizing sources topically or chronologically, and summarizing, synthesizing, comparing and critiquing the literature. The document also provides examples of introducing and concluding a literature review, as well as properly citing sources.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps covered are determining the focus and scope, summarizing and synthesizing sources, comparing and critiquing existing studies, and considering organizational structures for the literature review. The document also provides examples and exercises to help readers apply the strategies.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing literature reviews. It discusses the purpose and characteristics of effective literature reviews. It also outlines the key steps in the writing process, including planning, reading and researching, analyzing sources, drafting, and revising. The document offers advice on developing a focus and thesis, organizing the review, and incorporating summary, synthesis, comparison, and critique of sources.
Write a 5–6-page examination of how conditioning changes some of you.docx
The document provides instructions for a 5-6 page assessment examining how conditioning has changed the author's own behaviors. Students are asked to summarize a research study on treating phobias published within the last 8 years, describe examples of conditioning influencing their personal behaviors, and analyze how behaviorism remains relevant today and its limitations. The assessment should cite at least three sources and follow APA style.
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
HCS321 201790 Assesment 2
This document provides information and instructions for Assessment 2 for the course HCS321. Students must write a 2,500 word discussion paper on one of six provided questions relating to children's welfare and wellbeing. The due date is January 29th 2018. The paper will be graded based on relevant use of literature, interpretation and insight, addressing the chosen question, structure and writing quality, and referencing. Adobe drop-in sessions are provided on January 18th and 25th for students to discuss the assessment. General guidelines and what constitutes a discussion paper are also outlined.
Advanced Educational PsychologyTake-Home Exam RubricPointsKn.docx
Advanced Educational Psychology
Take-Home Exam Rubric
Points
Knowledge/Understanding
Organization
Grammatical Errors
Overall Response
9-10
· Extremely knowledgeable about the topic
· Demonstrates in-depth understanding of facts and concepts
· Includes important ideas related to the question
· In-depth understanding of important relationships
· Answer is fully developed
· Includes specific facts and examples
· Respondent answers the entire question
· None
· Response is detailed and clear
7-8
· Knowledgeable about the topic
· Good understanding of the topic
· Includes some important ideas related to the topic
· Good development of ideas
· Includes adequate supporting facts or examples
· Respondent answers most of the question
· Minor grammatical errors
· Response is good, has some detail
5-6
· Some knowledge and understanding of the topic
· Answer is ok, but there are some gaps in the knowledge
· Includes some important ideas related to the topic
· Limited understanding of the concepts and relationships
· Satisfactory development of ideas
· Includes some supporting facts or examples
· Respondent does not answer the entire question
· Consistent grammatical errors
· Response is vague, lacks detail
3-4
· Considerable gaps in knowledge and understanding
· Excludes important ideas related to the topic
· Limited understanding of relationships
· Lacks organization around main question
· Lacks supporting facts or examples
· Answers only one portion of the question
· Many grammatical errors
· Lacks details
1-2
· Incorrect or inadequate level knowledge or understanding of topics or relationships
· No examples
· No organization
· Several grammatical errors
· Incoherent
· Note: Differences between points in one category is based on the extent to which the response matches the requirements for each category.
· Ex. You might have a 10 for one question in all but one of the four categories, so that answer will be scored a 9, etc.
In this unit, you have been asked to read and evaluate Multiple Intelligences and Learning Styles. Match the following definition to the correct multiple intelligence and learning style.
Forms of intelligences as defined by Howard Gardner.
Bob plans a career as a scientist. His dominant intelligence is what?
Rob demonstrates leadership skills in a group. His dominant intelligence is what?
Billy enjoys his work as a landscaper. His dominant intelligence is what?
Sarah likes to be alone while reflecting on her own feelings. Her dominant intelligence is what?
Randy is an avid bird watcher. His dominant intelligence is what?
Jane creates visual images as she studies working with graphs and charts. Her dominant intelligence is what?
Judy often listens to music to relax as she studies. Her dominant intelligence is what?
The way that a person receives and processes information through the five senses.
The way you chose to learn or study.
Mary thinks in the form of pictures when she studies. She is what type of lea.
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
Booth 000
The document provides an overview of how to conduct an effective literature search when doing a literature review. It covers the role of the literature review, types of evidence, formulating answerable questions, sources of evidence like databases and journals, search techniques using keywords and Boolean logic, developing optimal search strategies, and evaluating the literature search process.
Building academic language in science-based subjects
Academic language in the sciences, its features and associated thinking and how to embed academic (complex) language skills in science based subjects at Palmer's College. The hand-outs are mostly not on this presentation.
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
Tony Crider, Professor of Astrophysics | Elon University
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
The Reacting to the Past curriculum for higher education offers many games that are ready for adoption “as-is” into many different types of college classes.
The rubrics and grading methods are templates that are easily ported. The more creative examples of roleplay (e.g. the Epic Finales from a class about extraterrestrials) are meant to be more inspirational than directly adoptable.
As educators adopt more engaged teaching practices, multiple-choice and essay exams become increasingly incapable of capturing and reflecting student learning. In this talk, we will highlight engaged role-playing and experiential approaches, including Reacting to the Past games, Cultures of the Imagination, and selections from Anthony Weston’s book, Teaching as the Art of Staging.
We’ll also look at examples of the implementation of these in a variety of classes ranging from first-year seminars to astrophysics. We will then review rubrics and guidelines on how to assess student learning during these activities and at the end of the semester with Epic Finales.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
More Related Content
Similar to PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
Parts of research paper
This document provides an overview and guidelines for developing different chapters of a research paper, including the introduction, literature review, and methodology sections.
The introduction chapter should include a rationale explaining the need for the study and a problem statement clearly outlining the research problem or question. It also defines any important terms and states the purpose and significance of the study.
The literature review chapter summarizes and critiques previous research relevant to the topic. It is organized by topic and presents related literature and studies in a logical order.
The methodology chapter describes the research methods and procedures used in the study, including the research design, environment/location of the study, population and sampling techniques, data collection instruments and procedures, and methods
Organisms in Your Biome—Grading RubricNOTE If a component.docx
Organisms in Your Biome—Grading Rubric
NOTE: If a component is absent, student receives a zero for that component.
Unsatisfactory
Emerging
Proficient
Exemplary
Assignment Components
Describe the environment where you live in terms of its biome.
(Course Objective [CO] 1)
Description of the environment where you live in terms of its biome is unclear and inaccurate.
Description of the environment where you live in terms of its biome is vague and does not include sufficient detail.
Description of the environment where you live in terms of its biome is clear and accurate.
Description of the environment where you live in terms of its biome is clear and accurate. In addition, several detailed, insightful examples are given with regard to human influence.
Identify five plants and five animals within your biome, and describe how they interact with one another.
(CO 1)
Identification of five plants and five animal biomes and description of how they interact with one another are incomplete, inaccurate, and/or not based on sound research.
Identification of five plants and five animal biomes and description of how they interact with one another are complete, but lacking sufficient detail and not based on sound research.
Identification of five plants and five animal biomes and description of how they interact with one another are clear, accurate, and based on sound research.
Identification of five plants and five animal biomes and description of how they interact with one another are clear, accurate, and based on sound research. In addition, several detailed, insightful examples are given with regard to the interactions.
Consider the ten organisms you picked and describe what each one needs to survive (including interactions between the organisms).
(CO 3)
Description of each organism and its environment needed to survive (including interactions between the organisms) is incomplete, inaccurate, and/or not based on sound research.
Description of each organism and its environment needed to survive (including interactions between the organisms) is complete, but somewhat unclear, and lacking sufficient detail.
Description of each organism and its environment needed to survive (including interactions between the organisms) is clear, accurate, and based on sound research.
Description of each organism and its environment needed to survive (including interactions between the organisms) is clear, accurate, and based on sound research. In addition, several detailed, insightful examples are given.
Identify five plants and five animals that you feel would inhabit your area if the climate were to increase by an average of ten degrees Celsius, and describe the hypothetical new ecosystem along with the new interactions that would likely exist.
(CO 5)
Identification of five plants and five animals that would inhabit one’s area if the climate were to increase by ten degrees and a description of the hypothetical new ecosystem along with the new in.
Care Setting Environmental Analysis Scoring GuideCRITERIA .docx
Care Setting Environmental Analysis Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Synthesize stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Does not list stories and
evidence about times
when a care setting
performed at its best with
regard to quality and
safety goals.
Lists but does not synthesize
stories and evidence, or fails to
clearly relate stories and
evidence to quality and safety
goals.
Synthesizes stories and
evidence about times when
a care setting performed at
its best with regard to
quality and safety goals.
Synthesizes stories and evidence
about times when a care setting
performed at its best with regard to
quality and safety goals. Identifies
knowledge gaps, unknowns, missing
information, unanswered questions,
or areas of uncertainty (where
further information could improve the
synthesis).
Propose positive, attainable
quality and safety
improvement goals for a
care setting.
Does not propose positive
goals for a care setting.
Proposed goals are positive
but not attainable, or will not
lead to ethical and culturally
sensitive improvement of
organizational quality and
safety, or are not clearly
aligned with the care setting’s
mission, vision, and values.
Proposes positive,
attainable quality and
safety improvement goals
for a care setting.
Proposes positive, attainable quality
and safety improvement goals for a
care setting, and identifies
assumptions on which proposed
goals are based.
Conduct a SWOT analysis
of a care setting, with
respect to quality and safety
goals.
Does not present the
findings of a SWOT
analysis of a care setting.
Conducts a SWOT analysis of
a care setting that is not clearly
focused on quality and safety
goals.
Conducts a SWOT analysis
of a care setting, with
respect to quality and
safety goals.
Conducts a SWOT analysis of a care
setting, with respect to quality and
safety goals, and impartially
considers conflicting data and other
perspectives.
Describe an area of concern
identified in a SWOT
analysis—relevant to a care
setting's mission, vision,
and values—that should be
improved.
Does not describe an
area of concern identified
in a SWOT analysis that
should be improved.
Describes an area of concern
identified in a SWOT analysis,
but does not show its relevance
to a care setting's mission,
vision, and values.
Describes an area of
concern identified in a
SWOT analysis—relevant
to a care setting's mission,
vision, and values—that
should be improved.
Describes an area of concern
identified in a SWOT analysis—
relevant to a care setting's mission,
vision, and values—that should be
improved. Identifies criteria that
could be used to evaluate such an
improvement.
Compare the AI and SWOT
approaches to analysis with
regard to data gathering and
interactions with others.
Does not describe data
gathering and interactions
with others.
Describes data gathering and
interactions with others, but
does not .
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...
Blueprinting and drafting examination questions
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
Examiners Expectations from PhD Thesis
The document outlines the expectations of 15 examiners for a research thesis. In general, examiners expect the thesis to:
1) Make an academic, practical, or social contribution and ask rigorous research questions addressed through an appropriate methodology.
2) Have a precise title that describes what was done and not be too ambitious.
3) Include an in-depth, relevant literature review of seminal and highly cited works that shows a deep understanding beyond the specific context.
4) Have a sound conceptualization supported by theory that leads to clear hypotheses or a conceptual framework.
5) Use valid and appropriate quantitative and qualitative methods, measures, and analyses to properly justify the methodology and interpret all findings.
GED101 Rubrics
This document outlines rubrics for assessing assignments in GED101, including meta-cognitive reading reports, essays/reflection papers, book activities, MEvolution (a creative project on physical development), a pledge for responsible social media use, and ultimate outcomes for Modules 1-3. Criteria include depth of reflection, evidence and practice, required components, structure, and creativity. Superior responses demonstrate in-depth reflection, synthesis of ideas, and implications for teaching practice.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps covered are determining the focus and scope, summarizing and synthesizing sources, comparing and critiquing studies, and considering organizational patterns for structuring the review. The document also provides examples and advice for developing an introduction, conclusion, and properly citing sources.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing literature reviews. It discusses the purpose and characteristics of effective literature reviews. It also outlines the key steps in the writing process, including planning, reading and researching, analyzing sources, drafting, and revising. The document offers advice on developing a focus and thesis, organizing the review, and incorporating summary, synthesis, comparison, and critique of sources.
Review of Literature
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps discussed include developing a focus and thesis statement, organizing sources topically or chronologically, and summarizing, synthesizing, comparing and critiquing the literature. The document also provides examples of introducing and concluding a literature review, as well as properly citing sources.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps covered are determining the focus and scope, summarizing and synthesizing sources, comparing and critiquing existing studies, and considering organizational structures for the literature review. The document also provides examples and exercises to help readers apply the strategies.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing literature reviews. It discusses the purpose and characteristics of effective literature reviews. It also outlines the key steps in the writing process, including planning, reading and researching, analyzing sources, drafting, and revising. The document offers advice on developing a focus and thesis, organizing the review, and incorporating summary, synthesis, comparison, and critique of sources.
Write a 5–6-page examination of how conditioning changes some of you.docx
The document provides instructions for a 5-6 page assessment examining how conditioning has changed the author's own behaviors. Students are asked to summarize a research study on treating phobias published within the last 8 years, describe examples of conditioning influencing their personal behaviors, and analyze how behaviorism remains relevant today and its limitations. The assessment should cite at least three sources and follow APA style.
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
HCS321 201790 Assesment 2
This document provides information and instructions for Assessment 2 for the course HCS321. Students must write a 2,500 word discussion paper on one of six provided questions relating to children's welfare and wellbeing. The due date is January 29th 2018. The paper will be graded based on relevant use of literature, interpretation and insight, addressing the chosen question, structure and writing quality, and referencing. Adobe drop-in sessions are provided on January 18th and 25th for students to discuss the assessment. General guidelines and what constitutes a discussion paper are also outlined.
Advanced Educational PsychologyTake-Home Exam RubricPointsKn.docx
Advanced Educational Psychology
Take-Home Exam Rubric
Points
Knowledge/Understanding
Organization
Grammatical Errors
Overall Response
9-10
· Extremely knowledgeable about the topic
· Demonstrates in-depth understanding of facts and concepts
· Includes important ideas related to the question
· In-depth understanding of important relationships
· Answer is fully developed
· Includes specific facts and examples
· Respondent answers the entire question
· None
· Response is detailed and clear
7-8
· Knowledgeable about the topic
· Good understanding of the topic
· Includes some important ideas related to the topic
· Good development of ideas
· Includes adequate supporting facts or examples
· Respondent answers most of the question
· Minor grammatical errors
· Response is good, has some detail
5-6
· Some knowledge and understanding of the topic
· Answer is ok, but there are some gaps in the knowledge
· Includes some important ideas related to the topic
· Limited understanding of the concepts and relationships
· Satisfactory development of ideas
· Includes some supporting facts or examples
· Respondent does not answer the entire question
· Consistent grammatical errors
· Response is vague, lacks detail
3-4
· Considerable gaps in knowledge and understanding
· Excludes important ideas related to the topic
· Limited understanding of relationships
· Lacks organization around main question
· Lacks supporting facts or examples
· Answers only one portion of the question
· Many grammatical errors
· Lacks details
1-2
· Incorrect or inadequate level knowledge or understanding of topics or relationships
· No examples
· No organization
· Several grammatical errors
· Incoherent
· Note: Differences between points in one category is based on the extent to which the response matches the requirements for each category.
· Ex. You might have a 10 for one question in all but one of the four categories, so that answer will be scored a 9, etc.
In this unit, you have been asked to read and evaluate Multiple Intelligences and Learning Styles. Match the following definition to the correct multiple intelligence and learning style.
Forms of intelligences as defined by Howard Gardner.
Bob plans a career as a scientist. His dominant intelligence is what?
Rob demonstrates leadership skills in a group. His dominant intelligence is what?
Billy enjoys his work as a landscaper. His dominant intelligence is what?
Sarah likes to be alone while reflecting on her own feelings. Her dominant intelligence is what?
Randy is an avid bird watcher. His dominant intelligence is what?
Jane creates visual images as she studies working with graphs and charts. Her dominant intelligence is what?
Judy often listens to music to relax as she studies. Her dominant intelligence is what?
The way that a person receives and processes information through the five senses.
The way you chose to learn or study.
Mary thinks in the form of pictures when she studies. She is what type of lea.
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
Booth 000
The document provides an overview of how to conduct an effective literature search when doing a literature review. It covers the role of the literature review, types of evidence, formulating answerable questions, sources of evidence like databases and journals, search techniques using keywords and Boolean logic, developing optimal search strategies, and evaluating the literature search process.
Building academic language in science-based subjects
Academic language in the sciences, its features and associated thinking and how to embed academic (complex) language skills in science based subjects at Palmer's College. The hand-outs are mostly not on this presentation.
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
Tony Crider, Professor of Astrophysics | Elon University
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
The Reacting to the Past curriculum for higher education offers many games that are ready for adoption “as-is” into many different types of college classes.
The rubrics and grading methods are templates that are easily ported. The more creative examples of roleplay (e.g. the Epic Finales from a class about extraterrestrials) are meant to be more inspirational than directly adoptable.
As educators adopt more engaged teaching practices, multiple-choice and essay exams become increasingly incapable of capturing and reflecting student learning. In this talk, we will highlight engaged role-playing and experiential approaches, including Reacting to the Past games, Cultures of the Imagination, and selections from Anthony Weston’s book, Teaching as the Art of Staging.
We’ll also look at examples of the implementation of these in a variety of classes ranging from first-year seminars to astrophysics. We will then review rubrics and guidelines on how to assess student learning during these activities and at the end of the semester with Epic Finales.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Similar to PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx (20)
Organisms in Your Biome—Grading RubricNOTE If a component.docx
Organisms in Your Biome—Grading RubricNOTE If a component.docx
Care Setting Environmental Analysis Scoring GuideCRITERIA .docx
Care Setting Environmental Analysis Scoring GuideCRITERIA .docx
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
Write a 5–6-page examination of how conditioning changes some of you.docx
Write a 5–6-page examination of how conditioning changes some of you.docx
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
Advanced Educational PsychologyTake-Home Exam RubricPointsKn.docx
Advanced Educational PsychologyTake-Home Exam RubricPointsKn.docx
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name Point Value 30Student NameCATEGORY .docx
Building academic language in science-based subjects
Building academic language in science-based subjects
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
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APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
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APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
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Apa format
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It is often said that people today are no longer loyal to organizations. Yet employees are loyal to their direct supervisor. This discussion question asks you to evaluate and apply your understanding of followership theory. Reflect on any techniques for understanding, achieving, and positively applying organizational and personal power and influence as a follower.
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APA format
https://apastyle.apa.org/
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
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Computer Security Objects Register
https://csrc.nist.gov/Projects/Computer-Security-Objects-Register
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APA style
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APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
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endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
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Appearance When I watched the video of myself, I felt that my b.docx
Appearance
When I watched the video of myself, I felt that my black straight skirt, closed toed shoes and white collared shirt gave a professional appearance and more credibility with the audience. My hair was a little too casual. I wished I had that one strand tacked back so it would have stayed out of my eyes. This made it hard for the audience to see my face and was distracting when I had to keep tucking it back. My earrings were small so the audience would watch me and not my jewelry. I wasn’t standing up straight and it made me look less confident. I need to remember to have better posture when speaking.Organizational Pattern
My introduction was slow and clear and the story was suspenseful enough to grab their attention. It was a little confusing at the beginning because I didn’t preview the main points but because I transitioned well between the steps by saying, “Now that you have completed step 1, selecting the pattern, you are ready to move to step two, preparing the wood” the audience was able to follow. I remembered to state my research source for two of the steps but forgot the third. It made the third step seem shallower and I think I lost credibility. My word choice was good. I made sure to use a variety of descriptive words for the types of wood, explained new vocabulary and repeated phrases to help the audience remember the steps. For some reason the ending was weak. I didn’t tie it to the introduction or have a good ending sentence. It would have been a good idea to remind them of the beginning story and how woodworking affects their everyday life.Vocal Qualities
During my speech I had such a dry mouth that I messed up on the pronunciation of some of the words like saying “exspecially” instead of “especially.” This sounded less professional to the audience. I had good projection so that even the back row could hear without straining. My pitch variation is getting better but I still keep using the same rhythm with my pauses. This make me sound more monotone, like I’m reading the speech rather than just having a conversation. I’ll need to practice changing my rate and pauses. I also noticed many of my sentences end in an up-pitch, like I’m asking a question. If I bring some of those down it will make me appear more confident rather than questioning. It is hard to get rid of those filler words. “Like” and “so” are two of my favorites but it does make me sound like a teenager. I had no idea I said them so much.Delivery
There weren’t many gestures, which made me look stiff and nervous. I just held my note cards and stood in one spot the whole time. I need to do more with my hands and maybe move a little more in the space. I really admire the people in class who have such a good flow with their delivery from gestures to using the space around them purposefully. I felt I held my note cards too close to my face and had my head down most of the time. While watching the video, I noticed I looked at my cards and the poster a l.
apa format1-2 paragraphsreferencesFor this week’s .docx
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
in addition
to required reading.
.
APA Format, with 2 references for each question and an assignment..docx
APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
3. What are some of the major privacy concerns in employing
intelligent systems on mobile data?
4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
systems can facilitate activities such as empowerment,
mass customization, and teamwork.
Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
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This document outlines the three main sections required for an APA format summary of a research article that is 2 pages in length: 1) A summary of the article, 2) An explanation of how the article relates to psychology and human behavior, specifically discussing the meaning and implications of the results, 3) A reaction to the article providing thoughts on whether the results were interesting, surprising, or common sense.
APA Style with minimum of 450 words, with annotations, quotation.docx
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. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
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APA FORMAT
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2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
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- 3. Discusses the role of nurture/social and environmental influences as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources. Partial discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete. Outside scholarly sources absent or not supportive Feedback Comments: Points Possible 15 14-12 11-1 POINTS EARNED = (15 points) Conclusion: Based on what you have learned about biological and environmental influences on behavior, which plays a more influential role in helping us understand aggression? Conclusion has evidence of critical thinking. Fully supports position regarding how nature or nurture plays a more influential role in helping us understand aggression. Conclusion has some evidence of critical thinking and some support for the position regarding how nature or nurture plays a more influential role in helping understand aggression. Needs minor additional detail. Partially develops conclusion. Needs more evidence of critical thinking and detail OR lacks sufficient evidence to support position on aggression. Excellent/Exceeds Expectations Good/Meets Most Expectations
- 4. Incomplete/Meets Partial Expectations Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Sources Use at least two (2) scholarly sources in addition to text. Uses two (2) scholarly sources and the text. All sources used are scholarly, credible, and applicable. Uses two (2) scholarly sources and the text. All sources are scholarly and credible but the evidence is not applicable or substantial. Uses sources in addition to the text, but not all sources are scholarly, credible, and applicable OR use no additional sources. Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Writing Mechanics sentence structure, run-ons, fragments, agreement, punctuation, capitalization, spelling, etc. Demonstrates knowledge and use of writing mechanics, enhances the readability Demonstrates knowledge and use of writing mechanics but with errors that may detract from the readability Difficulties with readability due to inappropriate use of writing mechanics Feedback Comments:
- 5. Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Writing OrganizationCoherence: all writing fits together, makes sense, and flows in effective order – beginning, middle, end Clarity: all writing is consistent and logical Coherence: Well organized and purposeful writing; has beginning, middle, and end; strong and appropriate transitions Clarity: Expresses ideas clearly and logically Coherence: Sequence of information difficult to follow; lacks a clear beginning, middle, and end; few or inappropriate transitions Clarity: Attempts to express ideas clearly; sometimes difficult to follow Coherence: Unclear; lacks beginning, middle and end; fails to use transitions appropriately Clarity: Disjointed connection of ideas; difficult to follow For each requirement not completed, points(s) will be deducted as explained below. (Maximum Deduction 10 Points) POINTS DEDUCTED: Requirements for basic APA document formatting and citations
- 6. (Maximum Deduction 10 Points) Your assignment requires the following: - Name at top of document (-1 point) - 1 inch margins (-1 point) - Times/Times New Roman font (-1 point) - 12 point font (-1 point) - Double spaced (-1 point) - Informal citations within the worksheet (-1 point) - Informal list of references (-2 points) - Quotation marks when directly quoting a source (-2 points) Feedback Comments: FINAL SCORE: Additional Feedback Comments: GEOL 100 Fall 2013 NAME Prof. Visty P. Dalal Midterm Exam Note: Please note that assessments in this course place emphasis upon demonstrating maximum understanding as opposed to meeting minimum standards. 1) (5 pts each) Define the following in your own words with examples and diagrams. · Isostasy;
- 7. · Lithification and Metamorphism · Stratigraphy; · Qualitative vs. Quantitative; · Epochs and Eras; · Paleaomagnetism; · Subduction Zones; 2) (10 pts) What is Continental Margin? Describe the different littoral and oceanic zones along with their biologic terms that are classed here. 3) (10 pts) Describe the ‘Rock Cycle’ that is seen on Earth, with detailed description of each of the processes and members that form it. Give plenty of examples of each of them. 4) (10 pts) The Continental Drift Theory postulated by Alfred Wegner was heavily refuted by his colleagues when it was proposed. What were the reasons for Wegner’s theory being opposed so heavily and thereafter which theory or theories explained what was missing from Continental Drift Theory. Describe the process in-depth. Long Answer (35 pts): What is metamorphism and what are the physical processes that can occur during metamorphism? Explain in detail the formation of Metamorphic Rocks on Earth. What are some of the common features that are associated with metamorphic rocks and the process of metamorphism? Describe the features giving examples of the rocks that show those features. Metamorphic rocks are formed either from Igneous or sedimentary rocks. Provide at least three rock types that are formed from each of the other rock types and describe them in details.
- 8. REFERENCES SHOULD BE INCLUDED!!!!!! Please include the below author and any other author u have when citing the reffrences. Thank u!! Author: Reynolds, S., Johnson, J., Morin, P., and Carter, C. Title: Exploring Geology, 3rd ed, 2013 (softcover textbook) Publisher: McGraw-Hill ISBN: 0073524123