The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx

•Download as DOCX, PDF•

0 likes•2 views

The Film Analysis should include 1 Theory, 1 Film, 2 Characters from film and 2 Scenes. 1,000 Word Count There is also a second part of this which I have to give a Oral presentation in front of the class and professor which should be about 7-10 mins long. Choose a theory that you wish to educate the class on from the following chapters in the text * Anything in the Groups and Organizations chapters EXCEPT Groupthink * Cultural Studies, Cultivation Analysis, Spiral of Silence and Media Ecology but NOT Uses and Gratifications in the Media chapters * Anything in the Culture and Diversity chapters * Anything in the Relationship Development chapters Your presentation can be dramatize, illustrate, and/or explain more than one theory in the same presentation, especially if the principles are closely related. Presentations will be evaluated for substance and creativity. You must participate in the development of and be present and participating in the face-to-face classroom presentation to be eligible to receive credit for this project. .

Education

The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx

Deliverable 4 - Creating an Internal Assessment Survey Competency Apply the principles of strategic planning to construct strategic management plans for organizations. Instructions Your boss needs you to develop an employee assessment survey that consists of 10 questions and will be administered through email to all employees. She hands you the following requirements that must be addressed within the survey: · Integrating a Likert scale · Identifying technical competencies on ERP systems · Examining skill depth within financial services · Reviewing overall knowledge of HR legal compliance · Understanding depth of product knowledge · Comprehending engineering technical abilities · Gathering information on general shipping knowledge · Identifying interest in future leaders Your job is to submit your boss the questionnaire that contains 10 specific questions that integrate the requirements above along with any other necessary pieces of information you believe would add value to understanding the employees' feelings about their operational knowledge and capabilities. Additionally, you need to submit a one-page summary that includes an introduction showcasing an understanding of internal assessments. Within the body of the paper, provide comparative research to other possible external surveys. Lastly, within the conclusion, discuss why your survey will add operational value to the organization. KOR 175. Introduction to Popular Culture in Korean Film and TV Dramas University of California, Santa Barbara Fall 2019 Class Time: Monday and Wednesday 2:00pm-3:15pm Class Location: GIRV 2129 Professor: Eunjin Choi Office Hours: Tuesday 2:00pm-3:00pm, or by appointment, HSSB 2230 Email: [email protected] COURSE DESCRIPTION: Introduction to Popular Culture in Korean Film and TV Dramas offers a critical reading of contemporary Korean film and TV dramas in order to understand the complex and multi-faceted relations between Korean society and its people in the context of the global popularity of Korean pop culture. This course will introduce popular film and TV dramas and examine how they are related to Korean life as well as how they participate in the global circulation of culture, tradition, modernity and identity. Introduction to Popular Culture in Korean Film and TV Dramas also aims to help students develop necessary skills for an analysis of Korean popular media texts. No previous study of Korea or Korean language is required to take this class. COURSE GOALS: 1. Understand current trends in Korean film and TV dramas situated in both local and global contexts. 2. Critically analyze Korean popular culture through various genres of film and TV dramas 3. Develop the ability to conduct cultural research using Korean film and TV dramas. REQUIRED MATERIALS: All readings and viewing assignments are listed in this syllabus. All reading for this course will be posted on Gaucho Space. Many of the ...

G325 Q1 B INTRO

Graveney School

This document provides guidance for answering a question applying theoretical concepts related to media studies to a student's coursework productions. It lists various concepts that could be applied, including representation, audience, narrative, genre, and media language. For each concept, it gives examples of relevant theorists and terminology. It emphasizes choosing a concept and applying it to specific examples from the student's coursework, while also discussing the concept's usefulness. The document advises outlining the concept, applying it to various production elements, and evaluating how well it relates to the work. It aims to help students structure their answer to earn high marks.

CPA 2011_poster_for handout

Monica Baehr, PhD

Films can effectively be used to teach psychological concepts by making abstract ideas more concrete and stimulating student engagement and interest. A study examined student responses to using feature films in personality theory courses. Students generally preferred films to other media for assignments and perceived films as useful for linking concepts to real-life examples and encouraging critical thinking. Analysis of student work and surveys found that films helped learning by connecting theories to concrete examples, challenging students' perspectives, and promoting active discussion.

Students will submit a reflection on the course material for grading.docx

darwinming1

Students will submit a reflection on the course material for grading. These reflections may take any form, but must include: 1) reference to the course material or one theoretical concept for the week and 2) relation to one’s personal life and/or a popular culture example. Reflections may take the form of: a written paper, a video or vlog post, a song, podcast, zine, or any other form of creative work. In the case of visual artistic submissions, a short paragraph may accompany the work to demonstrate the connections to the course material and personal life and/or popular culture. Reflection journal entries should be no more than 3 pages in length if they are written, or 5 minutes in length if they are produced in another form. reflection journal entry should use the theory and concepts for the class that is about to commence. The reflection should be about one of these two titles: 1) Feminisms, the Waves & Critiques. 2) Oppression, Intersectionality & White Privilege. ...

BKK 31603_Strategic Comm_Assessment Protocol.docx

AnisAzahari1

This document outlines the assessment protocol for a Strategic Communication Planning course offered in the 2023/2024 academic year. It includes 3 course learning outcomes focused on applying strategic communication concepts, explaining elements of strategic planning, and presenting planning ideas. Students will be assessed through a final exam, individual quiz, group case study, presentation, and corporate video. A detailed course plan is provided outlining weekly topics, activities, and learning outcomes to be covered over 14 weeks.

Reflective Reading EPC- 1

Rohit Bagthariya

This document outlines the objectives, content, activities, and assessment for a workshop-based paper for a B.Ed. curriculum course. The objectives are for teacher trainees to develop skills in interpreting texts while considering context and diversity, and reflecting on curricular practices. The paper is divided into two sections - on analyzing context and diversity in texts, and reflecting on curricular activities. Each section includes conceptual terms and lists 10 activities for student groups to complete, such as analyzing texts for biases or reflecting on a microteaching experience. Students will be evaluated based on their group presentations and submissions for each section. Assessment includes both internal evaluations of the activities and an external review committee examination.

PSY Assignment 1 individual journal

Joe Onn Lim

This document outlines the requirements for two individual journal assignments in a social psychology course. The first journal assignment requires students to observe and document a social behavior, then analyze it using 1-3 related social psychology concepts. It is worth 10% and is due in week 5. The second journal assignment requires students to analyze a printed advertisement in terms of persuasion, stereotyping, or prejudice mechanisms. Students must paste the ad and write a 300-500 word analysis. This assignment is also worth 10% and is due in week 12. Both assignments will be assessed based on demonstrated understanding of concepts, appropriate application, clarity, writing quality, and originality.

poster presentation2.docx

write5

Students must choose an empirical research paper published within the last 10 years that tests one of the theories discussed in class, such as attachment theory, psychoanalytic theory, or ecological system theory. Students will present a summary of the theory and research paper in a poster format. The presentation should be recorded and cannot exceed 5 minutes. The poster and presentation will be graded based on criteria such as a clear purpose and methodology, discussion of results, implications, and limitations of the study. References and easy to read visuals are also required.

This document provides guidance on writing and submitting effective conference proposals. It discusses the proposal submission process, important components like the abstract and summary, and tips for a successful proposal. Key points covered include following submission guidelines, clearly relating the topic to the field, describing what will be done and how attendees will benefit, and keeping the abstract under 300 words. Effective titles, length, structure and language are also addressed.

Section ab of exam

Great Baddow High School Media

The document provides guidance for students taking an exam on critical evaluation of media production work. It discusses how to structure responses for two different exam questions: 1a) and 1b). For question 1a), it recommends teaching students to structure their evaluation of skills development across different areas of production using a three-stage process: pre-production, production, and post-production. It provides examples of how to structure an answer for some specific areas. For question 1b), it suggests teaching students to introduce the theoretical concept, outline the production piece, and discuss how it supports or challenges ideas within the concept. It also breaks down guidance for evaluating productions using specific theoretical concepts like genre, narrative, representation, etc.

Overview In Final Project Part Two, you will develop a multimedia p.docx

honey690131

Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five. In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message. Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society. PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation. Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed: I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course. Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue? ii. What is the issue about? Using appropriate research strategies, describe the impact of the issue/event on society. i. Who is impacted by the issue? ii. What is important to know about them? C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue. Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession. How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world. How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years? Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society. How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supple.

· Create an informative 12-minute video or audio news segment on a .docx

alinainglis

· Create an informative 12-minute video or audio news segment on a contemporary social issue. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies: · Competency 1: Explain the nature of ethical issues. o Explain the selected contemporary issue, with reference to practical instances. · Competency 3: Engage in ethical debate. o Describe the relevant contributions to the issue from at least two different academic disciplines. · Competency 4: Develop a position on a contemporary ethical issue. o Explain at least two distinct positions on the issue. o Defend one's personal ethical position on the issue. · Competency 5: Communicate effectively in the context of personal and professional moral discourse. o Create a video or audio presentation that reports on a contemporary social issue from multiple perspectives · Making responsible decisions about major public issues is more complex than a direct application of theory. One source of this complexity is the value of looking at the issue through a variety of disciplinary modes of inquiry: · Psychology and sociology inform our views of individual and collective behavior. · Mathematics and the sciences remind us that human life is part of a larger world. · Literature and mythology encourage us to remember the power of good and evil. · Medicine points out that what we do affects the health of our bodies. · Communication and information technology help us learn to talk to each other. Once again, your instructor has selected a few big issues that need to be considered from more than one of these disciplinary lenses. Learning how to integrate knowledge from multiple fields is a vital transferable skill for practical life. Another source of complexity in dealing with a major issue is that there are many alternative solutions to think about. Intellectual honesty demands that we think critically about all of them. · Be sure to describe and examine each alternative position fairly: o Do not set up a simplistic version that will be easy to demolish rhetorically. o Taking each opponent’s view seriously clarifies our own convictions. · Apply critical thinking skills to the position you are defending, too: o Think about what objections someone else might make to your view. o Try to show clearly and honestly why you take this position. Think of your thought on this issue as a chance to practice your skills for engaging in productive moral discourse from multiple points of view. You have seen how difficult it is to work through a complex public issue by integrating disciplinary insights, debating alternatives, and defending your own position. Now, what are you going to do about it? Perhaps, there is another grand issue about which you care deeply, and the skills you’ve practiced here will work well in dealing with the complexity of that issue as well. The question remains, what will you actually do?.

1a and 1b vicky allen

reigatemedia

This document provides guidance for students taking the OCR Media Studies exam on theoretical evaluation of media production work. It addresses two questions: 1a) which requires students to evaluate their skills development across two years of production work, and 1b) which requires students to evaluate one of their productions using a media theory concept. The document offers advice on structuring answers, applying theory, and choosing examples for both questions. It also breaks down the five theory concepts for 1b) and provides sample lesson plans for teaching genre as a theoretical framework.

Fnbe journal assignment

ahmong4

This document outlines an assignment for a Social Psychology course requiring students to complete a two-entry journal relating concepts learned in class to personal experiences. The objectives are to increase awareness of how social psychology applies to daily life and interactions with others. Students will reflect on how course material relates to past events, apply relevant theories and concepts, and document their reflections in 1.5-2 paragraph entries using correct formatting. Entries will be assessed based on demonstrated understanding of class material, originality in applying experiences, and documentation quality.

SP Fnbe journal assignment

Jonathan Lim

This document outlines an assignment for a Social Psychology course where students must complete a two-entry journal each week reflecting on how the course concepts relate to their personal lives and experiences. The objectives are to increase awareness of social psychology concepts and how they can be applied. Students will be assessed based on their understanding of themes from class, originality in applying concepts to past experiences, and proper documentation format.

ATH 111 Final Project

AntonioBennet

1) The document provides instructions for a final project in an anthropology course where students analyze a film from an anthropological perspective. 2) Students are asked to consider major anthropological themes like enculturation and kinship structures in their analysis and incorporate at least two scholarly sources. 3) The analysis should include a description of the film, connection to course concepts, discussion of cultural change, application of three anthropological theories, and concluding observations.

Week 7 Cognitive and Behavioral ApplicationsIntroductionAs yo.docx

sorayan5ywschuit

Week 7: Cognitive and Behavioral Applications Introduction As you think about the essential components of cognitive and behavioral theories, what clients do you envision as best suited for these approaches? If you were a client in one of the videos you have explored thus far, how might you react to behavioral or cognitive interventions? On the other hand, if you were the counselor in one of the videos, how comfortable would you be employing a cognitive or behavioral approach? In previous Application weeks, you have had the opportunity to observe humanistic, existential, and psychoanalytic theories in action. This week you increase your acumen in cognitive and behavioral theory (CBT) applications by watching media demonstrations of CBT counselors. Remember that all media pieces are 90–120 minutes in length. Be sure to select your media piece early in the week and plan your time accordingly. Objectives Students will: · Analyze theoretical approaches in counseling sessions · Evaluate the effectiveness of counselors’ theoretical approach · Analyze cognitive and behavioral theories · Evaluate the effectiveness of cognitive and behavioral theoretical approaches in working with a specific client population Please proceed to the Resources. Week 7 Learning Resources This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources. Required Resources Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Readings · Capuzzi, D., & Gross, D. R. (Ed). (2011). Counseling and psychotherapy: Theories and interventions . Alexandria, VA: American Counseling Association. o Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213) o Chapter 10, “Dialectical Behavior Theory” (pp. 215–235) o Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261) o Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285) Note: This week’s chapters are for review, as they are the same as assigned for Week 6. · Document: Analyzing Counseling Theories (Word document) Note: This document will be used for the completion of this week’s Assignment. Media · Psychotherapy.net. (Executive Producer). (1997). Cognitive-behavioral therapy with John Krumboltz [Video]. Retrieved from the Walden Library databases. Note: The approximate length of this media piece is 111 minutes. · Psychotherapy.net. (Executive Producer). (1997). Reality therapy with Dr. Robert Wubbolding [Video]. Retrieved from the Walden Library databases. · Note: The approximate length of this media piece is 110 minutes. There are no videos for DBT or REBT in this video series. Please proceed to the Discussion. Return to top Analyzing Counseling Theories Student Name Walden University Analyzing Counseling Theories Part 1: Chart Theory 1: Name Theory 2: Name Background Theory · Use only bul.

SSAL Form

shalethahunt

This document provides a rubric for assessing learning outcomes in a Bachelor of Psychology program. It includes 7 sections evaluating skills such as critical thinking, research methods, communication, ethics, diversity, knowledge of psychology, and interpersonal effectiveness. Each section contains 3-4 items describing performance at limited, moderate, significant, and extensive exposure levels. The rubric will be used to mark students' demonstration of competencies in each learning area.

Final Video on Sustainability by IndustryStudent instructions fo.docx

ericn8

Final Video on Sustainability by Industry Student instructions for video assignment. Scope and Goals Each student will work alone or in pairs to research a topic and communicate the findings in a 4–7 minute video. The main objectives are to communicate clear and accurate information in an engaging manner for an audience of your peers. Note. The project is evaluated on the basis of its accuracy, academic rigor, clarity, and ability to engage the viewers. The video is not assessed on the basis of its technical merits (i.e., the final product should not only be visually impressive, but must effectively communicate the sustainability model for their respective corporation). Pay close attention to the sound quality of the video—if no one can hear it, no one will watch it. Deliverables There are two deliverables: 1. The completed Sustainability by Industry worksheet (serves as the storyboard and script) 2. The final video (incorporating the answers of the Sustainability by Industry worksheet)—due April 28th by 5:00 pm. Required elements for the video 1. Length. Your video should be 2:30 – 4:00 minutes in length, plus time for a “credit roll” to show your references. 2. Style. There are no restrictions on the style of the video (i.e., you may use a narrated slide show, a recorded lecture, a digital whiteboard, a stop motion animation (Claymation), a sock puppet show, animated graphics, a scripted scene, filmed artist drawings on paper, “man on the street” interviews, a combination of the above, etc.). 3. Title slide. Your video should begin with a descriptive title, your name(s), the name of the school, and the year in which it was created. 4. Content. Aim to use all the information you vetted from the Sustainability by industry worksheet, class resources and pertinent information from valid sources. You are also welcome to use your own drawings, pictures, music, animations, filmed scenes, and interviews. 5. References. All artifacts (images, videos, music, sound effect, etc.) used in the video which you did not create yourself must be cited at the end. You do not need to use a complete reference; simply include a brief description of the item and a web address where the item was found (e.g., Picture of kitten www.spca.com). Include a separate section where you credit the sources of information you used to research your video (Annotated Bibliography does this). This information should be cited using a complete reference. Your instructor will provide suggestions about how to complete this step more easily. 6. File format. Your video must be submitted in one of the following file formats: .mov, .mv4, mp4, .wmv. Note that these are rendered movies, that is, files that will play on someone else’s computer. Be sure to test your finished product ahead of the deadline. 7. Editing platforms. This stage is done using video-editing software such as Power Point, iMovie, Jing, or Movie Maker, where you stitch the artifacts together and synch then in t.

Atl structure by Josephine

srjosephine1979

The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.

Overview Students must complete a presentation as their fina.docx

gerardkortney

Overview Students must complete a presentation as their final project. In this course you will explore the role of culture in today’s world. It is important to recognize the value of developing culturally responsive practices and recognizing the benefits and challenges of diversity. Issues of diversity have influence on many aspects of society, and how that is dealt with requires diverse knowledge and perspectives to investigate and change. Across many disciplines, the ability to investigate and then articulate a plan to inspire change is often necessary to achieve personal and professional goals. The purpose of this assessment is to examine the role of culture in society and how that impacts individuals through the development of a plan that addresses a local or global problem relating to issues in diversity. This assessment addresses the following course outcomes: Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature and peer experiences Prompt For this assessment, you will choose a local or global issue that pertains to problems in diversity and one or more of the topics that has been addressed in this course (sociology of diversity, biological diversity, cultural identity, diversity through socioeconomic status, etc.).In this presentation, you will explain the issue and how it pertains to culture, include problems in diversity and any applicable topics, and provide a plan of action for addressing this issue. This plan includes recommendations for improvements as well as strategies and a plan for implementing the recommendations. You will develop your plan as a multimedia presentation with an oral component. This oral component could be audio that accompanies a PowerPoint (or Screencast-O-Matic, Prezi, Keynote, Presentit, etc.) presentation, or a video presentation with audio. You will be required to provide written speaker notes that correspond with your presentation (whether it is PowerPoint or video). Be sure to support your answers with appropriate evidence. You are encouraged to conduct interviews with individuals who are involved or affected by the issue you are addressing, but this is not required. Relevant and appropriate research is also acceptable. Specifically, the following .

Week 2 - Discussion 2Prior to beginning work on this discussio.docx

jessiehampson

Week 2 - Discussion 2 Prior to beginning work on this discussion, · Read Chapters 4 and 5 in Applied Psychology in Talent Management. · Watch the Week 2 Discussion 2 video above with Brenda Forde, the Program Chair of MBA. Define and discuss the purpose of a performance management system. What are some of the benefits and challenges of a performance management system? Next, discuss how you have seen a performance management system working at a current or former employer or research a company online, noting the impact on employee behavior. Your initial response should be a minimum of 200 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly resource in addition to the text. Running head: RHETORIC RHETORIC 7 Rhetoric ENGL 570 Midterm Project Liberty University Daily Instructional Lesson Plan Content Area(s)/Course/Grade: Insert Unit: Insert Lesson Topic: Core concepts, branches, and canons of classical rhetoric Date: Insert Teacher: Insert Comment by Author: I hadn’t commented on these in the rough drafts earlier because I assumed you marked these to add later. I think for the lesson plans to work, you would indicate the grade level and school to make it a bit clearer. School: Insert Indicator(s)/Sub-Outcome(s)/Expectation(s): · Purpose – gain more knowledge of classical rhetoric as documented by Aristotle · Materials needed – Aristotle’s books (Book I, II, & III), writing materials such as a notebook and a pen, audio/video resources on rhetoric. · In-class activity – role-playing acts on persuasion · Link to past and future work – the first lesson will cover the specific topics under rhetoric and for the successive three lessons, the previous lesson’s work will be revisited briefly. Student Outcome(s): By the end of the course (semester’s end), students should be able to: · Demonstrate fundamentals of rhetoric as documented by Aristotle in his books and other empirical materials highlighting the concept of rhetoric. They should determine and describe the three branches of rhetoric and its five canons. In other words, students should be able to explain classical rhetoric, deliberative rhetoric, and judicial rhetoric as the main categories of rhetoric. Lastly, learners should have the capacity to apply the art of persuasion in practice as learned from the concepts, branches, and canons above. In the end, learners should be able to construct great rhetoric used in different situations. Context for Learning The context of learning lies in the value of gaining knowledge of classical rhetoric. The combination of the above three lessons shall be contextualized to professional fields that significantly rely on rhetoric such as education, politics, marketing, and the likes. The main aim of the lessons is to help students become exceptional at the art of persuasion. In the course, students can learn not to entirely rely on teachers for knowledge ...

A2 media exam

jphibbert1979

The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.

HCS321 201790 Assesment 2

Katrina Gersbach

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.

Final Exam Tips Q1a Q1b and Collective Identity

Mr Smith

The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question analyzing media representations of young people in relation to collective identity. Key advice includes using specific examples, terminology, and linking theories to multiple media texts from both historical and contemporary perspectives when discussing representations and their implications.

G325 1 b genre

Jenna9

The document provides guidance on how to help students structure essays evaluating one of their media productions using genre theory and concepts. It suggests introducing students to genre theorists and definitions of genre. Students should analyze their own work by defining the genre, giving examples that fit genre conventions, and discussing how the genre may have evolved or been influenced by other texts/industries. Analyzing how their work meets audience needs or fulfills uses and gratifications is also recommended. The goal is to equip students with the theoretical knowledge to effectively evaluate their own media production through the lens of genre.

SOC 120 Education Specialist / snaptutorial.com

McdonaldRyan121

This document contains instructions for a rough draft assignment of a final paper for an ethics course. Students are asked to choose a current social or ethical issue to analyze, such as domestic surveillance, religion in the workplace, or the media's responsibilities. For the rough draft, students must apply at least two ethical theories and one ethical perspective to the issue. The draft must be at least three pages, include a thesis statement and references page, and cite at least five academic sources using APA style. The final paper will be 1500-1800 words and further develop the analysis.

Professional Development ExperienceBeing an effective early .docx

denneymargareta

Professional Development Experience Being an effective early childhood professional requires more than a passion for teaching or ability to work well with children. In the first five years of life, the most critical skills are formed by creating synaptic connections that are key to cognitive, social, physical, and emotional development. Because of their developmental stage, the environment you provide as an early educator will set the foundation for each child’s K- 12 learning experience and beyond. However, as an early childhood professional, you will not work in isolation. Other professionals contribute to service provided to this population, including speech and language pathologists, occupational therapists, school psychologists, and educational advocates. Therefore, it is essential that as an early childhood professional you are able to communicate effectively with other professionals. Scenario: The principal from a local school district was impressed with the proposal you wrote for him about the role families and communities play in promoting optimal cognitive development. Based on your proposal, they have offered you a spot as a key presenter at a district-wide professional development workshop for teachers, where you will share your knowledge regarding cognitive development. All of these ideas will come together as you design your Professional Development Experience project. Before starting your Final Project, you are encouraged to view the Week Five Instructor Guidance for additional information, resources, and support, including a deeper look at the professionals you will work with in the field. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” tab before the due date with questions. In order to develop this comprehensive workshop for the targeted professional development population, the principal has given you specific talking points that must be addressed. You will use these talking points to guide your creation of a presentation using PowerPoint or Google Slides. In the slide notes section, please make sure to support the information you have shared on each slide. Finally, make sure to include a title and reference slide for your presentation. The Professional Development Experience must include the following: Theoretical Framework (2 points): Explain a theoretical framework that supports early childhood cognitive development in a classroom environment. Language and Cognitive Development (2 points): Describe at least three ways language development impacts cognitive development using the theoretical framework you have identified. Motor and Cognitive Development (2 points): Describe at least three ways motor development impacts cognitive development using the theoretical framework you have identified. Motor or Speech delay (2 points): Explain at least three ways a delay in speech or motor functioning impacts ...

The following pairs of co-morbid disorders and a write 700 words .docx

The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx

Recommended

Recommended

More Related Content

Similar to The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx

Similar to The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx (20)

More from ssuser454af01

More from ssuser454af01 (20)

Recently uploaded

Recently uploaded (20)

The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx