(such as bowling, riding bike, driving a car, jumping rope, etc). Explain when you first learned it and and your early experiences with this skill. Try to describe how your acquired this skill in terms of the phases discussed in Chapter 4. Then describe the progress a learner might take as they begin to master this same skill.
Read it, summarize the main points and advice, and compare and contrast the author’s claims with what evolutionary psychology-based theories would suggest as solutions for the problems the book intends to help with (more dates, eliciting commitment, happier marriage, etc.); refer to specific studies and theories from class. Finally, critique the evidence presented, if any, to back up the author’s claims, and include your overall opinion of the book. Read it, summarize the main points and advice, and compare and contrast the author’s claims with what evolutionary psychology-based theories would suggest as solutions for the problems the book intends to help
Students with Significant Cognitive Disabilities Alternate Assessment for Students with Significant Cognitive Disabilities I need the following items in my proposal:
1) The history of the problem.
2) Operational Definitions
3) Statement of the Problem
4) Review of the Literature
5) Research Hypothesis
6) Methods of Study Information
7) Methods & Research Design
8) Methods Data Collection
9) Data Analysis
10) Results of Data Collected
11) Summary of the Findings
12) * A chart or graph if feasible
13) Conclusion and Implications
14) Recommendations
15) References
Students with Significant Cognitive Disabilities Course Requirements
1. Students will be able select a timely and useful topic
(in consultation with the professor).
2. Students will be able to conduct a literature review using ERIC, CIJE, dissertation abstracts, as well as the Internet and other sources.
3. Students will present the results of their literature review.
4. Students will be able to write an APA manuscript based upon their literature review.
5. Students will present the proposed implementation plan.
Advanced Research in Education I & II
3 Credit Hours.
TEXT: Publication Manual of the American Psychological Association, American Psychological Association
Writing for Professional Publication: Keys to Academic and Business Success, Henson, Kenneth T.
Writing the Winning Thesis or Dissertation, Joyner R.L., Rouse, W.A., & Glatthorn, A.A.
RATIONALE: This course is designed to prepare teachers, administrators and support personnel to be creative decision-makers who engage in practical problem solving in relation to schools and school systems. This course should be the last courses taken in the Ed. S. program.
Students with Significant Cognitive Disabilities Course Objectives
Problems I Objectives and Standards:
Standard
Assignment
Learning Outcome 1
Theory and Research
Teachers think systematically about their practice and learn from experience.
Final PowerPoint of action research plan
Learning Outcome 2
Content Pedagogy
Teachers know the subjects they teach and how to teach those subjects to students.
Description of strategies the student will use in the intervention planned for their capstone project
1. Students will be will be able to identify and clarify problems. (LO 1 and NBPTS 4)
2. Students will be able to determine how people and areas are impacted and will be altered by proposed changes. (LO 1 and NBPTS 4)
3. Students will be able to select a representative group
to address the issue or problem. (LO 1 and NBPTS 4)
4. Students will be able to establish parameters for
decision-making in terms of consensus or other means. (LO 1 and NBPTS 4)
5. Students will be able to gather information and establish criteria against which to measure the effect of solutions. (LO 1 and NBPTS 4)
6. Students will be able to generate solutions supported by research and practices. (LO 2 and NBPTS 2)
7. Students will be able to solicit feedback to solutions from people who will be impacted by it. (LO 1 and NBPTS 4)
Problems II Objectives:
8. Students will be able to make and articulate decisions.
9. Students will be able to implement the decision or discuss the level of implementation.
10. Students will be able to evaluate the implementation.
11. Students will be able to modify or adapt the implementation as needed.
Detailed Instructions for Students with Significant Cognitive Disabilities
Objectives Completion: Adv. Research in Ed. I
1. Students will be able to identify and clarify problems. Students will write basic overview of the problem(s) and then add bullet-type set of phrases for specific examples of the problem. This is not a manuscript format and does not require sentences. It is designed for later PowerPoint presentation and not for publication. Next, list the solution(s) in similar format. Be as practical and specific as possible. You and your professor will refine this section many times to be more specific and to address logistical issues.
2. Students will be able to determine how people and areas are impacted and will be altered by proposed changes. Students will list the sets or categories of people who are being impacted by the problem and will be impacted by the solution. This typically may include other students, teachers, administrators, parents, and support personnel depending upon your problem and solution.
3. Students will be able to select a representative group
to address the issue or problem. Students will typically select an individual for each example listed in Objective 2. Usually the individual selected is one who is likely to be supportive or helpful. List the category and specific name. This will make up a task force of which the student is either chair or co-chair.
4. Students will be able to establish parameters for
decision-making in terms of consensus or other
means. Students will describe how the task force will/did meet and then what will be/has been done to achieve consensus.
5. Students will be able to gather information and establish criteria against which to measure the effect of solutions. Students will develop a set of measures to address all aspects of the project such as student improvement, consumer satisfaction, and other issues related to the project.
6. Students will be able to generate solutions supported by research and practices. Students will relate the project to literature found in the literature review and other sources that were used to develop the project.
Significant Cognitive Disabilities
7. Students will be able to solicit feedback to solutions from people who will be impacted by it. Students will present how colleagues, faculty, and the task force and its suggestions were a part of the project in terms of specific suggestions and general ideas.
Adv. Research in Ed. II Objectives:
8. Students will be able to make and articulate decisions. Students will present how they made the decisions relating to the problem and solution. Problems II presentations include objectives 1-7 presented in the past tense.
9. Students will be able to implement the decision or discuss the level of implementation. Students present about the actual implementation
10. Students will be able to evaluate the implementation. Students present the data collected from Objective 5 measures as well as other relevant information about the project.
11. Students will be able to modify or adapt the implementation as needed. Students discuss how changes and modifications were required and made. Students also discuss what they learned and what they would do differently if they were to do the project again.
The paper must cite research studies(either cross-sectional, retrospective or perspective) that show proof of the correlation between self-esteem and meaningful employment. I really want the relationship to be meaningful employment increases an individual’s self esteem. Even more specific is that meaningful employment for Veterans increases his or her self-esteem.
Meaningful Employment and Individual’s Self-Esteem Example
The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem. Even more specific is that meaningful employment for Veterans increases his or her self-esteem. The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem. Even more specific is that meaningful employment for Veterans increases his or her self-esteem. The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem. Even more specific is that meaningful employment for Veterans increases his or her self-esteem. The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem. Even more specific is that meaningful employment for Veterans increases his or her self-esteem. The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem.
Meaningful Employment and Individual’s Self-Esteem Variables
Even more specific is that meaningful employment for Veterans increases his or her self-esteem. The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem. Even more specific is that meaningful employment for Veterans increases his or her self-esteem. The variables must be “self-esteem” and “employment or job,” For example, well-being is the same as self-esteem.
An Adolescent Acting Out with Risky Behaviors To complete the final paper, the u10a1 Case Study Analysis, you will analyze a given case study from an ethical and legal perspective.
An Adolescent Acting Out with Risky Behaviors
If you have not already examined the u10a1 assignment and its scoring guide, do so at this time.
For the Selecting a Case Study assignment, begin your work on the final paper by choosing any one of the three cases presented in the Case Study Options document (linked in the Resources below).
I CHOOSE CASE 3 – An Adolescent Acting Out with Risky Behaviors
Write a brief summary (1–2 pages) addressing the following:
Identify the case study you want to analyze.
Briefly propose how you would handle the predicament presented in the case.
State which ethical code(s) could be violated, depending on how you choose to handle the case.
Identify which (if any) state (FLORIDA STATE) statutes governing your conduct are relevant to the case.
Identify five relevant resources you propose to use to support your analysis. (These resources may change as you develop the paper.) Cite your resources using APA (6th Edition) style and format. If you have not already examined the u10a1 assignment and its scoring guide, do so at this time. An Adolescent Acting Out with Risky Behaviors
For the Selecting a Case Study assignment, begin your work on the final paper by choosing any one of the three cases presented in the Case Study Options document (linked in the Resources below).
I CHOOSE CASE 3 – An Adolescent Acting Out with Risky Behaviors
Write a brief summary (1–2 pages) addressing the following:
Identify the case study you want to analyze.
Briefly propose how you would handle the predicament presented in the case. An Adolescent Acting Out with Risky Behaviors
State which ethical code(s) could be violated, depending on how you choose to handle the case. An Adolescent Acting Out with Risky Behaviors
Identify which (if any) state (FLORIDA STATE) statutes governing your conduct are relevant to the case.
Identify five relevant resources you propose to use to support your analysis. An Adolescent Acting Out with Risky Behaviors (These resources may change as you develop the paper.) Cite your resources using APA (6th Edition) style and format.
Emotional Behaviors Stress and Health – PAPER: Raising a Healthy Child
This is one of your class papers. It should be written in the format of a scholarly discourse (i.e., discussion).
Emotional Behaviors, Stress, and Health
The best submissions are those that:
Are at least 2 full pages in length, double-spaced (Full page = top to bottom). Emotional Behaviors Stress and Health
Include clear presentation of your opinion
Make specific reference to textbook materials.
Use and discuss an outside article from a relevant source (e.g., scientific or psychological reference, major news source)
List your references at the end of your paper. This is one of your class papers. It should be written in the format of a scholarly discourse (i.e., discussion). Emotional Behaviors Stress and Health
Instructions and Focus for Emotional Behaviors Stress and Health Paper
You are to write a thoughtful paper on this topic following the instructions found in the link Raising a Healthy Child Be sure to include your opinion, incorporate (be specific) textbook ideas or theories. The chapters from which you can draw ideas include: 3, 5, 6, 9, 12 (choose the theories/ideas most relevant to your perspective; you do NOT have to use ideas from all of them) and discuss the article you’ve chosen to read on the priority you have identified. You are also to review the videos listed below prior to writing your paper. Please submit your finished product to the dropbox as indicated below. This is one of your class papers. It should be written in the format of a scholarly discourse (i.e., discussion). Emotional Behaviors Stress and Health The best submissions are those that:
Are at least 2 full pages in length, double-spaced (Full page = top to bottom). You are also to review the videos listed below prior to writing your paper.
this is my topic that i will write about. also i will send you an example that i want my paper to be exactly the same. please use my sources as it is .please no additional sources . and please write the sours in each sentence . please do not leave any sentences without a source . please be careful about plagiarism. and follow my out line don’t take any thing out of it just add more in it.
Human Obedience or Conformity in a Deeper Sense Descriptions and Guidelines
Please add 3 pages to my out line so the total be 5 pages. Human Obedience or Conformity in a Deeper SenseHuman Obedience or Conformity in a Deeper Sense Human obedience or conformity in a deeper sense, to demonstrate peoples confinement within majorities and sometimes inability to reject certain orders.
this is my topic that i will write about. i will send you an example that i want my paper to be exactly the same. please use my sources as it is .please no additional sources . Human Obedience or Conformity in a Deeper Sense and please write the sours in each sentence . please do not leave any sentences without a source . please be carful about plagiarism. and follow my out line don’t take any thing out of it just add more in it. please add 3 pages to my out line so the total be 5 pages. please no additional sources . and please write the sours in each sentence . please do not leave any sentences without a source . please be carful about plagiarism. and follow my out line don’t take any thing out of it just add more in it. Human Obedience or Conformity in a Deeper Sense please add 3 pages to my out line so the total be 5 pages.
You are asked to prepare a slideshow presentation for a parent-teacher meeting explaining how to support their children in their transition from primary to secondary schooling.
(a) In Essay format (1500 words) describe the relevant stage/developmental theories and models of intelligence that will underpin your presentation, including reference to any relevant biblical cognates or theological principles.
(b) Design a Powerpoint (.ppt) presentation (13-15 slides) with reference to the relevant stage/development theories and models of intelligence detailed in your essay that can be easily understood by non-academics or educators. Reference all photos, artwork or images used.
Please upload the essay seperatly to the Powerpoint slides.
Please make sure you reference the text:
Duchesne, S., McMaugh, A, Bochner, S &.Krause, K. 2015, Educational Psychology for Learning and Teaching, (4th ed.), Cengage Learning Australia, Melbourne.
and Goodlet, K., Collier. J., (Eds) 2016 Teaching Well, Barton Books, Barton Prepare a slideshow presentation for a parent-teacher meeting explaining how to support their children in their transition from primary to secondary schooling.
(a) In Essay format (1500 words) describe the relevant stage/developmental theories and models of intelligence that will underpin your presentation, including reference to any relevant biblical cognates or theological principles.
(b) Design a PowerPoint (.ppt) presentation (13-15 slides) with reference to the relevant stage/development theories and models of intelligence detailed in your essay that can be easily understood by non-academics or educators. Reference all photos, artwork or images used. describe the relevant stage/developmental theories and models of intelligence that will underpin your presentation, including reference to any relevant biblical cognates or theological principles. Christian Psychology for Teachers Essay
Abnormal Psychology in Treating Mental Illness Essay :CLASSIFYING, EXPLAINING AND TREATING MENTAL ILLNESS Classifying, (AC1.2, AC2.1, AC2.2)
The essay should be no longer than 1,500 words and contain a discussion of the guidelines relating to the classification and diagnosis of ONE mental illness (depression) or schizophrenia, an evaluation of the different explanations of that illness and an evaluation of the problems in assessing the efficacy of treatment for the selected mental illness.
3.1 EVALUATE problems in assessing the efficacy of treatment for a named psychological disorder Learning Outcomes to be met within this assignment:
1. Understand the difficulties faced by psychologists in the definition and diagnosis of abnormal behavior
2. Understand a psychological disorder
3. Understand therapy to treat people with psychological disorders
1.1 discuss guidelines relating to classification and diagnosis of mental illness
2.1 EVALUATE the psychological, social and biological explanations for one psychological disorder. ONE EXAMPLE and evaluation for each.
3.1 EVALUATE problems in assessing the efficacy of treatment for a named psychological disorder Abnormal Psychology in Treating Mental Illness Essay :CLASSIFYING, EXPLAINING AND TREATING MENTAL ILLNESS Classifying, (AC1.2, AC2.1, AC2.2)
The essay should be no longer than 1,500 words and contain a discussion of the guidelines relating to the classification and diagnosis of ONE mental illness (depression) or schizophrenia, an evaluation of the different explanations of that illness and an evaluation of the problems in assessing the efficacy of treatment for the selected mental illness.
Attitude Change Social Psychology behavior change techniques
Attitude change social psychology behavior change techniques. This assignment corresponds to Chapter 12 on Social Psychology of your textbook. The purpose is to help you identify and apply social psychological concepts, especially those associated with attitude and behavior change (and determine which is the easier to change – hence the title), and techniques used to persuade behavior. Therefore, you should read the chapter before completing this writing assignment, paying particular attention to pages 471-481.
Imagine that you are a professional change agent and that you have been hired to bring about change in one of the following areas:
Get plagiarism free essay on attitude change social psychology behavior change techniques
Attitude Change Social Psychology behavior change techniques
Attitude Change, get people to stop discriminating against a particular minority group (e.g., by hiring more people from this group or by changing their attitude toward it).
Get people to adopt one or more conservation behaviors (e.g., recycling, wearing seatbelts, volunteerism, reducing gasoline consumption, etc.).
Get people to vote for a particular candidate who is currently running far behind in the polls.
Develop your strategies for changing one of the above behaviors. Use the research and theories described in your text to back up your choices of strategies. In a 2 page, double-spaced paper, explain why you are using the various strategies. In addition, answer the following questions:
Attitude Change Social Psychology behavior change techniques
Attitude change. What problem area have you chosen to work on?
List the specific goal(s) that you have set in this change program (this is like an operational definition!). In other words, what actual behavior(s) should show change as a result of your efforts (e.g., increased number of hours volunteered per week, reduced automobile driving, etc.).
What techniques would you use to produce the changes listed in question #2; give specific, concrete examples. For instance, what would the ad look like, what would you say to people as you conducted your door to door campaign, or what incentives or rewards would you give?
What are the theoretical principles on which your techniques are based? For example, giving everyone a nickel if they recycle a plastic or glass bottle is a technique based on reinforcement principles.
Attitude change social psychology behavior change techniques
Change attitude. How would you know if your program has been successful? That is, how will you actually assess the amount of change in the behavior(s) that you listed in question two. reinforcement principles.
Attitude change social psychology behavior change techniques
Attitude change. How would you know if your program has been successful? That is, how will you actually assess the amount of change in the behavior(s) that you listed in question two.
