Best Writer

Describe changes in the physiology of the brain during the first year of a baby’s life. Also, describe how the seemingly contrary concepts of brain plasticity and synaptic pruning are both beneficial to development. Focus only on scientific research; this is not an opinion or personal experience paper.

Research
Paper Evidence of Evolution:
Individual & Group Research Papers
Individual Paper
Due: Check the course
calendar and the research paper submission link in Moodle
Submission: The Word document should be uploaded to TurnItIn
using the research paper submission link in Moodle.
Format: APA format (see Purdue OWL website for proper formatting of cover page, section
headings, and citations), double spaced, 12 pt. font, 1” margins, Times New
Roman, no direct quotations (practice paraphrasing). No set page
length – as long as it takes to cover all details for each paper section. At
least 5 scholarly citations.
Preface:
Evolution leaves many
observable signs in all organisms. We will be examining natural selection and
five of the many lines of evidence in support of evolution:
The fossil record
Biogeography
Comparative anatomy
Comparative embryology
Molecular biology
Your task is to choose
a species on which you would like to do research and report information
on natural selection and each of the five lines of evolutionary
evidence found in that species. You may choose any species listed
below. Within the next week, email me your first and second species
choices. Topics are first come, first served, and no more than 4
students may research each species
Species
available (I have given the
common names as it is your job to research the species classification):
Giraffe
Americanalligator
Greatwhiteshark
Bottlenosedolphin
Gray wolf
Paper Sections (each
section – except cover page – should be at least 1 well-
formed paragraph and should have a section heading):
Cover Page – APA format. Be sure to include a running head, an
informative title, your name, campus location, date, instructor name, and
class section and period.
Introduction – Introduce the species you are reporting on. What is it?
Explain the entire classification of the organism beginning with domain
and ending with species. Where can this species be found? How is the
species used by humans (i.e. – pets, food, logging industry, not used,
etc.)? End with a thesis statement building up to the following
sections on your evidence of evolution found within this species. This
thesis statement should be something that you can argue/support with the
body of the paper. Usually this involves choosing a specific adaptation
and following it through the series of evolutionary evidence. Include
citations.
Fossil Record – What did the fossil record tell us in terms of
ancestry? What did your species descend from? You must include dates and fossil age comparisons. Find
examples of specific fossils, give their ages, and calculate differences
in age. Include citations.
Biogeography – Where was your species or species’ ancestors originally
found? Where can your species be found now and why? Include citations.
Comparative
Anatomy – What other
species share(s) similar structure(s) as your species? Remember to use
homologous structures, not analogous structures. Does your species have
any vestigial structures? Include citations.
Comparative
Embryology – How
is your species similar to other species while as an embryo? Include
citations.
Molecular Biology – How does your species compare to other similar species
at the genetic level? Which species is it more similar/less similar to,
genetically speaking? Include citations.
Natural Selection – This is not optional. You must write
about natural selection. Does
your species overproduce offspring? Is there a different reproductive
strategy used by the species that makes them successful? How do
individuals from your species compete among themselves for resources
(food, shelter, mates, etc.)? What kinds of individual variations occur?
Include citations.
Conclusion – Treat this as a “back of the book cover” summary of
your research paper. Challenge yourself to summarize the most important
evidence of evolution in about 250 words.
10.Literature
Cited – You all know my policy on plagiarism (see course
syllabus). Don’t do it or there will be consequences. This applies not only to
plagiarism of another student’s work but also of a reference material. You must
appropriately cite, in APA format, all material used. Be sure to use your own
words in your paper. This will ensure that you understand the material to the
best degree possible. Remember to refer to the Purdue OWL website to see examples of how to create
proper in-text and reference list citations in APA format. The “Library
Databases” link in the “TSTC Helpful Resources” box on the side
or bottom of the Moodle course will be of help in finding scholarly sources for
your paper. This section should be about embryonic development, NOT how the
organism reproduces – it is not the same thing. Sources should always be listed
alphabetically by author’s last name, and there must always be a source listed
at the end of the paper that matches up with an in-text citation in the body of
the paper. There should never be an in-text citation that does not match up to
a source listed at the end, or a source at the end that does not match up with
an in-text citation. Also, the information (usually the author’s last name)
that appears in the in-text citation should be the first information in the
citation for that source at the end of the paper. The in-text citation and the
citation at the end should be easy to associate with each other.
Acceptable scholarly sources include: hardcopy books, eBooks
(including your eText), scientific articles, scientific magazines (National
Geographic, Scientific American, Popular Science, Discover Magazine, etc.).

Use the library’s online
database to help you search for proper material. The Academic Search
Premier is a large database full of research articles. There is also an
eBook database for electronic textbooks
Unacceptable
sources – Wikipedia,
Ask.com, other non-science websites, really websites in general. I will
deduct points for not using proper sources.
You must use in-text
citations. It is not
enough to list your literature cited at the end of the paper, you must
also make notations in the body of your paper to show where each of your
facts came from. Failure to properly cite within the body is a form
of plagiarism.

This paper is due 6/25, 3 pages
The Assignment (3–5 pages) is in two parts:
Part One: Ineffective Interventions
Identify the less effective counseling session you selected, and explain why it was less effective.
Identify and explain the intent of the target goal in the counseling session.
Explain one ineffective aspect of the counseling approach and why.
Explain one misstep the counselor made that inhibited the development of a therapeutic relationship and why.
Part Two: Effective Interventions
Identify the more effective counseling session you selected, and explain why it was more effective.
Explain one intended goal the counselor was attempting to accomplish in the counseling approach and why.
Explain one ineffective aspect of the counseling approach and why.
Explain two critical skills the counselor demonstrated that promoted the development of a therapeutic relationship and how those critical skills were used.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.

Disruptive Behaviors
In the DSM-IV, attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence.
Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biological basis for this disorder as well as for others found in this classification (see “Exceptionalities” in Week 11 of this course). However, because the expression of ADHD often includes behaviors that can be disruptive to the child’s social environment, it will be included with the topics for this week.
Other disorders addressed this week are those now included in a new chapter of the DSM-5: disruptive, impulse-control, and conduct disorders. This new grouping of diagnoses reflects a recognition of the similarities of these diagnoses—all of these are associated with an intrusion upon the rights, property, or physical safety of others. In addition,individualswiththese disordersgenerallyactagainstsocietalexpectations and norms and show a significant inability to control behavioral or emotional impulses.
Disruptive, Impulse-Control, and Conduct Disorders
This new DSM-5 chapter includes oppositional defiant disorder, intermittent explosive disorder, conduct disorder, antisocial personality disorder (also listed in the personality disorders chapter), pyromania, kleptomania, other specified disruptive, impulse-control, and conduct disorders, and unspecified disruptive, impulse-control, and conduct disorders.
Two of these diagnoses are new to the DSM-5: other specified disruptive, impulse- control, and conduct disorders, and unspecified disruptive, impulse-control, and conduct disorders. These take the place of disruptive behavior disorder NOS in the DSM-IV, which has been removed. Both of these diagnoses represent significant clinical distress or impairment based on criteria for disruptive, impulse-control, and conduct disorders, but do not meet full criteria for a specific diagnosis in this class. Clinicians should use other specified disruptive, impulse-control, and conduct disorders and add the specific reason for the more general diagnosis (e.g., falling short of duration or frequency criteria). The latter diagnosis—unspecified disruptive, impulse-control, and conduct disorders—is used when clinicians cannot (or choose not to) identify reasons for the inability to make a more specific diagnosis, yet clearly observe multiple criteria from the disruptive, impulse-control, and conduct disorder classification.
The following is a summary of key changes to diagnostic criteria for this group of disorders.
Oppositional Defiant Disorder
© 2014 Laureate Education, Inc. Page 1 of 2

Criterion A has been revised in several ways. First, the symptoms have been grouped into categories relating to mood, behavior, and malicious intent. Second, the duration, persistence, and frequency requirements have been more clearly described, with considerations made for differences related to age, developmental level, gender, and culture. Lastly, a severity rating associated with pervasiveness has been included in the specifiers for this disorder.
Intermittent Explosive Disorder
The criteria for this diagnosis have been considerably revised in the DSM-5. Criterion A has been expanded with more specific detail added, including the inclusion of verbal aggression and nondestructive aggressive behavior. Language has also been added regarding intensity and frequency of the outbursts that are key components of this diagnosis. In addition, the minimum age for this diagnosis is now 6 years old; this change helps to distinguish the diagnostic criteria from normal temper and behavioral variations in very young children.
Conduct Disorder
The DSM-5 criteria for a conduct disorder diagnosis is similar to that found in the DSM- IV. However, an important addition has been made: The DSM-5 includes a specifier for observed limitations in socially appropriate emotional response. This may be exemplified by deficits in empathy, remorse, or guilt. This may also be reflected in a general lack of concern over impact of behaviors and decreased expressive affect.
Neurodevelopmental Disorders
This group of disorders is covered more thoroughly in Week 11 of this course. However, one of the disorders from this group frequently has a disruptive component to it and is, therefore, included in this week.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Though the basic diagnostic criteria for ADHD is very similar in the DSM-5, there are a number of key differences from the DSM-IV, including stage-related examples to aid in diagnosis in childhood, adolescence, and adulthood. One of the key changes has been to raise the identification of symptomology from before age 7 to before age 12 and to use a single diagnosis with specifiers rather than several related diagnoses in a group. Specifiers replace prior subtypes, identifying the predominant presenting symptomology. Specifiers are also now used to reflect severity of impairment of functioning.
Reference:
• American Psychiatric Association. (2013). Highlights of changes from DSM-IV-
TR to DSM-5. Retrieved from http://www.dsm5.org/Documents/changes%20from%20dsm-iv- tr%20to%20dsm-5.pdf
© 2014 Laureate Education, Inc. Page 2 of 2

Disruptive Behaviors – Part Two Program Transcript
ON-SCREEN TEXT: Select one child or adolescent with a disruptive behavior. Then, critically observe the counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical observation.
There will be an opportunity to record your responses within the media. It will be saved directly to the computer that you are using.
It is important to view and respond to the questions in their entirety, as your recorded responses will only be saved to this computer. If you change computers, your recorded responses will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF EACH OF THE CHILDREN PAPERCLIPPED, ONE ON EACH OF THE FOUR INDIVIDUAL MANILLA FOLDERS]
Angry Adolescent
MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This is worthless, and you’re stupid. There’s no point to this because you don’t know anything about me and I’ll never tell you anything about me.
COUNSELOR: OK, I hear you, but I don’t think you could hate counseling with me because, actually, you haven’t even had counseling with me before. And so, that doesn’t seem quite right. And from what I’ve heard, I’ve talked with your mom and I’ve talked with your probation officer and they both seem to think that you actually could use some counseling.
MELISSA: And I think you’re an idiot who should go back to jewelry making instead of being a counselor.
COUNSELOR: Well, you know, your parents are paying good money to have you come here, and I think you should take it seriously.
MELISSA: Like I care what you think. COUNSELOR: Now you’re just being disrespectful.
Disruptive Behaviors – Part Two
© 2014 Laureate Education, Inc. 1

[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or technique could the counselor have used to create a therapeutic relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment. [INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client. Look for differences in c

If you need access to my account to look up articles or look at the articles in my class I will if you my information

This week, you will take a digital field trip and explore the collection of ancient Greek and Roman artwork and architecture at the Metropolitan Museum of Art, a museum that houses some of the world’s most extraordinary collections of the ancient world. For this assignment, you will be asked to reflect on and write about how these artworks and monuments of Ancient Greece influenced and still influence us today.
To explore the ancient Greek collection of art and artifacts in the Met Archive, first click on the link below and follow the instructions:
Go to The Met (https://www.metmuseum.org) homepage.
Click on “Learn with us” in the upper menu
Click on “Timeline of Art History”
Click “works of art”
From the “Select a thematic category” drop down menu in the upper right-hand corner, choose GREEK & ROMAN ART
Once you are on the website, you will see a reel of images. You may move your cursor over the different images and click on them to see the works of art, as well as an overview and key events representative of the period. Take your time to stroll through the gallery, read about the different periods and appreciate the art pieces.
In preparation for the one to two-page reflection on your visit, be sure to click on the Key Events, as it will help with your reflection. Whenever you click on a piece of architecture or artwork that catches your eye, you are given quite a bit of information that can be useful for your reflection.
After you have taken a virtual stroll around the Ancient Greek and Roman Art Gallery, please select one primary example from the archive and address the following in your reflection:
Describe the example you have selected and provide the specific URL and the image.
Explain the origin of the piece you selected, as well as any architectural and/or artistic styles you recognize, using your textbook as a guide.
Provide a link to a contemporary architectural or artistic work (that you find online) and explain how ancient Greek and Roman architecture/art continues to influence the present.
Finally, explain why you chose the examples you did. Be sure to share anything that surprised you or stood out to you, particularly with respect to the modern similarities you uncovered.

Chose ONE aspect of the interview that was interesting to you and learn more about it. Your topic must be relevant to something that was shared in the interview. For example, your interviewee may have brought up toxemia, preeclampsia, gestational diabetes, amniocentesis, etc. You choose ONE of the topics mentioned and research that topic. You must find two articles to read about the ONE topic you chose. These articles must be substantial and research-based articles that come from a reliable source (professional or academic journal, organizational website, etc). After you type your interview you will write about the articles you read. Describe the articles, and summarize what you learned from each article. Be sure to use your own words and cite the article when necessary. Each article review should be one page long. After your article reviews, you will type a concluding paragraph that brings your interview experience and research together. Discuss your thoughts and feelings about the process and what you learned. The last page of the assignment should be your reference page and the entire paper should be 2-4 pages long.

Write a reflect on both the course readings and lecture. Share something you learned or thought differently about on this topic.

P.s Note : Does not matter how many slides are made, As long as there are 2500 words. Each slide should have 1-2 notes in them.

1. Brief Introduction to the topic : Which are introducing the 2 readings.
2. Why are both of these topics important
3. What is the central problematics at the center of the debate on this topic
4. There should be a theoretical framework in the topic.
5. Discuss the Ideas and analysis of the topic in interesting ways by raising all the controversies and differing views.

Passing
requirements and scale of evaluation:
1.
Does
the presentation deal with the assigned topic/chapter? Does the presentation
show an understanding of topic dealt with? Does the presentation show a clear,
coherent, and comprehensive treatment of the selected topic? Has the
presentation followed the required formalities?
2.
Does
the presentation integrate knowledge acquired throughout the course? Is there
an effective and original integration of knowledge acquired throughout the
course?
3.
Is
there a critical and original personal assessment of the topic presented?
4.
Does
the presentation include an activity/questions for the audience? Is the
activity original, entertaining, and formative? Has the activity engaged the
active participation of the audience or have the students engaged the audience
throughout the presentation? Does the activity permit students to apply the
concepts, theories or other issues dealt with in the presentation?
5.
Have
the students selected an adequate article, a web site or another source of
information that comprehensively deals with the topic of the presentation for
the other students?
6. Is the presentation presented in a
scholarly manner yet accessible for the rest of the class to engage; students
not presenting will be expected to participate the activity the group resents,
as well as answer the group’s questions and debate the group. This will
contribute to your participation mark for the course.

– The files below contain the readings that are to be used when making the powerpoint.

Deliverable Length: 1–2 page memo (excluding cover and reference pages)
Michelle has asked you to send her a memo that explains the target market for MM’s new product. Because a global market is under consideration, she wants you and Elena to meet for an in-depth discussion of the different characteristics of your target market before sending her the information.
Elena meets you for coffee the next morning to explain her reasons for advocating the global market. As you finish your discussion, Elena stops and says,
“We’ve discussed a lot of different market segments to target with the new product, but the choice comes back to you,” says Elena. “What’s your final decision on the target market that we should focus on? Are you going to propose that we try to market this product globally?
You sigh, knowing this is a key decision in your marketing strategy. “I appreciate our discussion today. I’m going to have to do some more research to determine the exact market and if we should go global or not.”
You know Michelle is expecting a detailed description of your targeted market segment including justification for selecting the market. You also need to remember to include your recommendation for or against marketing globally.
What are the demographic characteristics of your target market and why are they important?
Where is your target market located geographically and why is that important?
What psychographic characteristics define your target market? How do these impact your marketing strategy?
What behavioral characteristics are shared by your target market? Why are these important?

Intro to Hospitality – HAMG 1321
All assignments will be submitted through Turnitin.com and checked for similarity to previously published assignments, The paper can’t have a similarity score greater than 30% for the total paper, the total amount of direct quotes can’t be greater than 20%, and each individual source can’t be greater than 10%.
Option #2: Review a Large Restaurant
Find a large restaurant (200 seats or more) website online and complete the following in your review. From what you have read and researched online:
Provide a brief overview of the restaurant, including its focus, profitability (if that can be determined), and its competitive advantage within its industry or marketplace.
Describe how this business can best forecast its sales and growth within its market. Discuss how they could do so on a daily, monthly, and yearly basis.
Explain who is involved with the forecasting process.
Finally, assess what the market/future of this restaurant within its market, and offer 2-3 suggestions on how best they can forecast their future and then position their business to remain successful in this changing environment.
Your paper should be 3-4 pages in length (excluding cover page and references) and formatted according to APA format. Be sure to discuss and reference concepts taken from the assigned textbook reading and relevant research. You must include a minimum of three credible, academic or professional references beyond the text or other course materials.
Review the grading rubric to see how you will be graded for this assignment.
Be sure to check out the Hospitality and Tourism Management Guide located in the course information module. There you can:
Locate a variety of information sources that deal with hospitality, tourism, and management.
Gather industry information specific to different aspects of hospitality or tourism.
Find writing and citing help.

What you are really writing about is the performance which you saw. You are writing about the work that the actors have done onstage. You are writing about the technical elements of the production. You are writing about the overall success or failure of the performance.
You are not writing about the story of the play. You are not writing about what the characters do. You are not writing about the physical location in which are seated. You are not writing about the moral of the play. You are not writing about whether you enjoyed the story or even agreed with it. You’re not writing about the playwright, interpretive analysis of the story, or presenting a metaphorical analysis of the deeper meaning of the story.
There are certain questions that every critique must answer. For those of you who have seen many plays, keep in mind other plays you have seen. These other experiences will help you to be more detailed in your observations. Don’t ever disregard your previous experiences. Also, remember a review is “what” and a critique is “what and how”.

While it is not always necessary to address each and every item, your critique must be considered and well-thought out. The following pages should assist you in making sure that the most important questions are answered. Refer back to this section before writing your assigned critiques to ensure you get it right. There are no rewrites or grade adjustment just because you “didn’t understand the assignment.”

Given that–the following issues or performance elements must be addressed in ALL of your critiques:
Actors/Acting (guideline: if 1-5 actors–you must deal with all of them; if 6 or more actors–you must deal with at least 4 actors…the leading actors should be included)
Costuming
Scenic Design/Props/Scenery/Lighting