What role did kings play in state formation?
Sources (The book must be used & at least 1 lecture should be used)
1. Lectures: I’ve attached short lectures (each 10~15 minutes) and a lecture note
2. Book: Bates, R. H. (2015). When things fell apart. Cambridge University Press
Social Economy and Tourism
then citations from the articles
This paper should take the form of a critical discussion of a theme, issue or hypothesis related to all of the readings/ lecture content from one week of class. These essays are not research papers but students are permitted to draw
upon sources or empirical evidence from beyond the syllabus. These essays are not mere
summaries of the readings; the purpose is to develop a critical analysis of the material and an
original ‘take’ on the week’s content. The papers must be a minimum of between 750-1000
words in length (not including the bibliography)
Outline:
-Introduction: 1) introduce the problem/question 2) thesis statement (your own argument) 3) present
the structure of your essay very briefly
-Body: presenting the content of your paper, [backing up all of your statements with references to
course material/texts/lectures/documentaries] 1) summary of the week’s theme (linking readings
together in a discussion) 2) present your argument [backed up by references to source material]
conclusion: summing up your argument and main points/theme of the week.
In the attached document are all the instructions on the research paper, however it is very important to take into account the following, the country I chose was CHINA. Also, that I only need part #1 of the research paper (the research paper is divided into 3 parts) I ONLY NEED PART #1 with the point 2) Culture, 3) Economic, Political and Legal Considerations, and 4) Society (the number one, which is the instruction, I already did it)
Evaluate a popular media source using at least three peer-reviewed articles, which will give you practice distinguishing valuable information from less-reliable sources.
Cognitive psychology is the study of how people think. As you review theories and research in preparation for your assessment, consider the behind-the-scenes functioning of how your brain performs basic operations and processes information. Our ability to think starts with the biological actions in our brain. You’ll also consider what areas of the brain might cause disorientation or memory loss.
Overview
In this course, you’ll practice applying science and theory to making evaluations of conditions and also bringing audiences, like the public, along in action steps. First, you’ll want hone your analytical skills. It’s also good to see the kind of information that’s out there in the world. So in this assessment, you’ll try distinguishing valuable information from less-reliable sources.
Preparation
Find a popular video or website that covers a topic from the Cognitive Psychology text. You can use the CRAAP Test Worksheet media piece to help you determine whether you consider the media valid and what additional questions you have about the topic.
Use the Popular Versus Scholarly Sources Worksheet [DOCX] to complete this assessment.
Select a popular media source like a video or a website that covers a topic from the Cognitive Psychology text.
Provide a link to the source.
Summarize the content of the source using bullet points or a 4-6 sentence paragraph.
Identify at least three peer-reviewed journal articles on the topic covered in the source.
Compare and contrast information provided in the source with the three articles by answering the following questions:
What information provided by the popular source is supported by research or information provided in the articles?
What, if any, information in the articles conflicts with the popular source?
Do you consider the media source you selected to be valid? Why or why not?
What questions do you have about the topic based on your analysis?
Discuss how the topic you reviewed can be applied to the real world. Feel free to include a personal example.
Important: Prior to submission, conduct a self-evaluation of this assessment using the scoring guide and identifying the proficiency level for each criterion. Submit your assessment and the self-evaluation (as a separate attachment). See below for more instructions.
Additional Requirements
Your assessment should also meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
Resources: Use your course resources and at least three peer-reviewed and scholarly resources (no more than five years old).
APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
Template: Use the Popular Versus Scholarly Sources Worksheet [DOCX] to complete this assessment.
Font and font size: Times New Roman, 12 point.
Self-Evaluation
When you have finished, write a separate, one-page self-evaluation of your work compared to the scoring guide criteria.
Ensure that you have completed all assessment requirements (ideally at the Distinguished level).
Evaluate your performance using the criteria in the scoring guide.
Indicate the proficiency level you met for each criterion.
Include the scoring guide (including comments) with your self-evaluation.
Submit the self-evaluation as a separate attachment when you submit your assessment.
You may find the Self-Evaluation Tool helpful in guiding you through this process.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Apply research findings to topics in human learning and cognition.
Summarize the content of a popular media source.
Identify a sufficient number of peer-reviewed journal articles on the topic covered in a popular media source.
Competency 4: Analyze theory and research to solve problems and inform professional behavior in human learning and cognition.
Compare and contrast information provided in a popular media source with peer-reviewed journal articles.
Describe how the topic of a popular media source can be applied to the real world.
Competency 5: Apply metacognitive strategies to self-assess performance quality.
Conduct a self-evaluation using established scoring criteria and identifying the proficiency level for each criterion.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
What is Gergen’s thesis regarding the idea of “a coherent sense of identity” versus the idea of multiple identities represented by masks?
How did you become interested in your area of study or major, and what are your career aspirations after you graduate. If you aren’t sure about what you want to study, what do you hope to learn or experience while in college? How would receiving a scholarship assist you in your goals? (max 400 words)
How have you incorporated one or more of the CADRE values in your family, school, and/or community to encourage positive change in yourself and those around you? (max 400 words)
(CADRE stands for Community, Access, Diversity, Respect, Excellence)
INTRO- Technical definitions (i.e., extended definitions) are an important form of professional writing because they help communicate ideas to specific audiences. Employing techniques that result in clearly defined terms, concepts, objects, and processes is essential for ensuring the writer and the writer’s audience have the same foundational knowledge. Definitions provide context and clarity to a text, acting as one of the writing strategies that contribute to the overall success of an informational or persuasive text.
In this task, you will choose a field-specific professional term or concept and define it by first identifying what class it resides within (i.e., the general context or category the term belongs to, such as “food group” for the term “protein”); next, explaining what characterizes and differentiates the term or concept within its class; and finally, describing an example of the term or concept.
REQUIREMENTS:
A. Explain the purpose of writing this extended definition for your intended audience.
B. Describe the intended audience of your extended definition
Note: The description could include details like what kind of work the audience does, their level of expertise, what sort of organization they work for, etc.
C. Compose an extended definition (suggested length of 2–3 pages) for a technical term or concept from a professional field for your specific audience described in prompt B. In your definition, do the following:
1. Identify the term or concept.
2. Identify the class to which the term or concept belongs.
3. Explain two elements that characterize the term or concept within its class.
Note: These elements may include the historical background of the term or concept, the causes or effects related to the term, whether the term or concept represents a problem or solution, advantages or disadvantages related to the term or concept, applications of the term or concept, additional classes or categories to which the term or concept could belong, etc.
4. Provide one specific example of the term or concept.
5. Define any technical terms or concepts used within the extended definition.
6. Include one reference for further reading about the term or concept.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
DESCRIPTION: Daily lesson planning, based on Science (Physical, Life, Environmental Earth & Space) enables teachers to plan more effectively for individual and group interests. The purpose of the lesson planning process is to apply all that you have acquired in this course.
Each student will complete 2 lesson plans – One (1) Science lesson plan for a Kindergarten Class and a (1) Science lesson plan for a 3rd grade Class.
Directions: You will create and use any topic of (Physical, Life, Environmental Earth & Space) science. Your design needs to include a total of two (2) complete lesson plans, for a Kindergarten and 3rd-grade class.
Daily lesson plans need to be designed for Science with young learners in Kindergarten and 3rd-grade classes.
The lesson plans should incorporate:
* Science activities Choose any topic (Physical, Life, Environmental Earth & Space).
* Include concept topic, materials needed, and evaluation for a Kindergarten and 3rd-grade class.
* Demonstrate lesson plan of scientific activities involving science process skills, investigation, the senses, and inquiry.
* use simple tools to examine objects and make comparisons to experiences.
* Include a section for accommodations for children who are (ELL/DLL) English Language Learners, Dual Language Learners.
* Include a section for accommodations for children who are on the Autism Spectrum
google this example to get the layout format: https://www.education.com/lesson-plan/shapes-for-kindergarten/
General Formatting Guidelines for All Essays
General Formatting Guidelines for All Essays
Essay Formatting All essays must be submitted to Turnitin through our course Blackboard site on their assigned dates as indicated on the Course Schedule in the syllabus. This provides a record of your submission, serves as way of identifying potential issues with plagiarism, and offers a means for you to receive enhanced feedback (including supplementary instructional links and other information.) In addition, essays should be formatted according to the criteria below:
Font: 12 point, Times New Roman
Double-spaced (Make sure that there’s a space between the title and body of the paper and that there are not any extra spaces between paragraphs.)
The margins should be 1 inch on all sides. (This is the default in most word processing programs). Be sure to set the margins manually rather than “justifying” the document.
The paper heading should appear in the upper left-hand corner (of the first page only) and include the following: your name, course title, instructor’s name, & date of submission.
Rather than a generic title (e.g. “Close Analysis Essay”) the title should hint directly at your thesis (exp. The Story I Want to Believe: The Role of Memory in The Handmaid’s Tale).
Include your last name & page number in the upper right-hand corner on every page after the first. (Select “different first page header” in your word processing program.)
All sources should be appropriately cited according to the most recent MLA Style guidelines, which in most instances will mean using an in-text parenthetical citation along with a corresponding listing on the “Works Cited” page. You can find additional information on citation through The Purdue Online Writing lab (owl.english.purdue.edu), and in the Supplementary Writing Tools folder on Blackboard.
Series I – Embryonic Stem Cells
I am to present 20 slides of talking about this paper of my choice which is titled
“Small extracellular vesicles derived from embryonic stem cells restore ovarian function of premature ovarian failure through PI3K/AKT signaling pathway”, in this presentation I will be presenting the paper, so i have to start with
Your name, Title of paper/author of paper/affiliation of the authors ( 1 slide)
· Why did you choose this paper? ( 1 slide)
· Forecast. Give an overview of the subject and the insight found. This is the “abstract” of an oral presentation. (1 slide)
· Background(1 slide)
o Problem statement (1-2 slides). Why should anyone care? Most researchers overestimate how much
the audience knows about the problem they are investigating.
o Related work (1 slide). Cover superficially or omit; refer the audience to the paper
o Methods (1-3+ slide). Cover quickly in short talks; refer the audience to the paper, use the figures provided in paper and talk about the result soff the figure.
· Results (4-6+++ slides)
o Present key results and key insights. This is the main body of the talk. Its internal structure varies
greatly as a function of the researcher’s contribution.
o Do not superficially cover all the results; cover key results well. Do not just present numbers, but
also interpret them to give insights.
o Do not put-up large tables of numbers.
· Summary (1 slide)
· Future work (1 slide)
o Discuss problems that this research opens up.
· Backup Slides (0-3 slides)
o Optionally, have a few slides ready (not counted in your talk’s total) to answer expected questions. o Likely question areas may include:
· Ideas glossed over in presentation
· Shortcomings of methods or results
· Future work