- The Most Effective Learning Environment
- Type of paper:
- Research paper
- Psychology and Education
- Format or citation style:
- Paper instructions:i
The Most Effective Learning EnvironmentAssume that you are about to embark as a new K-12 teacher or a higher education faculty (in any discipline), or as a community-based health educator. Based on what you have learned throughout this term, which learning theories would you consider using to create an effective learning environment for all of your students regardless of their unique learning styles and individual needs?
Psychosocial Development Case Study Assessment
The purpose of this assignment is to use what you have learned about lifespan theories, models of resilience, and psychosocial development to assess how well individuals and families are functioning in relation to all three of these areas. To address realistic situations without violating personal rights to privacy, you will use the movie you selected to provide a case scenario.
If you have not yet viewed the movie selected in Unit 5, you need to do so to complete this assignment. Each movie represents characters in multiple life stages. Choose one movie and identify three characters. Each character should be moving through a different life stage from school age through middle adulthood, for a minimum of three different life stages. As you study each character, focus on details that will make your analysis applicable to your specialization.
For this assignment, imagine you are a counselor working with each of these three characters. Now, conduct the following analysis for each character:
Identify the life stage he or she is in, along with the psychological crisis each is experiencing.
Apply psychosocial developmental theory to the situation presented, from the perspective of a counselor:
Conceptualize your ideas for the developmental tasks of each character selected, grounding your conceptualization in your own area of specialization.
Include a discussion of the character’s life and factors that might affect behaviors, including cultural and other influences related to the stage of development assessed. To the extent that it is relevant for each character, include an analysis of interrelationships among work, family, and other life roles. Include an analysis of the impact of cultural influences, as well. Refer to specific actions and words of the characters in the movie as evidence for your analysis.
Support your ideas with specific lifespan theories discussed in this course, citing and referencing your sources.
From a clinical perspective, assess how these three characters function as a family unit:
Examine their functioning in relation to a model of resilience appropriate to your specialization, and evaluate their challenges and strengths related to wellness and resilience. As each character transitions to his or her next developmental stage, how will the transition impact the functioning of the family unit?
Support your ideas with appropriate sources on the model of resilience you chose.
Use the document Unit 8 Assignment Template (given in the resources) to prepare and submit your report. Do not include a synopsis of the movie in your paper. Instead, follow the template. Focus on the three selected characters, and the realities of their functioning as a family unit and transitioning within the family unit, as described in the template. Then, provide your assessment of how well they are functioning in relation to your choice of a model of wellness and resilience, as described in the template. Your summary, at the end of the template, should provide a brief, focused review of the key insights in your assessment.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 9781433805622.
Newman, B. M., & Newman, P. R. (2015). Development through life: A psychosocial approach (12th ed.). Belmont, CA: Cengage Learning. ISBN: 9781285459967.
|Subject or discipline:||Psychology|
|Number of sources:||0|
|Provide digital sources used:||No|
|# of pages:||10|
|# of words:||2750|
In order to help you relate theories of personality to current research in the field, you will complete a research reaction paper. For this reaction paper, you will select an empirical research article from the Empirical Articles found in the Student View Files folder in Files.
Your research reaction paper should include a summary and discussion of the research article including the following areas:
Finally, reaction papers should include a thoughtful commentary by the student. Specifically, not only should you provide a general summary, but you should include a critique of the research question and design, as well as a discussion of how the research relates to other theories of personality. In addition, you should include a commentary about the relationship of the research findings to your own life and personality development. Your comments, critique, and discussion should form the majority of the paper.
Use the following guidelines and section headers to organize your paper:
HDS101 Summative Assessment Task 2: Information Handout for Workplaces
Weighting = 20% (Due week 5).
Word limit: 800 words.
Within your team you will investigate one industry context (healthcare, sport and recreation, education, entertainment, transport, or retail). You will then individually create an information handout on: “making your workplace accessible for someone with a hearing impairment”. The information can be presented as a brochure, booklet or information sheet. It should describe the importance of inclusion for people with communication difficulty in the chosen workplace sector, and outline relevant Australian legislation. It should also provide a brief description of hearing loss and the factors impacting on communication for people with hearing impairment, as well as strategies for communication access tailored to the specific workplace context. You can chose whether you would like to address the issues of workplace inclusion for employees (e.g. service staff), or service users (e.g. customers/ students/patients). While research collaboration is encouraged, your final submitted assignment must be your own individual work (no joint submissions or identical material).
In this task you will be assessed on your ability to:
- Explain the concepts of inclusion and equity, with reference to relevant legislative acts (ILO2)
- Explain the causes and mechanisms of hearing impairment, and predict the communication access needs of someone with hearing impairment in the specific communication environment (ILO3)
- Generate suggestions for improved access for individuals with hearing impairment in that environment, based on all levels of the biopsychosocial model (ILO4), and
- Communicate this information in a format appropriate to workplace managers and employees/co-workers (ILO5).
Performance Standards Criteria – How will I be marked on this task?
NB: Marking staff and students, please note that all assessment criteria (left column) are of equal importance, and will be weighted equally in the final grade for this AT.
|Criterion||High Distinction||Distinction||Credit||Pass (minimum requirements)||Unsatisfactory|
|1. Explain the concepts of inclusion and equity, with reference to relevant legislative acts||Student meets all Distinction criteria.
Student details a convincing argument for the inclusion of people with disability/HI within the assigned industry (as employees or service users).
|Student meets all Credit criteria.
Student cites peer-reviewed, published literature and statistical data to support their explanations.
|Student provides a detailed definition of inclusion, with at least one relevant industry example.
Student describes one or more relevant legislative acts or policies.
|Student provides a short definition of inclusion.
Student identifies one or more legislative acts or policies relating to inclusion in the assigned industry.
|No definition of inclusion is provided.
No policies or legislative acts are identified, or those identified are not relevant to the industry context.
|2. Explain the causes and mechanisms of hearing impairment (HI), and predict the communication access needs of someone with hearing impairment in the specific communication environment||Student meets all Distinction criteria.
Student uses specific hypothetical or reported examples to illustrate potential/actual communication barriers for people with HI in the assigned industry.
|Student meets all Credit criteria.
Student includes statistics on HI and its impact on inclusion in the assigned industry.
Student cites peer-reviewed, published literature and statistical data to support their explanation of HI and communication barriers.
|Student’s definition of HI acknowledges the biopsychosocial influences on hearing.
Student describes more than one accurate cause of HI.
Student describes at least two potential barriers to communication for a person with HI in the industry environment.
|Student provides a clear definition of HI.
Student lists more than one accurate cause of HI.
Student identifies at least two potential barriers to communication for a person with HI in the industry environment.
|No definition of HI is provided, or the definition is unclear.
Student lists less than two causes of HI, or causes are incorrect.
Student lists less than two barriers, or barriers are not relevant to the industry context.
|3. Generate suggestions for improved access for individuals with hearing impairment in that environment, based on all levels of the biopsychosocial model||Student meets all Distinction criteria.
Student’s strategies are innovative, detailed, and acknowledge potential challenges in implementation relevant to the industry.
|Student meets all Credit criteria.
Student cites peer-reviewed, published literature and statistical data to justify the use of these strategies.
|Student provides a detailed description of several industry-relevant strategies for communication inclusion of individuals with HI.
A strong understanding of the biopsychosocial perspective is evident in the student’s strategies.
|Student lists more than one strategy for improved access for individuals with HI, relevant to the industry context.
Strategies consider hearing impairment from more than one biopsychosocial domain.
|Student lists or describes less than two strategies, or the strategies are not relevant to the industry context.
Strategies are focused at only one domain of the biopsychosocial framework.
|4. Communicate this information in a format appropriate to workplace managers and employees||Student meets all Distinction criteria.
Student demonstrates creativity and close attention to detail in the visual presentation of material, to improve reader engagement.
|Student meets all Credit criteria.
References and citations are correctly formatted to APA 5th Edition standards.
The work contains no errors in spelling, grammar, and typography.
|Student meets all Pass criteria.
The language used in the pamphlet is appropriate to the industry audience.
Formatting and layout is well structured and highlights key information to the reader.
|Student references the source of all published information/statistics used in their work.
Professional and person-first language conventions are mostly maintained throughout the work.
The work contains occasional errors in spelling, grammar, and typography.
The assignment is presented in basic pamphlet/information sheet/booklet format.
|Assignment contains any of the following:
– directly plagiarised material that has not been appropriately referenced.
– unprofessional or inappropriate language
– frequent spelling, grammatical, or typographical errors.
Formatting and general presentation is of a poor standard, or is not in a pamphlet/information sheet/booklet format.
What will help me to prepare for this assessment?
During seminar 3 (on communication rights and disability legislation), you will work together in teams to collate and synthesise information relevant to your assigned industry context. Your week 4 content provides general information relating to hearing loss and appropriate environmental modifications. During the group research activities you can discuss the topic with your peers, and help each other to consider new or different perspectives. For your individual assignments, you will apply the knowledge you have learned across weeks 3 and 4 to your assigned industry, in the form of an information handout. You’ll have a chance to see examples of similar handouts in week 3.
What will I learn from this assignment?
In addition to the assessment criteria listed above, the preparation (seminar) activities for this task give you practice in working collaboratively to gather information, exercising your skills in teamwork (GLO7) and communication (GLO2). The final product (information handout) is highly authentic to the health industry, given that health professionals are frequently expected to act as information brokers and inclusion advocates within the public forum. You can add this handout to your professional portfolios as an example of your work.
What feedback will I receive on my assignment?
You will receive a mark out of 20, which will correspond with a grade (e.g. Pass, High-Distinction). Your performance on each criteria will be indicated on your marked rubric. You will need to download your feedback file to view this rubric. You will receive some general written feedback on your strengths and areas for improvement.
This assignment will not be marked-up.
- The Tipping Point (Gladwell, M.); Book/Movie Review
- Type of paper:
- Book/movie review
- Psychology and Education
- Format or citation style:
- Paper instructions:
- Read the book “The Tipping Point” and answer ALL of the following questions.
A 8 to 12 page paper on the book The Tipping Point.
1. The Tipping Point is that magic moment when an idea, trend or social behavior crosses a threshold, tips, and spreads like wildfire. At what point does it become obvious that something has reached a boiling point and is about to tip?
2. The possibility of sudden change is at the center of the idea of the “Tipping Point”—big changes occurring as a result of small events. If we agree that we are all, at heart, gradualists, our expectations set by the steady passage of time, is it reassuring to think that we can predict radical change by pinning their tipping points? Can we really ensure that the unexpected becomes the expected?
3. The 80/20 Principle states that in any situation roughly 80 percent of the ‘work’ will be done by 20 percent of the participants. This idea is central to the Law of the Few theory where a tiny percentage of people do the majority of work. But say you took those 20 people who do all the “work” away, would changes or epidemics never occur or would the next 20 people step into that role and assume the position of “workers”? Is one born an exceptional person, a ‘one of the few,’ or could someone eventually learn how to become a member of this exceptional group?
4. Connectors—the kinds of people who know everyone and possess special gifts for bringing the world together. What kind of careers and job titles would you expect Connectors to have? Connectors are defined by having many acquaintances, a sign of social power, but do you think a Connector privileges quantity over quality? How do Connectors embody the maxim “it’s not what you know but who you know?”
Maven—means one who accumulates knowledge and who has information on a lot of different products or prices or places. Could anyone be a maven if they just have the diligence and desire to learn a specific craft or area of knowledge? Salesmen—are the select group of people with the skills to persuade us when we are unconvinced of what we are hearing. Discuss what you think makes a good salesman? Think about the last time you were in a store and what you liked or didn’t like about the retail person assisting you? Have you ever felt suckered into buying something or recognized the only reason you bought an item (or even one in ever color) was because of the person selling it to you?
What would you describe yourself as—a connecter, maven or salesman? Think of the people you know and who out of them best exemplifies these categories and why?
5. Sesame Street was an example of how an agent of infection (television) was able to infect a positive virus (literacy). What are some other examples of sticky messages that aren’t as beneficial in culture?
6. What makes a message memorable? What about the commercial we dislike and we only recall because it irritated us so intensely? Haven’t the advertisers fulfilled their purpose by the sheer fact you remember their commercial? Does this mean that the cliché “even bad publicity is good publicity” is right? If something gets noticed and sticks in the viewer’s mind then does the nature of the message not matter?
7. What are some of the desperate measures taken by advertisers, publicists and celebrities to get noticed and stay in the limelight? How has the level of shock tactics used to grab public attention escalated and changed over time? Do we risk become totally desensitized as a culture, immune to the eyebrow-raising, attention-grabbing ploys of marketers?
8. The Ya-Ya Sisterhood epidemic reveals the critical role that groups play in social epidemics. Psychologists tell us much the same thing: that when people are asked to consider evidence or make decisions in a group, they come to very different conclusions than when they are asked the same questions by themselves. Can we ever really make a decision in a vacuum, solely based on our own feelings, or do our peers or surroundings always influence us somehow?
9. If peer pressure is more powerful than the concept of a boss would you work harder for a boss whom you are friendly with because you care more what they think?
10. Do you believe that it was essentially the ‘cool’ marketing campaign that tipped the Airwalk trend? Can you think of other more current products that have exploded onto the market with an equally impressive advertising assault? Would Apple computers and the iPod phenomenon, for example, be as popular if it didn’t have it’s signature marketing campaign?
11. How do weird, idiosyncratic things that really cool kids do end up in the mainstream? They are translated from a highly specialized world into a language the rest of us can understand. So, when we judge things as being weird and idiosyncratic are we really saying that we just don’t understand it? It’s not the product but our interpretation of it that is limited? Could everything, if ‘sugarcoated’ in a way we recognize, ultimately, become palatable and even enjoyable?
12. The epidemics of suicide and smoking are complex and largely unconscious contagions with far more subtle undercurrents at work. One explanation beyond rationale is that as humans we get permission to act by seeing others engage in deviant acts. When we engage in dangerous or reckless behavior of any kind, how much of our decision to do so is conscious versus unintentional? Are you a smoker or have you ever been? What do you think makes some people pick up the habit while others steer clear of it their whole lives?
13. What are your opinions on the nature vs. nurture debate? Do you agree that environment plays a bigger role in shaping and influence children than genetics and personality?
14. What underlies successful epidemics, in the end, is a bedrock belief that change is possible, that people can radically transform their behavior or beliefs in the face of the right kind of impetus. Can leopards really change their spots and do you agree that it only takes the smallest infractions to cause the greatest changes? With the slightest push in the right place, can the world around us be tipped?
15. How does this book relate to Evolutionary Psychology? Discuss.
The paper must be typed, double spaced, and written in Times New Roman 12pt. font. Answer all questions above. Please do not re-write the questions within your paper.
- Paper instructions:
Topic: Internet addiction
- Discipline: Psychology and Education
- Format or citation style: APA
- prepare a compare/contrast paper. Use your problem statement from previous assignment as the basis for your problem you will address this week basis for your problem you will address this week.
Specifically, you will:
• Prepare an introduction of the topic that includes sufficient background to the reader.
• Identify similarities between various research findings on the topic. Provide examples to illustrate the similarities.
• Identify differences between various research findings on the topic. Provide examples to illustrate the differences.
• Synthesize the themes and relationships you have identified in your research into the topic.
• Summarize the key findings of previous research.
• Conclude with an assessment of the status of the problem being researched.
Using the topic from previous Week , your task this week is to prepare a compare/contrast paper. Use your problem statement from Week 7 as the
basis for your problem you will address this week.
Specifically, you will:
- Prepare an introduction of the topic that includes sufficient background to the reader.
- Identify similarities between various research findings on the topic. Provide examples to illustrate the similarities.
- Identify differences between various research findings on the topic. Provide examples to illustrate the differences.
- Synthesize the themes and relationships you have identified in your research into the topic.
- Summarize the key findings of previous research.
- Conclude with an assessment of the status of the problem being researched.
You will need to support your writing with at least five references. You may use what you have located in previous weeks in your assignment or
you may opt to locate additional current research that relates to the topic.
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and
insights relating directly to the topic. Your response should reflect scholarly writing and current APA standards. Learning Outcomes
2.0 Apply correct APA format and style to scholarly writing.
3.0 Develop a scholarly voice.
4.0 Synthesize research material into cohesive presentation.
5.0 Apply logic and critical thinking in scholarly writing.
6.0 Prepare a variety of scholarly writing needs.
7.0 Conduct a literature review of research