for seek the geek only

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Hi,

The name of the agency I would like to evaluate is:
Bay Cove Human Services Central Administrative Building 66 Canal Street, Boston, Massachusetts 02114 
Receptionist: 617-371-3000 Fax: 617-371-3100
Please write 6 pages and put in the last 6 boxes in the attached document. the first three is easy , title,address and phone number. I will try to call them and collect some informations.
thanks 

 
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Assignment: For Paper #2, you will pick two poems on a similar theme to compare and contrast. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will

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Assignment:  For Paper #2, you will pick two poems on a similar theme to compare and contrast.  Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject.  It will point out the similarities and differences in the ways the two poems do this.  Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones.  Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.

 

Your audience for this paper is other students in the class who have read these poems.  You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful.  You will need to quote specific lines, phrases, or words in order to point out specific features of the poems.  Your purpose is to help your reader see thedifferences and similarities in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.

 

Your paper should be 800 – 1000 words long, typed and double-spaced, with 1” margins all around.  Use of secondary sources (other than our own textbook) is not allowed for this assignment. If you have questions about the poem, ask other students or the instructor.

 

Here are some suggested topics:

 

1.  Compare and contrast the ways Whitman’s “To a Locomotive in Winter” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject:  a locomotive.  What claims does each poem make about the locomotive?  What tone or attitude is taken towards the locomotive?  How does each poem use specific poetic devices to create its tone? 

 

2.  Compare and contrast the ways Lovelace’s “To Lucasta” (p. 521) and Owens’ “Dulce et Decorum Est” (p. 521-22) represent their common subject:  war.  What claims does each poem make about war?  What tone or attitude is taken towards war?  How does each poem use specific poetic devices to create its tone? 

 

3.  Compare and contrast the ways any two love poems in our reading represent their common subject.  What claims does each poem make about love?  What tone or attitude is taken towards love?  How does each poem use specific poetic devices to create its tone?  (Please check the two poems you pick with the instructor before proceeding.)

 

4.  Compare and contrast the ways any two of the following poems represent God: 

·          Donne’s “Batter my Heart, Three-Personed God” (p. 531),

·          Hopkins’ “God’s Grandeur” (p. 624),

·          Herbert’s “Easter Wings” (p. 676),

·          Blake’s “The Tyger” (p. 824-25).

What claims does each poem make about God?  What tone or attitude is taken towards God?  How does each poem use specific poetic devices to create its tone? 

 

5.  Compare and contrast the ways any two of the following poems represent death: 

·          Frost’s “’Out, Out—” (p. 494-95),

·          Auden’s “The Unknown Citizen” (p. 515-16),

·          Wordsworth’s “A Slumber Did My Spirit Seal” (p. 616-17),

·          Thomas’ “Do Not Go Gently Into That Good Night” (p. 659-60),

·          Dickinson’s “I Felt a Funeral—in My Brain” (p. 774-75),

·          Dickinson’s “I hear a Fly buzz—when I died” (776),

·          Donne’s “Death be not Proud” (p. 836), or

·          Roethke’s “Elegy for Jane” (pp. 872). 

What claims does each poem make about death?  What tone or attitude is taken towards death?  How does each poem use specific poetic devices to create its tone? 

 

6.  Compare and contrast the ways any two of the following poems represent the passage of time: 

·          Lawrence’s “Piano” (p. 857-58),

·          Keats’ “Ode on a Grecian Urn” (p. 852-54),

·          Marvell’s “To His Coy Mistress” (p. 861-62),

·          Shakespeare’s “That time of year thou mayst in me beho.d” (p. 873), or

·          Yeats’ “When You Are Old” (p. 888). 

What claims does each poem make about the passage of time?  What tone or attitude is taken towards the passage of time?  How does each poem use specific poetic devices to create its tone? 

 

If you would like to write on a different pair of poems, check your idea with the instructor before proceeding.

 

 

Process

 

Pre-writing:

1.  Pick your pair of poems.

2.  Read each one through a few times, including out loud, to begin to get a general sense of its attitude towards or claim about its subject.  Keep in mind that tone may change over the course of a poem.

3.  Try to make sense of any tricky or ambiguous lines.  Ask questions if you need to.

4.  Use the list of questions below to help you identify the specific poetic devices used in each poem.  Pay special attention to lines or passages that seem important to establishing the poem’s general meaning or tone.  Consider how the specific poetic devices seem to be contributing to the poem’s meaning, tone, or effects.

5.  Note similarities and differences between the poems’ general meanings, claims, or tone.  Note similarities and differences between the way the poems use specific poetic devices to create those meanings, claims, or tones.

 

Drafting:

There are two general ways to organize a comparison/contrast argument of this sort.  One way would be to discuss each poem separately:  that is, say everything you have to say about poem A and then say everything you have to say about poem B.  At some point, either in the discussion of poem B or in a concluding section of the paper, you need to point out the similarities and differences you’ve discovered, both the general ones and the specific ones.  The second way to organize such an argument would be to discuss comparable aspects of the poems one at a time:  thus, you might have a paragraph or two on how each one uses imagery, followed by a discussion of how each one uses figurative language, followed by a discussion of how each one uses rhyme, etc.

 

For most papers on this assignment, I think the first approach would probably work better.  It allows you to offer a more coherent reading of each poem, rather than making your reader skip back and forth between the two poems.  The second approach might work for two poems that are very similar, such as two different Shakespeare sonnets.  If you like the second approach, be sure to give your reader a quick overview of the similarities and differences you will focus on at the beginning of the paper, to help your reader stay oriented.

 

Whichever approach you take, I’d recommend outlining this paper before you begin drafting it.  Sometimes outlines can be stifling, but the organization of this sort of paper will probably be pretty straightforward in most cases.  Of course, if you come up with a neat or useful insight after you’ve made your outline, find some way to adjust the outline to fit it in.

 

Keep in mind that you will probably not want to write about all the poetic features and devices you identify in each poem.  Rather, you will want to pick the ones that seem important in creating each poem’s distinct tone, effect, or meaning.

 

A rough draft of the paper is due by midnight Sunday of Week Three.  As with Paper #1, you will review a couple of other students’ drafts, and a couple of other students (and the instructor) will review yours and make suggestions for revising it.

 

The final draft of the paper is due by midnight Saturday of Week Four.

 

 

Get to Know Your Poems

 

Having picked the poems you’ll be writing about in Paper #2, take the following initial steps to begin exploring each one:

 

1.       Try to decide the subject and theme of the poem:

Subject:  what is the poem about?

Theme:  what does the poem seem to say or feel about its subject?

 

2.       Figure out how to read the poem aloud.  Follow the punctuation.

 

3.       Attempt to paraphrase the poem.  Are there any words or lines whose sense is not clear to you?

 

4.       How would you define the tone of the poem?  Is the tone consistent throughout or does it change?  What poetic devices create the poem’s tone?

 

5.       Identify words, phrases, or lines which for any reason seem to stand out when you read them.  Can you explain why they do?  Do they stand out for a reason?  Are they particularly significant in the poem?

 

6.       What is the structure of the poem?  Does it seem to be a closed form or open form poem?  Why?  If closed form, what are its important formal structures (e.g., line lengths, rhyme scheme, stanza form, etc.)?  In either case, does it seem to be broken into parts, sections, or steps? 

 

7.       Identify all imagery in the poem.  What kinds are there?  You might want to list the imagery in order to see what the sequence of images suggests.

 

8.       Identify all figurative language in the poem.  What specific kinds of figurative language do you find (e.g., metaphor, similie, personification, metonymy, etc.)?  What effect does the figurative language have?  What do the figures suggest about the things they denote?

 

9.       Find examples of alliteration, assonance, or other interesting uses of the sounds of words.  Do these uses of sound “echo” the sense of the poem?

 

10.  If the poem rhymes, does it follow a structured rhyme scheme?  Do the rhymes create a strong sense of rhythm in the poem?  Do they highlight important words?  Do you notice internal rhymes?

 

11.  Does the poem contain caesura that interrupt the rhythms of certain lines?  What effects are created at the ends of lines?  What lines are end-stopped or run-on?  Does the poem sound musical, conversational, rough, smooth?

 

12.  Scan the poem for stressed and unstressed syllables and for significant pauses.  Do these rhythmic devices enhance the poem’s effectiveness?  Does the poem follow a particular form or meter?

 

13.  Review your responses to the above questions.  Begin to note ways in which these features of the poem work together to contribute to the poem’s meanings or effects.

 

 

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3 peer replies due in 2 hours 30 minutes | psy331 | Ashford University

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 Peer Replies: Read several of your classmates’ posts and respond to at least two of your classmates, and at least one of your classmates’ responses to your initial post.

 At least one of your replies should be to a student that addressed a different theory/ideology than you did. Did you agree with their summation? How do you think these two areas (constructivism and humanism) could potentially work together to increase effective learning opportunities for self, and others? Share how you might approach life (and learning) if you were a promoter of humanism (human transformation). 

Marques’s Post:

 

Constructivists suggest that a person’s reality is unique from others and thus, effects what, how, and how effective knowledge is acquired. This is suggested to be affected by numerous variables such as culture, past experiences, and past knowledge. This is true! Everyone does not eat the same food, speak the same language or understands the same culture. My reality is based from the good morals and values I was raised with. I am happy about life because I know I have the power to change my world.

  • What does logical positivism suggest to us about constructivist-based theories? Do you agree or disagree? I disagree with logical positivism because it suggest that problems should be answered through research. I agree that discovering information has to come from one’s personal experiences.
  • How do exogenous constructivism, endogenous constructivism, and dialectical constructivism differ and why does it matter? They matter because they are a part of the knowledge construction process based on realities of the environment we experience (Rosser 2017).
  • How does situated cognition (discussed in Week 3) support the suggestions made by constructivism? In my opinion, it supports it because of the importance it puts on the impact of culture and history when it comes to learning.
  • Discuss a personal experience where you feel constructivism ideologies explained either the effectiveness of, or the non-effectiveness of, the learning experience.

In the text it states, “Constructivist-based theories suggest that one’s environment plays a role in meaningful learning” (Rosser 2017). A personal experience I learned was learning how to change a flat tire. I grew up in an environment that taught me only the strong survive in this world. For example, you had to be knowledgeable about various skills and techniques in order to maintain your life. I agree with constructivist theories because I was an active participant in my knowledge construction. I was available and willing to receive the knowledge I was being taught. I consider this learning problem based learning because learning how to change a tire was considered problem solving for me. I was 8 or 9 years old. I had never changed a car tire before but I was forced to learn by example. This can also be categorized as self-directed learning.

  • What implications in learning effectiveness might exist if construction of individualized knowledge is negated?

You cannot deny the truth of individualized knowledge. In my opinion, you can call it hands on learning. Effective learning cannot be achieved without individualized knowledge. For example, if you want to learn how to be good at cooking you have to put your hands in the mix and understand the texture of the food you want to learn how to cook.

Reference:

Rosser-Majors, M. L. (2017). Theories of learning: An exploration. Retrieved from https://content.ashford.edu

Tatyana’s Post:

 

Do you feel that learning, from the approach of a human’s potential, rather than from a purely content driven (you need to know this) perspective, is a viable way to approach investigating “how we learn”? Why or why not?

I think the way that we learn from an human potential is important versus just learning from content. This way we learn at our own given time and at our own levels. If we learn from just the content driven perspective, we are not learning what we need to know at the right time for us personally. With this perspective we are just going with the flow of things an not necessarily obtaining the knowledge needed, the knowledge then is not stored but rather but to the side until we obtain what we need to learn on our time.  Because not everyone takes in knowledge the same way it might take others longer to grasp what is being taught versus the average person.

Waldorf Education posits that it is a school founded on humanism ideologies. After reading the content, do you agree with their position? Would this type of education work with adults (yourself)?

After reading the content I think that Waldorf had agenda of what he wanted for his idea of education. As I am reading it is stated that “However, this method of learning, often considered too loose and playful (Cook, 2014), also has its controversial aspects (Dewey, 2012; Staudenmaier, 2012). Concerns about the prevalence of bullying, low cultural-diversity inclusion (Cook, 2014), and a historically religious foundation all spark questions about the intentions of this method of education” (Rosser-Major, 2017) This can worry some people who are going to this school or even the parents that are sending their children to the school. His ways were developed only on his philosophy, with his ways of education I would say that it would be hard for adults like me to believe in it or follow it from only one person’s perception and beliefs. His studies are more for smaller children or someone who wants to get in touch with their body, soul, and spirit. His ways of learning have no discipline for adults and for the real world.

Describe a personal example of experiential learning that you have experienced.

My example would have to be when I learn how to take care of the elderly. This was more of a hands-on experience because videos did not serve the real task justice. The videos made it seem like a piece of cake when actually it is hard work. Caring for the elderly takes a great deal of time and patience. From the constant need for attention or for tasks to be handled or from the ones who aren’t in their right mind who require more attention because they sometimes like to get aggressive.

How can the areas of motivation and needs potentially increase effective learning, as suggested by humanistic ideologies?

If you are motivated to do something, then you are more likely to do it instead of putting it off. Motivation is the biggest part of showing that you have the potential to do something. If you are motivated to learn you stand out and your work at times can show for it to. “self-determination theory (SDT), a theory of motivation that suggests that three variables are crucial to support motivation: autonomy, competence, and belonging. The article also distinguishes between motivation that is aligned with self-goals (e.g., the desire to earn a degree) versus mandatory requirements.” (Rosser-Major,2017 6.4)

How do the variables of organismic integration theory (OIT) reflect the humanistic model?

“Organismic integration theory (OIT), was introduced to detail the different forms of extrinsic motivation and the contextual factors that either promote or hinder internalization and integration of the regulation for these behaviors (Deci & Ryan, 1985). (Rosser-Major,2017 6.4) It explains the process of a person’s transformation to their self-regulated version. It is the process of showing motivation and self-determination.

References

Rosser-Majors, M. L. (2017). Theories of learning: An exploration. Retrieved from https://content.ashford.edu

My post and the student who responded:

 

According to the researches I carried out, the logical positivism suggests to us that the constructivist based theories are ideological. According to logical positivism, the constructivist theories do not have solid findings obtained through controlled observations or experimentation. However, I agree with this due to the fact that human beings deter the meaning of different situations and therefore the logical positivisms has been able to put it in the right perspective (Chávez, 2019).

The endogenous constructivism put more emphasis on the nature of the learner’s knowledge. On the other hand, the exogenous constructivism differentiates the knowledge acquired can be used in different tasks and hence can be developed through the instructions given to people. Again, the dialectical constructivism is an approach which is based on theory of constructive operators to which it is presented. According to this theory, the human psychological functioning is brought about by the dynamic syntheses of different schemes. The theories manners in that they explain the manner in which people acquire their knowledge (Mukhalalati, 2019).

According to the situated cognition makes it clear that knowing is inseparable from doing by arguing that the knowledge acquired by people is situated in activities which are related to social and the cultural context. This relates to the constructivism suggestions in that it has made it clear that the knowledge acquired by people cannot be separated from them.

The personal experience where I feel constructivism ideologies explained effectiveness of the learning experience is whereby different jobs are given based on the experience of a person. I consider the problem based learning because it ensures that the social problems are solved accordingly (Norton, 2019).

If construction of individualized knowledge is negated, the learning process will lack realistic context. However, this will make it hard for the learners to use experience and constructive process of knowledge.

References

Chávez, T. A., Givens, J., Lemberger-Truelove, M. E., Lemberger-Truelove, T., & Palacios, A. F. (2019). Dialogical meaning and justice for constructivist and existential psychologies. Journal of Constructivist Psychology, 32(2), 138-147.

Mukhalalati, B. A., & Taylor, A. (2019). Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal of medical education and curricular development, 6, 2382120519840332.

Norton, A. L., & Tan, T. X. (2019). The relationship between licensed mental health counselors’ political ideology and counseling theory preference. American Journal of Orthopsychiatry, 89(1), 86.

Kathryn response to my post:

 

Hello,
      I agree that constructivism can be ideological and is based on an individual’s ability to learn through how they perceive the outside world and how they connect that information with already existing schemas and perceptions.  Logical positivism does posit that what is meaningful should be verifiable unlike constructivism in general (Rosser-Majors, 2017). I can agree with your view that people can see and perceive things and situations differently.  Endogenous and exogenous constructivism can be seen as the external and internal development of knowledge.  I can see how you explained dialectical constructivism.  It is interesting how all three theories of constructivism pertain to different sources for learning.  There is the internal source, the external source, and the social source.  I do like how you mentioned that the psychological functioning pertains to the combination of different schemata in dialectical constructivism.  When compared to humanism, even with all the different sources of learning, there is still the progression of knowledge which can elect in self-actualization.  What do you think?  I can agree that the knowledge they have obtained through situated cognition cannot be separated from them, but it is interesting how the information can also be rendered useless if it is not used in their respective social and cultural contexts.  I think it compliments humanism by supporting the fact that some learning can be effective in experiential and out of school ways.  I enjoyed reading your post, good job!

Rosser-Majors, M. L. (2017). Theories of learning: An exploration. Retrieved from https://content.ashford.edu

southeast asia 1

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The questions are in the files below. You need to have the knowledge of south east Asia geography to easily answer the questions. Example of one of the questions. Aceh in northwestern (Blank) used to pose a major devolutionary problem for Indonesia

 

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