Essays Guru 2

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For this particular assignment I want the final product to look like an actual fake newspaper or journal. So feel free to place the text in columns and utilize visual aids including graphics, photos, cartoons, charts, and/or enlarged quotations throughout. To help with this I attached an example template that can be used but does not have to be. Let me know if you have questions.

Write a 1,000- to 1,250-word informational article for a newspaper in which you do the following:

· Describe the differences between dispositional and evolutionary or biological personality theories.

· Discuss the strengths and limitations of dispositional and evolutionary or biological personality theories as they apply to behavior.

· Discuss the Big Five personality test and how it is used to study personality.

Please use the template provided to complete this assignment

Include a minimum of two to three sources.

Format your article consistent with APA guidelines.

Generating a Personal Learning Epistemology

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Generating a Personal Learning Epistemology

Prior to beginning work on this assignment, read the “Personal Epistemology in Education” article in your text (p. 52), the Bendixen and Rule (2004) and Hofer (2006) articles in the Library, and watch the What is Epistemology? Introduction to the Word and the Concept video required for this week.

 

https://youtu.be/lI9

 

As suggested in the required articles and video for this assignment, the definition of what a personal epistemology is has been debated. However, developing a personal learning epistemology is important because it is foundational to how we think. Without a multifaceted understanding of how we obtain knowledge, how we rely on our intelligences, and how we expand ideas in our minds, we have no intelligible path for our beliefs. A rigorous learning epistemology is essential to comprehensive reasoning.

 

Based on your current and newly developed knowledge as well as the required resources for this assignment, apply basic research methods to align the content of the information in the required course resources this week with your personally constructed learning epistemology. Apply skeptical inquiry to develop your personal epistemological beliefs through reflection on the questions below. Be aware that these questions are not the only considerations that might be included, and they should not be used verbatim; rather, they can serve as guides as you begin the process of creating your personal epistemology.

 

What can we know?

How can we know it?

What do/should individuals need to learn, and why?

What purpose(s) should education serve?

How do you believe persons acquire knowledge best?

What image of society and the kinds of adults that populate it seems to correspond with your vision of knowing/learning?

What do you believe about the way students learn and why they may (or may not) want to learn?

Why do we know some things but not others?

How do we acquire knowledge?

Is knowledge possible?

Can knowledge be certain?

How can we differentiate truth from falsehood?

Why do we believe certain claims and not others?

According to Plato, knowledge is a subset of that which is both true and believed. Do you agree or disagree?

 

After developing basic answers to the questions above and considering the impact of understanding how one’s own conscience awareness of knowledge and learning  may affect individual development and beliefs manifestations, research a minimum of five peer-reviewed articles in the Library that can be used as support sources for your personal learning epistemology. Your learning epistemology must include six to seven key points with supporting rationales regarding your beliefs on learning and knowing.

 

Apply professional standards to your explanation regarding how knowledge is developed by providing references for any theoretical perspectives, historical trends, and/or empirical findings you include in your epistemology. Additionally, your personal epistemology should be an authentic and truthful explanation about your current beliefs about learning and knowing, as supported by your research, and not merely reflective of what you think your instructor or peers want to hear.

 

The paper should not include any elaborate quotes; it should be scholarly in nature with citations throughout. It is recommended that you submit your paper to both Writing Reviser and Turnitin prior to submission for grading. Please note that you will include a revised draft of this epistemology, based on instructor feedback as well as your own knowledge development during this course, as part of your Learning and Cognition Handbook.

 

The paper:

 

Must be three to four double-spaced pages in length, not including the title or references pages, and formatted according to APA style as outlined

 

 

Must include a title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must begin with an introductory paragraph.

Must address the topic with critical thought and support all assertions with peer-reviewed sources.

Must end with a conclusion that synthesizes your belief statements about knowing and learning.

Must use at least five peer-reviewed sources from the Library

Must document all sources in APA style as outlined in the In-Text Citation Guide.

Must include a separate references page that is formatted according to APA style as outlined in the APA References List.

Social Psychology Social Cognition

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complete the online Stroop Task: http://www.onlinestrooptest.com/ and answer the following questions: 1) Was it more difficult to name the complete the task when the color and the word did not match? 2) Why (or why not) do you think this was the case? 3) How does this test illustrate automatic and deliberate thinking? 4) Do you think practice would improve your ability to identify colors? Why or why not? Be sure to use course concepts in your reasoning. 5) In what other areas do you think the Stroop Effect could be used to shed light on? Why?

Choose a disorder of childhood or adolescence.

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Annotated Bibliography

Student Name

Course/Number

Due Date

Faculty Name

You may include a cover page for

your annotated bibliography. This is

an example of an APA cover page

for undergraduate and master’s

students. Doctoral students should

use the annotated bibliography

sample found on the Doctoral

Writing Resources site under

Formatting.

 

https://ecampus.phoenix.edu/secure/aapd/sas/doctoral-writing-resources/
https://ecampus.phoenix.edu/secure/aapd/sas/doctoral-writing-resources/

 

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Center for Writing Excellence

©2015 University of Phoenix, Inc. All rights reserved.

Annotated Bibliography

Biemiller, L. (2013, December 6). From a million MOOC users, a few early research results. The

Chronicle of Higher Education [Web log post]. Retrieved from

http://chronicle.com/blogs/wiredcampus/from-a-million-mooc-users-a-few-early-research-

results/48841

This article discusses a study conducted by the University of Pennsylvania’s Graduate

School of Education. Sixteen massive open online courses, or MOOCs, were observed

to determine student retention. Student completion of the courses was unremarkable.

Several differing variables may have contributed to the outcomes of each course based

on topic, length of course, student nationality, and so on. More studies on how MOOCs

are administered and conducted must be made.

Films for the Humanities and Sciences. (Producer). (2014, August). Internet research: What’s

credible? Available from Films on Demand in the University of Phoenix Library

http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

This video discusses the risks taken with using popular search engines to locate

resources for academic work. It notes that most resources available online are not

guaranteed reliable or peer-reviewed. Some tips are offered to help alleviate some

search issues and to aid in locating appropriate resources. Detailed reasons to not use

Wikipedia and like sites are provided.

Francois, E. J. (2014). Motivational orientations of non-traditional adult students to enroll in a

degree-seeking program. New Horizons in Adult Education & Human Resource

Development, 26(2), 19–35. doi: 10.1002/nha3.20060

This

annotated

bibliography

includes

references

formatted

according to

APA

standards.

An annotated

bibliography is

a list of

references to

books, articles,

web pages, and

other sources.

The reference is

listed first and

is followed by a

brief summary,

or annotation,

of the source.

The annotation

informs the

reader of the

relevance and

quality of the

sources.

 

Academic

sources should

be relevant

and credible.

Include

sources that

are more

recently

published so

the research is

up to date.

 

http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

 

3

 

Center for Writing Excellence

©2015 University of Phoenix, Inc. All rights reserved.

The research in this study focused on motivating factors for non-traditional, degree-

seeking adults. The Education Participation Scale (EPS) was used to evaluate adults in

associate, bachelor’s, master’s, and doctoral programs. The particulars of the

motivational orientations can be useful for recruitment materials and designing

curriculum.

Shepherd, M. M., & Tsong Shin, S. (2014). The effects of informal faculty-student interaction

and use of information technology on non-traditional students’ persistence intentions and

educational outcomes. Journal of Higher Education Theory & Practice, 14(2), 46–60.

The study presented here attempts to address concerns over the education outcomes for

nontraditional students when using social integration. The authors explore the impact of

IT and informal faculty-student interaction. Their results suggest that IT may have a

positive effect on student psychological well-being and academic performance.

TEDTalks. (Producer). (2014, July 18). Bill Gates—Mosquitos, Malaria, and Education [Video

file]. Available from University of Phoenix Media Library ID: 53c93663dd7d12d094c4c6e2

In this TEDTalk, Microsoft founder and philanthropist Bill Gates discusses some ways

to combat problems in our world. He addresses the lack of support for malaria

elimination in struggling countries and how it affects their ability to thrive. He then

compares this struggle to that of education. There is an inequality with how people

survive physically and mentally in this world. He believes that success hinges on

applying the right tools and paying attention to all who are affected.

 

The

annotations

should be

written in

third person

point of view

just like an

academic

paper.

Notice each

entry is listed in

alphabetical

order by

author’s last

name just like

on a reference

page.