Devise three research questions to support your problem statement.

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Summarize PowerPoint content. Answer the questions.

Please use simple grammar and phrases.

(I don’t care words number, write complete answers. Thank you.)

 

 

Consider a problem that you would find interesting to address from your own experience, provide a short summary of it to provide context, and write a problem statement.

Devise three research questions to support your problem statement.

Define the population you would study to address your problem statement and research questions and how you would select a sample from that population. Would you perceive any concerns with the sample you select? Why or why not?

Struggling For Identity

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) Read this piece: Struggling for Identity-1.pdf预览文档

) Answer the following: 

Use complete sentences, 12 point font, proper spelling and punctuation, support from reading (quotes, paraphrase examples, use page numbers) 

  1. What is the “one drop” or code noirrule?
  2. When U.S. law first defined who was in which racial category, what were these boundaries based on?
  3. Why did the author’s family decide to identify as African American rather than as Native American?
  4. What is “passing”?
  5. How does the author define culture?

Cognitive Concept Map

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Taking into account the theories discussed, the fieldwork conducted, the articles read, and the discussions that took place in the past eight weeks of ECH 320, your task is to create a cognitive concept map, along with an accompanying narrative explanation, based on your understanding of cognitive development in children from birth to age eight. The assignment consists of two parts.

Part 1-The Concept Map
This is a computer-generated, clearly labelled, four-part concept map. There should be one section for each of the age groups we discussed in class. At least some graphics/clip art/pictures should be included. For each age group, you should include major (6 to 8) and minor (6 to 10) theorists, concepts, and ideas related to cognitive AND language and literacy development. Connections between concepts, theorists, and ideas should be clearly labeled with arrows and verbs (some examples of verbs might be: connects to, builds on, supports).
The following website is a good resource on how to create a concept maps: https://www.libraries.psu.edu/psul/lls/students/research_resources/conceptmap.html

Part 2-The Narrative
You should also write a paper to accompany your map, discussing the concepts contained in each and explaining the connections. It should be at least four pages total (so about 1 page for each age group), and should include a title page, introduction, conclusion, and reference page in APA format.

Please refer to the attached rubric for specific assessment criteria.

Informative Speech Outline

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Informative Speech Outline Template

PLEASE REMOVE BRACKETS/PROMPTS TO INSERT YOUR INFORMATION. THANKS!

Speaker: [Your Name]

Speech Topic: [Topic]

Speech Title: [Title]

Speech Type: [Persuasive –or– Informative –or– Special Occasion]

Audience Analysis:

· Knowledge: [What do your listeners know about the topic?]

· Attitudes: [How does your audience feel about the topic? What can you do to create or reinforce a positive attitude?]

· Expectations: [Why will your audience be present for your speech? What are they expecting to hear?]

· Demographics: [Describe the audience’s demographics. How might those factors influence your presentation?]

· Setting: [What will your speech setting be?]

Speech Purpose: [Write a specific purpose that expresses in action form what you hope to achieve with your speech.]

3 Point Thesis Statement: [Write a single declarative sentence expressing the theme or central idea of your speech.]

Introduction:

· Getting Attention: [Gain the audience’s attention.]

· Topic and Purpose: [Summarize your topic and purpose.]

· Main Points: [Preview the main points.]

· Relevance: [Make the topic relevant for your audience.]

· Credibility: [Establish credibility as a speaker.]

Organizational Pattern: [Enter the organizational pattern used for your main points.]

Body:

[Replace the bracketed information with the contents of your speech. Revise the outline by editing your points, rearranging them if necessary, and adding supporting points.]

I. [First idea (strongest)] (* Note any visual aid(s) you plan to include)

A. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

B. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

C. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

 

Transition: [Write a sentence that will help your audience connect one main point to the next.]

 

II. [Second idea (second strongest)] (* Note any visual aid(s) you plan to include)

A. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

B. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

C. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

 

Transition: [Write a transition that will help your audience make the connection from one main point to the next.]

III. [Third idea (weakest)] (* Note any visual aid(s) you plan to include)

A. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

B. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

C. [Support] (* Note visual aids)

1. [Example] (* Note visual aids)

2. [Example] (* Note visual aids)

Conclusion

Closing Signal: [Signal the close of your speech.]

Main Points: [Summarize your main points.]

Topic and Purpose: [Repeat your topic and speech purpose.]

Audience Response: [Challenge the audience to respond.]

Memorable Close: [Make the conclusion memorable.]