Analysis Of Perceptual Visual Elements

Choose one of the four following visuals:

In a 2-3-page APA formatted paper with an additional reference page (template here), analyze the strategic use of perceptual visual communication:

  1. Analyze how specific semiotic visuals in your chosen image affect different cultural perceptions (age, ethnicity, social group, etc.).
  2. Describe how each culture’s cognitive memories and experiences may affect how they perceive this image.
  3. Explain why cultural perception is important to consider when working with international or global cultures.
  4. Discuss why it is important to consider cultural perception when interacting with different age cultures and different social groupings.

At Risk Assignment

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
SPD-580 SPD-580-O501 At-Risk and Struggling Readers 80.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Tier of Instruction 15.0% Not addressed. An unconvincing justification of how the student is responding to Tier 1 interventions is provided. A weak justification of how the student is responding to Tier 1 interventions is provided. Clear justification of how the student is responding to Tier 1 interventions is provided. Thorough rationalization of how the student is responding to Tier 1 interventions is provided.
Student Recommendations 15.0% Not addressed. Irrelevant recommendations of tiered instruction for the student is given and suggested reading are ineffective or inappropriate. Recommendations of tiered instruction for the student is overly simplistic or overly complex. Readings are suggested but minimally relate to the students’ interest or background. Clear recommendations of tiered instructions for the student are logical, and appropriate readings are suggested based on the students’ interest or background. Insightful recommendations of tiered instruction that is needed for the student is given, and quality readings are suggested based on students’ interest or background.
Cultural and Linguistic Factors 15.0% Not addressed. List of cultural and linguistic factors that must be considered when planning an intervention for the student is inadequate, missing several key elements, or including elements that have no basis. The items on the list are not clearly supported by data from the scenario. List of cultural and linguistic factors that must be considered when planning an intervention for the student is missing some key elements. The items on the list are broadly supported by data from the scenario. An appropriate list of cultural and linguistic factors that must be considered when planning an intervention for the student is provided, and is supported by data from the scenario. A thorough list of cultural and linguistic factors that must be considered when planning an intervention for the student is provided, and is well-supported by data from the scenario.
Environment 10.0% Not addressed. The evaluation unconvincingly explains the best learning environment for the student and an unrelated reasoning is provided. The evaluation weakly explains the best learning environment for the student and an underdeveloped reasoning is provided. The evaluation clearly explains the best learning environment for the student and a logical justification is provided. The evaluation thoroughly explains the best learning environment for the student and a quality justification is provided.
Next Steps 15.0% Not addressed. Presents an ineffective argument for next steps. Position may be stated unclearly, or several key factors were not addressed. Presents a simplistic argument for next steps, either to wait and see how the student does in the next quarter, or to begin immediate intervention. It appears not all key factors where considered. Presents a clear, reasonable argument for next steps, either to wait and see how the student does in the next quarter, or to begin immediate intervention. Presents a cohesive, convincing argument for next steps, either to wait and see how the student does in the next quarter, or to begin immediate intervention.
Organization 10.0% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. The content may not be adequately organized even though it provides the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Paper Format (use of appropriate style for the major and assignment) 5.0% Not addressed. Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is fully used. There are virtually no errors in formatting style. All template and format elements are correct.
Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% Not addressed. No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage 100%

Vovabulary

Grand Canyon University American Psychological Association [APA] Style Guide for Writing

Introduction

Students of Grand Canyon University (GCU) are required to use the guidelines provided by the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual.

PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class.

 

APA Format and Style

General

Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc.

Write in first- and second-person sparingly, if ever. This means, avoid using Iwe, and you; instead, use heshe, and they. Do not use contractions.

Paper Format

1) Use standard-sized paper of 8.5″ x 11″.

2) Margins should be 1″ all around (top, bottom, left, right).

3) Use Times New Roman 12-point font.

4) For emphasis, use italics (not quotation marks, bold, etc.).

5) Double-space.

6) Align the text flush left.

Organization

The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment.

Title Page

The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers.

Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right.

To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Nu

Professional Growth Plan (Need Within 12 Hours)

Assignment Content

  1. Think about the areas in which you need to grow as you consider your role as a future educator.

    Assess your own proficiency within the areas of professional competence and responsibility, professional and collaborative relationships, critical thinking, and reflective practice.

    Research available resources to help you grow in these areas of focus.

    Consider the following questions as you conduct your research:

    • How might these weaknesses impact student learning?
    • What do you plan to do to address these weaknesses?
    • What resources are available to help with your growth, such as professional organizations, online tools, and others?
    • What are some common components and expectations of graduate programs offered to educators?
    • Complete the Professional Growth Plan Template to determine your areas of focus for the purpose of improving practice and enhancing student learning.

      Template is attached…
      Cite your sources according to APA guidelines.

        Title

      ABC/123 Version X

      1

       

      Professional Growth Plan Template 1

      MTE/510 Version 3

      University of Phoenix Material

       

      Professional Growth Plan Template

       

      Name: Click to enter name.

      Date: Click to enter a date.

       

      Content Area: Professional Dispositions

       

      Step 1: Goal Selection

       

      Describe your selected professional growth areas of focus, as well as information from your self-reflections that support your selections.

       

      Areas of Focus/Goals: Based on your self-reflection, identify areas of focus that will lead to your professional growth as a future educator.

      Rationale: Explain how growth in these areas will improve your practice as a future educator and enhance student learning.

       

      Areas of Focus/Goals

      Rationale

      A. Click to enter info. A. Click to enter info.
      B. Click to enter info. B. Click to enter info.
      C. Click to enter info. C. Click to enter info.

       

       

       

      Step 2: Professional Growth Action Plan

       

      Activities & Resources: List the specific activities you will engage in to develop your areas of focus. The activities should focus on both the content knowledge you acquire as well as the skills you develop.

      Sources of Evidence: Describe how you will know that you have achieved your goals. Provide a description of evidence you will collect.

      Timeline: Identify timeline for achieving your goals.

       

      Activities & Resources

      Sources of Evidence

      Timeline

      A. Click to enter info. A. Click to enter info. A. Click to enter info.
      B. Click to enter info. B. Click to enter info. B. Click to enter info.
      C. Click to enter info. C. Click to enter info. C. Click to enter info.

       

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      Copyright © 2018 by University of Phoenix. All rights reserved.