GED215 Question 1 I need an original essay to this question. Must be 350-500 words. APA format. You are now aware that psychology is a science, committed to the empirical study of behavior. Do you think it’s possible to apply this scientific approach to the study of unconscious desires and urges, as postulated by Freud’s theory of personality? Psychology Applied to Modern Life: Adjustment in the 21st Century Wayne Weiten, Dana S. Dunn, and Elizabeth Yost Hammer, 2018 Cengage Learning ISBN.13: 978-1-305-96847-9

Post a response to the following prompts (at least 200-300 words); Consider the imagery you created in your mind as you interacted with the written version of The Open Window.  Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio?  How? (story is below) After watching the video, have you changed your mind about the stories or the characters? If so, describe the change and why you think this happened? (you can find video on youtube ( the open window by saki) Since technology has made it easier to share visual versions of written works, does that impact our need to “see to believe” or influence how easily we understand material we have read but not seen? Story The Open Windowby Saki (H.H. Munro) MYAUNTwillbedownpresently,MrNuttel,’saidaself-possessedyoungladyoffifteen. ‘In the meantime, you must put up with me.’ Framton Nuttel tried to make pleasant conversation while waiting for the Aunt. Privately,hedoubtedmorethaneverwhethertheseformalvisitsontotalstrangerswouldhelpthenervecurewhichhewassupposedtobeundergoinginthisruralretreat. ‘I’lljustgiveyouletterstoallthepeopleIknowthere,’hissisterhadsaid.‘Otherwise you’ll bury yourself and not speak to a soul and your nerves will be worse than ever from moping.’‘Do you know many people around here?’ asked the niece. ‘Hardly a soul. My sister gave me letters of introduction to some people here.’ ‘Then you know practically nothing about my Aunt?’ continued the self-possessed young lady.‘Only her name and address,’ admitted the caller. ‘Her great tragedy happened just three years ago,’ said the child. ‘Her tragedy?’askedFramton.Somehow,inthisrestfulspot,tragediesseemedout of place.‘Youmaywonderwhywekeepthatwindowopensolateintheyear,’saidtheniece,indicatingalargeFrenchwindowthatopenedonalawn.‘Outthroughthatwindow, three years ago to a day, her husband and her two young brothers went off for theirday’sshooting.Incrossingthemoor,theywereengulfedinatreacherousbog.Their bodies were never recovered.’ Here thechild’svoicefaltered.‘PoorAuntalwaysthinksthatthey’llcomebacksomeday,theyandthelittlebrownspanielthatwaslostwiththem,andwalkinthewindow. That is why itis kept open every evening till dusk. She has often told me how theywentout,herhusbandwithhiswhitewaterproofcoatoverhisarm.Youknow,sometimesonstilleveningslikethisIgetacreepyfeelingthattheywillallwalkinthrough that window —’ Shebrokeoffwithalittleshudder.ItwasarelieftoFramtonwhentheauntbustled into the room with a whirl of apologies for keeping him waiting.‘I hope you don’t mind the open window,’ she said. ‘My husband and brothers will be home directly from shooting and they always come in this way.’ Sherattledoncheerfullyabouttheprospectsforduckshootinginthewinter.Framton made a desperate effort to turn the talk to a less ghastly topic, conscious that hishostesswasgivinghimonlyafragmentofherattention,andthathereyeswereconstantlystrayingpasthimtotheopenwindow.Itwascertainlyanunfortunatecoincidence that he should have paid his visit on this tragic anniversary. ‘Thedoctorsorderedmeacompleterestfrommentalexcitementandphysicalexercise,’announcedFramton,whoimaginedthateveryone—evenacompletestranger — was interested in his illness. ‘Oh?’saidMrsSappleton,vaguely.Thenshesuddenlybrightenedintoattention— but not to what Framton was saying. ‘Here they are at last!’ she cried. ‘In time for tea, and muddy up to the eyes.’ Framtonshiveredslightlyandturnedtowardstheniecewithalookintendedtoconveysympatheticunderstanding.Thechildwasstaringthroughtheopenwindowwith dazed horror in her eyes. Framton swung round and looked in the same direction. In the deepening twilight three figures were walking noiselessly across the lawn, a tired brown spaniel close at their heels. They all carried guns, and one had a white coat over his shoulders. Framtongrabbedhisstick;thehalldoorandthegraveldriveweredimlynotedstages in his headlong retreat.‘Hereweare,mydear,’saidthebearerofthewhitemackintosh.‘Whowasthatwho bolted out as we came up?’‘Anextraordinaryman,aMrNuttel,’saidMrsSappleton,‘whocouldonlytalkabouthisillness,anddashedoffwithoutawordofapologywhenyouarrived.Onewould think he had seen a ghost.’ ‘I expect it was the spaniel,’ said the niece calmly. He told me he had a horror of dogs.HewasoncehuntedintoacemeteryonthebanksoftheGangesbyapackofstraydogsandhadtospendthenightinanewly-duggravewiththecreaturessnarling and foaming above him. Enough to make anyone lose his nerve.’ Part 2 (send separately)Post a response (at least 200–300 words) to the following: You are a magazine writer assigned to write a profile of someone you admire. Write 200-300 words describing WHY you admire this person and HOW this person has affected your outlook on life. The person can be living or dead. Do not spend time on physical details like eye color or height but do include birth and death, if applicable, dates. You only have 200-300 words to describe the very essence of this personJournal 4Section 1: Introduction An introduction tells the reader what the coming article is about. An introduction is usually a paragraph of 3-5 sentences. For this introduction, answer the following questions: Why did I choose to become a member of the Walden community? Was there a specific moment when I decided to continue my education? If so, what was it? What inspired me to take this step? Section 2: Main Body The first and longest section of your draft should describe who you are today as a result of this first-term course and starting your educational journey. Specifically consider your personal plan for success at Walden. Part 1: Today I am… Answer these questions to develop this section: Who am I as a Walden student? How do I plan to be fully human in this online world? How ready do I feel to embark on this journey? How do the tools and available support play into achieving my goals? Think about some of the course themes and big ideas we discussed and connect them to the way you will approach learning and future classes. Make sure to get specific and point to course examples to support your ideas. Part 2: I will reach my goals by . . . The second section is about your future. Be practical. Make a commitment to yourself and the classmates who might need your support during the program. Think about your reasons for being here and what you hope to achieve.Answer these questions to develop this section: How am I managing the business of being a student? What questions do I still have about my enrollment, my program, my planned course of study? How will I protect my learning process? What time management and support network decisions have I made? How might I identify a mentor (colleague with different professional skills, someone in your profession, community, or a Walden Faculty Member) to support my educational efforts What are my technical challenges and how might I solve them? Part 3: I will join the Walden community by. . . Walden is committed to social change. Your choice to pursue further education is in and of itself an act of social change. In the third section, explain how you might: Contribute to social change at home, in your current employment, and in your community. How you might become a mentor to others in the program? Identify at least two university resources that you believe will be useful to you in your academic journey. Explain in detail why you have chosen these resources. In the final week we will add one more section and a conclusion to this draft. Write this text in Word and then copy and paste it to your Journal. This will allow you to move text around easily, run a thorough spell check and to take advantage of Grammarly on the Walden Writing Center site before pasting the text into your journal.

Unit 6 Essay: Nationalism & Imperialism (LO1, LO2, LO3, LO4)Purpose:The last major wave of imperial expansion in world history developed in earnest after 1875. It came to an end, more or less, with the outbreak of World War I in 1914. The rationale for empire was, as we saw in Unit 6, diverse. Economic motivations for markets, labor, and raw materials, evangelical religion, racism, and an Enlightenment-inspired visions of a civilizing mission were among the principle arguments public officials gave for their imperial projects. There was not one argument, of course, but many. The real world does not exist in black and white. Shades of grey are critical to understanding the past and present. The purpose of this essay is to encourage students to think critically about the complexity of official justifications for imperialism and to explore how these rationales could support or contradict one another.Task:For this essay, you will draw on the primary source documents linked below, especially the section entitled “Motives and Attitudes,” to explain the arguments European elites gave for their imperial projects at the end of the nineteenth century. Use a close reading of the online textbook to provide historical context for your argument. Your essay should explore the relationships among various arguments for empire, i.e., the way, for example, racism may have buttressed calls for civilization or how evangelical impulses may have undercut or supported economic arguments. Take at least two of the arguments you think are most important and explore their interaction.● https://sourcebooks.fordham.edu/mod/modsbook34.aspExpectations and Criteria for Success:You should base your discussion with the information in the Unit 6 course content module as well as the two sources linked above, but outside research is allowed if needed. Outside research should be supplemental to the two primary sources attached to this essay. DO NOT use Wikipedia as a source. As always, be sure to keep track of where you find your information so that you can provide citations in your final essay. Essays should be typed in 12-point font with a simple, clean font such as Times New Roman. Use 1" inch margins on all sides and double-space the text. Your essays should each be around 1000 words.Successful essays should be carefully organized, with strong thesis statements and specific evidentiary support. In your introduction, briefly describe the context of the documents that you are analyzing. The body of the essay will focus on analyzing/explaining two justifications that can be seen in more than one document/context. Combine evidence from multiple primary sources and context from the class text to make an argument about how Europeans justified imperialism. And note that the best essays will also explore the connections between the two justifications (how did they “support or contradict” each other?). Conclude by assessing how these justifications shaped 19th-century imperialism. Be sure to revise and edit carefully.