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HUM 112 Assignment 1.
Question Description
I’m working on a Social Science question and need guidance to help me study.
Assignment 1: Essay
Choose one (1) of the three reading selections from the list of topic choices below. Read the selection in the textbook. Write a three to four (3-4) paragraph essay (250 words) which analyzes the "surprise ending" of the reading selection.
Topic Choices:
- Reading selection from Descartes’ Discourse on the Method (Part IV). Descartes begins with the problem of being able to prove his own existence but ends up with an argument proving the existence of God. Read more about the Discourse on the Method located at http://www.earlymoderntexts.com/pdf/descdisc.pdf.
- Reading selection from Swift’s A Modest Proposal. Swift begins with offering the solution that the English could do things which might solve the problem of over-population and the mistreatment of citizens in Ireland and ends by offering the solution that an internal change in the Irish government would best solve the problem of over-population and a populace victimized by its own government. Read more about A Modest Proposal located at http://www.victorianweb.org/previctorian/swift/modest.html.
- Two reading selections from Voltaire’s Candide. The story begins by acknowledging the foolishness of the superstitious traditions held by the people in the city of Lisbon but ends by confirming Voltaire’s belief that religion in general is equally based in false superstitions.
For the reading selection you choose:
- Clearly state in your own words the “surprise ending” in the reading you selected. Identify the point in the reading when you realized that the ending would be different from what the beginning of the reading suggested that it would be.
- Since you were expecting a different ending, evaluate how successful the author was in convincing you to accept the validity of the “surprise ending” that was not clearly suggested at the beginning.
Your assignment must:
- Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
- Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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Cognitive Development in Animals
Cognitive Development in Animals
This final
discussion helps tie up our discussion this 5 weeks. In the beginning,
we talked about animal testing in psychology more broadly. For this
discussion, we will be talking more about cognitive
development in animals and how it can be generalized to development in
humans. Be specific in your responses and defend your points with
research. What are the strengths and weaknesses of using animals
in research on development? As always, be sure to cite your research
using APA format. In addition to the book, work to find sources outside
the book (this makes for a more interesting discussion). Continue using
tactful responses, even when disagreeing with
points, to promote a good discussion of this final topic for the class.
I look forward to hearing about your discovery and final thoughts this term. Thanks for all of your work!
Assignment 2: Discussion—Cognitive Development in Animals
Washoe is one of the most famous
chimpanzees because of her ability to use sign language to communicate.
She was able to communicate approximately 350 words and was even
observed teaching her son sign language. Even more impressive was that
Washoe was able to combine these words into hundreds of logical
combinations with different meanings that were not taught, but rather
created by herself. You can learn more about human cognitive
development by considering Washoe’s use of sign language, as well as
the information gained from the study of other animals such as chimps,
rats, etc.
Respond to the following:
Specifically, what can we learn about human cognitive development through the study of these animals? Thinking back to the discussion in M1: Assignment 2,
are there any ethical issues that arise from using animals to study
human development? Consider what you have learned about the inherent
differences between animals and humans. Why do researchers make use of animals instead of humans for their experiments on development?Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources.
By Saturday, November 2, 2013, post your response to the appropriate Discussion Area. Through Wednesday, November 6, 2013, review and comment on at least two peers’ responses. In your responses, consider the following:
Are there any strengths or limitations noted
by your peers that you did not include in your own response? If
so, what are they?Are there any other examples of reasoning abilities that you can add to your peers’ responses? If so, what are they?Are there other examples of reasoning
abilities that are found to exist only in a small number of
species? If yes, indicate what they are.

Personality Theories
Personality Theories
·The Dispositional Personality Theories Matrix is sufficiently
completed.
·700 word paper that analyzed the strengths and limitations of the
theory through addressing the following:
ΨA
description of how dispositional personality theories affect how we
conceptualize individual personalities.
ΨAn
explanation of how dispositional personality theories influence perception of
interpersonal relationships.

Motor Skills
Motor Skills
Amanda June Lewis
Learning and Behavior, PSY 383
Professor Heather Lippard
October 27, 2013
Motor Skills
Discuss your outcome with this activity. What did you learn about motor learning?
The outcome with this activity is to control and learn movements as my subject is a trainer.
Firstly,
he states; “I learned
regarding motor skills when
learning for my Master’s
Degree. The
activity fascinated me, because I am
trainer for the NCAA Division.
I competitively learn
innovative skills on a
regular basis.” He indicated that he
discover himself
inquiring questions such as, “How can I
most expertly
facilitate the gymnasts
study for these tricks;
is there a
superior way to
provide them feedback; How do I
manage practice?” He informs me, “The things I
learned from motor learning classes
facilitate me to
turn out to be a
superior teacher and
trainer.”
Based
on your readings, identify which theory of motor-skill learning best
fits this activity. Why do you consider it to be the best fit?
Schmidt’s
theory is best fit for this activity because it describes how motor
skills are learned. The detection schema is structured on the grounds of
information
about the relationship among the environmental outcomes, initial
conditions, and the sensory outcomes. Prior to a movement take position
and an individual can employ a learned detection schema to forecast the
sensory outcomes that will arise if the right movement
outcome takes position.
Apply
what you have learned during this activity to a real-life learning
experience, either for yourself, or for someone you are teaching.
Working
efficiently with others on projects,
inquire
high-quality questions, finding
appropriate information and
recognizing how to
employ it are skills that will
provide
advantage
in a person’s personal life. This
will
give the opportunity to
perform these skills
in real life. “As a professional movement
teacher,
involve in teaching other persons motor skills of
various sort.
This activity will
facilitate you to learn how motor learning can
facilitate a person to become an
efficient
trainer of motor skills.” Research
conclusion will
facilitate people
to
study how they can
assist
customers to learn motor skills more
rapidly and
appreciate the changes in performance and
management that
takes place as the
customers gets
superior customer service.
References
Howard Hughes Medical Institute 2008 Holiday Lectures on Science: “Mirror-Tracing Activity”
Retrieved by
http://media.hhmi.org/biointeractive/activities/mirror/mirror-tracing-activity-generic.pdf
J Rucci, 2011: “Theories of Motor Skill Acquisition” February 23, 2011, Retrieved by
http://jrucci-keeptraining.blogspot.com/2011/02/theories-of-motor-skill-acquisition.html
Respond
RE: Discussion 4
Faculty Lippard
10/28/2013 2:57:44 PM
Thanks June for getting this in! Can you talk about how your experience
was with completing the star tracing activity? Also, can you talk about
why Schmidt's theory relates to the star tracing activity? How does it
fit the best of the three theories? Finally,
what type of motor skill have you learned or seen someone else learn
that you can relate to this activity of the star tracing?
Looking forward to reading more!
Heather
Respond
RE: Discussion 4
Vincent Davis
10/29/2013 10:58:19 PM
Amanda, I feel that I am a slow
learner yet when I do eventually learn a task and integrate it into my
daily behavior, I quickly master it and I feel that this was the case
with this star tracing activity. This is
why I felt that Adam's Two-Stage Theory closely mirrors the processes
that we needed to go through in order to become better at the skill.
"Adams proposed that an important part of the learning of such a skill
is the development of an appropriate perceptual
trace" (Mazur, 2006). My perceptual trace is strengthened through
constant and continuous completion of said task, yet it takes me a bit
longer at times. Amanda, can you think of a time where you learned a
task at a much slower pace than your friends or
fellow classmates and how did that make you feel?ReferencesMazur, J. E. (2006). Learning and Behavior 6th Edition.
Upper Saddle River, NJ: Pearson, Inc.
Respond
RE: Discussion 4
Alexandra Cooley
10/29/2013 11:10:47 PM
I agree
that Schmidt’s theory fits best with this motor skill test. What about
it connected your thoughts with Schmidt’s theory and the test?
Respond
RE: Discussion 4
Amber Chrobak
10/29/2013 11:48:35 PM
Amanda,
Good job with your post. However, I would have to disagree with your choice of
which theory of motor-skill learning best fits this activity. It
is my personal opinion that based on the readings for this module the
theory of motor-skill learning that best fits this activity would be
Jack A. Adams’s two-stage theory. In this theory
according to Adams when someone learns a new motor skill the perceptual
trace or reference input is not yet there (Mazur, 2006). For instance,
in this activity, which is similar to the example of the 3-inch line
drawling in the book, in the beginning of the
activity one knows that they must trace the star but does not know what
it feels like to trace it. In Adams’s theory he believed that the
perceptual trace is “key” in the learning of a new skill such as this.
According to Mazur (2006) the perceptual trace
is supposedly a result of the memory of the sensations provided by
sensory neurons of muscles within the arm and hand when the appropriate
length or in this case appropriate length of each line needed to form
the star has been drawn.
The second stage of Adams’s
two- stage theory is the motor stage in which a person relies on
perceptual trace for accuracy of movement without having outside
knowledge of results (KC) which originally would have come
from the first stage of Adams’s theory: verbal- motor stage. In this
stage for someone to improve they rely on feedback from, usually a
verbal form but in this case it would have been from being able to see
ones errors after each trial. It is through this
constant feedback one learns KC (Mazur, 2006).
Schmidt proposed,
to deal with more flexible motor skills, like the motor skills needed to
play tennis that requires different movements all the time, which
people can acquire general rules (which he called
schemas) as they practice (Mazur, 2006). This is
not the case with this activity; it is simply the same movements each
time you do it. Playing tennis, which is one of the examples given by
the book, requires the player to form perceptual
schemas because they learn how hard to hit the ball for certain
movements and distances according to Schmidt.
Does my explanation
why I do not believe the theory you chose fits this activity? What are
your thoughts? Why do you believe the theory you chose fits better than
the one I chose?
References
Mazur, J. E. (2006). Learning and behavior. New Jersey: Pearson Education, Inc. Retrieved from http://digitalbookshelf.argosy.edu/#/books/0558220231/pages/48393079
Thanks, Amber
Bekkering, H., Wohlschlager, A., & Gattis, M. (2000). Imitation of gestures in children is goal-directed. Quarterly Journal of Experimental Psychology: Section A, 53(1), 153–164. doi:10.1080/027249800390718. (EBSCO AN: 4772409) These are the questions asked and must be in by 11:00 CST. I am just throwing a figure out there for pay. Time is of the essences on this one!Thanks! Joyfull1

Analysis
Analysis
Analysis
of the strengths and limitations of the theories listed in explaining
individuals’ behavior. Address the following: Need only 400 word count
Describe how learning
theories affect how we conceptualize individual personalities. Agenta,youdon't have to do APA, this is part of a team assignment

Developing Skills
Developing Skills
Describe
in detail how a young child’s fine motor skills are developed—making sure to
include the theory of motor-skill learning that best fits this situation.
Pre-kindergarteners profit from encounters that back the
advancement of fine engine abilities in the hands and fingers. Youngsters may
as well have quality and smoothness in their grasp and fingers before being
asked to control a pencil on paper. Taking on smoothness and quality first can
kill the advancement of an unseemly pencil handle, which is coming to be more
ordinary as adolescent youngsters are occupied with composing encounters soon
after their hands are primed. The accompanying exercises include the utilization
of manipulative which will uphold youthful youngsters' fine engine improvement,
and will serve to assemble the quality and aptitude important to hold a pencil
suitably.
Fine
Motor Activities
·
Molding and moving play mixture (play dough) into
balls - utilizing the palms of the hands confronting one another and with
fingers twisted somewhat towards the palm.
·
Rolling play mixture into minor balls (peas)
utilizing just the finger tips.
·
Using pegs or toothpicks to make outlines in
play batter.
·
Cutting play mixture with a plastic blade or
with a pizza wheel by holding the actualize in a corner to corner velar handle.
(see appended graph)
·
Tearing daily paper into strips and after
that folding them into balls. Use to stuff scarecrow or other craft creation.
·
Scrunching up 1 sheet of daily paper in one
hand. This is a super quality developer.
·
Using a plant sprayer to splash plants,
(inside, outside) to spread snow (blend nourishment coloring with water with
the goal that the snow could be painted), or melt "creatures". (Draw
creature pictures with markers and the shades will run when splashed.)
·
Picking up items utilizing vast tweezers, for
example those discovered in the "bedbugs" amusement. This might be
acclimates by grabbing cheerios, minor blocks, little marshmallows, pennies,
and so on., in checking amusements.
·
Shaking craps by measuring the hands
together, shaping a void air space between the palms.
·
Using little measured screwdrivers like those
discovered in an erector set.
·
Lacing and sewing exercises, for example
hanging dabs, cheerios, macaroni, and so forth.
·
Using eye droppers to "grab"
colored water for color blending or to make imaginative plans on paper.
·
Rolling little balls out of tissue paper,
then sticking the balls onto development paper to structure pictures or
outlines.
·
Turning over cards, coins, checkers, or
catches, without carrying them to the edge of the table.
·
Making pictures utilizing stickers or
self-staying paper fortifications.
·
Playing amusements with the "manikin
fingers" -the thumb, record, and center fingers. At loop time have every
tyke's manikin fingers tell about what happened throughout the weekend, or
utilize them within tunes and finger plays (Adams, 1987).
Explain
whether any motor tasks or skills can be accomplished via observational
learning. Justify your response. Now, consider a situation in which a young
child (3–4 years old) is developmentally delayed in fine motor skill
development. Create a strategy which would help the child strengthen his or her
fine motor skills.
There is continually something new to look into a kid
even kids you suppose you know well. Provided that you make a propensity of
asking inquiries, you will get to know who a youngster is and can stay informed
regarding whom that kid is coming to be. Requiring from particular inquiries
can furnish a center perception and expedite results. You have rehashed chances
to witness kids polishing abilities, showing information, and displaying
conducts in a well known and nature. Would you be able to watch what kids know,
as well as how they suppose and tackle issues? By gathering perceptions, you
can find replies to your inquiries and manufacture a picture of kids' execution
and advance without meddling with their day by day exercises or standard
conduct.
Case in point, when Laura, a tot guardian, faculties
something not right with four-year-old Kara's fine engine advancement, she
alludes to the observational agenda she uses to screen youngsters' improvement.
Taking into account her perceptions, she acknowledges Kara is not carrying both
hands to midline, while Taylor, an alternate tyke the same age, does so
oftentimes. Laura keeps watching and chooses to converse with the physical
specialist who counsels with the project to ask for exercises to help Kara achieve
this turning point.
To survey four-year-old Kathy, the instructor shot Kathy
and Josie playing together in the square territory. A few days after the fact,
he made a few notes about the discussion Kathy was having with an alternate
preschooler. On yet a third event, he spared a painting Kathy made with Josie.
When the time it now, opportunity to assess Kathy's execution and advance, her
instructor's judgments about her developing capacity to connect with her
associates will be dependent upon these and different perceptions.
These cases outline how normal evaluation of youthful
kids can help screen their improvement and studying and help you settle on
dynamite choices about how to underpin their proceeded advancement.
What are some of your inquiries concerning the kids in
your forethought? Watching can help you research a child's:
·
Health and physical advancement. What sorts
of extensive engine and minor engine exercises does the tyke favor? How does
the youngster control scissors and pastels? Does the family have worries about
the tyke's health?
·
Temperament. Could a youngster usually be
depicted as adaptable? Abate to warm up or dreadful? Feisty or extreme?
·
•skills and capacities. What does the
youngster do well? What does the youngster find testing? What aptitudes is the
youngster attempting to attain?
·
Interests. What exercises make a kid's eyes
illuminate? What does the youngster discuss? The point when given a decision,
what does the kid decide to do?
·
Culture and home life. How does the kid
express social or family customs throughout play? How order is took care of and
love communicated at home?
·
Approach to studying. How does the kid
approach another action? How might you depict the youngster's cooperation with
materials?
·
Use of verbal dialect. What amount of dialect
does the youngster have? Does the youngster converse with other kids? Different
grown-ups? What does the youngster discuss?
·
Use of non-verbal communication. How does the
youngster move? Does the youngster utilize signals? Is the youngster physically
expressive?
·
Social cooperation with mature people and
associates. Does the youngster cooperate with other youngsters? How does the
youngster launch communications? How does the youngster handle clashes?
·
Cognitive abilities. Does the youngster show
engage in books and other print material? Does the youngster recognize likenesses
also distinctions? (www.eclkc.ohs.acf.hhs.gov)
Could
you please put this in format required? I really must go now. Just let me know
how much!!!!
***www.sonofcitationmachine.com
***http://my.ilstu.edu/~jhkahn/APAsample.pdf
References:
Adams,
J. A. (1987). Historical review and appraisal of research on the learning,
retention, and transfer of human motor skills. Psychological Bulletin, 101(1),
41.
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/assessment/ongoing%20assessment/edudev_art_00070_080505.htm

Ecosystem Structure, Function, and Change Paper
Ecosystem Structure, Function, and Change Paper
Ecosystem Structure, Function, and Change
Paper
Pick whatever you want!Select a representative natural ecosystem in your
area or one in which you are interested—such as a lake, preserve, or
park—that is managed for native species.
Write a 700- to 1,050-word paper
explaining the following:·
The major structural and
functional dynamics of your selected ecosystem
·
How humans may have affected
the cycling of matter in ecosystems, including effects to the nitrogen, phosphorus, or
carbon cycle
·
How knowledge about that
ecosystem’s structure and function can help or has helped to develop plans
for its restoration or management
·
The implication of species
interactions on your selected ecosystem
Include two outside references.
Format your paper consistent with APA guidelines.
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