For this project, you will be writing a creative short story in the genre of speculative fiction. Your plot will center on two characters facing the apocalypse.Your project will have three graded pieces:Title, Soundtrack, Abstract: 10%Story: 70%Reflection: 20%Title, Soundtrack, Abstract:You will design an apocalypse, or the end of the world. You may use a science fiction concept similar to one that we read about ­ time travel mishaps, war, or artificial intelligence ­ or you may choose another, such as an epidemic of disease or a natural disaster. You may not use a deity or supernatural being of any kind for your apocalypse. (Aliens may be permissible insofar as they do not demonstrate "super powers" or magic. Talk to your teacher if you are unsure if your apocalypse will be appropriate.)Create your apocalypse as an important or cautionary speculation. The end of the world must have been avoidable, and contain a warning for readers such as being wary of technological autonomy or too much government oversight, avoiding war at all costs, or taking better care of the environment.Your story must have a title. Good titles are short and relate to the theme of your story.Also, include a soundtrack for your story. Provide the title of the song you chose and the artist's name. If you can, include a link to the youtube video where I can listen to the song.Before your story begins, you must write an abstract for your apocalypse. This should function as a theme song or an overarching narrating voice might on a science fiction film or television show: it should explain necessary backstory. Think of the opening crawl before a Star Wars film.Your abstract should be about one paragraph long and must:Explain what caused the end of the world (World War IV, tsunami due to global warming, genocide of humans by robots, etc.)Explain what happened in the wake of the apocalypse (mass starvation, spontaneous violence, cannibalism, military rule, etc.)What sort of people survived and how? (Speak generally. We will meet your specific characters in the story.)How long has it been since the apocalypse when your story begins?Your abstract must be written in an omniscient narrative point of view. It should appear at the beginning of your story, in italics.Your Story:The story itself must begin in medias res. This means that the first sentence of your story must be the introduction of the problem facing your characters. Your plot must include an inciting moment, three complications (rising action) that build on one another, a climax, and a resolution.Your plot must begin, develop, and resolve in no more than one day for the characters.The main focus of your story will be on characterization and developing the identity of your characters. Your story will focus on two characters only. (You may have other characters present, but each side character can have no more than one sentence of dialogue.) Within your plot, neither character can die.Your two characters will experience different effects on their identity as they face the trials of the apocalypse. One of your characters will grow (develop their identity in a positive way, as John from Babylon), and one of your characters will experience a loss or destruction of their identity over the plot (as does Eckles or Gregor).You will be graded on using all types of characterization: character's appearance, dialogue, thoughts, actions, and how other people react to themReflection:After your story finishes, include a writer's analytical reflection. This should be four paragraphs in length.Paragraph 1: Summarize your plot. Identify your plot points: inciting moment, three complications (rising action) that build on one another, a climax, and a resolution.Paragraph 2: Discuss the character whose identity improved.What personal or emotional struggles did the character have before the day of the story?Describe their identity. What was important to them? What values, beliefs, or abilities made them who they were?Describe the events that changed them. What decision did they have to make in response to the inciting moment or throughout the plot?Describe their identity at the end of the story. How have they changed? Why are they stronger or happier after the story's conclusion?Include two passages from your story to support your points.Paragraph 3: Discuss the character whose identity disintegrated.What personal or emotional struggles did the character have before the day of the story?Describe their identity. What was important to them? What values, beliefs, or abilities made them who they were?Describe the events that changed them. What decision did they have to make in response to the inciting moment or throughout the plot?Describe their identity at the end of the story. How have they changed? In what ways have they lost their way, given up, or otherwise become weaker? Include two passages from your story to support your points.Conclusion: Compare or contrast your plot, apocalypse, or one of your characters to one of the stories we read in this course.Identify at least two significant ways that your story is similar to or different from the story from the unit.Use at least one quote from the unit story to support your point.Use at least one quote from your story to support your point.This essay should be between four and seven pages in length (1000­-1750 words). Your final draft should be saved and submitted as .doc or .pdf file. It should be in 12-­point font in Times New Roman.10% of your grade will be on grammar and mechanics. Write as clearly and correctly as you can. This means that 90% of your grade is based on your ideas ­ however, you will not earn an A if you do not proofread carefully and check for errors

Psychology 1: Video 3: The Responsive Brain (In: videorespbrain.ws) 1. Key terms: Reciprocal, Feed-forward, Feed-back, Behavior, Modify, physical and psychological stress, learning, maze, Enrichment and deprivation, Plasticity, Perception. From the behaving brain video: please remember learn, scopalomine, physiostingmine, acetylocholine, dendrite, soma, axon, transmitter, and the descriptions of how brain Anatomical structures contain INHERENT behaviors). Those structures common to both videos include brain stem, hippocampus, amygdale and cortex.Novel terms and definitionsPlease take notes in margin where needed: 2. Overview:a. Brain executes behavior (feed-forwara) that modifies brain structure andthe effort and efficiency to execute future behaviors (feed-back). b. Internal modification of behavior: relationship to memory and the concept of Apriori origin of behavior.C. The relationship between the Storage of the consequences of actions on the execution of future acts and development of behavior and mental processes.The role that the Concept of error correction has on energy expended during performance of behavior.e. Selective advantage that these items might provide.The relationship these items have with natural selection and ability to survive and reproduce.g. Please attend to the micro-macro, physical-psychological organization of the examples in the video.3. Examples illustrating the above topics. Please note that the types of observation included naturalistic and laboratory setting, and initial state and manipulated states were described.a. Field (Miami U): Premature babies in Intensive Care Unit. Hypothesis: Physical Touch stimulation adjusts neural growth and future cognitive development. Independent variable: infants that do and do not receive massage: Dependent variable: brain weight, alertness, cognitive abilfty. Finding: Massage increased brain activity to 8 months after end of experiment.b. Shandberg: Rats. Hypothesis: If Mother's physical touch adjusts neural growth and future cognitive development then. Independent variable: rats that do receive mothers touch and rats that receive artificial physical touch when deprived of mother; Dependent variable: brain weight, alertness, cognitive ability. Finding: Mothers touch increased brain activity beyond duration of experiment.