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One of the background themes of Plato's Alcibiades is love. What does the text imply about the nature of love? Using close readings of textual passages, defend an interpretation of Plato's implied position about love and show how that interpretation survives a strong objection. 300-400 words
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FIU Emotional Paraphrase & Reframe of Disputants Statements & Mediators Questions
Instructions: Follow the procedure of emotional paraphrasing in the book and interpret the disputant’s speech when using ...
FIU Emotional Paraphrase & Reframe of Disputants Statements & Mediators Questions
Instructions: Follow the procedure of emotional paraphrasing in the book and interpret the disputant’s speech when using the emotional paraphrase technique. Then, write a reframe for each. See example below:ExampleDisputant’s comment: “This neighborhood is becoming a mess. My neighbor is such a pig. I can hardly control myself when he leaves that trash all over his front year after one of his drunken parties”.A student may paraphrase as: “You think he is messy” or “You wish he were neater.” However, emotional paraphrases are about the person making the statement rather than one person’s thoughts about the other person.A better emotional paraphrase is: “You feel disappointed”.A good reframe that changes or neutralizes the disputant’s negative words is: So, “You’d like a neat neighborhood”.Write an emotional paraphrase and reframe for each comment below:#1 Mediator’s Question: “What is a good neighbor?”Disputant’s Comment: “Well, to be a good neighbor, I think you have to have respect for those around you. Maybe not just tell someone [said with sarcasm] ‘You’ll think about it.’”Emotional Paraphrase:Reframe:#2 Mediator’s Question: “What brought you to mediation?”Disputant’s Comment: “I’ve had enough with this degenerate’s loud parties that go on all night every weekend.”Emotional Paraphrase:Reframe:#3 Mediator’s Question: “Where are your houses located in relationship to each other?”Disputant’s Comment: “Way too close!!”Emotional Paraphrase:Reframe:#4 Disputant’s Comment: “She really let the group down on this project. We all hoped that she would come through with her portion of the assignment, but it never happened.”Emotional Paraphrase:Reframe:Watch the video below and report two examples when the mediator reframed what the disputants said in the mediation session.Tenant-landlord Mediation (Links to an external site.)
How would you assist the client in maintaining those skills?
How would you help promote an HIV/AIDS client’s knowledge and skills of positive health and recovery? How would you assi ...
How would you assist the client in maintaining those skills?
How would you help promote an HIV/AIDS client’s knowledge and skills of positive health and recovery? How would you assist the client in maintaining those skills? What would be some high risk behaviors that would not promote positive health and recovery?
11 pages
Body Mind Problems
Turing test is an inquiry method which is used in artificial intelligence to determine whether a computer can think like a ...
Body Mind Problems
Turing test is an inquiry method which is used in artificial intelligence to determine whether a computer can think like a human being. Turing test ...
University of California Los Angeles Inductive Reasoning Green vs Grue Paper
Choose only ONE of these topics that come most fluidly to you.Write a 3-4 page paper (double-spaced) on one of the followi ...
University of California Los Angeles Inductive Reasoning Green vs Grue Paper
Choose only ONE of these topics that come most fluidly to you.Write a 3-4 page paper (double-spaced) on one of the following topics. Papers will be graded on
the basis of clarity, insight, organization, and depth of argumentation.
Brief general note on philosophy papers: Generally, one is not looking merely for your opinion
on any given topic --- though a thesis ought to be clearly stated. Rather, at least as important are
the reasons for your opinion. That is, your view ought to be made to seem reasonable to the
reader, and simply declaring what your view is does not do that. For example, in class, we have
not just stated the standard opinion that the verificationist theory of meaning is wrong, but we
have given reasons to think that it is wrong. If we were doing an even more thorough job, we
would explore possible responses to those reasons — and even responses to those responses.
When at its best, philosophy is the practice of evaluating positions using rational considerations.
Thus, the reasons for your thesis are rather important philosophically. At a minimum, the reasons
you give ought to be sufficient to make your view seem somewhat plausible. Of course, one
cannot argue for everything since some things have to be taken for granted as reasonable. But, it
is good to show awareness of what you are taking for granted, when you do take something for
granted. Ideally, the things you take for granted ought to be views held in common by whoever
you take yourself to be arguing against so that there is some chance that they will be persuaded. 1) Since we have spent relatively little time on any individual thinker (or group of thinkers like
the logical positivists), it is reasonable to think that their views have been presented --- both
in the textbook and in lecture --- in a way that is not terribly fair to the person being
discussed. That is, one might think either that 1) their actual views had to be more
sophisticated than presented or 2) even if their actual views were not more sophisticated, it is
possible to make their views more plausible while preserving the core of the view. Either by
looking more deeply into the view of a certain person (or group of people) that we have
studied or by thinking up a reasonable defense on your own, argue (i.e. give reasons) that at
least one objection to the view that we discussed can be successfully answered. (Although
certain figures were mentioned in class, we did not study Hegel, Heidegger, Adler or Freud.
When in doubt about whether we studied a figure, consult your TA or me.) Here is an
example: a. We dismissed Popper by noting that holism about testability suggests that no
theory is straightforwardly (or “outright”) falsifiable since one may always place
the blame for a bad prediction on something other than the theory. But, maybe
Popper doesn’t need to think that theories are straightforwardly falsifiable to
solve the demarcation problem. Perhaps we only defeated a rather crude and
simplistic version of his view. How could his view be made to be more
sophisticated while still solving the demarcation problem? 2) Another thing one might think is that the views that we have dismissed really cannot be made
more sophisticated without rejecting a core element of the view. One way to argue this is to
suggest the most reasonable response to a certain objection to the view and then to suggest
that that response will contradict other elements of the thinker’s views. For example: a. One might think that if Popper doesn’t think that theories are outright falsifiable
(because of holism about testability) then he thinks instead that we are sometimes
justified in thinking that theories are false even if they might be true. But, it can,
at least, look as if that claim contradicts his view that induction is unjustified; we
come to a conclusion that is not guaranteed by our evidence. If it does, then it
doesn’t seem that his view can be made more sophisticated without leading to
internal contradiction. Can it? 3) In the online forum, it was suggested that a key difference between “green” and “grue” is that
I can tell purely observationally whether something is green whereas I cannot tell whether
something is grue by observation alone. For example, if I become confused about what year
it is and I am unsure whether it is currently 2020 or 2050, if you show me something green, I
will be able to tell you that it is green by looking at it (assuming reasonable lighting), but if
you ask me whether it is grue, I won’t know. (It is grue if it was first observed before 2030
and it is not grue, if it wasn’t. But I don’t know whether it was or wasn’t in the imagined
scenario.) Why would the fact that one can observe whether something is green but not
whether something is grue suggest that the all emeralds are green induction is more cogent
than the induction that concludes that all emeralds are grue? Alternatively, argue that it isn’t
that fact that suggests that the one induction is better than the other. One way to do that
would be to argue that it is some other fact that suggests it. Another way is just to argue
directly that it isn’t that fact without giving a positive suggestion as to what fact it, instead, is. 4) Has Quine provided convincing reasons to think that there are no analytic truths, that every
statement could, in principle, be given up as a response to experiment? If you think he has,
why not think that when we come to reject a sentence that we previously took to be analytic,
we have simply changed the meanings of the words it contains? For example, though there
might be an observation that might make us say “There are non-male bachelors”, one might
think that we are now simply using the word “bachelor” with a different meaning than before.
The idea here is that using the original meaning of “bachelor”, “bachelors are male” really
was an analytic truth. All he has shown, one might think, is that we can change the meanings
of words, but that is obvious insofar as you and I could set up a code in which the word
“bachelor” means anything we like and it isn’t clear why that fact would show that there are
no analytic truths. If, on the other hand, you think Quine hasn’t shown that there are no
analytic truths, why do so many putative examples of analytic truths seem not to really be so.
For example, most would say that “Bicycles have two wheels” is an analytic truth, but
bicycles with four wheels (including two additional “training wheels”) are routine and wellknown to us. So it looks as if it is not straightforwardly part of the meaning of “bicycle” that
a bicycle has only two wheels. Why not think that other putative examples of analytic truths
are exactly like this in not really being analytic? Perhaps we just lack the ability to imagine
their falsity, but they could be false.GRADING RUBRIC:I will grade based on the following categories:
Organization (40 points)
30 points: Paper structure and clarity
Structure – does the order in which you present your ideas to make your argument make
sense?
Clarity – is there a clearly stated thesis that directly addresses the prompt? Does the
entirety of the paper support that individual thesis in a cogent manner?
10 points: Style
Flow – are the transitions between sentences and paragraphs purposive?
Writing style – are you writing philosophically (clearly, deliberately, and without
unnecessary “flowery” language or jargon)?
Quotes vs. paraphrase – do you paraphrase content, rather than use direct quotes?
Citations – did you include all necessary citations?*
Spelling and grammar
Content (60 points)
30 points: Strength of argument
Conciseness – do you avoid repetition and include only relevant and necessary details?
Completeness – have you answered all parts of the prompt fully?
Dialectic – do the claims you make, as presented, interact logically and cohesively?
Accuracy – are you true to the text?
Precision – do you avoid ambiguity?
30 points: Comprehension of course materials
Do you display a clear, well-rounded understanding of the text?
I will provide brief comments and a fial breakdown of points by category when I return your papers.
Organization: x/40
Paper structure: x1/30
Style: x2/10
Content: y/80
Philosophical argument: y1/30
Comprehension: y2/30
Overall: x+y/100
*A word on citations: When in doubt, cite. Any style (MLA, Chicago, APA) is fine but be consistent.
Lack of citation is plagiarism and will be treated as such. I will be more strict about this policy on your
finals than I was on midterms. For minor citation issues (i.e. lack of citation when required) I will deduct
2 points. For larger plagiarism issues, I will send your paper to Professor Smith, who will decide how to
proceed. Include authors, year published, and page numbers, like (Godfrey-Smith 2020, 31).
ECE 120 GCU Trends Affecting The Development of Young Children Presentation
Early childhood teachers need to stay connected to what is occurring in the community outside the classroom politically an ...
ECE 120 GCU Trends Affecting The Development of Young Children Presentation
Early childhood teachers need to stay connected to what is occurring in the community outside the classroom politically and economically because these factors will influence their classroom. Items of recent debate include social and emotional development, as well as technology in the early childhood classrooms.For this assignment, take on the role of an early childhood teacher. The principal of your school has placed you on a committee to create a 12-15 slide digital presentation to inform families about current trends in early childhood education. Explain the trends and discuss whether they are developmentally appropriate for young children. In addition, include a description of the effect this trend has on student outcomes. The presentation should discuss early childhood trends and influences on the early childhood classroom in the following areas:Political (legislative and regulatory)EconomicSocial-emotionalTechnologicalOne trend of choice (e.g., assessment, physical fitness, play in the classroom, emergent curriculums, recess, common core)Include a title slide, reference slide, and speaker’s notes in your digital presentation.Use 3-5 scholarly resources to support your research.http://www.gcumedia.com/digital-resources/sage/2013/early-childhood-education_becoming-a-professional_1e.phphttps://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=102673870&site=ehost-live&scope=sitehttps://lopes.idm.oclc.org/login?url=http://search...https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97655809&site=ehost-live&scope=site
American Public University System Psychological Specialties Paper
In completing this assignment, learners will research psychological specialties available in the workforce to gain an unde ...
American Public University System Psychological Specialties Paper
In completing this assignment, learners will research psychological specialties available in the workforce to gain an understanding of the careers in psychology. Research the psychology specialties listed below using the Occupational Outlook Handbook at the American Psychological Association website.
Child Psychologist
Counseling Psychologist
Clinical Psychologist
Developmental Psychologist
Experimental Psychologist
Forensic Psychologist
Industrial-Organizational Psychologist
Health Psychologist
Neuropsychologist
School Psychologist
Social Psychologist
Sports Psychologist
After researching each of the career specialties, write 2 paragraphs summarizing the job responsibilities, work locations, salaries, education, licensing requirements and career outlooks for each career represented as percentage of growth expected.
Following each of the 12 paragraph pairs, note whether the specialty in psychology would be of interest to you as a career option in the future, explaining your reasons.
Once the 12 sets of paragraphs and interest or non-interest explanations are complete, compile them into a single APA formatted paper using the career titles as separate, APA formatted headings within the paper body.
Wrap up the paper with two paragraphs comparing the way in which information about the 12 careers is communicated in the Occupational Outlook Handbook versus how it is communicated on the APA website (i.e. which format was the easiest to navigate and understand, had the most useful information, etc.).
Provide specific one or two examples to exemplify the general comparisons provided.
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FIU Emotional Paraphrase & Reframe of Disputants Statements & Mediators Questions
Instructions: Follow the procedure of emotional paraphrasing in the book and interpret the disputant’s speech when using ...
FIU Emotional Paraphrase & Reframe of Disputants Statements & Mediators Questions
Instructions: Follow the procedure of emotional paraphrasing in the book and interpret the disputant’s speech when using the emotional paraphrase technique. Then, write a reframe for each. See example below:ExampleDisputant’s comment: “This neighborhood is becoming a mess. My neighbor is such a pig. I can hardly control myself when he leaves that trash all over his front year after one of his drunken parties”.A student may paraphrase as: “You think he is messy” or “You wish he were neater.” However, emotional paraphrases are about the person making the statement rather than one person’s thoughts about the other person.A better emotional paraphrase is: “You feel disappointed”.A good reframe that changes or neutralizes the disputant’s negative words is: So, “You’d like a neat neighborhood”.Write an emotional paraphrase and reframe for each comment below:#1 Mediator’s Question: “What is a good neighbor?”Disputant’s Comment: “Well, to be a good neighbor, I think you have to have respect for those around you. Maybe not just tell someone [said with sarcasm] ‘You’ll think about it.’”Emotional Paraphrase:Reframe:#2 Mediator’s Question: “What brought you to mediation?”Disputant’s Comment: “I’ve had enough with this degenerate’s loud parties that go on all night every weekend.”Emotional Paraphrase:Reframe:#3 Mediator’s Question: “Where are your houses located in relationship to each other?”Disputant’s Comment: “Way too close!!”Emotional Paraphrase:Reframe:#4 Disputant’s Comment: “She really let the group down on this project. We all hoped that she would come through with her portion of the assignment, but it never happened.”Emotional Paraphrase:Reframe:Watch the video below and report two examples when the mediator reframed what the disputants said in the mediation session.Tenant-landlord Mediation (Links to an external site.)
How would you assist the client in maintaining those skills?
How would you help promote an HIV/AIDS client’s knowledge and skills of positive health and recovery? How would you assi ...
How would you assist the client in maintaining those skills?
How would you help promote an HIV/AIDS client’s knowledge and skills of positive health and recovery? How would you assist the client in maintaining those skills? What would be some high risk behaviors that would not promote positive health and recovery?
11 pages
Body Mind Problems
Turing test is an inquiry method which is used in artificial intelligence to determine whether a computer can think like a ...
Body Mind Problems
Turing test is an inquiry method which is used in artificial intelligence to determine whether a computer can think like a human being. Turing test ...
University of California Los Angeles Inductive Reasoning Green vs Grue Paper
Choose only ONE of these topics that come most fluidly to you.Write a 3-4 page paper (double-spaced) on one of the followi ...
University of California Los Angeles Inductive Reasoning Green vs Grue Paper
Choose only ONE of these topics that come most fluidly to you.Write a 3-4 page paper (double-spaced) on one of the following topics. Papers will be graded on
the basis of clarity, insight, organization, and depth of argumentation.
Brief general note on philosophy papers: Generally, one is not looking merely for your opinion
on any given topic --- though a thesis ought to be clearly stated. Rather, at least as important are
the reasons for your opinion. That is, your view ought to be made to seem reasonable to the
reader, and simply declaring what your view is does not do that. For example, in class, we have
not just stated the standard opinion that the verificationist theory of meaning is wrong, but we
have given reasons to think that it is wrong. If we were doing an even more thorough job, we
would explore possible responses to those reasons — and even responses to those responses.
When at its best, philosophy is the practice of evaluating positions using rational considerations.
Thus, the reasons for your thesis are rather important philosophically. At a minimum, the reasons
you give ought to be sufficient to make your view seem somewhat plausible. Of course, one
cannot argue for everything since some things have to be taken for granted as reasonable. But, it
is good to show awareness of what you are taking for granted, when you do take something for
granted. Ideally, the things you take for granted ought to be views held in common by whoever
you take yourself to be arguing against so that there is some chance that they will be persuaded. 1) Since we have spent relatively little time on any individual thinker (or group of thinkers like
the logical positivists), it is reasonable to think that their views have been presented --- both
in the textbook and in lecture --- in a way that is not terribly fair to the person being
discussed. That is, one might think either that 1) their actual views had to be more
sophisticated than presented or 2) even if their actual views were not more sophisticated, it is
possible to make their views more plausible while preserving the core of the view. Either by
looking more deeply into the view of a certain person (or group of people) that we have
studied or by thinking up a reasonable defense on your own, argue (i.e. give reasons) that at
least one objection to the view that we discussed can be successfully answered. (Although
certain figures were mentioned in class, we did not study Hegel, Heidegger, Adler or Freud.
When in doubt about whether we studied a figure, consult your TA or me.) Here is an
example: a. We dismissed Popper by noting that holism about testability suggests that no
theory is straightforwardly (or “outright”) falsifiable since one may always place
the blame for a bad prediction on something other than the theory. But, maybe
Popper doesn’t need to think that theories are straightforwardly falsifiable to
solve the demarcation problem. Perhaps we only defeated a rather crude and
simplistic version of his view. How could his view be made to be more
sophisticated while still solving the demarcation problem? 2) Another thing one might think is that the views that we have dismissed really cannot be made
more sophisticated without rejecting a core element of the view. One way to argue this is to
suggest the most reasonable response to a certain objection to the view and then to suggest
that that response will contradict other elements of the thinker’s views. For example: a. One might think that if Popper doesn’t think that theories are outright falsifiable
(because of holism about testability) then he thinks instead that we are sometimes
justified in thinking that theories are false even if they might be true. But, it can,
at least, look as if that claim contradicts his view that induction is unjustified; we
come to a conclusion that is not guaranteed by our evidence. If it does, then it
doesn’t seem that his view can be made more sophisticated without leading to
internal contradiction. Can it? 3) In the online forum, it was suggested that a key difference between “green” and “grue” is that
I can tell purely observationally whether something is green whereas I cannot tell whether
something is grue by observation alone. For example, if I become confused about what year
it is and I am unsure whether it is currently 2020 or 2050, if you show me something green, I
will be able to tell you that it is green by looking at it (assuming reasonable lighting), but if
you ask me whether it is grue, I won’t know. (It is grue if it was first observed before 2030
and it is not grue, if it wasn’t. But I don’t know whether it was or wasn’t in the imagined
scenario.) Why would the fact that one can observe whether something is green but not
whether something is grue suggest that the all emeralds are green induction is more cogent
than the induction that concludes that all emeralds are grue? Alternatively, argue that it isn’t
that fact that suggests that the one induction is better than the other. One way to do that
would be to argue that it is some other fact that suggests it. Another way is just to argue
directly that it isn’t that fact without giving a positive suggestion as to what fact it, instead, is. 4) Has Quine provided convincing reasons to think that there are no analytic truths, that every
statement could, in principle, be given up as a response to experiment? If you think he has,
why not think that when we come to reject a sentence that we previously took to be analytic,
we have simply changed the meanings of the words it contains? For example, though there
might be an observation that might make us say “There are non-male bachelors”, one might
think that we are now simply using the word “bachelor” with a different meaning than before.
The idea here is that using the original meaning of “bachelor”, “bachelors are male” really
was an analytic truth. All he has shown, one might think, is that we can change the meanings
of words, but that is obvious insofar as you and I could set up a code in which the word
“bachelor” means anything we like and it isn’t clear why that fact would show that there are
no analytic truths. If, on the other hand, you think Quine hasn’t shown that there are no
analytic truths, why do so many putative examples of analytic truths seem not to really be so.
For example, most would say that “Bicycles have two wheels” is an analytic truth, but
bicycles with four wheels (including two additional “training wheels”) are routine and wellknown to us. So it looks as if it is not straightforwardly part of the meaning of “bicycle” that
a bicycle has only two wheels. Why not think that other putative examples of analytic truths
are exactly like this in not really being analytic? Perhaps we just lack the ability to imagine
their falsity, but they could be false.GRADING RUBRIC:I will grade based on the following categories:
Organization (40 points)
30 points: Paper structure and clarity
Structure – does the order in which you present your ideas to make your argument make
sense?
Clarity – is there a clearly stated thesis that directly addresses the prompt? Does the
entirety of the paper support that individual thesis in a cogent manner?
10 points: Style
Flow – are the transitions between sentences and paragraphs purposive?
Writing style – are you writing philosophically (clearly, deliberately, and without
unnecessary “flowery” language or jargon)?
Quotes vs. paraphrase – do you paraphrase content, rather than use direct quotes?
Citations – did you include all necessary citations?*
Spelling and grammar
Content (60 points)
30 points: Strength of argument
Conciseness – do you avoid repetition and include only relevant and necessary details?
Completeness – have you answered all parts of the prompt fully?
Dialectic – do the claims you make, as presented, interact logically and cohesively?
Accuracy – are you true to the text?
Precision – do you avoid ambiguity?
30 points: Comprehension of course materials
Do you display a clear, well-rounded understanding of the text?
I will provide brief comments and a fial breakdown of points by category when I return your papers.
Organization: x/40
Paper structure: x1/30
Style: x2/10
Content: y/80
Philosophical argument: y1/30
Comprehension: y2/30
Overall: x+y/100
*A word on citations: When in doubt, cite. Any style (MLA, Chicago, APA) is fine but be consistent.
Lack of citation is plagiarism and will be treated as such. I will be more strict about this policy on your
finals than I was on midterms. For minor citation issues (i.e. lack of citation when required) I will deduct
2 points. For larger plagiarism issues, I will send your paper to Professor Smith, who will decide how to
proceed. Include authors, year published, and page numbers, like (Godfrey-Smith 2020, 31).
ECE 120 GCU Trends Affecting The Development of Young Children Presentation
Early childhood teachers need to stay connected to what is occurring in the community outside the classroom politically an ...
ECE 120 GCU Trends Affecting The Development of Young Children Presentation
Early childhood teachers need to stay connected to what is occurring in the community outside the classroom politically and economically because these factors will influence their classroom. Items of recent debate include social and emotional development, as well as technology in the early childhood classrooms.For this assignment, take on the role of an early childhood teacher. The principal of your school has placed you on a committee to create a 12-15 slide digital presentation to inform families about current trends in early childhood education. Explain the trends and discuss whether they are developmentally appropriate for young children. In addition, include a description of the effect this trend has on student outcomes. The presentation should discuss early childhood trends and influences on the early childhood classroom in the following areas:Political (legislative and regulatory)EconomicSocial-emotionalTechnologicalOne trend of choice (e.g., assessment, physical fitness, play in the classroom, emergent curriculums, recess, common core)Include a title slide, reference slide, and speaker’s notes in your digital presentation.Use 3-5 scholarly resources to support your research.http://www.gcumedia.com/digital-resources/sage/2013/early-childhood-education_becoming-a-professional_1e.phphttps://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=102673870&site=ehost-live&scope=sitehttps://lopes.idm.oclc.org/login?url=http://search...https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97655809&site=ehost-live&scope=site
American Public University System Psychological Specialties Paper
In completing this assignment, learners will research psychological specialties available in the workforce to gain an unde ...
American Public University System Psychological Specialties Paper
In completing this assignment, learners will research psychological specialties available in the workforce to gain an understanding of the careers in psychology. Research the psychology specialties listed below using the Occupational Outlook Handbook at the American Psychological Association website.
Child Psychologist
Counseling Psychologist
Clinical Psychologist
Developmental Psychologist
Experimental Psychologist
Forensic Psychologist
Industrial-Organizational Psychologist
Health Psychologist
Neuropsychologist
School Psychologist
Social Psychologist
Sports Psychologist
After researching each of the career specialties, write 2 paragraphs summarizing the job responsibilities, work locations, salaries, education, licensing requirements and career outlooks for each career represented as percentage of growth expected.
Following each of the 12 paragraph pairs, note whether the specialty in psychology would be of interest to you as a career option in the future, explaining your reasons.
Once the 12 sets of paragraphs and interest or non-interest explanations are complete, compile them into a single APA formatted paper using the career titles as separate, APA formatted headings within the paper body.
Wrap up the paper with two paragraphs comparing the way in which information about the 12 careers is communicated in the Occupational Outlook Handbook versus how it is communicated on the APA website (i.e. which format was the easiest to navigate and understand, had the most useful information, etc.).
Provide specific one or two examples to exemplify the general comparisons provided.
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