LabVIEW Program, homework help Science Assignment Help

Please you two or more sources in APA format. In cases where children are not returned to their biological families, the courts have to find safe, permanent homes for them, including adoptive homes. It is especially difficult in cases where the children have special needs, such as mental retardation or cerebral palsy. In 1997, The U.S. Congress enacted legislation that sought to correct the problems inherent with the foster care system and achieving permanency for special needs children.

Write 2-3 pages detailing the provisions of The Adoption and Safe Families Act of 1997(ASFA).

• Be sure to include the following in your essay:
  • What was the purpose the ASFA?
  • What are some of the programs that the ASFA funds?
  • Who was the major proponent of the ASFA and why?
  • What are some of the changes that the ASFA has effectuated when it comes to foster care and adoption?
  • What provisions does the ASFA have for children with special needs?

Essay #1: Graff Response

Assignment: Write a 3-5 page essay briefly summarizing and then responding to Gerald Graff’s “Hidden Intellectualism.”

Approaching the Assignment: Essay #1 is meant
to provide practice with summarizing and responding to other people’s
ideas and with using some of the templates in TS/IS (or to prompt you to
create and use some of your own). You will especially want to read and
re-read the sections discussing summarizing on pp. 30-40 and quote
framing on pp. 44-50.

However, you will also need to have a substantial, original argument
of your own, and you will need to support that argument with lots of
vivid, relevant descriptions, details, stories, and/or reasons – from
both the article and your own life. For example, you could describe the
moment you yourself decided to become the intellectual (or, if you
prefer, the non-intellectual) that you are today, or you might tell a
story about how supposedly non-intellectual endeavors and/or
materials—like television, video games, or social media posts—once
contributed to or detracted from the scholarly development of you or one
of your friends. Or you might simply explain why you love and/or hate
more traditional intellectual activities like writing essays or reading
the works of Shakespeare.

As for your thesis (which should be clearly articulated in the last
sentence of your introduction), it’ll probably answer the question of
how, if at all, engaging in supposedly non-intellectual activities
and/or with supposedly non-intellectual media can actually teach us to
view the world “through academic eyes” (qtd. in Graff 250), as Graff
claims it can. And, yes, you may of course disagree with Graff if your
experiences suggest he’s wrong. Or you might look beyond that central
argument to elaborate on one of Graff’s supporting points or to take
issue with some of the essay’s underlying assumptions. Feel free to be
creative. I’ll let you know, when I comment on your outline later this
week, if you don’t seem to be answering the actual assignment prompt.

Requirements checklist:

____ 1. Your final draft must contain at least three full, correctly formatted pages—plus a correctly formatted works cited page to acknowledge your source(s).

____ 2. Be sure to introduce and summarize the Graff article in your
first or second paragraph and to incorporate quotes and paraphrases
elsewhere as needed.

____ 3. Remember, however, that you must go beyond what Graff says to make a substantial, original argument of your own. In other words, be sure to organize your essay around your own arguments, not Graff’s.

____ 4. Check the daily schedule and Canvas regularly for due dates
of the various tasks related to this assignment and keep in mind that
you can’t receive points for in-class activities – especially revision
and editing workshops – unless you arrive on time and prepared to
participate in those activities.

____ 5. If you want extra feedback from me, plan ahead. I’m happy to
look at your papers, but you’ll need to come to my office during office
hours or at some other pre-arranged time (see p. 1 of the syllabus for
my availability).

____6. Finally, remember that any work you submit in this class must be composed by you specifically for this class.
In other words, do NOT recycle papers from other classes or present
someone else’s writing and/or ideas as your own. When you borrow the
work of others, be sure to cite that work using the conventions
described in the green section of your handbook.

For this 5–6-page paper, you will consider a time in your own professional development and career when you had to make a large decision and analyze and evaluate the strategies you used to guide your decision making, including the use of theories and principles specific to cognitive and affective psychology. Complete the following:

• Identify a time in your own professional development and career when were faced with a large decision. That decision could relate to furthering your education, taking a new position, or another topic of your choosing.
• Analyze the strategies that you employed to guide your decision making and reasoning.
• Explain how you used theories and principles related to both cognitive and affective psychology in this instance of personal decision making.
• Evaluate how successful those strategies were in helping your reach a conclusion.

• Evaluate the theories and principles that pertain to the cognitive components of cognitive and affective psychology.
  • Apply theories and principles of cognitive psychology to address a common misconception.
• Evaluate the theories and principles that pertain to the affective components of cognitive and affective psychology.
  • Apply theories and principles of affective psychology to address a common misconception.
• Explain how the theories and principles of cognitive and affective psychology can be incorporated into professional practice.
  • Construct an approach for addressing a common misconception in an identified population.
• Explain how ethical principles and practices influence the application of the theories and principles found within cognitive and affective psychology.
  • Analyze ethical issues raised when addressing a common misconception in an identified population.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychology professions.
  • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychology professions.

When humans are confronted with a problem—an obstacle to be overcome or a goal to meet—they use a cycle that includes the following steps (Sternberg & Sternberg, 2012):

• Identify the problem
• Define the problem
• Consider strategies for solving the problem
• Consolidate and organize information about the problem
• Allocate resources for solving the problem
• Monitor the problem solving
• Evaluate the solution.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• What are the components of the problem-solving cycle?
• How do well-defined and ill-defined problems differ?
• What are some of the obstacles and aids to problem solving?
• How does expertise develop?
• What strategies guide human decision making and reasoning?
• What is deductive reasoning? What facilitates and impedes its use?
• What is inductive reasoning? What facilitates and impedes its use?
• What other forms of reasoning are there?

Youth provide considerable insights into this process as they attempt (and at times fail) to solve the problems of everyday life; adults do, too. Consider the following answer to an undergraduate history class essay question on the Civil Rights movement:

The Civil Rights movement in the USA turned around the corner with Martin Luther Junior’s famous, “If I Had a Hammer” speech. Martin Luther King’s four steps to direct action included self purification, when you allow yourself to be eaten to a pulp. The wealing and dealing of President Lynda B. Johnson was another important factor. (Henriksson, 2001, p. 131)

Although the problem-solving attempts here (not to mention spelling and usage) run woefully and humorously amok, they do provide insights into what the person was thinking during the journey through the problem-solving process.

Critical Thinking

Before psychologists sought to understand the process of critical thinking, the ancient philosophers grappled with questions about reasoning. In his famous apology (this means a defense of one’s beliefs, not an admission of guilt for which one is sorry), philosopher Socrates attempts to dispute charges of impiety brought against him by the Athenian politicos of 339 B.C. in Greece. Socrates begins his case by summing up the charges brought against him:

Let us go back to the beginning and consider what the charge is that made people so critical of me, and has encouraged Meletus to draw up this indictment. Very well; what did my critics say in attacking my character? I must read out their affidavit, so to speak, as though they were my legal accusers. ‘Socrates is committing an injustice, in that he inquires into things below the earth and in the sky, and makes the weaker argument defeat the stronger, and teaches others to follow his example.’ (Plato, trans. 1954, p. 43)

According to Boston College philosophy professor Peter Kreeft, Socrates’s problems began with the Oracle of Delphi:

The Oracle of Delphi, when asked if there was anyone wiser than Socrates answered that there was not. Socrates was astounded by this answer because he knew he had no wisdom. Instead of dismissing the Oracle as a fraud, he assumed that no god could lie, and therefore she had spoken the truth. He demanded to know the meaning of the riddle. He tried to find someone wiser than himself, but was never able to find anyone. What he found was that many people thought that they had wisdom but under his cross examination he discovered that none of these people did in fact possess true wisdom.

Socrates himself had no wisdom, but he found that no one was wiser than he because he at least knew he had no wisdom while everyone else thought they did. It was the Oracle that coaxed Socrates into developing his method of questioning, and thus it was this god that turned him into a philosopher. (Kreeft, 2004, p. 16)

Thus, Professor Kreeft presents the first lesson of Socratic teaching: There are only two kinds of people: (1) fools who think they are wise and (2) the wise, who know they are fools.

References

Henriksson, A. (2001). Non campus mentis: The world according to college students. New York, NY: Workman Publishing.

Kreeft, P. (2004). What would Socrates do? The history of moral thought and ethics.Philadelphia, PA: Scribe.

Plato. (Trans. 1954). The last days of Socrates(H. Tredennick & H. Tarrant, Trans.). London, UK: Penguin Books.

Sternberg, R. J., & Sternberg, K. (2012). Cognitive psychology(6th ed.). Belmont, CA: Wadsworth Cengage Learning.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books and articles are linked directly in this course:

• Blanchette, I., & Richards, A. (2010). The influence of affect on higher level cognition: A review of research on interpretation, judgement, decision making and reasoning. Cognition and Emotion, 24(4), 561–595.
• Botella, M., Zenasni, F., and Lubart, T. (2011). Alexithymia and affect intensity of art students. Psychology of Aesthetics, Creativity, and the Arts, 5(3), 251–257.
• Elliott, T. R., Sherwin, E., Harkins, S. W., & Marmarosh, C. (1995). Self-appraised problem-solving ability, affective states, and psychological distress. Journal of Counseling Psychology, 42(1), 105–115.
• Choi, J. N., & Kim, M. U. (1999). The organizational application of groupthink and its limitations in organizations. Journal of Applied Psychology, 84(2), 297–306.
• Johnson-Laird, P. N., & Byrne, R. M. J. (2002). Conditionals: A theory of meaning, pragmatics, and inference. Psychological Review, 109(4), 646–678.
• Reiter-Palmon, R., Illies, M. Y., Cross, L. K., Buboltz, C., & Nimps, T. (2009). Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving, Psychology of Aesthetics, Creativity, and the Arts, 3(2), 73–80.

• Sternberg, R. J., & Sternberg, K. (2012). Cognitive psychology (6th ed.). Belmont, CA: Wadsworth Cengage Learning.
  • Chapter 11, “Problem Solving and Creativity.”
  • Chapter 12, “Decision Making and Reasoning.”

Throughout this course, you have been writing essays and participating in discussion forums that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie.

You will be completing this assignment in two stages. For the first stage (1500 to 1800 words), you will analyze an entire movie. In the second stage (300 to 600 words), you will reflect on how you analyzed the movie as well as how your ability to analyze film in general has evolved.

You are encouraged to incorporate writing from your Week Two and Week Three assignments if (a) you have reflected on the instructor’s feedback, (b) you have revised the relevant parts of the essays accordingly, and (c) the essays discuss the same film that you discuss here.

Stage 1: Analysis

For this stage, you will be analyzing a movie selected from the AFI’s 10 Top 10 list. The film you choose can be one that you have previously analyzed in this course. While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.

The analysis portion of your paper should be 1500 to 1800 words in length. You should analyze the film through the lens of one of the broad theories you have learned about in class (auteur theory, genre theory, formalist theory). Your analysis must address four main areas (contextual information, story/plot, aesthetic choices, and social/personal impact) and how these areas work together to develop the theme of the movie. As you construct your analysis, assume that your reader is not familiar with this film. Use your analysis to explain to your reader why they should watch this film.

In addition to the film you are analyzing, you must use three scholarly sources to support your arguments. Refer to the ENG225 Research Guide in the Ashford University Library for guidance and to locate your sources. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. Cite your sources according to APA style as outlined in the Ashford Writing Center.

Your analysis must address the following components (noted in bold below):

• Contextual Information – In this area, you will provide some of the basic identifying information of the film. This includes:
  • Title
  • Director, cinematographer, major actors/actresses. Be sure to describe their roles in the overall design process.
  • Year of release
  • Type of film (blockbuster, indie, documentary, etc.)
  • Genre
• Story/Plot – In this area, you should offer a brief summary of the film, and then show how it was deployed in the narrative structure of the film. Explain the difference between the film’s story and its plot. This area can be addressed as a separate paragraph, or can be threaded throughout your analysis of the film.
• Aesthetic Choices – In this area, you will assess the efficacy of specific techniques and design elements employed in the film as they apply to the overarching narrative and theme of the film. These elements include:
  • Mise en scène (e.g., lighting, sound, composition of frame, costuming, etc.)
  • Editing (e.g., cuts and transitions, shots used, angles, etc.)
  • Technology (i.e., analyze the impact of any notable technological effects: film stock, targeted release venue, special effects, etc.)
• Social/Personal Impact – In this area, you will critically address the following questions:
  • What impact did this film have on society (i.e., politically or culturally, positive or negative)? The impact can be as major as inspiring political or social changes or as minor as inspiring the production of toys or lunchboxes.
  • How did society affect this film (i.e., what currents in society led to the creation of the film)?
  • If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you.

Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can’t be directly applied to your movie.

Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph. Review the Final Film Critique sample, which provides an example of a well-developed analysis as well as insight on composition.

Stage 2: Reflection

After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the “Post Your Introduction” discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper and submit as one document. Your reflection should be personal and exploratory in nature.

Address the following questions in your reflection:

• What can be gained through analyzing film?
• How has this changed the way you view movies?
• How are you able to use film theory and criticism to find and interpret meaning in movies?
• In what ways has this course changed your understanding of how movies are related to society?
• What skills have you developed during this course, and how might those skills be applied to your major, profession, and/or life?

The Final Film Critique

• Must be one document that is 1800 to 2400 words in length, comprised of a 1500- to 1800-word film analysis and a 300- to 600-word reflection.
• Must include a separate title and reference page, and be formatted according to APA style as outlined in Ashford Writing Center.
• Must include a title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must begin with an introductory paragraph that has a succinct thesis statement.
• Must address the topic of the paper with critical thought.
• Must end with a conclusion that reaffirms your thesis.
• Must use at least three scholarly sources (reviews, articles, or book chapters) other than the textbook to support your points. Refer to the ENG225 Research Guide for guidance.
• Must document all sources in APA style, as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.