Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

• Download the PV001 Short-Answer Template and answer each question.
• Download the Writing Checklist for review, prior to submitting your Assessment. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of one (1) document: a completed Short-Answer Template. Save this file as PV001_firstinitial_lastname (for example, PV001_J_Smith). When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation bar.

Your essay is required to be eight pages length, which does not include the title page and reference pages, which are never a part of the content minimum requirements.

• Support your submission with course material concepts, principles, and theories from the textbook and at least three scholarly, peer-reviewed journal articles.
• Follow APA style guidelines.

Critical Thinking: Fiscal and Monetary Policies under the Fixed Exchange Rate in Saudi Arabia.

How do fiscal and monetary policies under the fixed exchange rate in Saudi Arabia help the country to increase the living standard? What are the goals of the monetary and fiscal policies, and how are they achieved? What are the challenges that the country may encounter on the journey to achieve the goals? What are the instruments they may use to overcome these challenges?

For this course students will be asked to create a comparative timeline including events from Georgia history as well as from US history. Students may work with 1 partner on their timeline. The timeline should be created in an electronic format, but the program or website used is the choice of the student. Students may choose which events in Georgia and US history they wish to include, but their choices must be justified. Each event in Georgia history should be accompanied by a paragraph annotation describing the event and why the student considers it to be important to Georgia history. This is an ongoing assignment through the course session which will be completed and presented to the class during the final week.

The requirements for the timeline are as follows:

• Timelines should include no fewer than 25 events from Georgia history, each of which should be paired with a related contemporaneous event from US history. The two events do not have to have happened on the same day, but should be reasonably close in time.

• Each Georgia history event should be accompanied by an annotation of approximately 1 paragraph containing a very brief description of the event along with a justification for why that event was included.

• US history events do not need to be annotated, but should be related in some manner to the Georgia event with which they are paired (e.g. Battle of Atlanta (GA) and Siege of Petersburg, VA (US)).

• The events should be spread out over all of Georgia history. Prehistoric events should not be included. For example, the student may wish to include 2 events from the Colonial Era, 2 events from the Antebellum Era, 3 events from the Civil War Era, 2 events from Reconstruction, and so on. Actual numbers and choices of events are up to the student.

• The timeline should be submitted in electronic format. The program or website used is up to the choice of the student.

Some suggested electronic formats are:

Microsoft Word

Microsoft Office Powerpoint

Prezi

Timetoast (http://www.timetoast.com/) (this is an excellent, free web tool that allows you to create illustrated timelines with text annotations. Your timeline will be shared with anyone on the site, however).

ED 213 Timeline Checklist

Name

Criteria Points

Total ______% X 20 = ________ points

Chapter 11: Watch Dr. Gottman describe The Four Horseman (9:59)

Making Relationships Work | Part 2 | Dr. John Gottman (Links to an external site.)

Answer the following questions:

1. What information stood out for you from the video?
2. What advice would you give to romantic partners so they can be “masters” and not “disasters?”
3. What can couples do to prevent meeting the Four Horsemen?
4. Gottman stated that repair work is the “sine qua non” of relationships, and that the quality of the friendship, intimacy, emotional connection and creation of shared meaning and purpose are important for couples to be “masters.” Do you agree with these statements? Why or why not?
5. Be sure to include terms from the chapter to help support your claims.

Chapter 12: Defensiveness implies protecting ourselves from a perceived threat. The universal tendency is to try to “save face” by defending our presenting self when we perceive that it has been attacked by what social scientists call face-threatening acts. Frequently, this creates a climate that leads to a negative defensive spiral.

For this DB, you will do the following:

1. Identify two different times when you perceived that you were under attack and responded by using one of the Gibb defensive categories. Briefly describe each situation and your response.
2. Identify the Gibb category you used.
3. Describe how you might have otherwise responded in order to create a more positive and supportive climate.
4. Analyze your defensive behavior. In general, do you consider yourself a “defensive” person? Why or why not? Are there certain topics that tend to trigger your defensiveness? Are there certain people with whom you are more defensive than normal?
5. Be sure to include terms from the chapter to help support your claims

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Extra Credit Assignment This is an optional assignment. If you complete this assignment, you may earn up to 10 points extra-credit. Only completed assignments will be graded. That is, you must watch all three videos and answers each of the questions. Incomplete posts will receive no credit.

Assignment:

• This assignment requires proper essay format: introduction, body and conclusion.
• The body of the essay should consist of three separate paragraphs (one for each video).
• Do not use the questions in your post.
• Check grammar and spelling before posting.
• You can type your response in to the text-box or post a link to your Word .doc or .docx
• If you post a file, put your firstname.last name.120L in the file name
• If you post a link to your paper that cannot be opened, you will receive a “0” (i.e., .pages, .odt)
• Total Word Count: 700-750 words.

Watch each video. Take notes to help you answer the questions.

Video 1: Body Language

http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?language=en (Links to an external site.)

1. What are some examples of nonverbal expressions of power and dominance?
2. How do our nonverbal govern how we think and feel about ourselves?
3. What is “power posing”? Give examples of powerful and powerless poses.
4. “Tiny Tweaks can lead to big changes”— what is the speaker referring to here? Explain the “two minutes”
5. Include at least one reference to Chapter 6 in this section

Video 2: Listening

http://www.ted.com/talks/julian_treasure_5_ways_to_listen_better?language=en (Links to an external site.)

1. How much time do we spend listening?
2. How much do we retain?
3. What are the reasons for “losing hearing”
4. What does listening allow us to access or give us access to?
5. What are the five ways to listen better?
6. Include at least one reference to Chapter 7 in this section

Video 3: Emotional Hygiene

http://www.ted.com/talks/guy_winch_the_case_for_emotional_hygiene?language=en (Links to an external site.)

1. What are psychological injuries?
2. How do we treat these injuries?
3. What types of “wounds” do we deal with?
4. What does the presenter say about making changes?
5. What is poor emotional hygiene?
6. Include at least one reference to Chapter 8 in this section