Peer review Writing Assignment Help

Attached are the assignment details. As you can see the assignment is due10/18/17. It is 5-8 Power Point Slides with speaker notes for each slide.

I added steps 1 and 3 video and software. I also attached the first bullet reports for the United Stats and second bullet for reports for zip code 60614.

I did attach the rubric for this assignment please let me know if you may need anything else. Thank you.

STEP 1: Watch an instructional video on the BI software. https://www.youtube.com/watch?v=PnkMiHocqRw

STEP 3: If you choose Tableau, Download the Tableau BI software. https://public.tableau.com/s/

Observe three individuals from three points in the life span. Only use subjects you do not know and to whom you are not related. Select one subject from each of the following periods.

• Early Childhood (3-5 years of age)
• Middle childhood through adolescence (7-19 years of age)
• Adulthood (20 and older)

Record at least one example for each of the terms on the Observation Form.

Assign a code name to subjects observed to protect their privacy. Code names usually reflect a characteristic of the subject such as “Miss Eats A Lot” and “Little Blue Shirt.”

Locations: Complete observations in a public place such as McDonald’s, a classroom, a clinic waiting room, athletic practice, church youth group, retirement center, or a work place.

Record specific, objective descriptions of behavior for each term listed.

This is a clinical style report. List the term and provide the example of the behavior.

Do not state an opinion or make a judgment concerning the behavior. Simply describe the behavior observed.

Allow yourself sufficient time to gather data. Young children move more rapidly and produce a great deal of observable data very quickly. Older adults may require a longer observation period in order to collect a sample for each term listed.

Submit only objective observations.

An example would be: Receptive Language – The teacher asked Red Shirt to place his coat in his cubby. Red Shirt said, “Yes, mam.” He placed his coat in the correct cubby.

Be descriptive and provide specifics such as “Hero could hear his coach call him to come on the field from a distance of approximately 50 feet with traffic noise in the background.”

Statements such as “He has a great vocabulary for his age,” “She had an attitude toward her mother,” and “Bright Eyes was the tallest in her class” are not objective.

• Physical Characteristics

  Describe characteristics such as:

  • Height: Use actual height if available, frequently need to estimate. Also, state a comparison with age group.
  • Weight: May use actual weight if available, frequently need to estimate. Also, state a comparison with age group.
  • Proportions: State relationship of head to size of body. If you are describing an adolescent, you may also note that there is a surge in the growth of the feet and hands just prior to onset of puberty. Use terms related to body proportion such as bone structure (ectomorph, mesomorph, endomorph), long arms, tall and thin, obese, and muscular.
  • Hearing: State what the subject can hear and from what distance. Example: Little Boy Blue responded to the female teacher’s verbal directions from across the busy classroom, approximately 20 feet. Ambient noise level was moderate.
  • Vision: Provide an example of size and distance at which objects or print could be understood. Example: “Wiggles” was able to read directions written on the chalkboard from his desk at the back of the room, a distance of approximately 25 feet.
  • Tactile Sensitivity: Describe reaction to touching or being touched. Example: “Smiles'” body stiffened when the teacher touched her shoulder, the subject stayed within touching distance of the teacher throughout the class, or although encouraged by the teacher “fussy” would not touch the soft clay or paint with finger paints; he would build with the blocks.
• 
  

  Motor Development

  Describe characteristics such as:

  • Fine Motor Skills: This category refers to the capability of the small muscles. Can the subject use a crayon, pencil, or paint brush? In the case of an adult, fine motor activity may relate to using a screw driver, computer, or telephone.
  • Gross Motor Skills: Gross refers to large muscles. Good examples would be riding a tricycle, throwing a ball, walking, running, swimming, and jumping.
  • Strength: Give examples such as moving a chair, pulling a wagon, carrying equipment, pushing a stroller, pushing a lawn mower, lifting in the workplace or gym, and carrying books.
  • Eye Hand Coordination: The subject must “look” at the target for manipulation and manipulate the target with the hand or hands in a smooth, well-coordinated movement. Strong eye hand coordination can be demonstrated by eating with a fork or spoon, bringing a drink to the mouth, throwing a ball at a specific target, or working a puzzle.
• 
  

  Cognitive Development

  Describe characteristics such as:

  • Memory:
    • Short Term: Lasts 30 seconds or less if there is not rehearsal. Example: The subject carried out a three part direction. “Pick the blocks, put them on the third shelf, and sit down.”
    • Long Term: May be permanent memory. Does the subject recall events from the past? Example: “Mrs. Gray Hair” described the dress she wore to the prom in 1950. If an infant recognizes “Mom” or returns to a favorite toy he is exhibiting long term memory. A four-year-old recalls where he left his coat earlier in the day is displaying long term memory.
  • Problem Solving: Example – When the paint spilled the subject grabbed the paper towels and quickly wiped up the spill. The subject adjusted the amount of weight on the exercise machine. The subject asked the teacher to repeat the directions.
  • Strength: Give examples such as moving a chair, pulling a wagon, carrying equipment, pushing a stroller, pushing a lawn mower, lifting in the workplace or gym, carrying books.
  • Abstraction (adolescents and adults only): Reflects the use of a representational system. The subject may be observed to solve problems with words rather than having to use trial and error or manipulation of objects. Use of imagination may be displayed. For example: “Brown Eyes” was able to correct the math problem when reminded of the rule. She did not require an example to make the change. When you decide which restaurant you would like to eat at this evening you are employing abstraction.
  • Imagination (young children): The subject pretended to be a rabbit and hopped with hands held in front of his chest as if they were paws.
  • Cognitive Strengths: This could be related to an academic area, language/vocabulary, problem solving, memory, or the speed of learning. Look at the samples of behavior you have gathered under cognitive and language development. Select the strongest area. Example: The subject listened to the coach and carried out the play without error.
  • Cognitive Weaknesses: Go back you the samples of cognitive and language behavior you have gather. Which was the weakest by comparison? You are not looking for a disability, simply a comparison. Example: Subject picked up the blocks but did not recall the correct shelf on which they were stored.
• 
  

  Language Development

  Describe characteristics such as:

  • Receptive (understanding, comprehension): Can the subject follow a complex direction? Did he respond to specific terms? Example: The teacher asked “Goldy Locks” to pick up all of the green blocks. The subject picked up some blocks, but was not able to respond to colors. Write down the exact directions that were given to the subject and describe the response.
  • Expressive (verbal, gesture): Record several sentences produced by the subject as examples. Example: Want drink! Make Joey get off of the tricycle, it’s my turn. I would really rather have an extra day off than work overtime.
  • Vocabulary: Record words according to category. Example: Did the subject know the difference between a guitar and violin (nouns), “stand behind or in front of Suzy” (prepositions), brown and beige (adjectives), softly (adverbs). Are the terms understood and used expressively? It is not necessary to write the terms noun, verb, adjective, or adverb. Simply consider this categories and list examples if the subjects use them.
  • Grammar/Syntax: First record the typical number of words used in a verbal expression. After listening to the subject you should have an estimate. Next, provide a specific sentence. For example: I ain’t got no more. He steppeded on my foot. The arch enemy descended upon the frightened princess with unrelenting fury. Get cookie. Note: the structure of syntax of these sentences tells us something about the subject’s use of language. Language in turn reflects the thought process.
  • Articulation (How words are pronounced): Example: My bwofer an my thithter aw wittulu dan me. I have a wittle wed wagon. Che sat down in the shair.
  • Voice (quality) and Inflectional (Rising and falling of the voice for statements, questions. This is not loudness.): A raspy voice may be reflective of physical problems with the vocal folds. A child with a monotone voice may suggest an emotional difficulty. Examples: Each statement ended with an elevation of pitch. As a result the subject sounded as if he was always asking a question. The teacher’s pitch was higher when she spoke to the girl students. The subject spoke in a low pitched, monotone voice which caused the class to become restless after about 20 minutes.
  • Rhythm (Hesitate to speak, stutter, pause): Examples: The subject paused before using a person’s name. The subject spoke so rapidly that he was asked to repeat the directions.
  • Pragmatics (choice of words, body language, physical distance, loudness of the voice.): Example: The subject’s voice was much too loud for the small classroom. The teacher frequently asked the subject to use his “inside voice,” but the intensity was not changed. The subject told his deskmate that she was “fat and ugly.”
• 
  

  Response to Interaction

  Describe characteristics such as:

  • Self: Example – In spite of the spill which was rapidly reaching the aisle and the feet of several unsuspecting McDonald’s patrons the “Young Mother” spoke calmly to her child and appeared to be in control of the situation. The “tyrant” played by himself without complaint on the playground and in the classroom. The “Nerd” launched into the new program without asking for assistance.
  • Adults: Example – “Little Red” lowered his eyes to the floor when spoken to by an adult. The “Teacher” imitated her teacher’s voice and stance.
  • Peers: Example – The “Terror” shouted directions to his peers on the playground and insisted on leadership in all activities.
  • Males: “Little Red” avoided males in the classroom and on the playground. “Backwards” spoke readily to males in the office and often asked if they wanted to go to lunch or on break. “Athlete” hit the males standing in the hall on the shoulder with his fist.
  • Females: “Good Grammar” called on more girls than boys when asking questions of her fifth grade class. “Athlete” looked at girls, smiled at girls, but never spoke to girls.

*Why didn’t Gogol’s relationship to Max last? *

Source text: M. Nair (Dir.). (2006). The Namesake. Fox Searchlight Pictures.

Purpose: To analyze the motivations of the characters in the movie. (the namesake movie)

To write an ((argument essay.))

To practice the moves to make in an introduction.

Length: 800 words.

Genre: This is an argument essay. You need an answer to the question. That will be your main point. Then, you need several explanations that support the main point.Each explanation should be supported by specific examples from the movie.

Structure: Your essay should have three parts: introduction, body and conclusion. For such a short essay, you should use one paragraph for the introduction and one for the conclusion. The body should have at least one paragraph per explanation for a minimum of three; it could have more.You should follow the moves to make in an introduction

strength of support for your main point (both the explanations and the examples), depth of analysis, following these directions

another example the Argument essay should be like this form but my essay is to answer this question ; Why didn’t Gogol’s relationship to Max last? (Do not copy from this example)

-EXAMPLE THREE: Using logical connections for coherence

Last sentence of the intro: In this relationship between a white American woman and an Indian American man, cultural differences play a role; however, it is not the differences themselves but Max’s failure to learn about the differences and Gogol’s failure to teach her about the differences that lead to the couple’s breakup.

1^st sentence of section 1: One factor that put stress on Gogol and Max’s relationship was the differences in behavioral expectations of the Bengali and U.S. culture.

1^st sentence of section 2: However, the cultural differences might have been overcome if Max had learned more about Bengali culture.

1^st sentence of section 3: Tragically, Gogol does not encourage Max to learn about Bengali culture, and in the end, his inability to share his Bengali culture with her leads to their breakup.

please make the argument essay easy, simple, and clear without difficult vocabularies and connecting ideas is important in the body part

No plagiarism from other sites please

if there something not clear please tell me

Final Argument Paper

This final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented.

You will continue to build on the arguments that you are presented in your previous two papers. In particular,, you will present a final improved version of your argument for your thesis that you begin for the Week One Assignment and fully address the objection that you developed for your Week Three Assignment. You will need to research a minimum of three scholarly sources from the Ashford University Library. (For further information about discovering and including scholarly research, take a look at the Help! Need Article tutorial (Links to an external site.)Links to an external site. instructional resource.)

Write: in your paper

• Explain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words]
  • For help crafting a good thesis statement (Links to an external site.)Links to an external site., go to the Ashford Writing Center (Links to an external site.)Links to an external site..
• Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line.Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words]
  • If your argument is deductive, then it should be valid (in the strict logical sense of the word); if it is inductive, then it should be strong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.
• Provide supporting evidence for the premises of your argument. [Approximately 350 words]
  • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments (arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source.
• Explain a strongobjectionto your argument. [Approximately 250 words]
  • Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarlyresearch source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.
• Defend your argument against the objection. [Approximately 200 words]
  • Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.
• Provide an appropriate conclusion. [Approximately 75 words]
  • For guidance about how to develop a conclusion see the Introductions and Conclusion (Links to an external site.)Links to an external site. resource from the Ashford Writing Center.

For further instruction on how to create arguments, see the How to Construct a Valid DeductiveArgument (Links to an external site.)Links to an external site. and Tips for Creating an Inductively Strong Argument (Links to an external site.)Links to an external site. documents as well as the Contructing Valid Arguments Video (Links to an external site.)Links to an external site.. For an example of a completed Final Paper, see the Annotated Example The Ethics of Elephants in Circuses (Links to an external site.)Links to an external site.. Let your instructor know if you have questions about how to complete this paper.

Writing specialists are here 24/7, every day of the year, ready to support you! Click HERE to instantly chat with an online tutor. Click HERE to submit your paper for a review. Papers are returned within 24 hours with a revision plan. Click HERE to email us any writing questions. For additional writing resources like Grammarly (Links to an external site.)Links to an external site., click on the Writing Center tab in the left navigation pane.

The Final Argument Paper

• Must be 1,100 to 1,400 words in length, double-spaced, (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least three scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table (Links to an external site.)Links to an external site. offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list see the Ashford Writing Center APA References List (Links to an external site.)Links to an external site. webpage).
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good reason: A guide to critical thinking [Electronic version]. Retrieved from https://content.ashford.edu/

*You must properly cite and reference the course text in every discussion. A citation is a parenthetical note within the body of your response. It comes after a direct quote or a paraphrase. A reference comes at the end of your response and refers to the required reading or material. Use in-text citations.