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Category: English

  • [Solved] I need help reading

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    – 2 years ago **files (1)** – ## infoCalkinsandLadd-FranklinReadingAssignment.pdf **## infoCalkinsandLadd-FranklinReadingAssignment.pdf** Calkins and Ladd-Franklin Reading Assignment Readings Calkins: Chapter 9 of History of Psychology in Letters Titchener/Ladd-Franklin: Chapter 10 of History of Psy…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## infoCalkinsandLadd-FranklinReadingAssignment.pdf

    **## infoCalkinsandLadd-FranklinReadingAssignment.pdf**

    Calkins and
    Ladd-Franklin Reading
    Assignment
    Readings

    Calkins: Chapter 9 of History of Psychology in Letters

    Titchener/Ladd-Franklin: Chapter 10 of History of Psychology in Letters

    Questions about the readings

    All answers must be at least 1 paragraph and remember a paragraph is at least 4
    intricate sentences. Please read the announcement on paragraph structure. This
    assignment does not need to be in APA format and does not require a reference
    section.

    1. Find 1 piece of information that you found interesting aside from the readings
    about Ladd-Franklin and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    2. Find 1 piece of information that you found interesting aside from the readings
    about Mary Calkins and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    3. Choose a specific letter that Ladd-Franklin wrote to Titchener. What are some
    of your thoughts on what she wrote to him?

    4. Do you need to experience some hardship and suffering to achieve a
    heightened level of wisdom like Ladd-Franklin and Calkins? Explain why or
    why not?

    5. What kind of statement was Calkins trying to make when she rejected the
    PhD from Radcliffe?

    – Calkins and Ladd-Franklin Reading Assignment

    **## infoCalkinsandLadd-FranklinReadingAssignment.pdf**

    Calkins and
    Ladd-Franklin Reading
    Assignment
    Readings

    Calkins: Chapter 9 of History of Psychology in Letters

    Titchener/Ladd-Franklin: Chapter 10 of History of Psychology in Letters

    Questions about the readings

    All answers must be at least 1 paragraph and remember a paragraph is at least 4
    intricate sentences. Please read the announcement on paragraph structure. This
    assignment does not need to be in APA format and does not require a reference
    section.

    1. Find 1 piece of information that you found interesting aside from the readings
    about Ladd-Franklin and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    2. Find 1 piece of information that you found interesting aside from the readings
    about Mary Calkins and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    3. Choose a specific letter that Ladd-Franklin wrote to Titchener. What are some
    of your thoughts on what she wrote to him?

    4. Do you need to experience some hardship and suffering to achieve a
    heightened level of wisdom like Ladd-Franklin and Calkins? Explain why or
    why not?

    5. What kind of statement was Calkins trying to make when she rejected the
    PhD from Radcliffe?

    – Calkins and Ladd-Franklin Reading Assignment

  • [Solved] Write and essay and presentation about non-governmental organizations in China.

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    Write and essay and presentation about non-governmental organizations in China. – 2 years ago **Write and essay and presentation about non-governmental organizations in China.** NOT RATED Purchase the answer to view it ![blurred-text](https://www.sweetstudy.com/assets/images/blurred-text.c4cde9f021b…

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    Assignment Prompt & Instructions

    Write and essay and presentation about non-governmental organizations in China.

    – 2 years ago

    **Write and essay and presentation about non-governmental organizations in China.**

    NOT RATED

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    ![blurred-text](https://www.sweetstudy.com/assets/images/blurred-text.c4cde9f021be0abed13ca77c3d6d43d3.png)

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  • [Solved] English homework

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## instructions.docx **## instructions.docx** Write a 4-page argumentative essay on the topic of _POLITICS_ and/or _RACE_ you are presenting. You must use 4 outside credible sources (which will be stated at the end of these instructions). The best databases are Opposing…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## instructions.docx

    **## instructions.docx**

    Write a 4-page argumentative essay on the topic of
    _POLITICS_ and/or
    _RACE_ you are presenting. You must use 4 outside credible sources (which will be stated at the end of these instructions). The best databases are Opposing Viewpoints and Issues and Controversies. In an Argumentative Essay, the writer:

    · Presents an issue.

    · Takes a position on the issue.

    · Develops an argument to convince the reader that this position is correct.

    Argumentative essays often require research, and they must be from the sources that are stated at the end of these instructions: you must collect evidence that relates to the topic, such as facts, statistics, and quotations from expert sources.

    Your goal is to convince your readers that your opinion about an issue (your thesis statement) is valid and important. To accomplish this goal, your essay must state your opinion about the issue clearly.

    **Your introduction should:**

    · Grab your readers' attention with a hook.

    · Introduce and define your topic.

    · Give any necessary background information.

    · Make a claim about the issue (thesis statement) this presents a strong argument and indicates your purpose for writing.

    Then you must persuade the readers that this position is right.

    **Your body paragraphs should:**

    · Present the main arguments that support your thesis statement.

    · Include facts, evidence, and examples that support each main argument.

    · You should include at least one reference. This could be a direct quote, a paraphrase, a summary, or a reference to a specific research study.

    · Present one or more counterarguments to show that you have considered opposing opinions.

    · Your essay needs to be balanced to show that you understand the issue completely. One way to do this is to include an opposing viewpoint or counterargument. Even though you are arguing one side of an issue, you must think about what someone on the other side of the issue would argue.

    · Discussing only your opinion makes your essay sound biased, and your readers may not be convinced of your viewpoint.

    · Acknowledge counterargument(s) where appropriate and respond to them with refutations.

    · After giving your opponent's point of view, you offer a refutation. This means that you refute the other point of view or show how it is wrong.

    Finally,
    **your conclusion should** summarize all the arguments you have stated. It may also give a warning, a prediction, or a suggestion about what should happen next.

    Self-Assessment Checklist

    **Self-Assessment Checklist:**

    Does my introduction include:

    · A hook

    · The topic

    · Background information

    · A strong thesis statement

    Do my body paragraphs include:

    · A clear presentation of the main arguments (that support my thesis statement)

    · Facts, evidence, or examples to support each argument

    · At least one reference to an outside source

    · At least one counterargument and refutation

    · Transitions so that my ideas flow together in a logical order

    Does my conclusion include:

    · Summarize my arguments

    · Remind my readers why they should agree with my position

    · Give my readers something to think about

    THE 4 SOURCES THAT CAN
    **ONLY** AND
    **MUST** BE USED:

    [https://edition.cnn.com/2021/03/17/opinions/to-be-an-asian-woman-in-america-ho/index.html](https://edition.cnn.com/2021/03/17/opinions/to-be-an-asian-woman-in-america-ho/index.html)

    [https://medium.com/@hotdogday/teach-me-how-to-speak-18ce9fd143e](https://medium.com/@hotdogday/teach-me-how-to-speak-18ce9fd143e)

    [https://www.thecut.com/2015/05/can-fieldston-un-teach-racism.html](https://www.thecut.com/2015/05/can-fieldston-un-teach-racism.html)

    [https://latino.ucla.edu/research/latino-is-not-a-race/](https://latino.ucla.edu/research/latino-is-not-a-race/)

    **## instructions.docx**

    Write a 4-page argumentative essay on the topic of
    _POLITICS_ and/or
    _RACE_ you are presenting. You must use 4 outside credible sources (which will be stated at the end of these instructions). The best databases are Opposing Viewpoints and Issues and Controversies. In an Argumentative Essay, the writer:

    · Presents an issue.

    · Takes a position on the issue.

    · Develops an argument to convince the reader that this position is correct.

    Argumentative essays often require research, and they must be from the sources that are stated at the end of these instructions: you must collect evidence that relates to the topic, such as facts, statistics, and quotations from expert sources.

    Your goal is to convince your readers that your opinion about an issue (your thesis statement) is valid and important. To accomplish this goal, your essay must state your opinion about the issue clearly.

    **Your introduction should:**

    · Grab your readers' attention with a hook.

    · Introduce and define your topic.

    · Give any necessary background information.

    · Make a claim about the issue (thesis statement) this presents a strong argument and indicates your purpose for writing.

    Then you must persuade the readers that this position is right.

    **Your body paragraphs should:**

    · Present the main arguments that support your thesis statement.

    · Include facts, evidence, and examples that support each main argument.

    · You should include at least one reference. This could be a direct quote, a paraphrase, a summary, or a reference to a specific research study.

    · Present one or more counterarguments to show that you have considered opposing opinions.

    · Your essay needs to be balanced to show that you understand the issue completely. One way to do this is to include an opposing viewpoint or counterargument. Even though you are arguing one side of an issue, you must think about what someone on the other side of the issue would argue.

    · Discussing only your opinion makes your essay sound biased, and your readers may not be convinced of your viewpoint.

    · Acknowledge counterargument(s) where appropriate and respond to them with refutations.

    · After giving your opponent's point of view, you offer a refutation. This means that you refute the other point of view or show how it is wrong.

    Finally,
    **your conclusion should** summarize all the arguments you have stated. It may also give a warning, a prediction, or a suggestion about what should happen next.

    Self-Assessment Checklist

    **Self-Assessment Checklist:**

    Does my introduction include:

    · A hook

    · The topic

    · Background information

    · A strong thesis statement

    Do my body paragraphs include:

    · A clear presentation of the main arguments (that support my thesis statement)

    · Facts, evidence, or examples to support each argument

    · At least one reference to an outside source

    · At least one counterargument and refutation

    · Transitions so that my ideas flow together in a logical order

    Does my conclusion include:

    · Summarize my arguments

    · Remind my readers why they should agree with my position

    · Give my readers something to think about

    THE 4 SOURCES THAT CAN
    **ONLY** AND
    **MUST** BE USED:

    [https://edition.cnn.com/2021/03/17/opinions/to-be-an-asian-woman-in-america-ho/index.html](https://edition.cnn.com/2021/03/17/opinions/to-be-an-asian-woman-in-america-ho/index.html)

    [https://medium.com/@hotdogday/teach-me-how-to-speak-18ce9fd143e](https://medium.com/@hotdogday/teach-me-how-to-speak-18ce9fd143e)

    [https://www.thecut.com/2015/05/can-fieldston-un-teach-racism.html](https://www.thecut.com/2015/05/can-fieldston-un-teach-racism.html)

    [https://latino.ucla.edu/research/latino-is-not-a-race/](https://latino.ucla.edu/research/latino-is-not-a-race/)

  • [Solved] help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering help.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] I need help j2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## GeneralInstructions_.pdf **## GeneralInstructions_.pdf** General Instructions: 1. Double space 2. Proofread for clarity, grammar and spelling mistakes. 3. Upload your document in any of the following formats: .doc, docx, .rtf, or .pdf. Please do not upload Apple…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## GeneralInstructions_.pdf

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

  • [Solved] I need help choose

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## GeneralInstructions_.pdf **## GeneralInstructions_.pdf** General Instructions: 1. Double space 2. Proofread for clarity, grammar and spelling mistakes. 3. Upload your document in any of the following formats: .doc, docx, .rtf, or .pdf. Please do not upload Apple…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## GeneralInstructions_.pdf

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

    **## GeneralInstructions_.pdf**

    General Instructions:

    1. Double space

    2. Proofread for clarity, grammar and spelling mistakes.

    3. Upload your document in any of the following formats: .doc, docx, .rtf, or
    .pdf. Please do not upload Apple Pages documents. Please ensure that
    you upload the correct file and that it opens correctly before uploading.
    Un-openable files will not count as on-time submissions.

    Please use the template

    Download template

    .

    Step 1. Choose a Target Developmental Context
    ● Paragraph (5-8 sentences) describing your target developmental context (including the

    population and aspect of development you will focus on) due by end of Week 2; worth 20
    pts.

    What population, aspect of development, and developmental context are you interested in?
    Guided by the questions below, pick a developmental context as the focus of your project. (For ideas on
    developmental contexts, see the list of examples in the box below. )

    Write a short description (1-2 paragraphs) and include answers to the following questions:

    1. What is the target population whose development you would like to foster? This
    might be a specific age group (e.g., early childhood, elderly) or a segment of the
    population (e.g., an ethnic minority or marginalized group).

    2. What aspect(s) of development do you want to focus on? The aspect you
    identify can be specific (e.g., adolescent suicide, work-family balance for people
    with children, loneliness in the elderly) or more general (e.g., school readiness
    for young children living in poverty, better pipeline to employment for youth of
    color, better options than foster care).

    3. Which "developmental context" (i.e., a setting that influences development) do
    you want to improve? To identify some options, think of settings, places, or
    organizations that influence the development of your target population. Select a
    setting you would like to change and pick that developmental context for this
    project. Your context can be general (e.g., schools, middle school) or specific
    (e.g., Alice B. Toklas University).

    4. Is there a role you would like to play in this context or in improving this context?
    This could be now or in the future, a real or an imagined role. Examples of roles:
    ○ Policy maker
    ○ Community Organizer
    ○ Teacher
    ○ Healthcare Provider (physician, nurse, counselor)
    ○ Caregiver (children or elders)

    [https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1](https://canvas.pdx.edu/courses/100707/files/13654200?wrap=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    [https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1](https://canvas.pdx.edu/courses/100707/files/13654200/download?download_frd=1)

    Examples of Developmental Contexts
    Reimagining Microsystems

    ● Schools, Teaching, School
    Counselors

    ● After-school Programs
    ● Childcare, pre-Kindergarten

    programs
    ● Families, Parenting, Extended

    Families
    ● Peer groups, Friends, Crowds &

    Cliques
    ● Neighborhoods, Communities, and

    Public Spaces
    ● Social Media, Television, Books,

    News Media
    ● Play, Hobbies, Volunteering, Art,

    Theatre, Music
    ● Workplaces
    ● Housing for seniors: Assisted living,

    Nursing homes
    ● End of Life Care

    Reimagining Exosystems
    ● Child Protective Services
    ● Healthcare
    ● Housing
    ● Food Systems
    ● Social movements
    ● More…

    Reimagining Macrosystems
    ● Public safety
    ● Economic systems
    ● Political System
    ● More…

    Group Ages Possible Contexts (Pick ONE)

    Prenatal ● Germinal (first two
    weeks of conception)

    ● Embryonic (week 3 –
    week 8)

    ● Fetal (Week 9 –
    birth)

    Mothers’ environmental and
    biological influences

    Infancy Newborn – age 1
    Home, daycare

    Toddlerhood 2-4 Home, daycare, preschool

    Childhood ● Early childhood (4-6)
    ● Middle childhood

    (6-8)

    Home, preschool, kindergarten,
    Elementary school – Middle
    school

    ● Late childhood (9-10)

    Adolescence ● Early adolescence
    (10-14)

    ● Late adolescence
    (15-18)

    Home, Middle school – High
    school

    Emerging adulthood 18-26 College, workplace, home

    Early adulthood 27-40 Workplace, school, home

    Middle adulthood 40-65 Workplace, school, home

    Late adulthood ● Young old (65-74)
    ● Middle old (75-84)
    ● Oldest old (85+)

    Workplace, nursing home,
    school, home

    Examples of segments of populations
    Ethnic and Racial minorities
    Gender and sexual orientation
    Socio-Economic status
    Disabilities
    Immigrants and refugees
    Religious minorities

  • [Solved] English Homework

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    – 2 years ago **files (1)** – 1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf **1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1302passionprojectexpectationsfa20248-week-pdf) **1302PASSIONPROJECTEXPECTATIONSFA2…

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    – 2 years ago

    **files (1)**

    – 1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf

    **1302PASSIONPROJECTEXPECTATIONSFA20248-Week.pdf**

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  • [Solved] English Can someone help me with my English compotition homework?

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    Complete the attached Chapter 13 Activity. – 2 years ago **files (3)** – ## ENC101Chapter13Activity.docx – ## Chap_34_TheApostrophe_201111.pdf – 9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf **## ENC101Chapter13Activity.docx** English Composition I *…

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    Assignment Prompt & Instructions

    Complete the attached Chapter 13 Activity.

    – 2 years ago

    **files (3)**

    – ## ENC101Chapter13Activity.docx

    – ## Chap_34_TheApostrophe_201111.pdf

    – 9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf

    **## ENC101Chapter13Activity.docx**

    English Composition I

    **Using Apostrophes and Quotation Marks**

    Week 13—Chapter 34 & 35 Activity

    In your own words, write the meaning of the following terms, and create two examples for each.

    1) Apostrophe in contractions

    a.

    b.

    2) Apostrophe to show ownership or possession

    a.

    b.

    3) Apostrophe versus possessive pronouns

    a.

    b.

    4) Apostrophe versus simple plurals

    a.

    b.

    5) Apostrophe with plurals ending in
    _s_

    a.

    b.

    List the
    two main uses of quotation marks, and provide
    two examples of each.

    1)

    a.

    b.

    2)

    a.

    b.

    **## Chap_34_TheApostrophe_201111.pdf**

    © 2011 The McGraw-Hill Companies, Inc.College Writing Skills/ CWS with Readings, 8E

    College Writing Skills, 8E and College
    Writing Skills with Readings, 8E

    John Langan

    Chapter Thirty-Four
    (10th Ed. Chapter 24)

    Apostrophe

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    The Apostrophe (‘)

    There are two main uses of the
    apostrophe:

    1. To show the omission of one or more
    letters in a contraction.

    2. To show ownership or possession.

    ‘

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    A contraction is formed when two words
    combine to make one word. The
    apostrophe is used to indicate letters that
    have been dropped.

    The Apostrophe in Contractions (‘)

    WILLI +
    WE + HAVE = WE’LL

    = I’LL

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using an apostrophe and the letter s indicates
    possession:

    • Joe’s rabbit
    • My brother’s carrot
    • The company’s credit card

    Apostrophe to Show Ownership or Posession

    Note: the ’s always goes with the possessor. Using the first example
    above, the RABBIT belongs to JOE so it’s “Joe’s rabbit.”

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using ’s with Plurals

    An apostrophe plus s is used
    to show possession with a
    singular word even if the word
    already ends in s. So, if a
    rabbit belongs to Bess, you
    would write “Bess’s rabbit.”

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

    **## ENC101Chapter13Activity.docx**

    English Composition I

    **Using Apostrophes and Quotation Marks**

    Week 13—Chapter 34 & 35 Activity

    In your own words, write the meaning of the following terms, and create two examples for each.

    1) Apostrophe in contractions

    a.

    b.

    2) Apostrophe to show ownership or possession

    a.

    b.

    3) Apostrophe versus possessive pronouns

    a.

    b.

    4) Apostrophe versus simple plurals

    a.

    b.

    5) Apostrophe with plurals ending in
    _s_

    a.

    b.

    List the
    two main uses of quotation marks, and provide
    two examples of each.

    1)

    a.

    b.

    2)

    a.

    b.

    **## Chap_34_TheApostrophe_201111.pdf**

    © 2011 The McGraw-Hill Companies, Inc.College Writing Skills/ CWS with Readings, 8E

    College Writing Skills, 8E and College
    Writing Skills with Readings, 8E

    John Langan

    Chapter Thirty-Four
    (10th Ed. Chapter 24)

    Apostrophe

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    The Apostrophe (‘)

    There are two main uses of the
    apostrophe:

    1. To show the omission of one or more
    letters in a contraction.

    2. To show ownership or possession.

    ‘

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    A contraction is formed when two words
    combine to make one word. The
    apostrophe is used to indicate letters that
    have been dropped.

    The Apostrophe in Contractions (‘)

    WILLI +
    WE + HAVE = WE’LL

    = I’LL

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using an apostrophe and the letter s indicates
    possession:

    • Joe’s rabbit
    • My brother’s carrot
    • The company’s credit card

    Apostrophe to Show Ownership or Posession

    Note: the ’s always goes with the possessor. Using the first example
    above, the RABBIT belongs to JOE so it’s “Joe’s rabbit.”

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using ’s with Plurals

    An apostrophe plus s is used
    to show possession with a
    singular word even if the word
    already ends in s. So, if a
    rabbit belongs to Bess, you
    would write “Bess’s rabbit.”

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

    **## ENC101Chapter13Activity.docx**

    English Composition I

    **Using Apostrophes and Quotation Marks**

    Week 13—Chapter 34 & 35 Activity

    In your own words, write the meaning of the following terms, and create two examples for each.

    1) Apostrophe in contractions

    a.

    b.

    2) Apostrophe to show ownership or possession

    a.

    b.

    3) Apostrophe versus possessive pronouns

    a.

    b.

    4) Apostrophe versus simple plurals

    a.

    b.

    5) Apostrophe with plurals ending in
    _s_

    a.

    b.

    List the
    two main uses of quotation marks, and provide
    two examples of each.

    1)

    a.

    b.

    2)

    a.

    b.

    **## Chap_34_TheApostrophe_201111.pdf**

    © 2011 The McGraw-Hill Companies, Inc.College Writing Skills/ CWS with Readings, 8E

    College Writing Skills, 8E and College
    Writing Skills with Readings, 8E

    John Langan

    Chapter Thirty-Four
    (10th Ed. Chapter 24)

    Apostrophe

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    The Apostrophe (‘)

    There are two main uses of the
    apostrophe:

    1. To show the omission of one or more
    letters in a contraction.

    2. To show ownership or possession.

    ‘

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    A contraction is formed when two words
    combine to make one word. The
    apostrophe is used to indicate letters that
    have been dropped.

    The Apostrophe in Contractions (‘)

    WILLI +
    WE + HAVE = WE’LL

    = I’LL

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using an apostrophe and the letter s indicates
    possession:

    • Joe’s rabbit
    • My brother’s carrot
    • The company’s credit card

    Apostrophe to Show Ownership or Posession

    Note: the ’s always goes with the possessor. Using the first example
    above, the RABBIT belongs to JOE so it’s “Joe’s rabbit.”

    College Writing Skills/CWS with Readings, 8E © 2011 The McGraw-Hill Companies, Inc.

    Chapter 37

    Using ’s with Plurals

    An apostrophe plus s is used
    to show possession with a
    singular word even if the word
    already ends in s. So, if a
    rabbit belongs to Bess, you
    would write “Bess’s rabbit.”

    **9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/9781259680939-college-writing-skills-with-readings-10th-edition-original-pdf-17022118291-pdf)

  • [Solved] English homework

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  • [Solved] English English homework

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    **one page (double-spaced)** easy – 2 years ago

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    Assignment Prompt & Instructions

    **one page (double-spaced)** easy

    – 2 years ago