Category: Psychology and Education

Assignment: Because he has difficulty falling asleep at night, Professor Hogan doesn’t go to bed until very late. Before he retires, he tries to wear himself out by running around the block several times. Then he treats himself to a beer and perhaps a pizza while preparing his lecture for the next day’s early morning classes. What specific advice would you give the professor to help him fall asleep?

Requirements Gordon Rule:

Please write in complete sentences and thoughts.
Use detail.
It must be 1 page in length (approx. 250 words)
Double spaced .
This is a part of your Gordon Rule requirement.
Must be submitted in APA FORMAT with citations and references

Assignment: Because he has difficulty falling asleep at night, Professor Hogan doesn’t go to bed until very late. Before he retires, he tries to wear himself out by running around the block several times. Then he treats himself to a beer and perhaps a pizza while preparing his lecture for the next day’s early morning classes. What specific advice would you give the professor to help him fall asleep?

Requirements Gordon Rule:

Please write in complete sentences and thoughts.
Use detail.
It must be 1 page in length (approx. 250 words)
Double spaced .
This is a part of your Gordon Rule requirement.
Must be submitted in APA FORMAT with citations and references

Assignment: Because he has difficulty falling asleep at night, Professor Hogan doesn’t go to bed until very late. Before he retires, he tries to wear himself out by running around the block several times. Then he treats himself to a beer and perhaps a pizza while preparing his lecture for the next day’s early morning classes. What specific advice would you give the professor to help him fall asleep?

Requirements Gordon Rule:

Please write in complete sentences and thoughts.
Use detail.
It must be 1 page in length (approx. 250 words)
Double spaced .
This is a part of your Gordon Rule requirement.
Must be submitted in APA FORMAT with citations and references

After reviewing the assigned readings (two articles, one chapter, and selection of three peer-reviewed journal articles), complete a summary about the networking opportunities presented in the readings, your ideas for networking, and how the benefits to your practice. For this weeks assignment, you will also begin your exploration of networking opportunities through social media and websites (e.g., LinkedIn, Facebook, Twitter). You may join these professional circles or just review their mission, vision, and members. Include within your summary, the names of the individuals or organizations that align with your practice and how joining these circles can enhance your practice.

After reviewing the assigned readings (two articles, one chapter, and selection of three peer-reviewed journal articles), complete a summary about the networking opportunities presented in the readings, your ideas for networking, and how the benefits to your practice. For this weeks assignment, you will also begin your exploration of networking opportunities through social media and websites (e.g., LinkedIn, Facebook, Twitter). You may join these professional circles or just review their mission, vision, and members. Include within your summary, the names of the individuals or organizations that align with your practice and how joining these circles can enhance your practice.

After reviewing the assigned readings (two articles, one chapter, and selection of three peer-reviewed journal articles), complete a summary about the networking opportunities presented in the readings, your ideas for networking, and how the benefits to your practice. For this weeks assignment, you will also begin your exploration of networking opportunities through social media and websites (e.g., LinkedIn, Facebook, Twitter). You may join these professional circles or just review their mission, vision, and members. Include within your summary, the names of the individuals or organizations that align with your practice and how joining these circles can enhance your practice.

Part 1:
Provide your description of what happened during the reading and your impressions (informal profile) about the students reading and the retelling. Use specific examples from your data and your required readings to support your observations.

o What did you learn about your student as reader from the read aloud and later from her miscues? Which were the most common miscues? Did you identify patterns? Check the quality of the students miscues (were they mostly low or high quality). Use examples from the miscues documented to support your assessment of the student.

o What did you learn from the students retelling? Were you surprised by anything? How did the reader respond to the unaided retelling? How did he respond to the aided retelling?

o Look at the Coding Form you completed (Appendix G). What did the numbers for Question 1 & Question 2 tell you about your students use of the Syntactic system, and the Semantic system? How does his/her use of these two linguistic systems, impact his understanding of the story (Question 3)?

o Look at the Table of Graphic Similarity that you created. What does it tell you about your reader? How do you think she/he is using the graphophonic language system? Perhaps too much or too little?

Part 2:
Reflection
What did you learn from this experience as an evaluator documenting the reading process of a bilingual reader? What did you learn about the reading process of bilingual readers or emergent bilingual readers? What would you do differently the next time?

Part 1:
Provide your description of what happened during the reading and your impressions (informal profile) about the students reading and the retelling. Use specific examples from your data and your required readings to support your observations.

o What did you learn about your student as reader from the read aloud and later from her miscues? Which were the most common miscues? Did you identify patterns? Check the quality of the students miscues (were they mostly low or high quality). Use examples from the miscues documented to support your assessment of the student.

o What did you learn from the students retelling? Were you surprised by anything? How did the reader respond to the unaided retelling? How did he respond to the aided retelling?

o Look at the Coding Form you completed (Appendix G). What did the numbers for Question 1 & Question 2 tell you about your students use of the Syntactic system, and the Semantic system? How does his/her use of these two linguistic systems, impact his understanding of the story (Question 3)?

o Look at the Table of Graphic Similarity that you created. What does it tell you about your reader? How do you think she/he is using the graphophonic language system? Perhaps too much or too little?

Part 2:
Reflection
What did you learn from this experience as an evaluator documenting the reading process of a bilingual reader? What did you learn about the reading process of bilingual readers or emergent bilingual readers? What would you do differently the next time?

Part 1:
Provide your description of what happened during the reading and your impressions (informal profile) about the students reading and the retelling. Use specific examples from your data and your required readings to support your observations.

o What did you learn about your student as reader from the read aloud and later from her miscues? Which were the most common miscues? Did you identify patterns? Check the quality of the students miscues (were they mostly low or high quality). Use examples from the miscues documented to support your assessment of the student.

o What did you learn from the students retelling? Were you surprised by anything? How did the reader respond to the unaided retelling? How did he respond to the aided retelling?

o Look at the Coding Form you completed (Appendix G). What did the numbers for Question 1 & Question 2 tell you about your students use of the Syntactic system, and the Semantic system? How does his/her use of these two linguistic systems, impact his understanding of the story (Question 3)?

o Look at the Table of Graphic Similarity that you created. What does it tell you about your reader? How do you think she/he is using the graphophonic language system? Perhaps too much or too little?

Part 2:
Reflection
What did you learn from this experience as an evaluator documenting the reading process of a bilingual reader? What did you learn about the reading process of bilingual readers or emergent bilingual readers? What would you do differently the next time?

Select a psychoactive drug that is of pharmacological interest to you, but not one you will review as part of your Critical Review. For this paper, you may choose drugs of abuse; however, the paper must focus on the pharmacology of the drug and not on the social or addictive aspects. If you focus on addiction and social impact, your paper will not receive credit.

In addition to the text, research a minimum of three peer-reviewed articles published within the last five years on your selected drug. Prepare a three-page summary of the drug using the PSY630 Rapid Review Example paper (Links to an external site.) as a guide.

In your Rapid Review, analyze and explain the pharmacological aspects of the drug as they relate to the following: neurotransmitters affected, receptors, route of administration, half-life, doses, side effects, drug interactions, contraindications, and other important facets of the drug. Explain these aspects of the drug in terms of the psychiatric disorders indicated for the drug and the issue(s) associated with that use. If there is no accepted therapeutic use for the drug, evaluate and describe the actions of the drug with regard to the abuse process.

The paper:

Must be three to five double-spaced pages in length, excluding title page and references page, and it must be formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)
Must include a title page with the following:
Title of paper
Your name
Course name and number
Your instructors name
Date submitted
Must address the topic of the paper with critical thought.
Must use at least three peer-reviewed sources in addition to the text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.