Category: Admission Papers

The stability of discrete emotions across time in elderly

My project is about the core emotions, fear, anger, sadness and happiness in elderly. I am interested in gender differences, how are this emotions maintained across time and on which basis, and about the remembrance of emotional events and emotional memory.

 

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Human nature has been a subject of debate amongst the classical Chinese philosophers.

Please present your understanding of this concept by focusing on one or two Chinese philosophers’ perspective.
Human nature has been a subject of debate amongst the classical Chinese philosophers. Please present your understanding of this concept by focusing on one or two Chinese philosophers’ perspective.

 

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Which of the following statements is true?

– In terms of international law, servitude exists where the territory of one state is under a particular restriction in the interests of the territory of another state, as has arisen in relation to fishing rights in the Red Sea.

– Before launching an orbiting satellite, a state needs to obtain the permission of all states that lie under the satellite?s orbital path.

– Certain equatorial states have claimed sovereignty over parts of the geostationary synchronous orbit.

2- ACCRETION IN THE PACIFIC
Bora Gora and Fenua Ua are Pacific island states. Bora Gora lies exactly 400 nautical miles directly north of Fenua Ua. Up until recently both states accepted that theboundary between their respective exclusive economic zones lay at a point equidistant between the two islands (ie 200 nautical miles south of Bora Gora and 200 miles north of Fenua Ua). However, in April 2011 volcanic activity on the seabed pushed up a new island 100 nautical miles directly south of Bora Gora. Although Fenua Ua has recognised Bora Gora?s claim to the new island, Fenua Ua is denying that this act of accretion has affected the delineation of either state?s exclusive economic zone.
Both states have made declarations under Art 36(2) of the Statute of the International Court of Justice (ICJ). The operative part of Bora Gora?s declaration, which was deposited with the Court on 20 May 2012, reads as follows:
Bora Gora recognises as compulsory ipso facto and without special agreement, in relation to any other State accepting the same obligation, and on condition of reciprocity, the jurisdiction of the International Court of Justice in conformity with 2paragraph 2 of Article 36 of the Statute of the Court, until such time as notice may be given to the Secretary-General of the United Nations withdrawing this declaration. This declaration is effective immediately.
This declaration does not apply to any dispute relating to the delimitation of maritime zones, including exclusive economic zones.
The first paragraph of the operative part of Fenua Ua?s declaration is identical to that of Bora Gora (except that ?Bora Gora? is replaced with ?Fenua Ua?). However, the second paragraph of Fenua Ua?s declaration is different from that of Bora Gora, in that it reads:
This declaration does not apply in relation to disputes arising out of events occurring within twelve months of the acceptance of the Court’s compulsory jurisdiction by any other party to the dispute.
You are legal adviser to the government of Fenua Ua. Your prime minister is concerned to hear that Bora Gora is planning to commence proceedings in the International Court of Justice in an attempt to redefine the boundary between your two states? exclusive economic zones. What is the best legal advice to give your client?
A. States either accept the ICJ?s jurisdiction in its entirety or not at all. They cannot exclude certain types of dispute. We shall have to accept the fact that the ICJ can hear Bora Gora?s claim.
B. States either accept the ICJ?s jurisdiction in its entirety or not at all. They cannot exclude certain types of dispute. Both of our declarations are therefore invalid, which means that the ICJ does not have jurisdiction to hear Bora Gora?s claim.
C. States either accept the ICJ?s jurisdiction in its entirety or not at all. They cannot exclude certain types of dispute. The second paragraph of Bora Gora?s declaration under Article 36(2) of the ICJ Statute is therefore invalid and the ICJ can hear Bora Gora?s claim.
D. It is unfortunate that the new island appeared more than 12 months prior to Bora Gora?s acceptance of the ICJ?s jurisdiction. That prevents us from successfully challenging the ICJ?s jurisdiction in relation to this dispute.
E. Even though the new island appeared more than 12 months prior to Bora Gora?s acceptance of the ICJ?s jurisdiction, we should be able to successfully challenge the ICJ?s jurisdiction in relation to this dispute.

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Organisms in Your Biome

Consider the natural environment or biome found in the geographic area where you currently live. For example, if you live in the Midwest, the natural biome for this area is the grassland. If you live in Alaska you are likely to live in either the tundra or the boreal forest. Describe the main features of the biome found in your geographic area. Include features such as the environment (moisture, temperature) and any topographic features that would influence the climate (mountains, large bodies of water, etc.).
Identify Ten Organisms
Make a list identifying at least ten organisms—at least five plants and five animals—that live in your biome, and describe how these organisms interact with one another. For example, is the relationship competitive or symbiotic?
Describe Each Organism and its Environmental Needs
In the speaker notes section in your presentation, briefly describe these ten organisms and the type of conditions—that is, moisture, warm temperatures, or a type of plant—they need in order to survive. Be sure to include the interactions between these organisms and the resources they need to survive. You may wish to use various tools available in Microsoft PowerPoint to visually depict these relationships.
Hypothesis of a New Environment
Consider a situation where the temperature of the climate was to increase by an average of ten degrees Celsius. Address the following:
How would these organisms survive if the temperature warmed up this much?
Would they stay or move to a more suitable environment?
Would a new species move in?
How would migratory species be impacted?
What would happen to your biome?
Now, consider if your biome changes with the temperature shift. Address the following:

What types of plants and animals do you think would live there?
What will happen to the rarer species? Will they cease to exist?
Identify five plants and five animals that you feel would inhabit this warmer area.
Describe this new ecosystem and the new interactions that will most likely exist.
Additional Topics to Include

How would environmental management practices change in your area?
Would this drastic shift in temperature impact culture and society in your area?
Would you still choose to live in this area after a drastic shift in temperature? Give reasons to support your answer.

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The Admissibility of Science Evidence
Paper instructions:
Prepare an eight- to ten- page paper (excluding the APA reference and title pages) comparing and contrasting the Frye standard, [Frye vs. United States (293 F. 1013 (DC Cir 1923)], with the Daubert standard [Daubert v. Merrell Dow Pharmaceuticals (509 U.S. 579 (1993)], for the admissibility of scientific evidence. At a minimum, the paper must include the following:

A factual history for both cases
The issues for both cases
The holdings of both cases
An explanation of the evidentiary standards used in both cases
A critical analysis detailing which evidentiary standard makes the most sense and why
The paper should examine more than just the legal issues in the case, but must also provide an explanation of how courts view science and how that view has changed over the last century. Predict future evidentiary issues for forensic evidence and explain whether forensic evidence in criminal investigations and trials will increase or decrease over the next two decades.

 

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Thematic Approach to Learning

 

Paper instructions:

 

Assignments Thematic Unit of Study
During your practicum, you will observe a science lesson being taught. You will write an essay of 1,000-1,250 words in which you address the following:

1. Did the science teacher integrate other content areas into the science lesson, such as reading, writing, math, technology, and so on?

2. Did the teacher incorporate technology into the lesson?

3. What supplies/handouts, if any, did the teacher use?

4. Were science standards used?

5. What types of assessments were used by the teacher?

6. Was differentiated instruction evident?

7. Was this unit successful? If so, what made it successful?

8. Would you try this approach in the future, once you are in the classroom or in control of the lesson creation? Why or why not?

9. How would you make this unit of study more successful/engaging?

 

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

Concept Map Creation: Create a concept map electronically on the science topic observed in the practicum.

Select computer software that will allow you to create a concept map electronically:

1. Suggestion: Check out FreeMind, which is free online software.

2. Suggestion: Use Microsoft Word drawing tools.

 

Include the science processes and types of assessments observed.

 

APA format is not required, but solid academic writing is expected. A title page is expected

(Weekly Reading)

Thematic Approach to Learning

Introduction

Each day, a teacher enters the classroom and looks at all the different requirements that must be met before the day or year’s end. In the elementary school setting, the variety of curricula that must be presented to the students can seem daunting. “Being able to ‘do it all’ can be an insurmountable task even for veteran teachers” (R. Martin, Sexton, Franklin, & Gerlovich, 2005, p. 260). Tying curriculum requirements to a specific theme is a useful tool in helping students grasp the scientific concepts. D. J. Martin (2006)suggests that “science without language is like a ship without a compass” (p.385).

The idea that curriculums must work together for effective student learning leads toward the concept of related themes. That is, that high quality content is dependent upon a variety of curriculum pieces working together. Science is a natural catalyst that allows students to combine their writing, reading, technology, and math skills into a cohesive learning experience.

Thematic Instruction

Thematic instruction is sometimes referred to as integrated instruction. Looking at each standard that an elementary teacher is expected to cover within one school year can be very overwhelming. Applying the required standards collectively is the idea of integrated instruction that places the “cognitive skills such as reading, mathematics, science, and writing in the context of a real-world subject that is both specific enough to be practical, and broad enough to allow creative exploration” (D. J. Martin et al., 2005, p. 261).

By carefully reviewing the standards that are made available for each grade level, classroom teachers can begin to see opportunities for similarities in the way they might support some real-world ideas. They might be in the area of environmental concerns, family living requirements, identification of different objects within various biomes, etc. To prepare for the integration, teachers must look into each discipline to determine the particular standards or benchmarks that are required for their specific grade levels.

Step-by-Step Process

An old Chinese proverb states: A journey of a thousand miles begins with one step. This is also true when venturing into the area of thematic unit development. Teachers new to the process must proceed slowly and begin with a key concept in mind. The initial unit, for example, might only combine reading and science, where the students refer to a literature book about a small ant when they are studying insects. This will allow the teacher to use the literature books as resources for great pictures and perhaps, if the unit is written carefully, some facts about insects can be added to the students’ knowledge base. In other cases, it might be advisable to look at a particular question that needs to be answered as the centerpiece that supports all the other program or discipline areas.

In the lesson, the teacher writes both the objective (tied to the required benchmark) for science understanding and also includes the literature objective (created from the benchmark) that supports one or more of the reading requirements for this grade level. As the instructor adds other curriculum areas to the lesson, they also continue to build the number of benchmarks that the activity will support. Before long, the creation has grown to include four or five different disciplines, with at least the same number of required standards in one thematic unit of study.

The concept of a thematic unit means that it might include a number of individual lesson plans to complete the entire process. This allows for an even larger and more inclusive unit that can easily share a variety of accomplishments through careful assessment throughout the unit of study. Evaluation is an important piece, as it will help to validate the effectiveness of the unit for those who question the specific knowledge students will acquire.

Confirming Research

It is important to note that curriculum integration in the form of thematic units has proven to be an effective way to support student learning. As reported in Carin, Bass, and Contant (2005), relevant research studies suggest the following:

· Integrated learning activities are more appealing because they require fewer scheduling changes and can be done by one teacher (Kober, 1993).

· Science and the other included subjects are learned more effectively (Koballa & Bethel, 1985).

· The integration of science with other disciplines has potential for improving both the quantity and quality of science instruction and learning (Pappas, Kiefer, & Levstik, 1990).

Conclusion

Weaving science into other areas of the curriculum is not only natural, but has proven to be an effective pedagogical tool. It is important to first understand the requirements of the various benchmarks that each teacher and grade level must meet on a yearly basis. Once the benchmarks are thoroughly understood, teachers can move toward integration of these required areas of study through slow, significant, and deliberate steps. As positive evaluations confirm a growing understanding by each student, teachers will have renewed energy to create more thematic units during each and every year to come.

During your practicum, you will observe a science lesson being taught. You will write an essay of 1,000-1,250 words in which you address the following:

1. Did the science teacher integrate other content areas into the science lesson, such as reading, writing, math, technology, and so on?

2. Did the teacher incorporate technology into the lesson?

3. What supplies/handouts, if any, did the teacher use?

4. Were science standards used?

5. What types of assessments were used by the teacher?

6. Was differentiated instruction evident?

7. Was this unit successful? If so, what made it successful?

8. Would you try this approach in the future, once you are in the classroom or in control of the lesson creation? Why or why not?

9. How would you make this unit of study more successful/engaging?

 

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

Concept Map Creation: Create a concept map electronically on the science topic observed in the practicum.

Select computer software that will allow you to create a concept map electronically:

1. Suggestion: Check out FreeMind, which is free online software.

2. Suggestion: Use Microsoft Word drawing tools.

 

Include the science processes and types of assessments observed.

 

APA format is not required, but solid academic writing is expected. A title page is expected.

 

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points

Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.

Content addresses most of the issues stated in the assignment’s criteria Major points are addressed. Research is evident.

Content is comprehensive and accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.

Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. Three or more relevant academic sources were cited.
30.0 % Concept Map

Mapping is incomplete and unclear. Main concepts are missing. Organization is poor or messy. Links are absent or may present a flawed rationale. There is a lack of attention to detail. Frequent and repetitive mechanical errors distract the reader.

Contains very few of the main concepts. Lacks sufficient organization. Links are absent or present a flawed rationale. Information is unclear and difficult to follow. Appearance and attention to mechanics are less than satisfactory. Frequent and repetitive mechanical errors distract the reader.

Contains many of the main concepts. Most concepts and relationships are correct. Information is presented clearly and allows for a basic level of understanding. Appearance lacks attention to detail and mechanics. Some mechanical errors or typos are present, but are not overly distracting to the reader.

Contains most of the main concepts. Concepts and relationships are correct. Relative importance of ideas is indicated. Mapping is thoughtfully organized and easy to follow most of the time. Appearance shows attention to detail and mechanics.

Concept map shows accuracy and thoroughness. Concepts and relationships are correct and. demonstrate superior conceptual understanding. Links are precisely labeled. All important concepts are present. Organization demonstrates higher order relationships in a clear and understandable way. Appearance shows careful attention to details and mechanics.
20.0 %Organization and Effectiveness

5.0 % Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim is insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim is apparent and appropriate to purpose.

Thesis and/or main claim is clear, forecasting development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
10.0 % Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a unique and compelling manner. All sources are authoritative.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Sentence structure is correct and audience-appropriate language is used.

Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.

Writer is clearly in command of standard, written academic English.
10.0 %Format

5.0 % Paper Format: (Use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Appropriate template is used; formatting is correct, although some minor errors may be present.

Appropriate template is fully used; there are virtually no errors in formatting style.

All format elements are correct.
5.0 % Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing and formatting as appropriate to assignment and style)

No reference page; no citations.

Reference page is present; citation is inconsistently used.

Reference page is included which lists sources used in paper; sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources; documentation is appropriate and citation style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is error-free.
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24
Reluctant Witch of Salem

Using examples from at least three chapters of Tituba, Reluctant Witch of Salem to support your analysis, discuss how Tituba’s knowledge and use of different cultures helped shape the direction of the Salem witch trials.

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Works of Art should not be understood as expressions of the individuality of the author

Michael Foucault criticises the notion of authorship arguing that works of art should not be understood as expressions ofthe individuality ofthe author. What do you think of his arguments? Discuss with reference to the work of artists since the 1960’s which has critically interrogated the concept ofArt as self expression.”
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Work type: Application/Admission
Describe the scope and focus of laboratory research experience(s) outside of class work, also indicate when, where, and with whom the work was done, the role in the project and a summary of the results obtained.

 

 

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Topic: Personal Statement

Order type: Admission Services – Personal Statement
Personal Statement

Begin writing the Personal Statement.Organize the thoughts about why seeking a dental education.Submit a one-page personal statement on this topic in ADEA AADSAS application.

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