Consider the following scenario: You are trying to complete a difficult assignment, and you become “stuck” on a specific problem, question, or detail. You are tired, hungry, and frustrated and have difficulty coming to a resolution. Eventually, you give up or take a break and move on to another activity.Later, while you are cooking dinner, jogging down the street, or taking a shower, the answer comes. Out of thin air, you have solved a problem that you had stopped thinking about. How might this phenomenon be possible?For this Discussion, you consider barriers to problem-solving. You also explain how one might overcome such barriers.With these thoughts in mind:Post a brief description of two examples when you encountered barriers to problem-solving. Then explain the steps you took to overcome the barriers in each example. Finally, explain strategies to enhance problem-solving skills. Support your response with references to the Learning Resources and current literature.Be sure to support your postings and responses with specific references to the Learning Resources.

 

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What Would Convince You?

These Discussion Forums are an opportunity for us to be “doing” philosophy. The first time an individual tries to argue about issues he or she has rarely or never before discussed, the result may be awkward, clumsy, and frustrating. That is OK.

Often we think that we do not have a particular view on a subject, but once we state our position and begin to discuss it, we realize that we have a very definite view. But, we still may not have good reasons for believing it.

The way to explore your views and make them genuinely your own is by working with your views through reflection, stating them, publicly defending them, and committing yourself to them.

That is the point behind philosophical discussions in general; they to teach us how

• to think about, articulate, and argue for the things we have come to believe in,
• to clarify and perhaps revise our views, and
• to present them in a clear and convincing manner to other people.

Very often, therefore, philosophy proceeds through disagreement, as when two philosophers or philosophy students argue with one another. But, polite differences of opinion are a good thing in the Discussion Forums. The key, however, is using politeness to cool down a discussion before it becomes over-heated.

Someone else may offer an argument which causes you to rethink your position and possibly even change your mind. Or, you may find that you have better reasons for being committed to your view than you originally thought and can share your new evidence with classmates who still are not sure about their own positions.

As we are ”doing” philosophy here in the Discussion Forums, the practical aspect is that we will learn more about ourselves and what we believe.

Some important rules to follow:

1. There will be no Ad hominems (attacks against the person); not following this rule may result in failure of the assignment. You can disagree with a person’s opinions, but you may not attack other people. You may, however, disagree with the ideas of others, but do so in a constructive manner. For example, you can say, “I don’t agree with your post. I think instead that . . . ” But, you cannot say, “You’re an idiot” or even “That’s just plain stupid.” Academia requires a diversity of opinions but presented politely; after all, ethics is part of Philosophy.
2. Avoid making statements meant to be absolute (such as, “There is no other way to think about this”). Instead of asking closed-ended questions looking for a “yes” or “no” or the “right” answer, ask open-ended questions (such as, “Have you thought about . . . ?”)
3. Try to connect the current discussion to topics from other lessons. Remember that all of the Philosophers wrote about more than a single topic and the way they think about one area of Philosophy probably affects other areas as well. For example, it might be extremely useful to mention John Stuart Mill’s ethical theories from an earlier lesson during a later discussion of his support for women’s rights and equality.
4. Rather than simply reacting to the readings and the responses of your classmates, think about the arguments being made. Really consider the effectiveness of these arguments. “I agree” responses are not useful to the discussion and will not receive credit.

Give some serious consideration to the topic or scenario before answering; and, then, using the questions below as a guide, write a 75-100 word initial response about the issue being discussed. Next, please take the time to respond to at least two of your classmates.

Respond:

1. Whether or not you believe in God, what are the characteristics that God has (or that God would need to have) in order to be considered “God”? For example, would God have to be all-knowing and/or benevolent and so forth? Explain why these features are necessary for God to be considered God.
2. If you don’t believe in God, what would convince you that God does exist? If you do believe in God, what would convince you that God does not exist?
3. Explain your answer to this continued conundrum: Assuming God is all-powerful, can God create a rock too heavy for God to lift?

Initial post must be between 75 to 150 words, but may go longer depending on the topic. Please cite any outside sources.

I am extremely sorry for such a low budget range, I am running low on funds. I can definitely make up funds on future work.

 

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Document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need. Rubric is attached. Minimum 2-3 pages. Topic is Newborn Care

 

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In Unit 2, you selected one standardized test that has relevancy to your academic and professional goals to be the focus of your course project. Your Unit 2 assignment focused on the first four elements of the Code for selecting a test. For this assignment, you will complete a deeper analysis of the technical quality of your selected test by focusing on the fifth element of the Code, which states that the test user will “evaluate evidence of the technical quality of the test provided by the test developer and any independent reviews.” To complete this assignment, you will draw upon the knowledge you gained in Units 3 and 4 about psychometrics in general and reliability and validity in particular.For this assignment, use the test you selected for your assignment in Unit 2. Locate and summarize a minimum of seven articles related to the technical qualities of the selected test. You are encouraged to use the PSY7610 Library Research Guide, linked in the resources, to assist your search.For each article:· List the APA reference for each journal article (a minimum of seven).· Identify if the article addresses reliability or validity.· Discuss if the article addresses sources of error variance, reliability estimates, evidence of validity, or bias and fairness.· Identify the specific type of reliability or validity (for example, test-retest reliability, predictive validity, et cetera).· Identify the overall results of the research, including any psychometric or statistical outcome.Submit your analysis as a paper using the outline provided in the section “Organize Your Paper” below.Guidelines for Selecting the LiteratureUse the most current sources you can find. Do not use sources older than 8 years. (You may cite older sources if they are classics, if you want to show the chronology of something, or if you have another good reason. If you choose to use older sources, you will need to explain why.) Use current, peer-reviewed journal articles. Do not use sources without an author or a publication date. Do not use quotes; use only your own words. Please see the Academic Integrity and Plagiarism link in the resources for concerns with high content matching in papers. Evaluate whether the results support the use of your test as appropriate for your field and populations to be served.Note: The articles you need to complete this assignment should be available inside the library collection. In future courses, you may use the Capella library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document, linked in the resources. Note which tests have been designated as acceptable for searching prior test editions.Organize Your PaperFor your paper, use the following headings:1. Title page (required).2. Abstract (optional).3. Introduction.o Identify the standardized test you selected in Unit 2.o Describe briefly the publisher’s stated purpose for its use.o Identify briefly a population or psychological condition that is within the standardization of the test.4. Technical review article summaries. Each article is to be directly related to your chosen test and one aspect of its technical quality. Note: Use an annotated bibliography for evaluative information format. (See the resources for additional information available at Capella about annotated bibliographies.)o List the APA reference for each journal article (a minimum of seven).o Identify if the article addresses reliability or validity.o Explain how the article addresses sources of error variance, reliability estimates, evidence of validity, or bias and fairness.o Identify the specific type of reliability or validity (for example, test-retest reliability, predictive validity, et cetera).o Identify the overall results of the research, including any psychometric or statistical outcome.5. Conclusion.o Synthesize the information from all the articles you reviewed about reliability.o Synthesize the information from all the articles you reviewed about validity.o Evaluate if your test continues to be deemed as appropriate for your planned use in the field and with the population to be served.6. References (required, use current APA format and style).Additional RequirementsYour paper should meet the following requirements:· References: A minimum of seven journal articles (textbooks, web pages, literature reviews, and the MMY book reviews do not count for these references).· Length of paper: Evaluation must be at least five pages in length for content (not including title page, abstract, or references).ReferenceJoint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

 

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Various factors in life directly impact one’s development over their life span. Quite often, parents and doctors play vital roles in personality development. However, are these influences fair? Is it acceptable for a parent to encourage her daughter to play with dolls? Should fathers insist that their boys embrace action figures and toy trucks? How much should a child’s community influence his or her adolescent and adult years? Discuss your opinion in this area while providing concrete examples from your personal life.

5 sentences

 

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