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The six-step problem solving process-Create written work utilizing the concepts of critical thinking.

When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.”
 
Review the six-step problem solving process
The Problem Solving Process

  • Step One: Define the problem
  • Step Two: Analyze the problem
  • Step Three: Generate options
  • Step Four: Evaluate options
  • Step Five: Make your decision
  • Step Six: Implement and reflect

Write a four to five (4-5) page paper in which you:
1. Define the problem in the scenario that is worse in the society
2. Analyze the problem in the scenario.
3. Generate options for solving the problem in the scenario.
4. Evaluate the options for solving the problem.
5. Decide on the best option for solving the problem.
6. Explain how you will implement the decision made and reflect on whether this option was the most effective.
The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

 

  • Recognize the hindrances to the decision-making process in order to apply problem-solving skills to a variety of situations.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.
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Prepare a research proposal based upon a topic of interest-A  statement concerning the problem the research study will address as well  as justification and evidence to verify that the problem exists.

Prepare a research proposal based upon a topic of interest.
Be sure your research proposal includes the following:

  • A  statement concerning the problem the research study will address as well  as justification and evidence to verify that the problem exists.
  • A purpose statement that outlines how you will address the problem.
  • A  list of the research questions, including hypotheses if a quantitative  or mixed study. A description of the research methodology you have  chosen (i.e., quantitative, qualitative, or mixed) and a justification  of this approach as best suited to address the problem and answer the specific research questions.
  • A  discussion on the research design you have proposed (e.g., case study,  quasi-experimental, etc.) and a justification of this design as the best  choice and its ability to align with other aspects of the study.
  • A  description of the data collection process, with justifications, to  include a discussion of the population and sampling technique and any  instruments you plan to use (e.g., survey, interview protocol),
  • An overview of the process for data collection and any challenges you envision.
  • A brief discussion of the proposed analysis techniques.
  • A brief discussion of how reliability and validity (or trustworthiness) will be maintained.
  • A  brief discussion of the limitations and ethical considerations,  including how limitations, biases, and ethical considerations will be  addressed.
  • Scholarly  sources to support your proposal. These are sources you located as part  of your Annotated Bibliography in Week 2, as well as other relevant  research.
  • It is also important that you ensure there is alignment between the components of your paper.

Length: 12-15 pages, not including title and reference pages
Your  assignment should demonstrate thoughtful consideration of the ideas and  concepts presented in the course by providing new thoughts and insights  relating directly to this topic. Your response should reflect scholarly  writing and current APA standards.
Provided is the annotated bibliography as well as study focus.

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What is a serial killer? What is a mass murderer? How do they differ?-Neurodevelopmental and psychosocial risk factors in serial killers and mass murderers:Aggression And Violent Behavior

Psychology 4

What is a serial killer? What is a mass murderer? How do theydiffer?
The author looked at different information that is currently available about serial killers and mass murderers and sought to see how they are different but also how they are alike (Abe, 2017). The author looks at personality models, childhood environments, abuse histories, as well as mental health histories and found that there are comparisons that can be made to explain the similarities but also the differences, one of the big findings was in dealing with post-traumatic stress disorder (Abe, 2017).
This is an important study as it seeks to find out about the killers as a whole rather than looking at singular factors. There is also a direction of where to take further research efforts in terms of mental health findings. PTSD is something that is still being studied for veterans so there is room to apply new studies to that of killers; mass or serial.
Allely, C. S., Minnis, H., Thompson, L., Wilson, P., & Gillberg, C. (2014).
Neurodevelopmental and psychosocial risk factors in serial killers and mass murderers. Aggression And Violent Behavior, 19288-301. doi:10.1016/j.avb.2014.04.004
The authors completed a systemic review of literature about mass murderers as well as serial murderers to see if there was common ground that they had (Allely, Minnis, Thompson, Wilson & Gillberg, 2014). The authors found a common ground in three areas of sociological, psychological, and biological factors that seem to have contributed to the killer (Allely, et al., 2014). The authors also note that there appears to be a neurodevelopmental factor such as Autism Spectrum Disorder or a head injury that seems to play a role as well (Allely, et al., 2014). The authors call for more research to be completed that is current and more thorough as there is a lack of recent studies but also a more specific study to be geared towards the neurodevelopmental aspect (Allely, et al., 2014).
This study is important because it draws attention to the neurodevelopmental aspects that are often neglected in terms of serial killers. It is also important because it calls out the lack of research that is currently being done and not helping to further understanding.
Coyle, J., Ross, K. F., Barnard, J. J., Peacock, E., Linch, C. A., & Prahlow, J. A. (2015).
The eyeball killer: serial killings with postmortem globe enucleation. Journal of Forensic Sciences, 60(3), 642-647. doi:10.1111/1556-4029.12714
The authors of this study looked at different motivations for serial killing and also brought light to the fact that not all serial killers are white males (Coyle, Ross, Barnard, Peacock, Linch & Prahlow, 2015). The authors specifically looked at three case studies of three prostitutes over a three month period and the eyeballs missing is what lead to a signature of serial killing (Coyle, et al., 2015). There is a call for a criminal’s past to be looked into so as to potentially point to motivations for their crimes (Coyle, et al., 2015).
While this is a case study the authors do a good job at pointing out facts that are not generalizations that have been so popularly distributed. The authors point to getting a history of the killer and using that history to look for different motivations for the killings. This is important as the question why is not always so easily identifiable.
Harrison, M. A., Murphy, E. A., Ho, L. Y., Bowers, T. G., & Flaherty, C. V. (2015).
Female serial killers in the United States: means, motives, and makings. Journal of Forensic Psychiatry & Psychology, 26(3), 383-406. doi:10.1080/14789949.2015.1007516
The authors of this study looked at female serial killers (FSKs) and assessed their findings from mass media reports that consisted of 64 FSKs from 1821 to 2008 (Harrison, Murphy, Ho, Bowers & Flaherty, 2015). While looking at these media reports it was found that these women were mostly educated, white, and in some form of caregiving role to make their kills easier due to the fact that in all of the cases the victims were either children, unable to fight back, or elderly (Harrison, et al., 2015). The reasons found for the killings were for financial gain and they were mostly done by poisoning (Harrison, et al., 2015). It is noted that this is different from men as the female killers typically know their victims, men seem not to have a preference, as well as women tend to not want to get their hands dirty, so to speak, where men will have more brutal killings (Harrison, et al., 2015).
This study is important as it sheds light on the females that are typically overlooked or not thought of as being capable of killing. It also shows the more intimate setting that the females favor in regards to the types of victims as well as the way in which they kill their victims. There is also the potential for there to be far more female serial killers than are currently known due to simply overlooking them or not giving the female population enough credit.
Ioana, I. M. (2013). No One is Born a Serial Killer!. Procedia – Social And Behavioral
Sciences, 81(World Congress on Administrative and Political Sciences), 324-328. doi:10.1016/j.sbspro.2013.06.436
The author looks at many different aspects of a serial killer rather than simply believing that a killer is born (Ioana, 2013). There are insights into the personality, emotional, motivational, and natural factors that are not only generated by hereditary, or biological factors, but also related to education, socialization, culture, and the socio-economic environment the serial killer offender lives in (Ioana, 2013). The key findings of the study are that, functional disorganization of the brain, immaturity, and criminal instinctually characterized by the pleasure of murder were the most pertinent factors that pushed serial killers to the act (Ioana, 2013).
This study is important as it looks at the whole killer and also brings notes to a disorganization that is taking place within the killer. There are plenty of routes available for further research in a single area that is noted or to look at the killer as a whole for continued understanding and new findings.
James, J., & Proulx, J. (2014). A psychological and developmental profile of sexual
murderers: A systematic review. Aggression And Violent Behavior, 19592-607. doi:10.1016/j.avb.2014.08.003
This study looked at 1836 sexual murders that were committed by serial and non-serial murders between 1985 and 2013 obtained from 45 empirical studies (James & Proulx, 2014). What was found is that the crimes were committed as a way to get the killers anger out as well as a way to get vengeance (James & Proulx, 2014). There is a call for profiling as well as looking into those murders that are committed by a serial murderer as there are more factors behind the why of the killings as well as comparing findings internationally to see if any connections can be made to further understanding(James & Proulx, 2014).
This study is important as it again, points to profiling. Not only profiling but drawing comparisons and looking at those killers that are committing multiple murders and then comparing them to international murderers as well. Rather than being limited to a specific geographical area it is opening lines of communication.
Lynes, A., & Wilson, D. (2015). Driven to kill: British serial killers and their occupations.
Howard Journal of Criminal Justice, 54(5), 413-433. doi:10.1111/hojo.12142
The authors of this study looked at the occupational histories of known British serial killers in an effort to see if there were any similarities amongst them (Lynes & Wilson, 2015). There are generalizations out there that serial killers switch jobs often and that they are unintelligent. What was found by these authors is that there are four main groups of occupations that the British serial killers prefer from business, healthcare, driving and transient work, to public and personal service (Lynes & Wilson, 2015). This is far from the generalizations that were previously believed to be true.
This study is important as it sets out to look at an important aspect of serial killers, how they make their living and how they are able to blend into their environment. This is important as generalizations exist that lead the public to believe that serial killers will be outcasts that have a major mental illness that will be easily detected by others and therefore make the killer stick out like a sore thumb. This is not always true and this study is a great start to that understanding.
Miller, L. (2014). Serial killers: II. Development, dynamics, and forensics. Aggression
And Violent Behavior, 1912-22. doi:10.1016/j.avb.2013.11.003
The author of this study looked at what drives serial murders as well as patterns in their offenses (Miller, 2014). The author looks at dysfunctions as well as different brain mechanisms that are important to killers (Miller, 2014). There is a call for further understanding of behavioral profiling and the importance of such measures (Miller, 2014).
This study is important because it draws attention to behavioral profiling. There are plenty of articles that think it is a pseudo-science and that it should have no part of investigative measures as it is not exact. While some of that may be true behavioral profiling has been shown to be effective in catching killers as well as later showing patterns to their killings and bringing a better understanding to these individuals that are committing serial crimes.
Murray, J. L. (2017). The Role of Sexual, Sadistic, and Misogynistic Fantasy in Mass
and Serial Killing. Deviant Behavior, 38(7), 735-743. doi:10.1080/01639625.2016.1197669
The author examined how violent fantasizing influences the behavior of a brutal mass and serial killers (Murray, 2017). They identified four common fantasies including revenge fantasy that may be sexual, sadistic or misogynistic fantasy; suicidal-homicidal ideation; and search for validation through infamy and media attention fantasy that greatly motivate the actions of mass and serial killers (Murray, 2017). The study was conducted using the ethnographic content analysis, and empirical phenomenology or occurrence of serial killing (Murray, 2017). Artifacts generated by the serial killer-offenders, survivor or witness accounts, and relevant literature played a central role in understanding these serial killer fantasies (Murray, 2017). The study revealed that the homicidal personality was a result of early derailing influences and pervasive life losses that make the offender have a fragmented concept of self (Murray, 2017).
This article is important as it looked at some of the artifacts as well as looked into witness accounts and applied that to current understanding. This is important as it gives a different window into seeing the killer and getting a glimpse at what they may have been seeing or feeling at the time. It brings a more human element to research as opposed to simply referring to or referencing case studies that have a certain level of detachment associated with them.
Stefanska, E. B., Beech, A. R., & Carter, A. J. (2016). A systematic review of the
literature comparing male non-serial sexual killers and sexual aggressors: examining homogeneous and heterogeneous characteristics of these groups. Journal of Sexual Aggression, 22(3), 323-341.
This study looked at sexual killers that were male by a systemic review of characteristics of consistent and non-consistent characteristics (Stefanska, Beech & Carter, 2016). Of the 10 cases that were looked at with 300 sexual killers there was a consistency in why the killings happened and that was most frequently due to loneliness as well as anger and there was a consistency in the groups with mention to family structures, criminal history, sexual abuse history, as well as mental health history (Stefanska, et al., 2016). The authors note that there is an inconsistency in some of the available material that makes a true comparison difficult to obtain (Stefanska, et al., 2016).
This is an important study because it draws attention to why some of the killings may be happening as well as noting the inconsistencies that are present in the current research material. Drawing attention to the lacking information is important so that there is a place to start on new research opportunities.
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complete an outline of your proposal. The outline should contain the following: The title of the proposed study The problem you will address (briefly summarize the problem in no more than 350 words) The research design you plan to use Your research questions

 
Your task this week is to complete an outline of your proposal. The outline should contain the following:

  • The title of the proposed study
  • The problem you will address (briefly summarize the problem in no more than 350 words)
  • The research design you plan to use
  • Your research questions
  • Any  questions you want your professor to answer. (Please do not send  paragraphs asking “is this ok?”). These questions are optional so if you  do not have any questions, that is fine. You will not be marked up or  down for asking/not asking questions.

Length: 1-2 pages, not including title and reference pages
Provided is the annotated bibliography that will be used for the next assignment. Please read the next assignment in order to complete the assignment and to build onto the next one.
The focus of the study is on serial killers and attached is the focus to be used for the assignments.

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Psychology class-Cognitive Socio-Emotional and Social Learning theories

quick easy Theory Worksheet need filled out by tomorrow. [ Psychology class ] give response to the following

STATEMENT THEORIST
Cognitive
Piaget
Vygotsky
Information Processing Theorist
Socio-Emotional
Freud
Horney
Erikson
Bandura
Bowlby		 THEORY
Cognitive
Socio-Emotional		 NAME OF APPROACH IF ANY
ZPD
Social Learning
Adaptational
Psychoanalytical
(Psychosexual)
(Psychosocial)		 NAME OF STAGE IF ANY
Sensorimotor
Preoperational
Concrete
Formal
Oral
Anal
Phallic
Latency
Genital
Trust v. Mistrust
Autonomy v. Shame and Doubt
Initiative v. Guilt
Industry v. Inferiority
Identity v. Confusion
Intimacy v. Isolation
Generativity v. Stagnation
Ego Integrity v. Despair
Erin’s neighbor is from Argentina, and she taught her about her country. Erin did a class presentation on Argentina, and her teacher was shocked at how much she knew. Vygotsky Cognitive ZPD
Mike forgot his passport. He called his brother on his cell and asked him to bring it to the airport at Terminal B. His brother met him at Terminal B, and Mike boarded the plane on time. Piaget Cognitive Formal
Karen joined a high school club that surprised even her parents. She asked, “Why not? It’s something I want to try.”
Rob’s little girl cries every morning when he drops her at daycare. She clings to him so tightly, that he feels terrible going to work.
Steve is 27 and getting married next month. He is very happy with his fiancé.
Katie is learning to crawl. Yesterday she picked up a penny and almost choked on it when she put it in her mouth.
Joe is friendly with adults. His nanny gave him undivided attention when he was an infant.
Courtney is so organized that she begins to make her bed before she’s even out of it! Her friends say she’s a neat-freak.
When Jason saw girls in the car, he refused the ride to school, and took the bus.
Allie keeps a baby monitor on her desk at home so she can hear her baby cry and go to him.
Eight year old Will watched a tsunami on the Discovery Channel. When his science teacher asked questions about it the next day, he could explain why it occurs.
Mary heard her parents making racist remarks, and she learned to be a racist.
Dan was getting a C in Calculus, so his parents hired a math tutor. His grade went to an A- that semester.
Julie watched her neighbor washing the car and wondered if they were going out that evening.
Todd went fishing with his dad and asked if the fish gets mad when Todd catches it.
Ben touched the hot stove and learned that stove’s can be hot.
The hippocampus of the brain stores information into long-term memory.
Brad told his dad, “When I grow up, I’m marrying mommy.”
John is a college junior and cannot find a woman that he dates more than a month at a time.
Sherry goes out on group dates every Friday night to the movies with other high school freshmen.
Alexa has two children, just bought a condo in the city and works at HBO in Marketing.
Kerry wants to go to an all girls’ middle school. She feels more comfortable without boys in her classes.
Teacher asked, “Now that you’ve processed my comments, can you retrieve them for a quiz?
Joe’s parents brought home a puppy when he was 9 years old. It was his responsibility to care for Woody.
Mary spilled the milk while she was trying to pour it. Her mom said, “That’s OK. That’s how you learn to do it.” Mary stopped feeling guilty when her mom made that encouraging remark.
Mark learned to share by watching his brother with his friends.
The infant’s hand grasped the surgeon’s finger when he picked him up to repair his heart.
John forgot his calculator for an important exam. He asked a friend if he could borrow his if he met him halfway across campus. They met, exchanged the calculator, and John passed his exam.
Jack knows how to dress himself. He feels like he can take care of himself.
Tess and Will sit together and talk about their past careers as teachers. They have touched the lives of at least 5,000 students.
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Financial Analysis-Financial Figures and Concepts: how each of Apix’s ratios differ,and indicate whether the two other companies’ ratios or Apix’s ratios are indicative of better performance

FINANCIAL ANALYSIS

Financial Analysis: Financial Figures and Concepts: POWERPOINT PRESENTATION
In anticipation of Mary’s request for comparative analysis, it will be useful at this time to do some research. You know that you can obtain the financials of companies within the same sector or Standard Industry Code as Apix Printing (e.g., commercial printing), and that the North American Industry Classification System (NAICS) Standard Industry 2012 code for Apix Printing is presently 323111. Use the  FINC615 Library Guide – SEC BELOW) to search for two other companies in the same industry as Apix Printing.
explain the computation of each and compute these for Apix’s results for the financial statements you are using for the PowerPoint presentation.
Also, compare Apix’s 2-year trend results to that of two other firms in the sector. Indicate how each of Apix’s ratios differ,and indicate whether the two other companies’ ratios or Apix’s ratios are indicative of better performance.
Explain the computation for each of the following, and compute each for Apix and two other companies in the same industry as Apix Printing:
· Current ratio
· (Long-term) debt to equity ratio
· Gross margin percentage
· Net profit margin percentage
· Return on equity percentage
Present your findings of the above data in a table. Add a paragraph that summarizes your results, indicating whether investors would find the financial analysis results of Apix competitive as compared to rivals in the sector. Be sure to include both positive and negative trends in your analysis.
USE BELOW GUIDE FROM SEC REPORTS AND OTHER SOURCES
Search for US companies with the highest revenue and Use one of them Make note of the ticker symbol that appears in parentheses to the right of a company’s name. You can use a company’s ticker symbol on the stock market to more easily look up financial information about the company on the U.S. Securities and Exchange Commission’s website (For example, the ticker symbol for R.R. Donnelley & Sons Company is: RRD)
SEC EDGAR Website Public companies in the United States are required by law to report financial information to the U.S. Securities and Exchange Commission (SEC). These reports are made available to the public on the SEC’s website, in their Electronic Data Gathering, Analysis, and Retrieval system (EDGAR).
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Behavior Modification Project-summarize your observations of the target behavior during the baseline phase

PSYC 320
Behavior Modification Project: Baseline Phase Report Instructions
To assess your baseline as you begin the experiment, you need to observe your target behavior before you ever treat it. Thus you will conduct a functional analysis of your target behavior as it naturally occurs. The baseline observation of your target behavior should be done for at least one week. You will submit the 1–2-page Baseline Phase Report, which will consist of a description of the following five parts with Level One headings, and a graph appropriately labeled (see chapter 3 of your textbook). This writing of the reports for Behavior Modification should be clear, measurable and concise. Write in complete sentences, but do not use “fluff”.
1. Target Behavior: A clear and measurable behavioral definition of your target behavior (use examples if needed to clarify) should be stated. [Description]
2. Observation Period: Show the dates (and times if relevant) of your baseline phase. [Description and on the x axis of the graph]
3. Experiment Narrative: Clarify the logistics, setting, and process of your experiment’s baseline observation phase (natural or analogue setting, structured or unstructured observation, recording method and instrument, etc.). [Description]
4. Dimension(s): The logical dimension(s) – Frequency – Intensity – Duration – Latency – that were observed and recorded during the baseline are clearly and consistently stated and shown. [Description and on the y axis of the graph]
5. Target Behavior Observations: Clearly and completely, but concisely, summarize your observations of the target behavior during the baseline phase. Descriptions should be made of triggers (settings/stress/work/conflict) that bring on the target behavior, and stimuli that help it. [Description]

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psychological concepts and theories: Ethical Principles of Psychologists and Code of Conduct-· Evaluate potential work settings where the use of technologies promotes ease and convenience for both psychology professionals and the populations they serve

· Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct can be used to guide decisions in the ethical application of these technologies.
· Construct clear and concise arguments using evidence-based psychological concepts and theories to explain how current technological and policy shifts may influence trends in psychological research and practice.
· Evaluate potential work settings where the use of technologies promotes ease and convenience for both psychology professionals and the populations they serve.
What are the potential responsibilities of the psychology professionals as providers of care with regard to the use of these technologies? Does the increase in ease, convenience, and experience satisfaction for the parties involved outweigh any potential negative outcomes?
 

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Resilience & Stress Reflection Journal Description- Why this activity? Research suggests that people who regularly express gratitude report better health, reduce their risk of heart disease, get better sleep, strengthen feelings of connection and satisfaction in their relationships, feel more satisfied with their lives, more joy and optimism, and less anxiety.

Reflection Journal, about 500 words

PUBHLTH 160 My Body/My Health Unit 2 – Resilience & Stress Reflection Journal Description
This journal entry has two activities: Activity 1 – is about practice of gratitude. Activity 2 – is a reflection activity called “Life Map Exercise” Due Date: Check the Course Calendar on Blackboard See below for grading criteria
Note: You will complete both activities and write about your experiences in a single journal entry for Unit 2.
Activity 1 – The Practice of Gratitude Why this activity? Research suggests that people who regularly express gratitude report better health, reduce their risk of heart disease, get better sleep, strengthen feelings of connection and satisfaction in their relationships, feel more satisfied with their lives, more joy and optimism, and less anxiety.
Do this: Look at the provided sheet of gratitude practices (PDF file). Choose and carry out a different gratitude activity to practice (one a day, for a total of five activities). Each day keep notes describing what gratitude activity you practiced, and what took place. Be specific: in your notes include details about what/how you felt and thought before, during, and after each activity. Dare to be adventurous…step out of your comfort zone and choose activities that represent a bit of a stretch!
What to Write in Your Journal Entry Under “Activity 1” In your journal entry list the five gratitude activities you choose, and describe what you did in each activity. For example you might choose the activity, “When you are feeling sad, upset, or angry, notice and stop. Pay attention to your breath. Think of three things you are grateful for.” You should write this down, and describe what took place when you did this. Be sure to include details about what/how you felt and thought before, during, and after the activity. Among the five gratitude activities you practiced, which two activities had the greatest impact on you, and why? How might continuing each one of these practices on a regular basis contribute to your well-being?
The required word count for Activity 1 is 250-550 words using 12-point Arial font. See below for additional grading criteria.
Activity 2 – “Life Map Exercise” Why this activity? This activity is helpful for putting one’s life in perspective, seeing the “big picture”, and getting to know yourself better. It can contribute to giving you a better grasp on who you are, where you’ve come from, and where you might be headed next. It can also show you patterns/themes in your life you may not have recognized before. For some people reflecting on this activity can additionally bring greater hope or motivation in current situations.
This activity has two parts (A and B) described below:
Part A – Creating Your “Time Line” You will need cardboard, or a large sheet of paper (you can tape several pieces of plain white printer paper together to create a larger one). Feel free to adapt and use other materials you may have at hand, as long as you can produce a similar result.
You will also need three different colors of “post-it” or “sticky” notes (you can create your own, but you must use three different colors of paper or three distinctly different colors of markers that would show up clearly in a photo)
Do This: (Take 25 minutes to complete this part of the activity – don’t try to dig too deeply. You want what comes to mind easily and quickly)
· Draw a line along the length of the paper. This will be your “time line”
· Choose one color of “sticky” note and write down “pleasant” experiences in your life (e.g. growing up in a loving family). You might also include the name of a person or an activity, a specific memory of an encounter, or even a place, etc. You need to have at least five of these sticky-notes on your timeline, with a different item on each one.
· On the second color of sticky note write down “painful” situations (e.g. broken relationship). It’s important to write these situations down as “painful” if that is how they felt at the time. Even if something good came out of it later, if it was painful at the time you went through it, it needs to go on this color (and not the “pleasant experiences” color). “Painful” doesn’t have to be hugely traumatic. If piano lessons weren’t a good experience, you’re allowed to write that down. Nothing is too trivial as long as it has meaning for you. You need to have at least five of these “sticky-notes” on your timeline, with a different item on each one.
· Arrange both colors of “sticky notes” in chronological order along your time line (it can help to brainstorm things in sections like early childhood, high school, college, or in 5 or 10 year increments – it depends on how old you are, and how detailed you want to get).
Part B – Reflecting on your “Time Line” Take another 20 minutes or so, to just sit and notice what is on your life map. Is there more of one color than the other? Are there many of events in a certain time period, and less in another?
· As you assess what you’ve written take a third color of “sticky note” and write down the lessons that you learned through these defining moments (e.g. Trying new things makes me grow). Place these along the bottom of your time line. You need to have at least three of these “sticky-notes” on your timeline.
· One of the best things you can do with your time line is share what you have learned with someone else – maybe your best friend or a small group; talking through your story with someone else may give you even more insight into the shape of your life story (Note: this step is recommended, but optional)
What to Write In Your Journal Entry Under “Activity 2”:
· Take a picture of the final result and paste it in your journal entry. Tip: Use the “insert/edit image” function on the bottom row of the journal entry tool bar on Blackboard to do this (it looks like a little mountain, next to the paper clip). Important: If you don’t include this picture, you will not receive any points for Activity 2.
· List the lessons you learned through viewing your timeline events (your third color of “sticky note”). Identify themes/patterns (2 or 3) you recognize by looking at your timeline that make you a more resilient person, and say why. Grading Rubric for Unit 2 Reflection Journal. The required word count for this is 200-400 words, using 12-point Arial font (see below).
This Journal Entry is worth 100 points. Activity 1 is worth 50/100 points Activity 2 is worth 50/100 points
Activity 1 will be graded according to the degree to which:
· It demonstrates thoughtful engagement in at least five activities (worth 15 points)
· It demonstrates self-reflection, understood as careful thought about your feelings, thoughts, and experiences (worth 20 points)
· It is well thought-out and developed, with content that is specific and appropriate (worth 10 points)
· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)
· It follows the required word count and font (250-550 words) using 12-point Arial font) (worth 5 points)
Activity 2 will be graded according to the degree to which:
· It demonstrates self-reflection (understood as careful thought about your feelings, thoughts, and experiences) and follows the required word count (200-400 words (worth 25 points)
· Number and color of “sticky notes” on time line (worth 10 points)
· Quality of the picture uploaded (the picture must be clear, and the writing on the “sticky notes” must be clear, and easy to read) (worth 10 points)
· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)
MBMH Policy for Late Journal Submissions Points will be deducted from late submission of reflection journal entries as follows:
· 20 points will be deducted from journal entries posted on Blackboard ANY TIME after 11:59 PM on the specified due date, up to the first 24 hours.
· 20 additional points will be deducted each 24 hours after this, up to 72 hours after the specified due date.
· After 72 hours you will receive a zero (0) for your journal entry assignment in that Unit.
We strongly suggest that you do not wait until the last minute to post your journal entries as there is always the chance that technical problems (internet, hardware, etc.) might interfere with your ability to upload your work onto Blackboard. We will not be able to grant exceptions to this grading policy for late entries!
Journal Grading Scale: Needs Improvement: 0-73.9 points Meets Expectations: 74-89.9 points Exceptional: 90-100 points (Exceptional work is defined as work that goes above and beyond the prompt and shows creativity, thoughtfulness and reflection)
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