Discuss the interrelationship among theory, practice, and research.
Submission Instructions:
Requirements: 500 words
When it comes to learning a new language, students can feel pressure or anxiety when developing these new skills. Within your narrative response, utilize each theory listed as a heading. Within each heading, provide the requested information.
Use the following Headings for organization:
For each heading/theory provide:
You should have four, well-developed paragraphs in your narrative response.
Requirements: In-depth guide with all the details and steps
Here are a few resources to use:
5 Stages of Second Language Acquisition | Resilient Educator
Introduction to Language | Boundless Psychology (lumenlearning.com)
Select an artifact that interests you and conduct a conversation about it with another person. Then, incorporate that dialogue to write about how artists collaborate and influence each other\’s work.
You can’t live through a day without making an impact on the world. And what’s most important is to think about the impact of your actions on the world around you.
– Jane Goodall, primatologist and anthropologist
Think for a moment and try to remember the last time that a piece of art—a book, a movie, a song, a painting, or any other work—made you cry. Perhaps, they were tears of joy. Or, maybe you were sad because a certain lyric reminded you of a painful moment from your past, or because you could relate to a character’s struggles. In any case, the art made an impact on your life, just as it was designed to do. Understanding the positive and negative impacts we can have on others through art and other artifacts is a critical part of working together successfully.
In this assessment, you will continue to strengthen your self- and social-awareness skills and relationship-building skills as you explore how the humanities can be used to impact others, why it’s important to reflect on that impact, and how understanding your impact can help you collaborate with your co-workers and peers.
What you see depends not only on what you look at, but also on where you look from.
– James Deacon, artist
Through this course, you have studied what it means to be human. And you’ve explored the unique ways people all over the world express themselves and their different perspectives through art, culture, music, religion, literature, and more. Along the way, you’ve also learned how important it is to broaden your own perspective, so you can think and act appropriately in different cultural environments and better collaborate and solve problems with peers, colleagues, and co-workers whose experiences and perspectives are different from your own.
In this assessment, you’ll look back at all you’ve learned so far and discover how these same concepts and skills will allow you to continue to broaden your perspective, collaborate with others, and solve problems as you encounter new cultures and ideas outside of the classroom.
Many of humanity’s finest achievements—such as the International Space Station, the Allied victories in the Second World War, and the founding of the United Nations—were made possible by people of different cultures coming together to pursue a shared goal. In fact, history shows us that when diverse groups collaborate, they are likely to achieve more than groups that are less diverse(Page, 2008) With this in mind, you\’ll continue to strengthen your relationship-building skills by exploring how nations and cultures have collaborated throughout history. And you’ll consider how collaboration can help you to achieve success in your own workplace and community.
References
Page, S. E. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. https://press.princeton.edu/
Quotefancy. (n.d.). Jane Goodall. https://quotefancy.com/quote/
Quote Me on That. (2016). Where you look from. http://www.
This assessment allows you to practice your problem-solving skills and self- and social-awareness skills as you reflect on the nature of the creative process. In this assessment, you will:
Select an artifact that you would like to use as the subject of your writing. You are free to choose from any type of artifact, which can range from things like literary works, film, musical pieces, or artwork. After you have your artifact selected, find a person with whom you can have a 10–15 minute dialog about your artifact. This person might be a family member, friend, co-worker, et cetera. You may hold your conversation in person, over the phone, or virtually; the choice is yours.
Your conversation should be informal and relaxed—we want you to have fun with it. And here are some ideas on how to guide your conversation:
Additionally, unlike the previous assessments, you won\’t have a template to use. Your writing should follow an academic format and flow.
In this assessment, you will write an academic piece that addresses the prompts listed below.?????:
Additional Requirements
Your submission should meet the following requirements:
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Select an advertisement, news video, or music video. Write an approximately three page, double-spaced analysis of the artifact using discourse sociological concepts identified in the class.
Things to consider: does the artifact show alienation, anomie, bureaucracy, socioeconomic class, culture, deviance, elites, marginalization, mass society, stereotypes, socialization, status, etc?
Here is a sample of the organizational structure of a paper:
A. Introduction: What, Why, How …
B. Body of evidence: Describe the media artifact and explain what the audience should notice.
C. Conclusion: State how your analysis provides new insight about the media subject:
Requirements: Looking for a more in-depth guide with all the details.
After reading “The Father”(opens in a new tab) and Federigo’s Falcon(opens in a new tab), select one of the four characters to write a paragraph about which explains why you believe that character is either flat or round and static or dynamic. Use the outline below to help you construct your paragraph.
I. Topic sentence (For example, “The character of ______________ is both flat and static.”) a. Construct a sentence that starts with a transition and then identifies the first type of character listed in your topic sentence. (For example, “First of all, she is flat, meaning she is not a well-developed character.”) i. Then, identify an element of character from the characterization chart that supports your above claim.
ii. Next, give one specific example (i.e. from the “Evidence from the Text” column of your chart) from the text to support your claim in “i,”iii. Next explain why this specific example supports your claim (use the information you recorded in the last column of your characterization charts to help you with this point.
b. Now transition to your second main point, which is the second character type that you listed in your topic sentence. This sentence is similar to the one that you wrote for “a.” i. Then, identify an element of character from the characterization chart that supports your above claim that the character is either flat/round or static/dynamic.
ii. Next, give one specific example (i.e. from the “Evidence from the Text” column of your chart) from the text to support your claim in “i.” iii. Next explain why this specific example supports your claim (use the information you recorded in the last column of your characterization charts to help you with this point.
c. Construct a closing sentence that reminds your reader of your main point.
Please view the rubric for a scoring breakdown.(
Requirements: long
