Bright Academic Experts

Author: admin

  • Problem solving

    Consider any current problems or conflict you are facing (employment issue, living situation, relational issue). Select an issue that would lend itself to examination using the problem-solving agenda. Then apply the first three steps of the agenda: analyze the problem, brainstorm (by yourself or with others) solutions, and evaluate solution options. Be sure to follow all the elements presented in the text for each of these steps. Even if the issue is outside a group setting, learning to effectively complete these steps can translate into their use in a small group situation. There is no specific audience for the slides. They are a way to organize and then present your thinking as you practice elements of the problem-solving agenda. This will increase your ability to apply these elements in the future in a group setting. Create a slide deck to present your process and results (5-6 slides). Suggested content: Briefly describe of the issue Introduce any others who are involved Analyze the problem Brainstorm solutions Evaluate solution options Indicate value of the process How did being systematic affect the outcome? Did you discover an operable solution? Would you do anything differently? Rubric Slide Presentation Rubric Slide Presentation Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Assignment Guidelines 20 pts Accomplished Follows all of the assignment guidelines, with no gaps 17 pts Proficient Follows most of the assignment guidelines, with minor gaps. 15 pts Benchmark Follows some of the assignment guidelines, with significant gaps. 10 pts Working Toward Benchmark Does not follow assignment guidelines. 20 pts This criterion is linked to a Learning Outcome Content 60 pts Accomplished The ideas contained in the slide deck are clear, based in solid logic, and concise at all times. The slides provide multiple examples and details that clearly support the ideas presented. Analysis makes skillful connections with course concepts. 51 pts Proficient The ideas contained in the slide deck are usually clear, based in logic, and concise. The slides provide sufficient examples and details that clearly support the ideas presented. Analysis makes proficient connections with course concepts. 45 pts Benchmark The ideas contained in the slide deck are general, lack solid logic and/ or wordy. The slides provide few examples and details to support the ideas presented. Analysis makes limited or ordinary connections with course concepts. 30 pts Working Toward Benchmark The content of the assignment is unclear making it difficult to read. 60 pts This criterion is linked to a Learning Outcome Style, Grammar, and Word Usage 20 pts Accomplished The slides engage the reader. Word usage displays an excellent grasp of the vocabulary related to the subject. No spelling or grammatical errors 17 pts Proficient The slides engage the reader. Word usage displays a good grasp of the vocabulary related to the subject. Few spelling or grammatical errors. 15 pts Benchmark The slides fail to engage the reader. Demonstrates a poor grasp of the vocabulary related to the subject. Several spelling or grammatical errors. 12 pts Working Toward Benchmark The slides do not engage the reader and it is difficult to read. There are many spelling and grammatical errors. 20 pts Total Points: 100

  • Problem solving

    Consider any current problems or conflict you are facing (employment issue, living situation, relational issue). Select an issue that would lend itself to examination using the problem-solving agenda. Then apply the first three steps of the agenda: analyze the problem, brainstorm (by yourself or with others) solutions, and evaluate solution options. Be sure to follow all the elements presented in the text for each of these steps. Even if the issue is outside a group setting, learning to effectively complete these steps can translate into their use in a small group situation. There is no specific audience for the slides. They are a way to organize and then present your thinking as you practice elements of the problem-solving agenda. This will increase your ability to apply these elements in the future in a group setting. Create a slide deck to present your process and results (5-6 slides). Suggested content: Briefly describe of the issue Introduce any others who are involved Analyze the problem Brainstorm solutions Evaluate solution options Indicate value of the process How did being systematic affect the outcome? Did you discover an operable solution? Would you do anything differently? Rubric Slide Presentation Rubric Slide Presentation Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Assignment Guidelines 20 pts Accomplished Follows all of the assignment guidelines, with no gaps 17 pts Proficient Follows most of the assignment guidelines, with minor gaps. 15 pts Benchmark Follows some of the assignment guidelines, with significant gaps. 10 pts Working Toward Benchmark Does not follow assignment guidelines. 20 pts This criterion is linked to a Learning Outcome Content 60 pts Accomplished The ideas contained in the slide deck are clear, based in solid logic, and concise at all times. The slides provide multiple examples and details that clearly support the ideas presented. Analysis makes skillful connections with course concepts. 51 pts Proficient The ideas contained in the slide deck are usually clear, based in logic, and concise. The slides provide sufficient examples and details that clearly support the ideas presented. Analysis makes proficient connections with course concepts. 45 pts Benchmark The ideas contained in the slide deck are general, lack solid logic and/ or wordy. The slides provide few examples and details to support the ideas presented. Analysis makes limited or ordinary connections with course concepts. 30 pts Working Toward Benchmark The content of the assignment is unclear making it difficult to read. 60 pts This criterion is linked to a Learning Outcome Style, Grammar, and Word Usage 20 pts Accomplished The slides engage the reader. Word usage displays an excellent grasp of the vocabulary related to the subject. No spelling or grammatical errors 17 pts Proficient The slides engage the reader. Word usage displays a good grasp of the vocabulary related to the subject. Few spelling or grammatical errors. 15 pts Benchmark The slides fail to engage the reader. Demonstrates a poor grasp of the vocabulary related to the subject. Several spelling or grammatical errors. 12 pts Working Toward Benchmark The slides do not engage the reader and it is difficult to read. There are many spelling and grammatical errors. 20 pts Total Points: 100

  • VH ART 100 PHIL 110 ENG

    PART 1-

    Your Assignment

    We’ve probably all heard the expression, “I don’t know about art, but I know what I like.” In this discussion, we’re going to put that to the test.

    In this discussion, you will introduce yourself to your classmates and learn about the kinds of art they like (and hate). This is your opportunity to begin to get to know each other.

    Please follow the steps below, and keep your post to around 400 words.

    This Discussion is worth 50 possible points. Please read the instructions and Grading Rubric before you begin.

    Due Date

    • Your contributions to this Discussion are due by Sunday, Feb. 8 at 11:59 p.m
    • Your responses to posts by at least two different classmates are due by Sunday, Feb. 15 at 11:59 p.m.

    You must post in the Discussion before you can read your classmates’ posts.

    In addition, I will use this assignment to determine who is present and active in ART 100 and who is not. As such, you need to post by the end of the first week of the semester, but don’t worry, this is an easy one.

    Step One: Post in the Class Discussion

    Your post is worth 40 possible points. Please use the first “reply” box you see below the instructions.

    Part 1 – Introduction

    Start with your name and your major, if you have one, and write a sentence or two about who you are and where you’re going.

    Then state the reason you’re taking ART 100, and what you hope to learn. FYI, I already know you need the transfer units.

    Part 2 – Your Creative Journey

    In this section, you will discuss your creative journey and how art has impacted your life. Has it?

    In what area are you the most creative? Is it in art? Another area? Describe one or two skills or activities that you are especially good at, and explain how they show off your personal brand of creativity.

    Don’t limit yourself to visual arts, but think of any activities that you do especially well. By activities, I mean active, not passive or receptive pastimes such as listening to music, reading, gaming, etc. These can include sports, music, writing, public speaking, computers, math, gardening, working with animals, working with people, building things, or anything else you can think of.

    You may find it helpful to read about

    Part 3 – Most Loved Art

    Do you have a favorite work of art, a favorite artist, a favorite style?

    Select a work of art that means something to you and explain why it matters. It can be something you made, something a friend or family member made, something you saw in a museum, something you saw walking around town, or something you spotted online. It can be anything, really, including something other people may not consider art. Think out of the box. Surprise us.

    What about it do you like the best? The way its made? The message?

    Part 4 – Most Hated Art

    Find a work of art that you really can’t stand, and explain why you hate it so much. Do you think your opinion of it could ever change? What would it take to change your mind? Briefly explain.

    Posting Images

    Some of you may want to post images. This is not required, but it can be fun. If so, check out this link for a how-to:

    Step Two: Respond to Your Classmates

    Each post is worth 5 possible points (10 points total)

    Next, review the posts of your classmates. Post clear and thoughtful responses to the posts of two different classmates (at least 100 words each). Be sure to use the correct reply box.

    Respond to the response. If someone asks you a question or provides some other insight, please respond thoughtfully and courteously.

    Earn a High Grade

    This Discussion topic is broadly framed and there is no right or wrong answer. Instead, you will be graded on the thoroughness and clarity of your post.

    1. Before you begin, please read all the instructions.
    2. Write concise and complete sentences that clearly convey what you intend to say.
    3. Include your own insights that support your key points.

    Assignment Feedback

    I care very much about the quality of the work you submit and I will carefully read, evaluate, and provide feedback to your post within approximately one week after you submit responses to your classmates (usually sooner).

    As you can imagine, this takes time, and I appreciate your patience while I assess your work.

    Click this link for instructions on how to

    Plagiarism Warning!

    All student submissions are rigorously checked for the inclusion of AI generated text. This includes your initial post and responses to your classmates. You will receive zero points for every assignment you submit which includes any AI generated content, with or without citation. This includes, but is not limited to, using generative AI tools (e.g. ChatGPT, Grammarly) to ideate, pre-plan, edit, translate, or otherwise create material you claim to be solely your creation. Do your best work, but keep in mind that it doesn’t need to be perfect. I will give you a fair score for submitting your own, original work, even if it has flaws, because it tells me that you care about learning and that you are trying.

    For more information please read the

    Submission Resources

    PART 2

    Philosophy?What is Philosophy?

    This week, I want you to think about what you expect to get out of this class. After doing the readings, imagine that a friend or family member has asked you why you are taking a philosophy class. They may be wondering what philosophy is, what it is good for, or why you would want to learn about it. In this discussion board, answer them by explaining what you’ve read from our first two readings.

    Since you need to post two responses each week, make one of your posts play the devil’s advocate. Now YOU can be the inquisitive friend or family member who isn’t yet convinced that philosophy is worthwhile. Challenge one of your classmates to answer/defend the importance of philosophy.

    Finally, what do you really think? Is philosophy worthwhile? Why or why not? (I promise I won’t mark you down for being honest! 😉

    PART 3-

    Journal 2"Keep calm and let's practice"

    Overview

    In the Module, we have been looking at the connection between reading and writing. For this assignment, we are going to apply that connection. We are testing the hypothesis that reading gives us something about which to write. TheJournal is going to be a practice run for your first Response, which is due next Sunday (Feb. 15). Writing a brief practice response should give you the chance to figure out what you do and do not understand before submitting that assignment.

    In this module, we also learned, or reviewed, that argument is everywhere and that we read to inform our ideas. Yes, we have opinions and thoughts of our own, but when we read others’ ideas, our thoughts might modify slightly, or extensively, as we see a new perspective. Conversely, the information we read might simply reinforce what we already believed. In either case, we read these ideas and perspectives to enhance our writing and our credibility.

    journals (Photo by Felipe Souza/Unsplash)

    Instructions:

    To begin this assignment, compose your Journal 2 answering the following prompt:

    NOTE: After you click the article link below, it will prompt you to log into the library; here are the .

    Library Log In:

    birthday (use 6 numbers: mmddyy).

    Victor R. Lee, et al., in the essay, “” offer the readers an overview of AI in the classroom and whether it is cheating. As the title denotes, Lee, et al., share some basic background information and applications. Based on that somewhat abstract summary (I deliberately made it vague so that you would have to read it!), I have a question that I would like you to answer:

    What do you think? Based on Lee, et al.,’s and your own ideas, is A.I. going to improve our academic lives, or is it going to lead to accusations of cheating? Be specific in your answer and offer personal examples.

    In the Journal, give the author’s full name and “Essay Title.”

    Write your answer in a short paragraph (100-200 words).

    Submission

    You may submit/upload this assignment as a .doc, .docx, .pdf, or .txt file.

    When you have composed your Journal, name and save your document, then upload the file by selecting “Submit Assignment.”

    Here, you will find instructions from Canvas on how to submit both a and

    Grading

    Please see the grading rubric for this assignment. If accessing this course by using the Canvas Student App, you will not see the icon. Instead, please use the menu to locate the rubric.

    Rubric

    The associated rubric will be used to provide feedback–please be sure to review the rubric before starting and before submitting your assignment.

    Requirements: Please place each part in a different attachment

  • Respond to discussion post

    The Element Ch 2

    Salena

    ” The diversity of intelligence is one of the fundamental underpinnings of the Element.” “If you don’t embrace the fact that you think about the world in a wide variety of ways, you severely limit your chances of finding the person that you were meant to be.” (pg 49)

    I think that the author is conveying that intelligence is more complex than we think, and as humans we have to individually expand our minds to tap into our true level of intelligence. If we don’t then we will have major issues finding our authentic self. Also, I think the author is saying we have to think outside the box and understand that intelligence comes in many forms. It is not linear for everyone because we all are different thus, our intelligence will not be the same.

    I found this interesting because in society we are taught that intelligence means you have a high IQ, attend Ivy league schools, and graduating college that it is an indicator of intelligence. When in reality intelligence isn’t the same across the board for everyone, and the standard of which society measures intelligence is actually closed minded. Personally, in my life my intelligence has been underestimated before, so I know how people can be so narrow minded on what an intelligence looks like.

    Annette

    A sentence that I found to be interesting from chapter 2 of The Element is Discovering the Element is all about allowing yourself access to all of the ways in which you experience the world, and discovering where your own true strengths lie. What this means to me personally is giving myself permission to live a full, meaningful, and purposeful life. Often, we tend to get stuck in the cycle of allowing hardships that we experience to create our reality. Our handships do not define who we are, no matter what youve been there you must gain/have the strength to reach your destiny. Experiences, hardships, and life lessons have the power to lead you to your element when you use challenging times as an opportunity for growth. What I think the author means is when you are on the path to discovering your element; you must look inward. Your natural strengths and core values offer the best guide for your life’s purpose, an alignment of who you are and what you do

  • Signature Assignment Pediatrics

    Signature assigment is for my class Pediatrics for Family Nurse Practitioner , the topic will be

    ATTENTION Deficit Hyperactivity Disorder ADHD in kids.

    Attached Files (PDF/DOCX): Research Based Paper Grading Rubric (1).pdf, Sign Assignment Instructions pediatrics.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Signature Assignment Pediatrics

    Signature assigment is for my class Pediatrics for Family Nurse Practitioner , the topic will be

    ATTENTION Deficit Hyperactivity Disorder ADHD in kids.

  • rewrite

    Option 1: You can treat this tread as an extension of our in-class discussion of Jenkins’ categories. In the 22 years since Jenkins first published his essay, do you think that his categories of “evocative spaces,” “enacting stories,” “embedded narratives,” and “emergent narratives” still exist as coherent techniques? Can you think of contemporary examples of themor, alternatively, contemporary examples that defy this categorizations? Option 2: Use this thread as a space to talk about your take-home play assignment. Each of these games can act as a concrete as examples of Jenkins’ category of embedded narratives. How did your specific game fit in with this category? Were their any other of Jenkins’ categories that you thought showed up in the game?Henry Jenkins categoriesevocative spaces, enacting stories, embedded narratives, and emergent narrativesstill exist as coherent techniques more than twenty years later, but they no longer function as cleanly separable categories. Instead, contemporary games tend to hybridize them, often within a single title, suggesting that Jenkins framework now works best as an analytical vocabulary rather than a strict taxonomy.

    Evocative spaces remain especially durable. Jenkins argues that these spaces draw on players prior narrative knowledge and cultural memory rather than telling a story outright

    Jenkins, Henry – Game Design as…

    . Contemporary games like Elden Ring or Star Wars Jedi: Survivor rely heavily on this logic: the player enters worlds already saturated with genre expectations, mythic structures, or franchise lore. What has changed is scale and density. Modern evocative spaces are often vast open worlds designed less to set the mood for a linear experience and more to sustain prolonged inhabitation. The space itself becomes the primary narrative object.

    Enacting stories also persist, but Jenkins notion of staging narrative events through movement across space has become more systematized. Action-adventure and RPG games frequently anchor story progression to spatial traversal, boss encounters, and set-piece moments that function as what Jenkins calls micronarratives. These moments are no longer just scripted spectacles; they are often adaptive, changing based on player build, prior choices, or difficulty scaling. This makes enactment feel less like performing a fixed story and more like participating in a flexible narrative grammar.

    Embedded narratives may be where Jenkins framework feels most prescient. His description of games as memory palaces full of clues, artifacts, and environmental traces anticipates contemporary environmental storytelling almost perfectly

    Jenkins, Henry – Game Design as…

    . Games such as Outer Wilds or Control distribute narrative information spatially and nonlinearly, requiring players to actively reconstruct past events. What distinguishes modern examples is the expectation that players will miss content and still produce meaningful interpretations. Narrative coherence no longer depends on total comprehension.

    Emergent narratives, however, push hardest against Jenkins original boundaries. While he frames them around systems like The Sims, contemporary multiplayer, sandbox, and live-service games generate stories that exist largely outside the game text itselfon social media, streaming platforms, and player communities. These narratives are not merely emergent from systems but socially co-authored. In this sense, they partially exceed Jenkins spatial model and suggest that narrative architecture now extends beyond the game world into networked cultural spaces.

    Taken together, Jenkins categories still describe real design logics, but contemporary games increasingly blur them. Rather than choosing between evocative, embedded, enacted, or emergent storytelling, designers layer all four simultaneously. This hybridity doesnt invalidate Jenkins framework; it confirms his core claim that game designers are best understood not as storytellers in the traditional sense, but as narrative architectsdesigning spaces, systems, and affordances that make multiple kinds of stories possible at once.

  • Analysis of paintings by local artists focusing on visual el…

    an essay that analyzes a painting of your choice by a local artist and compares it to two other artworks. I live in Saint Lucie County Florida, or also known as port saint lucie florida the zip code is 34953, so that you may find a “local” artist must be at least three (3) pages in length, not counting the title page, images, and references. Include an image of the primary painting you are discussing at the end of your essay as Appendix A. For this assignment, you will choose paintings from local artists in your community or hometown to study their use of the visual elements. The lesson for this unit discussed three approaches that one can take when discussing artwork: technical, historical, and observational. Begin your essay with an introduction that includes identifying which approach you will take and why you chose that approach. Next, discuss your selected painting and its visual elements using your chosen approach. Include two other paintings by local artists that are similar in style, era, or subject matter, and discuss the similarities between the three. After reading the chapter on painting, identify your favorite medium in painting. In 1 to 2 paragraphs, briefly discuss how it differs from other mediums and the advantages and disadvantages of using that medium. Finally, end your discussion with a question for your audience.

  • Journal 1-2 Position in the Core Themes

    Position on the Core Conflicts Throughout the history of the field of developmental psychology, three core conflicts have emerged in the examination of the theories and concepts (nature vs. nurture, continuity vs. discontinuity, and stability vs. change). Your understanding of these conflicts will serve as a foundation for the examination of theories throughout this course, and it is expected that you may have preexisting preferences for one side or the other in each of these conflicts. In this journal assignment, utilize your professional and personal experiences as examples to: Describe the core conflicts (nature vs. nurture, continuity vs. discontinuity, and stability vs. change) by explaining each conflict with accompanying examples and a high degree of detail. Reflect on which side of each conflict you may hold a preference for as an emerging professional and articulate your position on each core conflict. Apply professional and/or personal experience to examine the three core conflicts.

  • Reasons why I should have j.js number

    an argument on why I should have this persons number