Bright Academic Experts

Category: Psychology

  • Film/Series Review Paper

    Film/Series Review Paper Description: A film analysis is not a review or summary of the plot, it goes deeper into analysis and reaction. IT MUST BE TYPED and double-spaced using a 12 point, easily readable font. Your paper should be between 4-5 pages long in APA format. Introduction Paragraph Provide basic information about the movie, and a sense of what your review will be about. Include: _____ Brief introduction to the movie. _____ Title (underlined) + Director _____ Publication Information: year released, length of movie _____ Genre-i.e. comedy, animated, drama _____ Movie’s thesis / theme / purpose? Body There are two main sections for this part. The first is an explanation of what the movie is about. The second is your opinions about the movie and how successful it is with examples used to support your opinion. _____ Explanation Give a brief summary of the plot in which you identify the main characters, describe the setting, and give a sense of the central conflict or point of the movie. Dont give too much away. Include what we have studied so far with examples where pertinent: Opening Plot Camera techniques or angles sound, or other things you notice. _____ Analysis and Evaluation In this section you analyze or critique the movie. Write about your own opinions; just be sure that you explain and support them with examples. Some questions you might want to consider : How did the director achieve his or her purpose? Is the acting / writing / music effective, powerful, difficult, beautiful? What are the strengths and weaknesss of the movie? What is your overall response to the movie? Did you find it interesting, moving, dull? Why? Would you recommend it to others? Why or why not? _____ Conclusion Briefly conclude the review by pulling your thoughts together. You may want to say what impression the movie left you with, or emphasize what you want your reader to know about it. _____ Additional Details Spelling and grammar count. Write in a logical and coherent manner; it should be easy to read. Proofread it before turning it in. No plagiarism! _____ /10 TOTAL This topic is closed for comments.

  • Flipped assignment

    Complete a review and analysis for each source. This review and analysis should include the following content and should be written utilizing APA style and formatting:

    • A three-page summative review of
    • (useful for licensure exam preparation).
    • One-page summaries of each sources major theses/assertions (6 sources = 6 pages) and
    • A one-page summary of personal-professional fit with the material for each source (6 sources = 6 pages), specifically discussing how the material may or may not inform your own emerging professional endeavors, style and approach.

    Attached Files (PDF/DOCX): Davison et al – 2016.pdf, Agingand LongtermCare.pdf, Adapted psychotherapy for suicidal geriatric patients with depression.pdf, DillmanTaylorBratton2014-1.pdf, Deathandmidlife1-1.pdf, 20260210234928703.pdf

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

  • PSY3200-Biological Psychology Week 2 Discussion. Due date: F…

    Neuroimaging techniques, such as PET, enable scientists to visualize and measure brain activity. Specifically, this type of scan reveals which brain areas are being used for different cognitive tasks. When the various images are pieced together, one can see the pathways for information processing. For example, if someone is processing a visual image while in a PET scanner, a scientist can see the flow of the information sent to the primary visual cortex, and then he or she can view the general pathways as the image is identified and as it moves on to higher-order processing.

    Answer the following questions:

    • How does PET scan work? State how they are different from MRI and functional magnetic resonance imaging (fMRI). Why is radioactively labeled glucose often used as a metabolic tracer? What does it mean if glucose is being absorbed or used in one area more than another?
    • What are neural networks, and how do neural networks relate to localized and global brain functioning? What does our knowledge of neural networks tell us about how the brain processes information? How do PET scans and fMRI allow us to see the flow of information throughout networks?
    • Do people only use a small percentage of their brain? Use what you know about neural networks and functional imaging scans to address this belief. Do you believe that we only use 10 percent of our brain capacity? Would someone be able to demonstrate via various cognitive tasks that no part of the brain sits in the cranium unused?
    • 2 page double spaced; in-text citation and references – APA format.

    Requirements:

  • nervio vago Psicosocial

    Investigation About vagus nerve with power point and pdf. with real cities, follow the rubric that i attached

    Requirements: psycosocial real cities

  • Adulthood power point

    Developmental Online

    Assignment #4

    Adulthood power point

    Objective: Students are to create a 15 slide power point on the topic relevant to one of the stages

    of adulthood. (early, middle or late) that was chosen from the list posted in Canvas. I CHOOSE RAPE

    Directions: Research your chosen adulthood topic that you posted in DB. Use information from

    at least 3 credible sources(the textbook can count as 1 source) and create a 15 slide power point

    presentation about the adulthood topic that you chose.

    Requirements: NOTE CHANGE IN SUBMISSION!!! READ ALL 12 REQUIREMENTS

    1. 1. A well-developed, well-researched 15 slide power point presentation on a topic

    relevant to one of the stages of adulthood.(graphics should be included in at least three of

    the slides)

    1. 2. Include the most current information about your topic by using at least 3 credible

    sources. (You have the freedom to decide what you think is the most important

    information about your topic)

    1. 3. The first slide should include your name and topic.

    1. 4. The 12th and 13th slide should consist of an assessment (short quiz) that asks

    questions about your topic that your classmates should be able to answer after having

    read your powerpoint presentation. This quiz can be any format that you

    choose…multiple choice, matching, fill in the blank etc.

    1. 5. The 14th slide should consist of the correct answers to the assessment questions

    from slides 12 and 13 so that your classmates can grade themselves.

    1. 6. The last (15th) slide should include your 3 or more credible sources.

    1. 7. Spelling and punctuation count!!!

    1. 8. The powerpoint should be saved as a powerpoint file and sent to me as an

    EMAIL ATTACHMENT. PLEASE TYPE IN THE SUBJECT BOX OF THE EMAIL

    YOUR COURSE SECTION AND POWERPOINT…for example Developmental

    W01powerpoint.

    1. 9. The powerpoint should also be submitted in DISCUSSION BOARD where it says

    to submit powerpoints. This is extremely important so that your classmates can learn

    about all of the topics in adulthood.

    1. 10. Once all powerpoints are submitted in discussion board, please read them and

    take the quizzes(self-assess..you do not turn in quiz answers to me) on each of the

    adulthood topics. You should submit questions or appropriate comments to at least 5 of

    your classmates concerning their powerpoints.

    1. 11. Be prepared to reply to questions/comments that your classmates may have for

    you about your presentation.

    1. 12. IMPORTANT- note the 2 separate due dates.

    This assignment should be posted on discussion board by midnight on 11/6.

    All powerpoints should be read, quizzes taken, and comments made and replied to

    by midnight on 11/23. NO LATE ASSIGNMENTS WILL BE ACCEPTED!!!

    Grading: This assignment counts for 100 points.

  • do all my critical research

    Requirements: all my research

  • w8 chfd discussion and responses

    Discussion posts should be reflective of college level writing and discourse. Please be sure that your posts are substantive and are written in depth and detail. As a suggested guide, please use the following word count ranges:

    • Initial posts: 250 to 400 words
    • Reply posts: 125 to 150 words. Replies should relate to the post that you are responding to and in addition, ask a question, add new information or add a new resource to the discussion.

    IMPORTANT NOTE: All writing for this assignment must be original. Content generated by Artificial Intelligence is not permitted and will be addressed via the Student Code of Conduct. While you may prepare your post ahead of time, please post only in the week in which the discussion is due.

    Discussion Prompt:

    How do children develop an understanding of themselves and others, and what role do friendships, family types, and social-emotional theories play in shaping their behavior? How can positive relationships support healthy development, and what are some ways to recognize and respond to behaviors like aggression, bullying, or antisocial actions?

    Peer Reply Guidance:

    Respond to at least two peers with substantive paragraphs.

    Requirements: as needed

  • w8 chfd215 project brief

    Project Purpose

    Youve been invited by a local social service agency to help educate the community about a key issue in child development. Your goal is to create an accessible, research-based resource that helps families and professionals better understand and respond to this issue.

    This project allows you to:

    • Apply developmental theory to real-world challenges
    • Practice translating academic knowledge into public education materials
    • Explore community resources and support

    Youve been invited by a local social service agency to help educate the community about a key issue in child development. Your goal is to create an accessible, research-based resource that helps families and professionals better understand and respond to this issue.

    This project allows you to:

    • Apply developmental theory to real-world challenges
    • Practice translating academic knowledge into public education materials
    • Explore community resources and support

    Your Task

    Choose one issue related to child development. Examples include:

    • Teen pregnancy and its impact on child development
    • Parenting challenges during a specific developmental stage (prenatal, infancy, toddlerhood, early childhood, middle childhood)
    • Peer pressure and social-emotional development
    • Children and social media
    • Children with special needs
    • Childhood trauma and resilience

    You may propose a different topic with instructor approval.

    You will create either a pamphlet or a PowerPoint presentation that includes the following sections:

    1. Introduction to the Issue

    • Define the issue clearly
    • Include relevant facts, statistics, and background information

    2. Who Is Affected and How

    • Describe the impact on the populations (children, families, educators, etc.)
    • Explain developmental consequences or challenges

    3. Relevant Theories/Concepts

  • Apply at least one theory or concept from course materials (e.g., Piaget, Erikson, Vygotsky, Bronfenbrenner)
    • Explain how the theory helps us understand the issue

    • 4. Support Strategies

    • Offer practical tips or strategies for parents, caregivers, educators, or peers
    • Include evidence-based recommendations

    5. Community Resources

    • Identify at least two local, state, or national organizations that provide support
    • Include:
    • Name of the agency
    • Summary of services
    • Contact information (website, phone number, location)

    6. Conclusion

    • Summarize key points
    • Reinforce the importance of awareness and support

    7. Instructor Summary

    • Reflect on your learning experience
    • Share any challenges, insights, or disagreements with the material

    8. APA Citations

    • Use APA format for in-text citations and references
    • Include a reference list on the final slide or at the bottom of the pamphlet

    Format Guidelines

    • Pamphlet: 12 pages, clear headings, readable font, minimal but relevant graphics
    • PowerPoint: Minimum 10 content slides (excluding title and references), use speaker notes to explain bullet points
    • Language: Professional, clear, and accessible to a general audience
    • Sources: Use course materials and at least two additional scholarly or reputable sources

    Be sure to review the following prior to submitting your assignment:

    • We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion. View the for more information on what that means at APUS.
    • Assignment Rubric
      • If you do not see the rubric, select Course Tools in the blue horizontal navigation bar and then Assignments. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    Resources & Supports

    • You have free access as an APUS student. Sign in with your MyCampus Email credentials.
    • : Watch this 3-minute video if you need guidance on submitting your assignment.
    • : Review the “Viewing Feedback in the Assignments” section for details on accessing feedback or review the 1-minute .

    Requirements: as needed

  • Explain how a BCBA could improve interdisciplinary collabora…

    Requirements: As required

  • Putting It Together

    The following chapters describe theories and concepts related to adolescent development, which spans approximately ages 12 to 18, with some attention as well on emerging adulthood (continuing up to about age 25). These chapters explore developments in different domains as the teenager gains cognitive skills and navigates identity development. Review the chapters below to enhance your knowledge of different perspectives during the adolescent years of life.

    • Arnett, J. J., & Jensen, L. A. (2025). Adolescence and emerging adulthood: A cultural approach (7th ed.). Pearson. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 3, “Cognitive Foundations.”
    • Chapter 4, “Cultural Beliefs.”
    • Chapter 5, “Gender.”
    • Chapter 6, “The Self.”
    • Chapter 12, “Media.”

    After you have read from your textbook, you may wish to use the following links to learn more about brain functions. View these illustrations and reflect on how the brain works; think about how the information is connected to the psychology of adolescence.

    • .
    • .

    MOVING INTO ADOLESCENCE RESULTS IN NEW

    capacities for self-reflection, as we described in Chapter 3. Adolescents can think about themselves in a way that younger children cannot. The ability for abstract think-ing that develops in adolescence includes asking abstract questions about ones self, such as What kind of person am I? What am I good at, and not-so-good at? How do other people perceive me? What kind of life am I likely to have in the future? Younger children can ask these questions, too, but only in a rudimentary way. With ado-lescents growing cognitive capacities, they can now ask these questions of themselves more clearly, and they can come up with answers that are more complex and insightful. This enhanced cognitive capacity for self-reflection has a variety of consequences. First, it means that adolescents change in their self-conceptions, that is, in their answers to the question What kind of person am I? Second, it means that adolescents change in their self-esteem, that is, in their capacity for evaluating their fundamental worth as a per-son. Third, it means that adolescents change in their emo-tional understanding as they become more aware of their own emotions and as their enhanced understanding of themselves and others affects their daily emotional lives. Fourth, it means that adolescents change in their identities, that is, in their perceptions of their capacities and charac-teristics and how these fit into the opportunities available to them in their society. Each of these four changes con-tinue through emerging adulthood, but identity issues are especially central to emerging adulthood, even more than in adolescence in many respects. In this chapter, we describe each of these four aspects

    of self-development. Then in the last section, we examine multicultural selves. We address what it means to come

    of age as a member of an ethnic group with exposure to more than one culture, such as African American, Chinese Canadian, and Turkish Dutch. We also focus on ways that globalization is influencing self-development for adoles-cents and emerging adults, especially in developing coun-tries, as they navigate both local and global values and ideas about who to become and how to live.

    SECTION 6.1

    Self-Conceptions How people think about themselves changes with age, but throughout life, our self-conceptions are shaped by the cultures we live in. Cultures differ in their emphasis upon interdependence, independence, and self-esteem. Across cultures, however, self-conceptions become more abstract and more complex in adolescence.

    Culture and the Self Learning Objective 6.1 Summarize the differences among cultures in conceptions of the self.

    The general distinction introduced in Chapter 4, between individualistic and collectivistic cultural values, and between broad and narrow socialization, comes into play in considerations of the self, and perhaps especially on this topic. As noted in Chapter 4, in discussing cultural differences in conceptions of the self, scholars typically distinguish between the independent self promoted by individualistic cultural values and the interdependent self promoted by collectivistic cultural values (DiBianca Fasoli & Raeff, 2021; Heine, 2020; Markus & Kitayama, 1991; Raeff, 2010). Cultures that emphasize an independent, individual-istic self also promote and encourage reflection about the self. In such cultures it is seen as a good thing to think about yourself, to consider who you are as an independent per-son, and to think highly of yourself (within certain limits, of courseno culture values selfishness or egocentrism). Americans are especially known for their individualism and their focus on self-oriented issues. It was an American who first invented the term self-esteem (William James, a leading psychologist and philosopher in the late 19th cen-tury), and the United States continues to be known to the rest of the world as a place where the independent self is valued and promoted (Heine, 2020; Raeff, 2010). However, not all cultures look at the self in this way or

    value the self to the same extent. In cultures characterized by collectivistic values and narrow socialization, an inter-dependent conception of the self prevails. In these cultures, the interests of the groupthe family, the kinship gro

    Steinberg is not our course textbook, so you should not be using that for Part 2: Connecting Concepts. Please make sure that you revise that section using a real quote from our course textbook only. Let me know if you have any questions about that. You only have one attempt remaining.

    Criterion

    Relate developmental psychological terminology, concepts, and research to mental processes.

    Your Result:

    NON-PERFORMANCE

    Does not relate developmental psychological terminology, concepts, and research to mental processes.

    Faculty Comments:

    S2: This is still not correct. Steinberg is NOT our course textbook. Please choose a real quote from our course textbook only. No other source is acceptable here. S1: “Part 2: Connecting Concepts” is supposed to be a comparison of the article and the textbook. But you did not use the textbook, so this section is non-performance. Please follow the instructions and use the correct sources.

    Attached Files (PDF/DOCX): cf_FPX2720_putting_it_together_worksheet (2) (1).docx

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