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Final Project

For your Final Project, you will create a website that showcases the skills you have gained throughout your psychology program.  Your website will consist of the following elements: a homepage, a literature review, expert opinions, résumés, a case study, and a list of pertinent websites.  Each of these sections will be its own tab on the website.  When complete, you may choose to use this website after graduation as a means to showcase your abilities to potential employers and/or graduate schools.   

To begin, review the elements required for each section of your website below.  

Next, visit the Wix.com website to familiarize yourself with this technology.  Scroll down on the webpage and click the pink arrow to view a quick tour video of the website platform.  Note: This site is best viewed using either the Chrome or Firefox web browsers.  Refer to the Wix.com Quick-Start Guide for step-by-step instructions on setting up your website.  

If you experience any technical difficulties, please visit the Wix Support Center. The technical support offered through your Student Portal will not be able to assist you with the Wix website.  When you are ready to create your website, click the Start Now button to register and begin building.  If you are unable to utilize the Wix platform to complete this assignment and you have already watched the tutorial, read through the Wix.com Quick-Start Guide, and contacted the Wix Support Center, please contact your instructor. 

It is highly recommended that you complete any and all written work in a separate document first and then cut and paste the required content into your webpage. This will allow you to edit and save your work separate from the website, should anything occur which causes the website to fail.  Additionally, you will be able to work on your content without having to remain connected to the internet and it may be easier to develop and edit your content in Word, prior to publishing it on your website. 

Sections of the Final Project will be completed within the course weeks and will be revised for inclusion in this project. Carefully review all suggestions and comments from the instructor and/or your classmates before including that work within the content of your website.

Clearly label the website as your course project. Although it will not be searchable to the general public, it will be publicly available and anyone who is given your specific site link will be able to view it.

Copy and paste the URL to your website into a Word document for submission. Once you have received your final grade for this course, you have the option of deleting this website through your account with Wix.com.

Creating the Website

The website:

• Must be named with the following convention: your last name + PSY496 Final Project. Example: Smith PSY496 Final Project. 
• Must include six tabs with the following headings and information. Watch the screencast video below to assist you with setting up your required tabs.

1. Home Page
   Briefly introduce yourself and provide information regarding your professional background. Summarize your experiences within the Psychology program at Ashford University and what you hope to do upon graduation. You may include a professional photograph as well.
2. Literature Review
   • Create a brief literature review that presents a fair and comprehensive analysis of relevant literature pertaining to the topic you chose in Week One. This page must include the following:
     • A brief introduction of the topic and its relevance (300 to 500 words).
     • Three to five peer-reviewed articles based on applied psychological research. Each of the articles must directly relate to your chosen topic.
     • A one- to two-paragraph (500 to750 words total) analysis and summary for each article.
     • A reference list at the bottom of the page, formatted according to APA style as outlined in the Ashford Writing Center.
3. Expert Opinions
   • Begin with the work you completed for the Mental Health Disciplines discussion in Week Three. In this section, you will demonstrate your awareness of the psychological career alternatives in a community setting and take on the role of two experts in different fields of psychology.  You will also evaluate contributions of psychological research in the applied context of these experts and discuss methodological issues unique to their areas of psychological research.   
   • Take into consideration the comments your classmates and your instructor made on your discussion post.
   • Include information from at least two peer-reviewed articles of your choosing that were published within the last five years to substantiate your experts’ claims.  The sources may not be any of those that are listed within this course.  For information on how to generate search terms for specific resources, visit the Ashford University Library website.
   • Make any necessary changes to your presentation and create a new oral video presentation using a screencast program such as Jing and Screencast-O-Matic. You may also use YouTube or a voiceover PowerPoint saved as a video file with audio. Using the instructions on the Wix.com platform, embed the video of your oral presentation (screencast or video) in the Expert Opinions page of your website. As an alternative to embedding your video, you may copy and paste a working URL on the Expert Opinions page.
4. Résumés
   • Begin with the work you completed for the Develop Professional Résumés assignment in Week Three. Based on the feedback from your instructor, make the recommended changes to the résumés you created for the two experts from the Presentation by Experts discussion in Week Three and the Expert Opinions web page you created.
     Next, create your own professional résumé, that includes brief descriptions of the major duties associated with any relevant work experience you have.
     Your résumé should appear first on the page followed by the résumés you created for the experts.
   • To begin constructing your personal résumé, utilize the Resume Builder tool provided by Ashford University. This will allow you to create drafts of your résumé so that you may revise and refine your assignments before submitting them. Because your final project will be available for public viewing, do not include your actual personal contact information (i.e., address, phone number, email).

   To utilize this tool:

   • Log into the Ashford University Student Portal
   • Click on Job Search & Resume Builder link under Career Services
   • Go to the My Documents Tab
   • Select the Resume Builder Tab
   • Create, save and edit these résumés to meet your assignment guidelines.
5. Case Study
   • Begin with the work you completed for the Case Study: Evaluating Ashford University Institutional & Program Outcomes assignment in Week One.
   • Review the feedback you received from your instructor and then create a case study that takes on the role you did not pursue.
   • If you used your own story or that of a willing volunteer for the original assignment, then you will create a case study for a fictitious character.
   • If you created a character for the case study in the original assignment, then you will use your own story or that of a willing adult volunteer.
   • In this section, you will:
     • Create a 750- to 1000-word case study of a real (either yourself or a willing adult volunteer) or fictitious person who has developed the competencies of their academic program at Ashford University.  
     • Evaluate your real or fictitious person’s learning within the program as it contributes to the overall attainment of the institutional outcomes.
     • Include at least one personal life example and one career example of applying the competencies to resolve personal challenges and an ethical dilemma (e.g., a client or research subject reveals compromising information about a friend or family member who also happens to be someone you know in a personal/social context).
     • Create or describe a scenario in which the person wrestles with an issue related to the assigned research topic in her or his personal and/or professional life. Be specific in your discussion of the scenario and provide details demonstrating professional problem solving on the part of the person in your case study.
     • Include a section wherein your fictitious person or you articulate a personal point of view, evaluate evidence, determine options for responding and evaluate the pros and cons of the options prior to making a decision about a course of action within the scenario.
     • Conclude with how the problem was resolved and what the person learned while at Ashford University that assisted in an effective resolution.
6. Websites
   • Create an annotated list of 10 to 12 reputable, professional websites (e.g., government agencies, professional organizations, professional associations…) that are relevant to psychological research and practice. Commercial or non-academic websites may not be used for this assignment.
   • Consider the merits of each website.  Based on your knowledge of scholarly applications of psychological research, evaluate the use of scholarly applied psychological research and analyze the interpretations that are presented on each site.  For information on how to evaluate web resources, visit the Ashford University Library website.  
   • The list should be in alphabetical order with each website cited according to APA style as outlined in the Ashford Writing Center.
   • The annotations should be four to five sentences long and reflect the relevance and usefulness of each website in terms of your topics of psychological research and your professional needs.

In addition, your website must:

• Include a footer with the date submitted (in Copyright section).
• Address the topics of each page with critical thought.
• Use the number of peer-reviewed sources listed with the instructions for each web page.
• Document all sources in APA style as outlined in the Ashford Writing Center.  
• Include a separate reference section at the bottom of each web page, for the sources used on that page, formatted according to APA style as outlined in the Ashford Writing Center.

Write a 2-3 page paper analyzing the fact pattern scenario below. Please use your own state law. Your analysis should include application of the topics covered during the past 7 weeks. For example, search and seizure, search warrant, execution of warrant, exclusionary rule, Miranda rights, and the right against self incrimination. You can use your or TX state, whichever you prefer.

Make sure all citations are in APA or Blue book format.

Please see the attached grading rubric below. This grading rubric will be used to grade this assignment.

Leila is a police officer. She is out of uniform and knocked on Dan’s front door of his house and asked is should could enter to enforce a warrant she had. The warrant was a search warrant issued by a magistrate at the Lawrence District Court. His name is Mark McCale, a retired police officer for the state police department in Lawrence. The warrant indicated that “the first floor of Dan’s house will be searched for a gun used in connection with a robbery and some jewelry, which was stolen.” While looking in Dan’s house, Officer Leila smelled what she thought to be gun powder emanating from the second floor. Officer Leila immediately walked upstairs and found a gun at the tops of the stairs. She went to confiscate the gun and while doing so noticed a note attached to the gun with an address on it. Later that afternoon police officers went to the address of the house listed on the note of the gun. A bunch of jewelry was found at this address and collected by the police officers. The address was a known address for stolen jewelry to be pawned. While at Dan’s house, Dan told Officer Leila that, “I do not know what you are here for, because I did not rob the Terri Grubb’s jewelry store.” Officer Leila asked Dan to go to the police station and Dan agreed. As they walked into the police station, Magistrate McCale yelled, “is that the person who robbed Terri Grubb’s jewelry store?!” Dan replied, “I told Officer Leila already, I did not rob the Terri Grubb’s jewelry store.”

Address the question they still have about learning a second language. You do not necessarily need to provide them with an answer, but you may want to provide information related to what you have learned.

I believe that learning a second language can be a good thing, there is so many opportunities to be awarded by being bilingual. It is easy to learn a second language when you are young it comes more natural. Learning a second or third language when you are older is hard because you are use to the first one and learning can be difficult, it is possible but harder.

When a teacher who has a student, who does not know English they feel pressure because they have a hard time teaching, they must work hard to make sure the Spanish speaking child understand. By the child’s second year of school rather it is preschool or first grade or higher the child is then experienced and have learned how to understand and speak most things, not everything, but most things needed to continue learning English. English is the hardest language to learn and Spanish is easy and fun to learn.

Ways to support children and families in learning a second language could range from hanging posters in the classroom and reading bilingual stories at story time. You could have stories about children coming to a new school who don’t speak English. Learn about their culture and share information and all the new child to talk about his/her experiences. On holidays ask the child to share about his/her culture. Sing songs and dance this usually makes children comfortable and then if you get them comfortable by acting silly they will be excited and eager to learn and will not be scared that there learning a new language. Have toys in the classroom that are biracial and share the culture associated with the toys.

I have seen firsthand how when a Spanish speaking child first attends school they do have trouble and making friends can also help. They might not understand each other at first but by repeating and putting words (sounds) and actions together they soon realize hey maybe that means we are going outside to play, or maybe that is what lunchtime means. Teachers and students together help learning a second language at school helpful.

References:

Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education.

CHOOSE ANY ONE of the TOPICS FROM THE LIST BELOW (100-point final essay)

Format: Word Document (Arial or Calibri) 12 pt. font 1.5 spacing at least 1500-word count (translates to 3pages if you follow the strict setting noted above.

Read each segment of the question carefully as you prepare your submission:) Have you answered all elements of the question; 2) Have you used the resources required (our course textbook(s) and lectures;) Did you proofread your work) Are all references properly cited (MLA).

Link to MLA citation format. https://owl.english.purdue.edu/owl/resource/747/01/

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• Using both text and lectures What are the components of Edith Hall’s paradigm for the heroine? Why is Iphigenia the model she chooses for her theory? Why do you think that the Amazons were not considered heroines? Consider the stereotypical representation in the various artistic factors and concept of the ‘feminine’ in the at least 2 of the myths we have studied in your response.
• Using both text and lectures: Utilizing the plays by Euripides, covered in lecture and text:Medea, The Bacchae, and Iphigenia; discuss how female characters were presented by Euripides? You must discuss at least two of the plays/characters, and of course you are free to discuss all three in your response. Consider such elements as status of women, agency (power) of women and the nature of sacrifice, (such as Iphigenia’s offering of her life), and madness in the case of Medea, if applicable.
• Using both text and lectures: Consideringbad-boy Dionysius, how does he become associated with wine, revelry, and emotion-based unseemly behavior?How did he become associated with theater? In your response, you must include a discussion of his association with wine as an important product in the social and economic factor of Ancient Greece.
• Using both text and lecture: Discuss fully the adaptation of the mythical figure Orpheus in literature over several time periods? How and why was his character easily adapted to religious motifs in Early Christianity? What were the consistent themes?
• Using both text and lecture: How is the journey of Odysseus a journey of self-discovery?Why must heroic figures descend to the underworld and what is the purpose of Odysseus’ journey to Hades? His conversations with Agamemnon, Achilles and others reflect the traditional warrior society that he lived in. What does he learn from those encounters? What is the nature of his meeting with his mother? Is she a model for his conscience?What can you discern about the Greek view of the afterlife from this segment of lecture and text?

1. Using both text and lectures: How do the Heroic stories we have studied, both plus documentary and fiction films, exhibit the heroic motif of Ancient Greece? Consider both Jason and Hercules in your response. How are there tragic flaws influence the outcomes of their stories? How does the ‘hero’ fall from the heights Why does this motif appeal to the modern and contemporary public? Use as least four examplesto support your argument. How does the hero figure transcend time and place with universal traits and fates?

Essay Writing Guidelines

Academic Essay

An academic essay is a continuous piece of writing focusing on a particular issue, which is carefully framed by the title.The writer must define the question, and then respond to it, supporting statements with evidence, example and logical argument.

Ok so why?Since the instructor already has an ‘answer’?

• Think deeply about the issue
• Develop the ability to think logically
• Relate theoretical knowledge to particular issues.
• Help you write cogently and fluently;

Begin by identifying the key elements; locate the information to support your response.This involves rereading lecture notes, reading assigned texts and brainstorming.

What does the assignment ask you to do? Describe, analyze, discuss, form an opinion, assess, etc.

Essay formats:

Introduction, a key part of your essay, and one that sets the tone for the reader; it should unravel the question, create threads, define key terms, AND give an indication of how you intend to answer the question.An introduction is read first but should be completed last, when you know the direction your answer has taken.

Development: this is the main section of your essay, where you set out your response, mixing argument with supporting evidence (facts, examples, lecture quotes, text quotes).Try to see it as a series of points, each to be developed in a separate paragraph, though there should be an overall thread linking the points in a thematic way. Sometimes you will find a national theme; at other times you may need to put a more artificial framework on your work.

Conclusion: another key part, where you pull together and restate, SUBTLEY, the main points of your essay and make an overall statement in response to the question.

The term Plagiarism includes but is not limited to:

The use of someone else’s words or ideas without crediting them. Use by paraphrase or direct quotation of the published or unpublished work of another person without fully and properly crediting the author with footnotes, citations or bibliographical reference;

• Unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic papers;
• Unacknowledged use of original work/material that has been produced through collaboration with others without release in writing from collaborators.

3. You must of course document all direct quotations.You must also cite any ideas borrowed from a source: paraphrases of sentences, summaries of paragraphs or chapters, statistics and little-known facts, and tables, graphs, or diagrams. Summarizing and paraphrasing are covered in class.

Getting Started

Introduction Check List

 Have you got one?

Does it take your reader straight from the question into your answer?

Does it unpack/interpret/frame the question as necessary?

Does it broadly signpost your essay? Tell the reader where he/she is going?

Main Section Check List

Is your essay in paragraphs?

Does each paragraph express and develop a single idea?

Does each follow logically from the last, with no sudden breaks or shifts of topic?

Have you dealt with all the issues posed in the question?

Have you explicated important concepts/ideas, using examples where appropriate?

Have you substantiated all your arguments with fact/evidence/opinion/quotations?

Have you sidetracked anywhere, gone off on a tangent?

Conclusion Check List

Do you have one?

Have you drawn together the main threads of your essay? Can you restate them without just restating the question?

What general inferences can you draw from your argument? (Conclude don’t just summarize) Where do you stand in relation to the case/position?

Have you placed your conclusion in a broader context?

General Points

Vocabulary: should be varied, precise and apt; not vague and cliché ridden (got, sort of, kind of, like); nor too overblown, pedantic and repetitious.

Spelling: check technical, specialist terms and proper names in particular;

Grammar: Sentence structure should be varied; not too simple, nor too convoluted (complex sentences do not always signify complex thought)

Have you used signpost words (but, however, although, etc.) appropriately to give your essay cohesion.

Have you generally signposted where you are taking your reader: For example: (There are two points here…, Now to move on to…’ Having covered…’)?

Punctuation: Make sure it is used correctly; beware of overworking commas and dashes.

Bibliography/References: Have you done citations correctly; have you developed a bibliography page if required?