Need help with a topic and will share with the right person
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– ## wk5elm538growth.docx **## wk5elm538growth.docx** As educators, we are always trying to improve ourselves as well as our professional approach. One needs to reflect on our personal needs and areas of professional growth. Take time to reflect on your math capabilities as well as your math instruc…
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Order on TutorsGallery →– ## wk5elm538growth.docx
**## wk5elm538growth.docx**
As educators, we are always trying to improve ourselves as well as our professional approach. One needs to reflect on our personal needs and areas of professional growth. Take time to reflect on your math capabilities as well as your math instructional practices.
**Identify** your areas of strength and weakness concerning math content knowledge and/or math teaching methods.
**Research** trends, best practices, and available resources to help you grow in these areas toward math content knowledge and/or math teaching methods.
**What do I need to think about?**
· How might these weaknesses impact student learning?
· What do you plan to do to address these weaknesses?
· What resources are available to help with your growth (professional organizations, online tools, and such)?
**Create** a professional growth plan to address your areas of focus so that you can improve practice and enhance student learning.
**Include** the following in your plan:
· Specific areas of strength in teaching math
· Specific areas of weakness in teaching math
· Activities and resources needed to overcome weaknesses and support growth
· Sources of evidence to indicate how you will know if you have achieved your goal
· Describe the value and benefits for self-reflection by teachers.
· Describe the value and benefits of collaboration to teachers.
**## wk5elm538growth.docx**
As educators, we are always trying to improve ourselves as well as our professional approach. One needs to reflect on our personal needs and areas of professional growth. Take time to reflect on your math capabilities as well as your math instructional practices.
**Identify** your areas of strength and weakness concerning math content knowledge and/or math teaching methods.
**Research** trends, best practices, and available resources to help you grow in these areas toward math content knowledge and/or math teaching methods.
**What do I need to think about?**
· How might these weaknesses impact student learning?
· What do you plan to do to address these weaknesses?
· What resources are available to help with your growth (professional organizations, online tools, and such)?
**Create** a professional growth plan to address your areas of focus so that you can improve practice and enhance student learning.
**Include** the following in your plan:
· Specific areas of strength in teaching math
· Specific areas of weakness in teaching math
· Activities and resources needed to overcome weaknesses and support growth
· Sources of evidence to indicate how you will know if you have achieved your goal
· Describe the value and benefits for self-reflection by teachers.
· Describe the value and benefits of collaboration to teachers.
Describe the difference between inputs, outputs and outcomes. Use an existing program to provide an example of each. Reading Assignment: Kettner, Moroney & Martin Chapter 8 Objective: 1
Immediate access to the full model answer, formatted citations, and rubric breakdown.
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Order on TutorsGallery →Describe the difference between inputs, outputs and outcomes. Use an existing program to provide an example of each.
Reading Assignment: Kettner, Moroney & Martin Chapter 8 Objective: 1
In-depth study guidance and analytical solution covering 151.
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Technological advances have significantly enhanced the ability to efficiently collect and analyze evaluation data. Describe one available tool or program you have found which is designed to assist researchers/programs with the collection, management and/or analysis of data. Kettner, Moroney & Martin…
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Order on TutorsGallery →Technological advances have significantly enhanced the ability to efficiently collect and analyze evaluation data.
Describe one available tool or program you have found which is designed to assist researchers/programs with the collection, management and/or analysis of data.
Kettner, Moroney & Martin Chapter 9 Objective: 1, 3
see attached – ## APasig1.docx **## APasig1.docx** _Concepts, Biological and Psychological Development_ **Instructions:** After reading the study material for this module: 1. Define in your own words the following concepts: · · Puberty · Identity Crisis · Social Learning Theory · Clique (clique, gr…
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– ## APasig1.docx
**## APasig1.docx**
_Concepts, Biological and Psychological Development_
**Instructions:**
After reading the study material for this module:
1. Define in your own words the following concepts:
·
· Puberty
· Identity Crisis
· Social Learning Theory
· Clique (clique, group)
· Group pressure
· Cults
· Maslow’s Hierarchy of Needs
2. Prepare a timeline describing the adolescent’s biological and psychological development from 13 to 19 years old. Also, create a diagram comparing normal and abnormal behaviors.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism. If you are new to Turnitin,
[review the information](https://agmu.instructure.com/courses/1876/pages/using-turnitin) in the Student Resource Center about it.
**## APasig1.docx**
_Concepts, Biological and Psychological Development_
**Instructions:**
After reading the study material for this module:
1. Define in your own words the following concepts:
·
· Puberty
· Identity Crisis
· Social Learning Theory
· Clique (clique, group)
· Group pressure
· Cults
· Maslow’s Hierarchy of Needs
2. Prepare a timeline describing the adolescent’s biological and psychological development from 13 to 19 years old. Also, create a diagram comparing normal and abnormal behaviors.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism. If you are new to Turnitin,
[review the information](https://agmu.instructure.com/courses/1876/pages/using-turnitin) in the Student Resource Center about it.
Please read the instruction careful. No AI . Good grade feedback. – ## Topic_Week1_Discussion4.pdf **## Topic_Week1_Discussion4.pdf** You must post before seeing replies. Edit history will be available to instructors. Due Aug 27 60 points View Split Screen All Search entries or author… Newest …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please read the instruction careful. No AI . Good grade feedback.
– ## Topic_Week1_Discussion4.pdf
**## Topic_Week1_Discussion4.pdf**
You must post before seeing replies. Edit history will be available to instructors.
Due Aug 27 60 points
View Split Screen
All
Search entries or author…
Newest First
Back to Week at a Glance
(https://waldenu.instructure.com/courses/182224/modules/items/758504
SHOW ME THE EVIDENCE!
In the 19th century, the term “snake oil salesman” referred to a person who traveled from town
to town making extravagant claims about their cure-all elixirs. They used deceptive practices to
sell their product but would leave town before angry and disappointed customers could get their
money back.
In our modern life, we are still bombarded with claims about products/treatments that promise to
improve our lives. “Experts” may claim that a cream will make your skin look younger, a mattress
(https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
LgRendition/AdobeStock_286639141.jpeg)
[https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)
[https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
will cure your back pain issues, changing your child’s diet will cure their attention deficit disorder
(ADD), or supplements with “proprietary” ingredients will cause you to lose weight.
But have you stopped to consider if there is scientific evidence to support these claims? Or might
some of these claims be made by the modern-day equivalent of a snake oil salesman? Are they
aiming to make money by selling a product they know to be ineffective or trying to increase
website revenue by driving up website traffic? For any claim you come across, you should
consider if scientific procedures have been utilized to validate the claim.
Skepticism and critical thinking are closely related concepts, often intertwined in the pursuit of
understanding and evaluating claims, beliefs, and evidence. As such, a skeptic is someone who
requires evidence to accept a claim. A skeptic would look for answers to questions such as:
“What evidence exists to support the claim?”
“How was this tested?”
“Who tested this and what credentials do they have?”
“What are the repercussions of purchasing or believing in a method that will not deliver
results?”
In this Discussion, you will practice being a skeptic by critically evaluating a media claim for a
product. Is the product the modern-day equivalent of snake oil? For this course and beyond, you
will learn the skills to be a critical consumer of information.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
research (15th ed.). McGraw Hill.
Chapter 1, “Scientific Understanding of Behavior”
Willingham, E. (2012, Nov. 8). 10 questions to distinguish real
from fake science
(https://www.forbes.com/sites/emilywillingham/2012/11/08/10-
questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
. Forbes.
https://www.forbes.com/sites/emilywillingham/2012/11/08/10-
questions-to-distinguish-real-from-fake-science/?
sh=445868c6146c
Stemwedel, J. D. (2011, Oct. 4). Drawing the line between science
and pseudo-science (https://blogs.scientificamerican.com/doing-
Readings
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
To prepare:
Review Chapter 1.
Consider what you learned in the Learning Activity, Becoming a Skilled Consumer of
Research.
Locate a claim in the media about a product that promises a cure or an improvement for
some aspect of psychological or physical health that you are skeptical about and that
could potentially be an example of pseudoscience.
Sources to search: advertisements on social media (e.g., Facebook, Instagram),
infomercials on the internet, advertisements in television commercials. (If the claim
you find is on TV, you can usually also find it on YouTube.)
Potential topics: homeopathic cures, cures for ADD/ADHD or autism, apps/games to
improve memory, anti-aging serums, etc.
Evaluate the claim by applying the textbook's bulleted list of six indicators of
pseudoscience claims, which was also included in the Learning Activity.
Untestable/Unrefuted
Imprecise, Biased, or Vague
Anecdotal/Testimonial Evidence
good-science/drawing-the-line-between-science-and-pseudo-science/)
. Scientific American. https://blogs.scientificamerican.com/doing-
good-science/drawing-the-line-between-science-and-pseudo-
science/
Walden University, LLC. (2024). Becoming a skilled consumer of
research (https://cdn-
media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[Interactive media]. Walden University Canvas.
https://waldenu.instructure.com
Meyer, R. C. (Director). (2019). A student’s guide to critical thinking
(https://video.alexanderstreet.com/watch/a-student-s-guide-to-
critical-thinking) [Video]. Alexander Street.
https://video.alexanderstreet.com/watch/a-student-s-guide-to-
critical-thinking
Optional Media
[https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
Questionable Expertise/Credentials
Confirmatory Evidence/Bias
Unverifiable Evidence
Assess the potential harmful psychological and/or physical effects or outcomes for
consumers of this product.
Post a response to the following.
In the first line of your post, state the claim you evaluated (e.g., Exercise app promises
weight loss in 30 days).
Provide a link (URL) to the claim you evaluated. If there is not a link, you may provide a
screenshot as an attachment to your post.
In one short paragraph, summarize the topic and claim that is made.
Explain at least two indicators of pseudoscience that made you skeptical of the claim.
Explain at least two potential harmful psychological or physical effects for consumers of
this claim.
Note: Your initial response should be supported with scholarly evidence from your research
and/or the Learning Resources and properly cited in APA format. You may state your opinion
and/or provide personal examples; however, you must also back up your assertions with
evidence, including in-text citation(s) and reference(s) in APA style. It is recommended that
you review the Grading Rubric with the criteria that will be used to evaluate your Discussion
prior to your submission.
Respond to the initial post of at least one colleague who picked a different topic than you.
Identify another potential indicator of pseudoscience present in the claim or an additional
harmful effect. Support your colleague reply with evidence from the assigned Learning
Resources. Provide a reference list for the resources you used.
Note: For this Discussion, you are required to complete your initial post before
you will be able to view and respond to your colleagues' postings. Begin by
clicking on the Reply button to complete your initial post. Remember, once you
click on Post Reply, you cannot delete or edit your own posts and you cannot
post anonymously. Please check your post carefully before clicking on Post
Reply!
BY DAY 3
BY DAY 5
Reply
**## Topic_Week1_Discussion4.pdf**
You must post before seeing replies. Edit history will be available to instructors.
Due Aug 27 60 points
View Split Screen
All
Search entries or author…
Newest First
Back to Week at a Glance
(https://waldenu.instructure.com/courses/182224/modules/items/758504
SHOW ME THE EVIDENCE!
In the 19th century, the term “snake oil salesman” referred to a person who traveled from town
to town making extravagant claims about their cure-all elixirs. They used deceptive practices to
sell their product but would leave town before angry and disappointed customers could get their
money back.
In our modern life, we are still bombarded with claims about products/treatments that promise to
improve our lives. “Experts” may claim that a cream will make your skin look younger, a mattress
(https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
LgRendition/AdobeStock_286639141.jpeg)
[https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)
[https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStock_286639141.jpeg)
will cure your back pain issues, changing your child’s diet will cure their attention deficit disorder
(ADD), or supplements with “proprietary” ingredients will cause you to lose weight.
But have you stopped to consider if there is scientific evidence to support these claims? Or might
some of these claims be made by the modern-day equivalent of a snake oil salesman? Are they
aiming to make money by selling a product they know to be ineffective or trying to increase
website revenue by driving up website traffic? For any claim you come across, you should
consider if scientific procedures have been utilized to validate the claim.
Skepticism and critical thinking are closely related concepts, often intertwined in the pursuit of
understanding and evaluating claims, beliefs, and evidence. As such, a skeptic is someone who
requires evidence to accept a claim. A skeptic would look for answers to questions such as:
“What evidence exists to support the claim?”
“How was this tested?”
“Who tested this and what credentials do they have?”
“What are the repercussions of purchasing or believing in a method that will not deliver
results?”
In this Discussion, you will practice being a skeptic by critically evaluating a media claim for a
product. Is the product the modern-day equivalent of snake oil? For this course and beyond, you
will learn the skills to be a critical consumer of information.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
research (15th ed.). McGraw Hill.
Chapter 1, “Scientific Understanding of Behavior”
Willingham, E. (2012, Nov. 8). 10 questions to distinguish real
from fake science
(https://www.forbes.com/sites/emilywillingham/2012/11/08/10-
questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
. Forbes.
https://www.forbes.com/sites/emilywillingham/2012/11/08/10-
questions-to-distinguish-real-from-fake-science/?
sh=445868c6146c
Stemwedel, J. D. (2011, Oct. 4). Drawing the line between science
and pseudo-science (https://blogs.scientificamerican.com/doing-
Readings
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c](https://www.forbes.com/sites/emilywillingham/2012/11/08/10-questions-to-distinguish-real-from-fake-science/?sh=445868c6146c)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
[https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/](https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/)
To prepare:
Review Chapter 1.
Consider what you learned in the Learning Activity, Becoming a Skilled Consumer of
Research.
Locate a claim in the media about a product that promises a cure or an improvement for
some aspect of psychological or physical health that you are skeptical about and that
could potentially be an example of pseudoscience.
Sources to search: advertisements on social media (e.g., Facebook, Instagram),
infomercials on the internet, advertisements in television commercials. (If the claim
you find is on TV, you can usually also find it on YouTube.)
Potential topics: homeopathic cures, cures for ADD/ADHD or autism, apps/games to
improve memory, anti-aging serums, etc.
Evaluate the claim by applying the textbook's bulleted list of six indicators of
pseudoscience claims, which was also included in the Learning Activity.
Untestable/Unrefuted
Imprecise, Biased, or Vague
Anecdotal/Testimonial Evidence
good-science/drawing-the-line-between-science-and-pseudo-science/)
. Scientific American. https://blogs.scientificamerican.com/doing-
good-science/drawing-the-line-between-science-and-pseudo-
science/
Walden University, LLC. (2024). Becoming a skilled consumer of
research (https://cdn-
media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[Interactive media]. Walden University Canvas.
https://waldenu.instructure.com
Meyer, R. C. (Director). (2019). A student’s guide to critical thinking
(https://video.alexanderstreet.com/watch/a-student-s-guide-to-
critical-thinking) [Video]. Alexander Street.
https://video.alexanderstreet.com/watch/a-student-s-guide-to-
critical-thinking
Optional Media
[https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
[https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking](https://video.alexanderstreet.com/watch/a-student-s-guide-to-critical-thinking)
Questionable Expertise/Credentials
Confirmatory Evidence/Bias
Unverifiable Evidence
Assess the potential harmful psychological and/or physical effects or outcomes for
consumers of this product.
Post a response to the following.
In the first line of your post, state the claim you evaluated (e.g., Exercise app promises
weight loss in 30 days).
Provide a link (URL) to the claim you evaluated. If there is not a link, you may provide a
screenshot as an attachment to your post.
In one short paragraph, summarize the topic and claim that is made.
Explain at least two indicators of pseudoscience that made you skeptical of the claim.
Explain at least two potential harmful psychological or physical effects for consumers of
this claim.
Note: Your initial response should be supported with scholarly evidence from your research
and/or the Learning Resources and properly cited in APA format. You may state your opinion
and/or provide personal examples; however, you must also back up your assertions with
evidence, including in-text citation(s) and reference(s) in APA style. It is recommended that
you review the Grading Rubric with the criteria that will be used to evaluate your Discussion
prior to your submission.
Respond to the initial post of at least one colleague who picked a different topic than you.
Identify another potential indicator of pseudoscience present in the claim or an additional
harmful effect. Support your colleague reply with evidence from the assigned Learning
Resources. Provide a reference list for the resources you used.
Note: For this Discussion, you are required to complete your initial post before
you will be able to view and respond to your colleagues' postings. Begin by
clicking on the Reply button to complete your initial post. Remember, once you
click on Post Reply, you cannot delete or edit your own posts and you cannot
post anonymously. Please check your post carefully before clicking on Post
Reply!
BY DAY 3
BY DAY 5
Reply
**Objective:** Analyze how writers use process reasoning and apply critical thinking strategies to explain a task clearly and logically. You will demonstrate this by creating a written explanation that focuses on describing a human task as a step-by-step process. ### **Assignment Instructions** Prep…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**Objective:**
Analyze how writers use process reasoning and apply critical thinking strategies to explain a task clearly and logically. You will demonstrate this by creating a written explanation that focuses on describing a human task as a step-by-step process.
### **Assignment Instructions**
Prepare a 1- to 2-page written response (excluding the title page and references) using APA formatting. Your task is to describe, in clear and detailed steps, how to perform a routine human activity, one that would be unfamiliar to a space alien. Your explanation should emphasize logical sequencing, clarity, and process-based reasoning.
### **Requirements**
– Use APA 7th edition formatting, including a title page and references (if applicable).
– Submit the completed work as a Microsoft Word document.
– Focus on organizing the steps of the task in a logical, easy-to-follow manner.
– Use clear, academic language and a structured format.
– While not mandatory, the use of outside sources is encouraged to support your explanation. All sources must be cited properly in APA format
– 12 Times New Roman Font
– Review the Resources and reflect on the definition and goal of EBP. – Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative). – Explore the website to determine where and to what extent EBP is evident. **Be sure** **to post*…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– Review the Resources and reflect on the definition and goal of EBP.
– Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
– Explore the website to determine where and to what extent EBP is evident.
**Be sure** **to post** a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.
APA FORMAT
2PAGES
\
wk1discusionguide.docx](https://www.sweetstudy.com/files/wk1discusionguide-docx "wk1discusionguide.docx")
\
WK1DISCRUBRICS.docx](https://www.sweetstudy.com/files/wk1discrubrics-docx "WK1DISCRUBRICS.docx")
\
wk1discNurse_Educators_Leading_Healt.pdf](https://www.sweetstudy.com/files/wk1discnurse-educators-leading-healt-pdf "wk1discNurse_Educators_Leading_Healt.pdf")
\
wk1discEBSCO-FullText-08_21_2025.pdf](https://www.sweetstudy.com/files/wk1discebsco-fulltext-08-21-2025-pdf "wk1discEBSCO-FullText-08_21_2025.pdf")
\
wk1discBacktoSearchResults.docx](https://www.sweetstudy.com/files/wk1discbacktosearchresults-docx "wk1discBacktoSearchResults.docx")
\
The_Quadruple_Aim_care_healt.pdf](https://www.sweetstudy.com/files/the-quadruple-aim-care-healt-pdf-10379479 "The_Quadruple_Aim_care_healt.pdf")
– ## Educational.pdf **## Educational.pdf** This summative assessment includes a culmination of the information presented in this course focused on looking into the future. Use PowerPoint to create the presentation and save it as a video to be linked to your submission. You can download Microsoft Of…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Educational.pdf
**## Educational.pdf**
This summative assessment includes a culmination of the information presented in this course focused on
looking into the future.
Use PowerPoint to create the presentation and save it as a video to be linked to your submission. You can
download Microsoft Office 365 free, which includes the PowerPoint software and OneDrive cloud
storage. Other presentation software can be used as long as the final presentation is in a video format and
a link is provided to the presentation video.
Other resources to assist with your presentation:
● Introduction to PowerPoint
● Links to an external site.
●
● Record narration in PowerPoint
● Links to an external site.
●
● Save a PowerPoint presentation as a video
● Links to an external site.
●
● Upload video files to OneDrive
● Links to an external site.
●
● Share video files from OneDrive
● Links to an external site.
●
Instructions
1. Building upon the brief you developed for your proposed initiative
2. Design a creative, eye-catching presentation to share the initiative with a specifically selected
audience (group of stakeholders).
3. Appropriate and quality visuals and audio will need to be included in the final presentation.
4. Your presentation should be 7-10 minutes.
5. The focus should be informative, persuasive, and create a sense of urgency/purpose.
6. The same elements included in your brief should be included with any other content you feel
essential
Assignment:
An informative video presentation introducing a significant change to your current educational system.
[https://www.south.edu/student-resources/student-computer-printing-technology-resources/](https://www.south.edu/student-resources/student-computer-printing-technology-resources/)
[https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b](https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b)
[https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b](https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b)
[https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)
[https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)
[https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d](https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d)
[https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d](https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d)
[https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586](https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586)
[https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586](https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586)
[https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb](https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb)
[https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb](https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb)
**## Educational.pdf**
This summative assessment includes a culmination of the information presented in this course focused on
looking into the future.
Use PowerPoint to create the presentation and save it as a video to be linked to your submission. You can
download Microsoft Office 365 free, which includes the PowerPoint software and OneDrive cloud
storage. Other presentation software can be used as long as the final presentation is in a video format and
a link is provided to the presentation video.
Other resources to assist with your presentation:
● Introduction to PowerPoint
● Links to an external site.
●
● Record narration in PowerPoint
● Links to an external site.
●
● Save a PowerPoint presentation as a video
● Links to an external site.
●
● Upload video files to OneDrive
● Links to an external site.
●
● Share video files from OneDrive
● Links to an external site.
●
Instructions
1. Building upon the brief you developed for your proposed initiative
2. Design a creative, eye-catching presentation to share the initiative with a specifically selected
audience (group of stakeholders).
3. Appropriate and quality visuals and audio will need to be included in the final presentation.
4. Your presentation should be 7-10 minutes.
5. The focus should be informative, persuasive, and create a sense of urgency/purpose.
6. The same elements included in your brief should be included with any other content you feel
essential
Assignment:
An informative video presentation introducing a significant change to your current educational system.
[https://www.south.edu/student-resources/student-computer-printing-technology-resources/](https://www.south.edu/student-resources/student-computer-printing-technology-resources/)
[https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b](https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b)
[https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b](https://support.microsoft.com/en-us/office/what-is-powerpoint-5f9cc860-d199-4d85-ad1b-4b74018acf5b)
[https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)
[https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)
[https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d](https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d)
[https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d](https://support.microsoft.com/en-us/office/save-a-presentation-as-a-video%E2%80%8B-in-powerpoint-ba919059-523d-40a8-b99c-08d18996c09d)
[https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586](https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586)
[https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586](https://support.microsoft.com/en-us/office/upload-photos-and-files-to-onedrive-b00ad3fe-6643-4b16-9212-de00ef02b586)
[https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb](https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb)
[https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb](https://support.microsoft.com/en-us/office/share-files-and-folders-in-onedrive-personal-3fcefa26-1371-401e-8c04-589de81ed5eb)