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activation-synthesis hypothesis

Please reply to these two colleagues for this discussion: Colleague #1: The “activation-synthesis hypothesis” seems to suggest that dreams are random and meaningless, reducing all of the vivid imagery, thematic occurrences, and activities experienced in dreams to a simple biological function of the brain. This theory focuses on the neurological processes that cause dreams, proposing that they are only an assortment of memories and images that are randomly thrown together in our minds. (Van der Linden, 2011) Perhaps this explains just the biological creation of dreams without delving further into other variables that denote causes and meanings behind particular dreams. The “threat-simulation theory” is an interesting one. It suggests that dreams are a mechanism that our bodies and brains use to subconsciously prepare for situations we might encounter in life, almost like a virtual reality simulator. While it is not proven, this theory suggests that dreams do have meaning and serve the particular purpose of producing experiences to be learned from. (Van der Linden, 2011) Other theories speculate that learning does not occur in dreams, but that dreams arise during our brain’s memory consolidation processes. This would explain why we sometimes see familiar people or places, or have experiences in dreams that we recently encountered in waking life. Studies have shown that it is more likely that a person will dream of a particular object when shown images of that object before sleep. (Lewis, 2014) In this case, dreams do not seem to be random. Some psychologists, such as Sigmund Freud and Carl Jung, have suggested that dreams contain subconscious or repressed content. This content may be interpreted in different ways depending on the particular individual, their past experiences, and their emotional state. Additionally, studies have shown that people enduring stress in their lives have dreams that reflect this level of emotion, while those that are relatively content tend to have dreams that are less negative. (Nichols, 2018) If the Freudian theory is true, then dreams certainly do have meaning. If the themes of our dreams are more likely to emotionally align with what we experience during the day, this alludes to the notion that they are not random. Colleague #2: I believe that dreams are not random and meaningless at all. My reason behind this is my own experiences. The first experience is Deja Vu. Deja Vu happens because similar things have happened and you experience a sense of similarity. I have had this happen where I had an almost exact conversation with someone and had that Deja Vu moment all because of the dream. Another incident would be dreaming about things/subjects that you had talked about during that day. The example I talked about the NH lottery while being out to sea ( I am in the Navy) and that night while I lay in my rack I had a dream that I won a 15,000 jackpots at the casino. Most of the time you will dream about things that have occurred around you during the day even if you do not notice it. Some people do not remember dreaming and I guess I am lucky enough to have vivid dreams where I remember each one

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The ARCS model is a synthesis of propositions and guidelines from many different motivation theories

 “Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, investigators of motivation have described many principles or conditions that seem generalizable enough to warrant their consideration in the design of instructional materials. Keller (1987) has developed a model of motivational design he calls ARCS, an acronym for the following categories of motivational conditions: attention, relevance, confidence, and satisfaction.

The ARCS model is a synthesis of propositions and guidelines from many different motivation theories” (p. 117).

 This written assignment will ask you to critically examine aspects of the ARCS model. The Gagne, Briggs, & Wager reading summarizes the major features of the model on p. 118, Table 6-1: Motivational categories of the ARCS model. Each of the domains of the ARCS model: attention, relevance, confidence, and satisfaction are influenced by several motivational categories. Select one of the motivational categories from each of the four major domains of the ARCS model and justify (or challenge) why it serves as a meaningful application of an instructional design choice.

 For example, under the domain of attention, the first motivational characteristic (A.1) is perceptual arousal. This includes: What can I do to capture [student] interests? In your paper, find evidence that supports (or challenges) A.1. What evidence justifies the role of perceptual arousal as a beneficial application of attention for classroom instruction? your work should include some practical examples

 You do not need to address all of the subcategories. Select only one from each of the four. As you present evidence, be certain to address at least one limitation of the evidence.

 If you find it helpful, you may organize your paper as though it was centered on one lesson or unit plan. You may draw on whatever content area or secondary-grade level you choose. This may help to bring a cohesive narrative to your paper as your address each domain of the ARCS model. This approach is not mandatory and is only being offered as a suggestion for your paper’s format.

 Submit a paper which is 4-5 pages in length, excluding the Title and References pages. Your paper must be double-spaced and apart from the reference given below cite at least 3 outside sources in APA format. Your paper must be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.

Reference

1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

  • Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
  • Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
  • Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
  • Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
  • Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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Synthesis is the act of creating something new from multiple existing entities

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. Synthesis of research is not a single innate skill. Rather, it is a process learned through time and practice. At the doctoral level, writing is a continual process of revision as learners improve skills and build subject matter expertise.

In Topic 5, you submitted a Synthesis Paper and received both feedback from your instructor and a grade for your work. In this assignment, you will expand upon your original paper with additional research from additional sources, incorporate feedback from your instructor, and provide a reflection section addressing your revision process.

General Requirements:

Use the following to ensure successful completion of the assignment:

  • Locate the Synthesis Paper you completed in Topic 5 and the feedback provided by your instructor. 
  • Locate and download the Revised Synthesis Paper Supplemental Articles List 
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. 
  • Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral-level writing. The manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage. 
  • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:

Locate the Synthesis Paper you completed in Topic 5. Using the feedback provided by your instructor and information from the two additional articles you selected, write an Enhanced Synthesis Paper with Reflection (1,250-1,800 words). Include the following in your paper:

  1. A Reflection (250-300 words) in which you discuss your revision process and how you incorporated your instructor’s feedback into the revised version. Like the format of an abstract, this section will receive its own page following the title page and preceding the Introduction. 
  2. An introduction that provides context for the topic. This includes presenting a clear thesis statement. 
  3. Support for your identified themes with evidence from each original article. You must also incorporate additional support from sources included on the supplemental articles list. Synthesize your discussion of the topic to support your thesis. 
  4. A conclusion that demonstrates support of your thesis statement, brief summary of the main points from your two themes, and recommendations for future research

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Describe the process of protein synthesis (transcription and translation) starting in the nucleus until a functional protein has been made.

Please note:
– For achieving high grades, make sure you have answered all underlined parts of the questions.
– Ensure proper paraphrasing to demonstrate your understanding.
– Questions are not equally weighted.
LO1
1. Describe the process of protein synthesis (transcription and translation) starting in the nucleus until a functional protein has been made.
2. A boy with colour blindness, has a mother with normal colour vision and a father with colour blindness. Answer the following questions:
a. Did the boy inherit the gene for colour blindness from his mother or his father?
b. Explain your answer to question 2a by using a Punnett square to identify the source of the colour
blindness gene that was passed on to this boy.
c. Explain this type of heredity.
3. Describe in detail the phases of the ovarian cycle (include in your answer all the hormones involved).
4. Describe the journey of the sperms through the female reproductive system until the combination of the
maternal and paternal chromosomes has occurred.
Suggested literature:
Marieb, E.N., & Hoehn, K. (2019). Human anatomy and physiology (11th ed.). Pearson.
LO3
1. Describe the internal composition and the external structure of bacterial cells. Include in your answer,
the size, shape, and the features of Gram-negative and Gram-positive cell walls.
2. Discuss how bacteria may develop resistance to antimicrobial medicines (discuss at least three
mechanisms).
3. Explain the six-step sequence of reproduction, when a DNA virus invades a human cell.
4. a. Outline the exogenous sources of infections in health facilities.
b. Define the following three microbiological terms. Include an example of a micro-organism for each
term:
– Mutualism:
– Commensalism:
– Parasitism:
c. Define antigenic variation and explain at least one way in which microbial antigens can be changed.
Suggested literature:
Lee, G., & Bishop, P. (2016). Microbiology and infection control for health professionals (6th ed.). Pearson.

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  • Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Describe the process of protein synthesis (transcription and translation) starting in the nucleus until a functional protein has been made.

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Writers Solution

Describe the process of protein synthesis (transcription and translation) starting in the nucleus until a functional protein has been made.

For achieving high grades, make sure you have answered all underlined parts of the questions.
– Ensure proper paraphrasing to demonstr ate your understanding.
– Questions ar e not equally weighted.
LO1
1. Describe the process of protein synthesis (transcription and translation) starting in the nucleus until a functional protein has been made.
2. A boy with colour blindness, has a mother with normal colour vision and a father with colour blindness. Answer the following questions:
a. Did the boy inherit the gene for colour blindness from his mother or his father?
b. Explain your answer to question 2a by using a Punnett square to identify the source of the colour blindness gene that was passed on to this boy.
c. Explain this type of heredity.
3. Describe in detail the phases of the ovarian cycle (include in your answer all the hormones involved).
4. Describe the journey of the sperms through the female reproductive system until the combination of the maternal and paternal chromosomes has occurred.
Suggested literature:
Marieb, E.N., & Hoehn, K. (2019). Human anatomy and physiology (11th ed.). Pearson.
LO3
1. Describe the internal composition and the external structure of bacterial cells. Include in your answer, the size, shape, and the features of Gram-negative and Gram-positive cell walls.
2. Discuss how bacteria may develop resistance to antimicrobial medicines (discuss at least three mechanisms).
3. Explain the six-step sequence of reproduction, when a DNA virus invades a human cell.
4. a. Outline the exogenous sources of infections in health facilities.
b. Define the following three microbiological terms. Include an example of a micro-organism for each term:
– Mutualism:
– Commensalism:
– Parasitism:
c. Define antigenic variation and explain at least one way in which microbial antigens can be changed.
Suggested literature:
Lee, G., & Bishop, P. (2016). Microbiology and infection control for health professionals (6th ed.). Pearson

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  • Original and non-plagiarized custom papers- Our writers develop their writing from scratch unless you request them to rewrite, edit or proofread your paper.
  • Timely Delivery– primewritersbay.com believes in beating the deadlines that our customers have imposed because we understand how important it is.
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  • Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Describe the process of protein synthesis (transcription and translation) starting in the nucleus until a functional protein has been made.

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Enhanced Synthesis Paper: Doctoral Identity

Enhanced Synthesis Paper: Doctoral Identity 

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. Synthesis of research is not a single innate skill. Rather, it is a process learned through time and practice. At the doctoral level, writing is a continual process of revision as learners improve skills and build subject matter expertise.

In Topic 5, you submitted a Synthesis Paper and received both feedback from your instructor and a grade for your work. In this assignment, you will expand upon your original paper with additional research from outside sources, incorporate feedback from your instructor, and provide a reflection section addressing your revision process.

General Requirements:

  • Locate the Synthesis Paper you completed in Topic 5.
  • Locate and download “Enhanced Synthesis Paper Template” from the Course Materials for this topic.
  • Locate and download “Enhanced Synthesis Paper Resources” from the Course Materials for this topic.
  • Review the articles by Baker and Pifer (2011), Gardner (2009), and Smith and Hatmaker (2014) located in the Course Materials for this topic.
  • This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Select and read two articles from the Enhanced Synthesis Paper Resources list located in the Course Materials for this topic.

Locate the Synthesis Paper you completed in Topic 5. Using the feedback provided by your instructor and information from the two additional articles you selected, write an Enhanced Synthesis Paper with Reflection (1,250-1,800 words). Include the following in your paper:

  1. A Reflection (250-300 words) that discusses your revision process and how you incorporated your instructor’s feedback into the revised version. Similar to the format of an abstract, this section will receive its own page following the title page and preceding the Introduction.
  2. An introduction that includes a brief description of each article and its purpose, identifies the three themes that emerged from your reading, describes how they will be discussed in the paper, and presents a clear thesis statement.
  3. Support for your identified themes with evidence from each article. Provide analysis of these findings to strengthen your narrative.
  4. A discussion of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?

Attachmentsres-811-rs-enhancedsynthesispapertemplate.dot

res-811-rs-synthesisresources.docx

RUBRIC

Maximum Points: 210.0

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