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Evaluate the role of the instructor/facilitator

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Review Merriam and Cafarella’s organization of learning theories, located in Appendix D in the course text. Select two of the five theories/orientations to learning: behaviorism, cognitivism, humani

Review Merriam and Cafarella’s organization of learning theories, located in Appendix D in the course text. Select two of the five theories/orientations to learning: behaviorism, cognitivism, humanism, social learning, or constructivism. In a three- to four-page essay (double-spaced, not including title and reference pages), compare the two selected theories or orientations to learning. In your comparison:

  • Evaluate the role of the instructor/facilitator.
  • Analyze the process by which students learn and create meaning.
  • Critique the benefits and challenges of each as they relate to adult development.

Utilize a minimum of two scholarly sources, in addition to the course text, to support your points
Here is the course text below for Appendix D if that will help with this assignment to answer the above three questions:Clearly, not all approaches to teaching and learning lead to change and the potential for personal development. Rote learning, for example, offers little toward challenging adult learners’ values, beliefs, and assumptions (Ausubel, 1968). Merriam and Cafferella’s (1999) organization of a wide array of learning theories into five orientations to learning—behaviorist, cognitivist, humanist, social learning, and constructivist—also vary in their support of developmental outcomes. Merriam and Caffarella’s exploration of these approaches (1999, pp. 248-266) underscores the complexity of the teaching and learning enterprise, which is not easily captured by any one perspective. They also note that these orientations to learning are primarily concerned with change in the individual, which may or may not be directed toward social change. Thus, they do not explicitly capture other perspectives that also may inform adult learning, including Marxism, critical theory, critical pedagogy, multiculturalism, postmodernism, and feminist pedagogy. These perspectives are seen in a “power relations” framework (Merriam and Caffarella, p. 340), focusing on sociocultural contexts where learning takes place. Issues such as power, oppression, interactions of gender, race and class, access to knowledge, and privileged knowledge occupy center stage for teachers and students to critique and challenge contextual influences on learning (Foley, 1995).
As adult educators, when we see a list of named orientations, we tend to start by identifying with one or the other, based on what we know of our own philosophical and attitudinal bent. Although it is valuable to have such a “home base” for thinking about one’s practice, we find that this can lead to an unnecessarily narrowed focus. We have therefore restructured Merriam and Caffarella’s chart to show how one’s existing beliefs and practices may actually fit several theoretical stances (Exhibit D.1).
Exhibit D.1. Relationships of Dimensions of Teaching and Orientation to Learning.
Source: Adapted fromMerriam and Caffarella (1999). Used by permission.
For example, when we see our role as facilitating development of the whole person, we are leaning toward a humanist perspective. If the view of the learning process focuses specifically on changes in learners’ behaviors, we are emphasizing behaviorist intentions. When teaching adults centers on learning how to learn, the orientation is predominantly cognitivist. When the emphasis is on mentoring and modeling, social learning is the core approach. If the overriding concern is making meaning to encourage perspective transformation, we are taking a constructivist stance. With this overview in mind, we will reexamine these orientations toward learning, paying particular attention to their potential to support adult development.

How are memories formed in the brain (using neural circuitry), and how are they maintained?

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The goal of this paper is to understand how the brain and memory processes are intertwined and how certain techniques can improve these processes. In an essay of 1,000-1,250 words, discuss how memorie

The goal of this paper is to understand how the brain and memory processes are intertwined and how certain techniques can improve these processes. In an essay of 1,000-1,250 words, discuss how memories are formed and maintained in the brain through the actions of neural circuitry. Use at least four scholarly resources to address the following questions:

  1. Theoretically, how is working memory similar to and different from long-term memory?
  2. How are memories formed in the brain (using neural circuitry), and how are they maintained?
  3. When is it adaptive to remember, and in what ways may it be adaptive to forget?
  4. Given what we know about brain mechanisms in memory, are our memories accurate? Explain your answer using information on how memories are stored in the brain.
  5. How can knowledge of the brain and memory systems be used to help individuals suffering from memory problems (e.g., poor memory, amnesia, PTSD)?
  6. Compare the role age and environment play in how memories are formed and maintained.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
*Please try to use in-text citations in most of the paragraphs.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
This benchmark assignment assesses the following programmatic competency: 1.3: Compare biological and psychological explanations of the brain and its functions and 2.3: Apply critical thinking skills in solving problems related to behavior and mental processes.

Why do you think the DSM-5 has placed Oppositional Defiant Disorder, Conduct Disorder, Antisocial Personality Disorder, Kleptomania, and Pyromania into a chapter called Disruptive, Impulse-Control, and Conduct Disorders?

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600-800 words APA pledgerism freeAssignment DescriptionSelected the following disordersKleptomania or pyromaniaProvide the following details about the disorder:What are some of the symptoms?What would

600-800 words APA pledgerism free
Assignment Description
Selected the following disorders

  • Kleptomania or pyromania

Provide the following details about the disorder:

  • What are some of the symptoms?
  • What would this disorder look like in person? Make sure you relate this back to the DSM criteria.
  • Based on your research, do you think the media has portrayed the disorder you selected in an unbiased manner, or is it sensationalized?

In the DSM-IV; Oppositional Defiant Disorder, Conduct Disorder, Antisocial Personality Disorder, Kleptomania, and Pyromania were spread out over a few chapters.

  • Why do you think the DSM-5 has placed Oppositional Defiant Disorder, Conduct Disorder, Antisocial Personality Disorder, Kleptomania, and Pyromania into a chapter called Disruptive, Impulse-Control, and Conduct Disorders? Support your answer with research.

You may also research the psychological disorders, by reviewing an electronic version of the DSM-5 in CTU’s library. For more information on accessing the DSM-5 in the library please review How to Access DSM-5 and/or watch this video.

Psychiatric Diagnosis

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Psychiatric Diagnosis For this assignment, students will investigate and propose a psychiatric diagnosis based on the case study from the Gorenstein and Comer (2015) textbook Case Studies in Abnormal P

Psychiatric Diagnosis
For this assignment, students will investigate and propose a psychiatric diagnosis based on the case study from the Gorenstein and Comer (2015) textbook Case Studies in Abnormal Psychology, chosen in the Week One “Initial Call” discussion. This paper will include an in-depth overview of the disorder(s) within the diagnosis, treatment options for the diagnosis, and a sound rationale that explains why this diagnosis was made. Note that the diagnosis may include more than one psychiatric disorder.
The paper must present a thorough overview of each disorder within the diagnosis. Assume the audience has no prior knowledge of the disorder(s) within the diagnosis, and provide relevant and easy to understand explanations of each for the readers. When writing the paper, it is critical to convey all the necessary information in a straightforward manner using non-technical language. Support the analysis with at least six peer-reviewed sources published within the last ten years in addition to the course text.
The Psychiatric Diagnosis topical paper must include the following:

  • Explain psychological concepts in the patient’s presentation using professional terminology. Identify symptoms and behaviors exhibited by the patient in the chosen case study.
  • Match the identified symptoms to potential disorders in a diagnostic manual.
  • Propose a diagnosis based on the patient’s symptoms and the criteria listed for the disorder(s) in the diagnostic manual.
  • Analyze and explain how the patient meets criteria for the disorder(s) according to the patient’s symptoms and the criteria outlined in the diagnostic manual.
  • Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?).
  • Summarize general views of the diagnosis from multiple theoretical orientations and historical perspectives. Include a discussion on comorbidity if the diagnosis includes more than one disorder.
  • Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
  • Use at least two peer-reviewed articles to assess the validity of this diagnosis, and describe who is most likely to have the diagnosis with regard to age, gender, socioeconomic status, sexual orientation, and ethnicity. Provide a brief evaluation of the scientific merit of these peer-reviewed sources in the validity assessment.
  • Summarize the risk factors (i.e., biological, psychological, and/or social) for the diagnosis. If one of the categories is not relevant, address this within the summary.
  • Compare evidence-based and non-evidence-based treatment options for the diagnosis.
  • Evaluate well-established treatments for the diagnosis, and describe the likelihood of success or possible outcomes for each treatment.
  • Create an annotated bibliography of six peer-reviewed references published within the last ten years to inform the diagnosis and treatment recommendations. In the annotated bibliography, write a two- to three-sentence evaluation of the scientific merit of each of these references. Attached is the Sample Annotated Bibliography.

There is also attached several other attachemet for this assignment and feel free to had to it as needed. The case study is also attached. Must

  • Must be 12 to 16 double-spaced pages in length (not including title and references pages) and formatted according to APA style
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least six peer-reviewed sources published within the last 10 years in addition to the course text.
  • Must include a separate annotated bibliography page.
  • Must document all sources in APA style
  • Must include a separate references page that is formatted according to APA style.