For this Final Project Assignment, you will complete a 6- to 8-page paper (including Parts 1 and 2), not including title page and references. You will incorporate and finalize the feedback you received from your Instructor on Part 1, and prepare your Final Project for submission.
For each of the following, explain the development and outcomes of the person’s life in terms of the appropriate constructs, processes, and theories of development. Address as many of the ages and stages as possible and that are relevant.
· Explain the person’s life in terms of nature/nurture influences.
· Provide an analysis of the role cognitive, physical, and social-emotional development/changes played in the person’s life. Note: You must select two of the three processes to include in your paper.
· Include at least one theory that is relevant in describing the individual’s development.
· Explain major developmental events, phases, and turning points in the person’s life, with developmental theories that best explain each. Include a brief description of each developmental theory and use as many as is fitting. You must include at least two theories from this course in your Final Project Assignment.
· Explain the impact of diversity* on the person’s life (success, lack of success, struggles, challenges, decisions, etc.).
*Diversity includes characteristics and factors such as gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, and physical ability. Diversity characteristics are distinct from adversity, which refers to hardship or misfortune.
Use proper APA format, citations, and referencing.
POOR—Significantly below expectations or missing component(s)
63 (63%) – 70 (70%)
Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
56 (56%) – 62 (62%)
Paper demonstrates a goodunderstanding of most of the concepts and key points presented in the text(s) and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
49 (49%) – 55 (55%)
Paper demonstrates a fairunderstanding of the concepts and key points as presented in the text(s) and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
0 (0%) – 48 (48%)
Paper demonstrates poor understanding of the concepts and key points of the text(s) and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
27 (27%) – 30 (30%)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fullyconsistent with graduate-level writing style. Paper contains multiple appropriate and exemplary sources expected/required for the assignment.
24 (24%) – 26 (26%)
Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.
21 (21%) – 23 (23%)
Paper is somewhat belowgraduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (in number or quality).
0 (0%) – 20 (20%)
Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.
Some Notes to help with paper: Paula – I enjoyed reading PART 1 of your paper focusing on Oprah Winfrey. Below, I’ve included some feedback that you should focus on not only to improve PART 1 of the paper, but to consider when writing PART 2 which is due in week 10 of the course. Don’t forget to read the Grading Rubric for the paper in the “Course Information” section of the classroom. Also, the score for this is a zero, but please don’t be concerned; it’s not graded (though, it is a requirement – see the classroom).
— Transitions: Work to make sure that you include transitions between each of your paragraphs. This would help the reader better follow the flow of your argument.
— Headings: Use headings in your paper to mark each major section of the paper. One heading might read “Cognitive Development” and another might be “Physical Development” (you don’t have to use these specific headings; use headings that make sense for the organization of your paper).
— Grammar: You have some grammatical mistakes in the paper. I strongly recommend reading the paper carefully and addressing the errors. Just one example:
Oprah Winfrey family and environmental experienced through the stories she tells show
how much the family and environmental experiences have influenced her.
FYI: You repeat yourself in the first paragraph…
— Literature: One of the biggest issues with your paper, Paula, is that information from the professional literature and textbook needs to be more thoroughly integrated. This is VERY important and something I think you’d benefit from focusing on for the next draft. As written in the announcement about the paper I asked the class to read: “Bottom line: THOROUGHLY integrate information from your learning sources AND textbook. If the majority of your paper is merely your analysis of the biography with little substantive integration of information from your sources, the paper is unlikely to earn the kind of grade you want.”
Be sure you incorporate several sources from the developmental literature (aim to integrate information from at least 10 scholarly sources in addition to the biography) into your paper.
Look up some scholarly articles in PsychInfo database and/or integrate some from the classroom we’ve discussed this term (just be sure to go beyond internet sources and videos, of course). Here are some examples of papers you could draw upon that come from the course Learning Resources (in not particular order):
-Meyer, D., Wood, S., & Stanley, B. (2013). Nurture is nature: Integrating brain development, systems theory, and attachment theory. The Family Journal, 21(2), 162–169. doi:10.1177/1066480712466808
-Jensen, L. A. (2012). Bridging universal and cultural perspectives: A vision for developmental psychology in a global world. Child Development Perspectives, 6(1), 98–104. doi:10.1111/j.1750-8606.2011.00213.x
-Aldwin, C. M. (2014). Rethinking developmental science.Research in Human Development, 11(4), 247–254. doi:10.1080/15427609.2014.967045
-Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), 401–418. doi:10.1037/a0014726
-Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62, 366–375. doi:10.1016/j.psyneuen.2015.08.019
-Keller, H. (2012). Attachment and culture. Journal of Cross-Cultural Psychology, 44(2), 175–194. doi:10.1177/0022022112472253
-Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130–159. doi:10.1037/a0026699
-Martins, N., & Wilson, B. J. (2012). Mean on the screen: Social aggression in programs popular with children.Journal of Communication, 62(6), 991–1009. doi:10.1111/j.1460-2466.2012.01599.x
-Baams, L., Dubas, J. S., Overbeek, G., & Van Aken, M. G. (2015). Transitions in body and behavior: A meta-analytic study on the relationship between pubertal development and adolescent sexual behavior. Journal of Adolescent Health, 56(6), 586–598. doi:10.1016/j.jadohealth.2014.11.019
-Dimler, L. l., & Natsuaki, M. N. (2015). The effects of pubertal timing on externalizing behaviors in adolescence and early adulthood: A meta-analytic review. Journal of Adolescence, 45, 160–170. doi:10.1016/j.adolescence.2015.07.021
-Berger, B. (2016). An unexpected war of ages: Clinical issues and conflicts related to young and middle adult development. Smith College Studies in Social Work, 86(1), 35–44. doi:10.1080/00377317.2016.1116296
-Boucher, H. C., & Maslach, C. (2009). Culture and individuation: The role of norms and self-construals.Journal of Social Psychology, 149(6), 677–693.
-North, M. S., & Fiske, S. T. (2015). Modern attitudes toward older adults in the aging world: A cross-cultural meta-analysis. Psychological Bulletin, 141(5), 993–1021. doi:10.1037/a0039469
-Stein, G. L., Cupito, A. M., Mendez, J. L., Prandoni, J., Huq, N., & Westerberg, D. (2014). Familism through a developmental lens. Journal of Latina/o Psychology, 2(4), 224–250. doi:10.1037/lat0000025
— Paragraph structure: Read every paragraph and ask yourself whether each has a topic sentence (it should) and all of the other sentences support that topic sentence.
— Constructs: I suggest more thoroughly discussing some of the constructs we’ve been discussing in class and apply them. For example, there’s room to discuss nature and nurture in a more nuanced fashion and integrating information from some of the sources you have in the classroom (e.g., Pinker, S. (2004). Why nature and nurture won’t go away. Daedalus, 133(4), 5–17.; Meyer, D., Wood, S., & Stanley, B. (2013). Nurture is nature: Integrating brain development, systems theory, and attachment theory. The Family Journal, 21(2), 162–169.
— Elaborate: There are some areas of your paper that need to be further developed. For example, can you go into more details about her physical development? The minimum for this part of the paper was 3-4 pages, but your paper was significantly less; there’s room to elaborate on your ideas and the literature
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