Please help!! I need this paper done today and the instructor that did it gave me one that is 51% plagarism.  I have attached the copy that she gave me but it is not usable. I have also attached screen shot of Turnitin showing the similarities.  This is due TODAY!  

Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80. Retrieved from the EBSCOhost database.
Hofer, B. (2006). Beliefs about knowledge and knowing: Integrating domain specificity and domain generality: A response to Muis, Bendixen, and Haerle (2006). Educational Psychology Review, 18(1), 67-76. doi:10.1007/s10648-006-9000-9
As suggested in the required articles and video for this assignment, the definition of what a personal epistemology is has been debated. However, developing a personal learning epistemology is important because it is foundational to how we think. Without a multifaceted understanding of how we obtain knowledge, how we rely on our intelligences, and how we expand ideas in our minds, we have no intelligible path for our beliefs. A rigorous learning epistemology is essential to comprehensive reasoning and thinking.
Based on your current and newly developed knowledge as well as the required resources for this assignment, apply basic research methods to align the content of the information in the required course resources this week with your personally constructed learning epistemology. Apply skeptical inquiry to develop your personal epistemological beliefs through reflection on the questions below. Be aware that these questions are not the only considerations that might be included, and they should not be used verbatim; rather, they can serve as guides as you begin the process of creating your personal epistemology.
What can we know?
How can we know it?
What do/should individuals need to learn, and why? 
What purpose(s) should education serve?
How do you believe persons acquire knowledge best?
What image of society and the kinds of adults that populate it seems to correspond with your vision of knowing/learning?
What do you believe about the way students learn and why they may (or may not) want to learn?
Why do we know some things but not others?
How do we acquire knowledge?
Is knowledge possible?
Can knowledge be certain?
How can we differentiate truth from falsehood?
Why do we believe certain claims and not others?
According to Plato, knowledge is a subset of that which is both true and believed. Do you agree or disagree?
After developing basic answers to the questions above and considering the impact of understanding how one’s own conscience awareness of knowledge and learning  may affect individual development and beliefs manifestations, research a minimum of five peer-reviewed articles in the Ashford University Library that can be used as support sources for your personal learning epistemology. Your learning epistemology must include six to seven key points with supporting rationales regarding your beliefs on learning and knowing.
Apply professional standards to your explanation regarding how knowledge is developed by providing references for any theoretical perspectives, historical trends, and/or empirical findings you include in your epistemology. Additionally, your personal epistemology should be an authentic and truthful explanation about your current beliefs about learning and knowing, as supported by your research, and not merely reflective of what you think your instructor or peers want to hear.
The paper should not include any elaborate quotes; it should be scholarly in nature with citations throughout.
The paper:
Must be three double-spaced pages in length, not including the title or references pages, and formatted according to APA style
Must begin with an introductory paragraph.
Must address the topic with critical thought and support all assertions with peer-reviewed sources.
Must end with a conclusion that synthesizes your belief statements about knowing and learning.
Must use at least five peer-reviewed sources
Must document all sources in APA style
Must include a separate references page that is formatted according to APA style

Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
FMG Video
Click the following link to view a video purchased through Films Media Group for use in this Capella course. Any distribution of video content or associated links is prohibited.

Teenage Girls: Body Image |  Transcript

Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.

Boer, D., & Fischer, R. (2013). How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages. Psychological Bulletin, 139(5), 1113–1147.
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701.
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proc Natl Acad Sci U S A, 108(36), 14998–15003.
Crabb, P. B. (2003). Technology and self-regulation: The case of alarm clock use. Social Behavior and Personality, 31(4), 343–348.
Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16(4), 171–184.
Kaufman, G. F., & Libby, L. K. (2012). Changing beliefs and behavior through experience-taking. Journal of Personality and Social Psychology, 103(1), 1–19.
Kim, J., & Roselyn Lee, J. (2011). The Facebook paths to happiness: Effects of the number of Facebook friends and self-presentation on subjective well-being. Cyberpsychology, Behavior, and Social Networking, 14(6), 359–364.
Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 141(1), 43–48.
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011). ‘Willpower’ over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience, 6(2), 252–256.
Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696.
Radovic, S., & Hasking, P. (2013). The relationship between portrayals of nonsuicidal self-injury, attitudes, knowledge, and behavior. Crisis, 34(5), 324–334.
Rivis, A., & Sheeran, P. (2013). Automatic risk behavior: Direct effects of binge drinker stereotypes on drinking behavior. Health Psychology, 32(5), 571–580.
Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57(2), 358–367.
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007). New developments in the field of self-regulated learning. Zeitschrift Für Psychologie/Journal of Psychology, 215(3), 153–156.
Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132–144.
Vogel, D. L., Heimerdinger-Edwards, S. R., Hammer, J. H., & Hubbard, A. (2011). “Boys don’t cry”: Examination of the links between endorsement of masculine norms, self-stigma, and help-seeking attitudes for men from diverse backgrounds. Journal of Counseling Psychology, 58(3), 368–382.

Assessment Instructions
To prepare for this assessment, locate scholarly research articles on delay of gratification and self-regulation. Also consider technology and self-regulation. 
Include the following in your assessment:

Describe ways that technology has impacted people’s ability to self-regulate their behavior.
Select one area of self-regulatory behavior and describe how that area is affected by technology.
Use examples from media (news reports, commercials, television shows, movies) to illustrate the conflict between impulse and socially beneficial behavior.
Explain how research findings support (or do not) the connection between technology and delay of gratification or self-regulation.

Your submitted assessment should be 3–4 pages in length, excluding title page and reference page. Use the research findings from at least three scholarly research articles and follow APA guidelines for format and style.
Additional Requirements

Include a title page and reference page.
At least three current scholarly or professional resources.
Times New Roman font, 12 point.
Double spaced.

Self-Regulation Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the influence of technology on the ability to self-regulate.Does not describe the influence of technology on the ability to self-regulate. Describes the effect of technology on the ability to self-regulate but not the influence of technology on the ability to self-regulate. Describes the influence of technology on the ability to self-regulate. Analyzes the influence of technology on the ability to self-regulate. Describe how an area of self-regulatory behavior is affected by technology.Does not describe how an area of self-regulatory behavior is affected by technology. Describes an area of self-regulatory behavior but not how the area is affected by technology. Describes how an area of self-regulatory behavior is affected by technology. Analyzes how an area of self-regulatory behavior is affected by technology. Use examples to illustrate the conflict between impulse and socially beneficial behavior.Does not use examples to describe the conflict between impulse and socially beneficial behavior. Uses examples to describe the conflict between impulse and socially beneficial behavior. Uses examples to illustrate the conflict between impulse and socially beneficial behavior. Uses examples to analyze the conflict between impulse and socially beneficial behavior. Explain research findings related to technology and self-regulation or delay of gratification.Does not summarize research findings related to technology and self-regulation or delay of gratification. Summarizes research findings related to technology and self-regulation or delay of gratification. Explains research findings related to technology and self-regulation or delay of gratification. Analyzes research findings related to technology and self-regulation or delay of gratification. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional. Writing supports an idea but is inconsistent and contains major errors of grammar, usage, and mechanics. Writing coherently supports a central idea with few errors of grammar, usage, and mechanics. Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style.Does not use APA format and style. Uses APA format and style but inconsistently and with errors. Uses APA format and style consistently and with few errors. Uses correct APA format and style consistently and with no errors. 

WEEK TWO DISCUSSION FOR PSY 640:
Prior to beginning work on this discussion, read Chapters 5 and 6 in the textbook and the required articles for this week, and view the IQ: A history of deceit (Links to an external site.)Links to an external site. video.
For your initial post, you will present at least two viewpoints debating professional approaches to assessment used in psychology for your assigned age group. Please see the list below for your assigned age group. In addition to the required reading, research a minimum of one peer-reviewed article from the Ashford University Library on ability testing research at is pertains to your assigned age group.
In your initial post, you must
·         Briefly compare and discuss at least two theories of intelligence and the contemporary assessment measures related to those theories.
·         Analyze challenges related to assessing individuals in your assigned age group and describe any special ethical and sociocultural issues which must be considered.
·         Analyze and provide evidence from validation studies supporting and opposing the use of specific instruments with your assigned population.
·         Present the pros and cons of individual versus group assessment of ability.
·         Summarize the implications of labelling and mislabeling individuals in your assigned age group as a result of testing and assessment.
Last name begins with
·         A through E: Preschool-aged children through age 7
·         F through J: Children ages 7 through 16
·         K through O: Adolescents and young adults ages 16 through 25
·         P through T: Adults ages 26 through 60
·         U through Z: Adults age 61 and older
Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers, at least of one whom was assigned a different age group than you, by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. Be sure to review the assigned articles before constructing your reply.
Which of the assessment instruments presented by your classmate demonstrates the strongest validity, and which (if any) do not show strong validity for the age group being discussed? Were there appropriate age, socioeconomic, language, and/or cultural considerations your classmate did not mention but should have been included in her or his initial post? What ethical consideration(s), in addition to those mentioned by your classmate, might you recommend be included? Provide a rationale for the inclusion of these considerations. Use information from the required resources as well as any other appropriate peer-reviewed articles to support your statements. Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.
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Collapse SubdiscussionLisa Pennington
Lisa Pennington
Jun 10, 2017 Local: Jun 10 at 6:16pm<br>Course: Jun 10 at 4:16pm
IMPORTANT CHANGE TO THE DISCUSSION Hi Class, There is an uneven distribution of names so please follow the list below for which age group you will discuss based on your last name: A-E  Preschool children through age 7 F-J   Children ages 8-16 K-P  Adolescents through young adults age 17 through 25 R-S     Adults 26-60 T-X  Adults 61 and older
Manage Discussion Entry
o    Go To Topic
o    IMPORTANT CHANGE TO THE DISCUSSION
Hi Class,
There is an uneven distribution of names so please follow the list below for which age group you will discuss based on your last name:
A-E  Preschool children through age 7
F-J   Children ages 8-16
K-P  Adolescents through young adults age 17 through 25 This is the one that I have to do
R-S     Adults 26-60
T-X  Adults 61 and older

Assignment 2: LASA 1: Case Studies Presentation
By Wednesday, March 8, 2017, create a Microsoft PowerPoint presentation to educate a group of medical students participating in their grand rounds. There should be at least ten slides in your Microsoft PowerPoint as well as a title slide and a slide listing all your sources for creating this slideshow. You should also create speaker notes for each slide of your presentation, which include the main talking points for the topic addressed on the slide. Save the presentation as AU_PSY350_M3_A2_LastName_FirstInitial.ppt. Submit your assignment to the M3 Assignment 2 LASA 1 Dropbox.
In order to create your slideshow, review the two case studies and then answer the questions following each case study:
Case Study 1: Isaac is a fifty-nine-year-old man. Several months ago, he noticed a slight tremor in his hands. He assumed this to be a normal consequence of aging. The tremor, however, gradually worsened, along with some muscular stiffness and slowness in initiating movement. The tremor was more pronounced when he was not voluntarily moving. Isaac was referred to a neurologist, who diagnosed him with Parkinson’s disease. After visiting the neurologist, Isaac and his family ask you to further explain this disorder. Isaac also asks about L-dopa as a treatment—the neurologist had mentioned L-dopa as an effective medication but had instead prescribed selegiline:

What are the symptoms of Parkinson’s disease?
What are the possible causes? Be sure to discuss both hereditary and environmental factors thought to contribute to this disease.
What parts of the brain does this disease affect?
Why do you think the neurologist prescribed selegiline instead of L-dopa?

Case Study 2: Sabrina is a twenty-seven-year-old woman who recently underwent a corpus callosotomy. Initially after surgery, when given a verbal command, Sabrina demonstrated marked apraxia of the left hand. However, the extent of this issue diminished over time. Answer the following questions about this client:

What disorder was most likely being treated by this operation, and how is the surgery performed?
In what way is the surgery expected to help Sabrina?
What are the risks and benefits of the surgery? Compare these to the risks and benefits of an alternative treatment. If the decision were yours, which would you recommend? Explain your decision.
What was the cause of the apraxia?
What does the reduction in apraxia symptoms tell us about hemispheric specialization?

Click here to follow tips on creating a Microsoft PowerPoint presentation. For this assignment and all Dropbox assignments, you are required to cite, at a minimum, the online course and the textbook for the course. Additional sources are welcome. Scholarly sources are preferred and can be found in the Argosy University online library. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Do not use Wikipedia.