•Traditional “Sleeping Beauty” versions:
-Sun, Moon & Talia by Giambatistta Basile
-The Sleeping Beauty in the Wood by Charles Perrault
-Briar Rose by The Grimm Brothers
• Sleeping Beauty by Rosario Ferre
PROMT: Identify one of the Sleeping Beauty’s “saviors” other than the prince in the traditional tales.
How are they critical to the story?
Now identify one of the “captures” in the Ferre’s adaptation. How does Ferre stay true to the original
fairy tale?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

1. Understand the Prompt

   • Identify the “savior” (other than the prince) in one of the traditional tales (Basile, Perrault, or Grimm).

   • Identify one of the “captures” in Ferre’s adaptation.

   • Explain how Ferre maintains elements from the original story.

2. Review the Texts

   • Traditional tales: note fairies, wise women, or other magical helpers.

   • Ferre: note who plays the antagonist role or causes the conflict.

3. Organize Your Response

   • Paragraph 1: Traditional tale savior.

     • Example: In Perrault’s The Sleeping Beauty in the Wood, the good fairies who attend Talia’s christening.

     • Explain their role: They balance the curse, provide gifts (beauty, talent, etc.), and mitigate evil.

   • Paragraph 2: Ferre’s capture.

     • Example: Identify the antagonist or circumstance that traps the character.

     • Explain: How does Ferre’s story mirror the original fairy tale structure?

4. Drafting Tips

   • Use clear topic sentences: “In the traditional tale by [author], the savior… plays a critical role by…”

   • Compare and contrast: Show how the narrative structure or character roles are similar or different in Ferre’s adaptation.

   • Keep paragraphs concise (~150–200 words each).

5. Support with Evidence

   • Include direct references or paraphrases from the texts.

   • Cite page numbers or publication years if applicable.

6. Revise and Edit

   • Ensure clarity, correct spelling of character names, and smooth transitions.

Example Answer

Traditional Tale Savior:
In The Sleeping Beauty in the Wood by Charles Perrault, one critical savior is the group of good fairies who attend the princess’s christening. While the evil fairy curses Talia to prick her finger on a spindle, the good fairies try to counterbalance this. One fairy mitigates the severity of the curse by altering its terms, ensuring that Talia will not die but instead fall into a deep sleep. These fairies are essential because they provide protection, guidance, and hope in the narrative, allowing the story to progress toward a resolution rather than ending in tragedy.

Ferre’s Capture:
In Rosario Ferre’s Sleeping Beauty, the “capture” is represented through the societal and familial constraints that limit the protagonist’s autonomy. Ferre remains true to the original fairy tale by maintaining the sense of entrapment and tension: the central character still faces forces beyond her control that dictate her circumstances. The story reflects the classic motif of the princess being placed in a vulnerable position while still exploring modern themes, such as power dynamics and gender roles, illustrating how Ferre adapts the narrative while honoring its traditional structure.

Supports for At-Risk Learners (EL, 504, IEP)

For EL Learners:

1. Provide a character map or diagram of traditional vs. modern adaptations.

2. Offer sentence starters: “In [author]’s tale, the [character] helps the princess by …”

3. Highlight key vocabulary: savior, capture, adaptation, antagonist, protagonist.

For Students with 504/IEP:

1. Break the prompt into two separate tasks: first, traditional tale; second, Ferre’s adaptation.

2. Allow visual aids or graphic organizers to compare roles of characters.

3. Provide extra time for reading comprehension or note-taking.

Useful Resources

• Perrault, C. (1697). The Sleeping Beauty in the Wood. Project Gutenberg

• Basile, G. B. (1634). Sun, Moon & Talia. [Translation available online]

• Grimm, J., & Grimm, W. (1812). Briar Rose. Project Gutenberg

• Ferre, R. (1992). Sleeping Beauty. [Library or online database]

• Study guide on fairy tale adaptations: Fairy Tales and Adaptations

For this multipart Performance Task Assessment, you will examine affective behavior as follows: In Part 1: Emotions/Emotional Regulation, you apply emotional theories to compare and contrast 2 scholarly articles about emotions; in Part 2: Stress/Depression and Anxiety, you design a community-based brochure to educate and destigmatize anyone suffering from an anxiety disorder; and in Part 3: Psychological Autopsy, you conduct a psychological analysis of a famous or fictitious creative person, including a DSM-5 diagnosis, family and social development indicators, application of related cognitive theories across the life span, and techniques to address the diagnosed psychological disorder.
Submission Length: A 6- to 9-page analysis paper about the theory of emotions/emotional regulation, a 2-slide community-based trifold brochure about an anxiety disorder, and a 10- to 12-page psychological analysis paper of a creative person.All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.
This Assessment requires submission of three (3) files: 1) Emotions/Emotional Regulation paper, 2) Stress/Depression and Anxiety brochure, and 3) Psychological Autopsy paper. Save each file as follows:
Emotions/Emotional Regulation paper: save as CA003_emotions_firstinitial_lastname (e.g., CA003_emotions_J_Smith).
Stress/Depression and Anxiety brochure: save as CA003_brochure_ firstinitial_lastname (e.g., CA003_matrix_J_Smith).
Psychological Autopsy paper: save as CA003_autopsy_firstinitial_lastname (e.g., CA003_atopsy_J_Smith)
You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.
Affective Behavior Analysis
For this Performance Task Assessment, you will complete a multipart Affective Behavior Analysis in which you will examine affective behavior as follows: Part 1: Emotions/Emotional Regulation—you will apply emotional theories to compare and contrast two scholarly articles; Part 2: Stress/Depression and Anxiety—you will create a community-based brochure designed to educate and destigmatize anyone suffering from anxiety disorder; and Part 3: Psychological Autopsy—you will conduct a psychological analysis of a famous or fictitious creative person who has/had a DSM-5 diagnosis and examine their family and social development indicators, application of related cognitive theories across their life span, and techniques used by the person to address the diagnosed psychological disorder.To prepare for this part of the Assessment:
Part 1: Emotions/Emotional Regulation paperTo prepare for this part of the Assessment: Choose 2 of the following 6 articles about emotion, provided in the Module 1, Learning Activity 1, resources for this Competency:
Galindo-Aldana, G., Ledesma-Amaya, L., García-Gomar, L., Negrete-Cortes, A., Galarza-Del-Ángel, J., & Padilla-López, A. (2019). Risk behavior and emotionally interfered working memory in adolescents from rural areas: Normative data and correlations. Psychology & Neuroscience, 1–16 https://doi-org.ezp.waldenulibrary.org/10.1037/pne…
Nijman, S. A., Veling, W., Greaves-Lord, K., Vermeer, R. R., Vos, M., Zandee, C. E. R., Zandstra, D. C., Geraets, C. N. W.,& Pijnenborg, G. H. M. (2019). Dynamic Interactive Social Cognition Training in Virtual Reality (DiSCoVR) for social cognition and social functioning in people with a psychotic disorder: Study protocol for a multicenter randomized controlled trial. BMC Psychiatry, 19(272), 1–11. https://doi.org/10.1186/s12888-019-2250-0
Lair, E. C. (2019, August 19). Gender influences the feedback anger and disgust provide about construal use in likelihood judgments. Psychology of Men & Masculinities, 1–15. https://doi.org/10.1037/men0000235
Horan, W. P., Dolinsky, M., Lee, J., Kern, R. S., Hellemann, G., Sugar, C. A., Glynn, S. M., & Green, M. F. (2018). Social cognitive skills training for psychosis with community-based training exercises: A randomized controlled trial. Schizophrenia Bulletin, 44(6), 1254–1266. https://doi-org.ezp.waldenulibrary.org/10.1093/sch…
Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2019, June 5). Affective neurolinguistics: Towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 1–27.
Shafir, R., & Sheppes, G. (2020). How anticipatory information shapes subsequent emotion regulation. Emotion, 20(1), 68–74. https://doi-org.ezp.waldenulibrary.org/10.1037/emo…
Your Perception/Attention analysis should include the following:
IntroductionIdentify the 2 articles you selected and contrast the articles as they related to emotions.
Emotional TheoriesExplain the application of emotional theories to the 2 articles you selected.
Future DirectionsConsider your takeaways from your analysis and describe how you might apply this new learning in your future professional practice.
Be specific, provide examples, and justify your response with citations from the resources in your Learning Activities or from your search of the Walden Library. this part should be about six to nine pages
Part 2: Stress/Depression and Anxiety Brochure (2 PowerPoint slides)Using the trifold CA003_Brochure_Template, or a trifold brochure template of your own creation, create a brochure about an anxiety disorder identified in the DSM-5, found in the Module 2 resources. The brochure audience is anyone who might be suffering from the disorder or know someone who has the anxiety disorder. The purpose of the brochure is to educate and de-stigmatize the anxiety disorder.
Your brochure should include the following:
Slide 1 of the trifold brochureCauses: Identify and briefly describe 2–3 causes of the anxiety disorder (left panel of brochure).
What is ?: Define the anxiety disorder in 1–2 sentences (center panel-top of the brochure).
Symptoms: Identify 3–5 symptoms of the anxiety disorder (center panel-bottom of the brochure).
Myths: Identify/bullet what the disorder is not (right panel of the brochure).
Slide 2 of the trifold brochurePurpose: Introduce the prevalence of the anxiety disorder and explain the purpose of the brochure. (left panel of brochure).
Where to go for help: List and provide contact information for at least 2 support organizations for the disorder, one that is an international, national, or state organization and one that is a city or regional organization geographically near you. (center panel of brochure).
Title and sub-title/tagline of brochure: Give your brochure a title and sub-title or tagline (right panel of brochure)
Part 3: Psychological Autopsy AnalysisTo prepare for this part of the Assessment:
Identify a creative famous person or fictional character and conduct a psychological analysis in which you apply theories to the person or character.
Review the psychological autopsy resource “Issues in the Psychological Autopsy of a Controversial Public Figure” in your Module 3 Learning Activity resources.
Your analysis should include the following:
Identify a creative famous person or fictional character and why they are considered creative.
Identify a DSM-5 mental disorder diagnosis for the creative person you chose and provide a rationale for the diagnosis. (The DSM-5 can be accessed in the Module 2 resources.) Note: If you choose a famous person who has a known mental disorder, you may use that diagnosis or identify a different mental disorder diagnosis you feel applies. If you choose a famous person or fictional character without a known diagnosis, you will choose a diagnosis you feel applies.
Explain the role of development across the lifespan (e.g., family and peers), including the zeitgeist of the time.
Apply theories of cognition to the coping strategies and techniques useful to the famous person or fictional character. Use Learning Activity resources and search the Walden Library for additional information about cognitive theories that would support your recommended coping strategies and techniques.This part should be nine pages

TEXTBOOK SUMMARY INCLUDES CHAPTERS 9 THRU 12 OF “WALES” TEXTBOOK, WITH WRITTEN REPORT.
After reading Chapters 9, 10, 11, & 12, summarize what was covered in them. This summary should be approximately 500 words, completed in a reflective tone, allowing you to include your opinion and reflect on what you learned from the reading.
Assignment Structure:
Chapter 9 Summary (1 Paragraph)
Chapter 9 Interests3 Bullets Points of Most Interesting Items from Chapter 9
3 Bullets Points of Things You Want to Learn More About from Chapter 9
Chapter 10 Summary (1 Paragraph)
Chapter 10 Interests3 Bullets Points of Most Interesting Items from Chapter 10
3 Bullets Points of Things You Want to Learn More About from Chapter 10
Chapter 11 Summary (1 Paragraph)
Chapter 11 Interests3 Bullets Points of Most Interesting Items from Chapter 11
3 Bullets Points of Things You Want to Learn More About from Chapter 11
Chapter 12 Summary (1 Paragraph)
Chapter 12 Interests3 Bullets Points of Most Interesting Items from Chapter 12
3 Bullets Points of Things You Want to Learn More About from Chapter 12
Summary Requirements:
2-page paper, double spaced, 500 words (475 to 525 range), Times New Roman font, 12 pt., APA Style (If you have a reference page, the reference page DOES NOT count as a page.)
Tone: Reflective
Topic: Summary and Learning from Chapters 9, 10, 11, and 12 of The Complete Guide to Film and Digital Production: The People and The Process
Textbook link: https://libgen.is/book/index.php?md5=CE48D2FDD7A32…

Create a 6-7 minute fun and intercative speech (meaning try not tp bore the class and professor with an overload of information e.g. handouts, etc. the topic of the PowerPoint should be Christianity’s influence on Lexical borrowing in Old English. The structure of the PowerPoint should be title, Introduction, literature review, research questions, Research design, Method(use a corpus analysis and explain how you will use this and why this was used) results (of corpus analysis, etc., data analysis, Discussion, Limitations and what went well, Conclusion, Broader impact on Old English, References (in APA form and 10 references altogether) The first part should be done within seven hours

My assignment is to:
Think of an anecdote you habitually tell when you first come to know someone—a story you tell about yourself that is sad, strange, or funny. Make sure it’s the one you’ve already told everyone who knows you well, one you’ve told a thousand times.
Now put it down on paper. Try to capture—exactly—the way you tell it: the words that you stress, and the phrases that you use. It should read like a transcript of your own voice.
When you read what you’ve written, look for clues to your own personality. Pay attention to what the anecdote says about your sense of humor, your personal obsessions, your core character, and what that story means to you.
Use your distinctive narrative voice as an intimate, expressive instrument rather than an inert vehicle of information exchange.
Check the energy level of your writing.Salman Rushdie calls this the vroom-vroom factor.Is your writing alive with personality and persuasion?
What makes this a story?
What is it about the anecdote that you enjoy telling?
What is the desired effect? Are you in control of it?
Criteria for Succes:
A first person narrative needs to do more than just fill the reader in on the action. It needs to be multidimensional—illuminating a character not only through the information she gives willingly, but the accidental information she gives through preoccupation and perspective. A writer needs to create a voice that characterizes this narrator in a way she might not be able to characterize herself, at least not directly.
Have you chosen an anecdote that reveals more than a surface-level view? This assignment will work best if you are honest (with yourself and in your writing): what is it about your favorite anecdote that is manipulative? What response do you wish for when you tell it?
For this assignment I am supposed to tell a story from my point of view. In this assignment talk about my parents divorce and how I was 10 years old and my brother was 8. We were both shocked and sad. As my parents were telling us we both just looked at each other and started crying. Make that into a funny/sad story of me explaining it from my perspective. Talk about how we both looked to the positives such as more vacations, more presents for holidays, and living in two houses.

You would need to have access to David Statkey’s Creative Writing: Four Genres book to accept this question. Once you’ve read the chapter, you’ll answer and the question in the prompt which will be provided. Please do not use Chat GPT and use MLA Cite.

You would need to have access to David Statkey’s Creative Writing: Four Genres book to accept this question. Once you’ve read the chapter, you’ll answer and the question in the prompt which will be provided. Please do not use Chat GPT and use MLA Cite.

Using the items in the Resources folder, complete the attached chart, showing a variety of each type of activity and for infant, toddler and preschooler age groups. Criteria might include physical development (gross or fine motor skills), social skills, cognitive development or learning, language, listening, or creativity, emotional development .https://teaching2and3yearolds.com/music-and-moveme…

10 Music and Movement Activities to Energize Your Preschooler

Using an art idea from the Resources folder or from another source, create a lesson plan. Be sure to use the template provided and fill out all parts! Remember, it is ok to borrow ideas as long as you list your source – see the cover page

Hi this is an essay of at least 800 words that describes the characteristics and responsibilities that you believe demonstrate that an individual has become an adult. There needs to be an introduction paragraph with a good interesting hook at the beginning, following with background information, leading to the thesis which could be for example three ways/adjectives that describes when one is an adult. In addition to, three body paragraphs that link back to the thesis statement, with background and examples, could be personal stories. Then a conclusion wrapping it all and restating the significance of the thesis statement. Below I attached the file of grading rubric, with the prompt.