Theories Of Human Learning & Cognition

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Theories Of Human Learning & Cognition

(Theories Of Human Learning & Cognition)

Overview

Write 5–6 pages in which you examine two or three conceptual approaches to a learning- and memory-related research question.

Psychologists need to understand three conceptual approaches to memory and learning: neurological, behavioral, and cognitive.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

•    Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.

▪ Summarize scholarly research articles.

•    Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.

▪ Apply different approaches to learning and cognition to a particular research question.

▪ Explain how research findings apply to a particular research question.

▪ Describe the conceptual approach being used in a particular research article.

•    Competency 3: Analyze the research methodology and tools typically associated with the study of lifespan development.

▪ Describe the methods and measures used in different conceptual approaches to learning and cognition research.

•    Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy.

▪ Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.

•    Competency 6: Communicate effectively in a variety of formats.

▪ Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and 
mechanics as expected of a psychology professional. 
Context

In this first assessment, you will explore conceptual approaches to learning and memory. John Dewey (1910), in his influential text How We Think , and in response to the question “What is thought?” suggests: 
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No words are oftener on our lips than thinking and thought . So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. … In the first place, thought is used broadly, not to say loosely. Everything that comes to mind, that “goes through our heads” is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, the third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds—or rather, two degrees—must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis

 

for a belief is deliberately sought, and its adequacy to support the belief is examined. This process is called reflective thought; it alone is truly educative in value, and it forms, accordingly, the principle subject of [learning and cognition]. (pp. 1–2)

As Dewey (1910) and W. Scott Terry (2009), point out, you already know a great deal about learning and cognition because you are alive and you think. But, what is it about the concept of learning—its principles, laws, and heuristic rules—and how can this knowledge be usefully and realistically applied (Terry, 2009)?

References(Theories Of Human Learning & Cognition)

Dewey, J. (1910). How we think . Boston, MA: D.C. Heath.
Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures . Boston, MA:

Allyn and Bacon.

Questions To Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

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•    What are the differences between learning, memory, cognition, and performance?

•    Where do our ideas on learning and cognition come from?

•    Why do we study human learning and cognition?

•    What conceptual approaches and research methodologies are employed to study learning and cognition, and how 
have they changed over time?

•    How does our worldview influence the way we think about learning and cognition? 
Resources 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. 
Capella Resources 
Click the links provided to view the following resources:

• APA Paper Template . Show More 
Capella Multimedia 
Click the links provided below to view the following multimedia pieces:

• Timeline – Introduction to Learning and Cognition | Transcript . Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:

• Koltko-Rivera, M. E. (2004). The psychology of worldviews . Review of General Psychology , 8 (1), 3–58.

• Boesch, C. (2007). What makes us humans (homo sapiens)? The challenge of cognitive cross-species 
comparison . Journal of Comparative Psychology , 121 (3), 227–240.

• Garcia-Marques, L., Santos, A. S., & Mackie, D. M. (2006). Stereotypes: Static abstractions or dynamic 
knowledge structures? Journal of Personality and Social Psychology , 91 (5), 814–831. Course Library Guide 
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3500 – Learning and Cognition Library Guide to help direct your research.

(Theories Of Human Learning & Cognition)

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Allyn and Bacon.

▪ You may find Chapter 1 particularly relevant to the topics in this assessment.

Assessment Instructions

Memory and learning can be complex. Have you ever been surprised by the fact that you can remember a song you learned years ago? Or have you struggled to remember a name you learned minutes ago? Consider the different challenges or successes you have experienced remembering information you need—for example, trying to recall names and faces, dates, computer passwords, or math equations.

There are many different ways that psychologists can understand how people learn and remember. Three conceptual approaches are the focus of this assessment: neurological, behavioral, and cognitive. The neurological approach focuses on the relationship between changes in neural function and brain structures and their interaction with the experience of memory. The behavioral approach focuses on the relationship between patterns of stimuli and how they are associated with observable behavior (for example, the names we speak when interacting with individuals, the passwords we type, et cetera). The cognitive approach focuses on the relationship between the content of our thinking and our ability to recall information.

In preparation for this assessment, research the relationship between learning, cognition, and memory, as well as the three conceptual approaches (neurological, behavioral, and cognitive).

Directions(Theories Of Human Learning & Cognition)

For this assessment, complete the following:

1.Describe one research question you would like to explore related to learning and memory.

2.Choose two of the three conceptual approaches listed above. Compare and contrast how these approaches address 
your research question.

3.Find three or four scholarly sources, such as peer-reviewed research articles or textbooks, that are related to this 
research question. Describe what you learned from these sources regarding your research question, and explain how 
this knowledge contributes to your understanding.

4.Identify which conceptual approach best fits the approach of each of the authors of the scholarly sources.

5.Describe the methods and measures used in each of the three conceptual approaches. Different approaches will 
measure memory or learning in different ways based on the conceptual approach. For example, the neurological approach would focus on physical changes in the brain, while the behavioral approach would focus on observable changes in behavior.

6.Describe the practical impact reading these articles might have on your personal or professional life.

Strive to be as concise as possible and limit the length of your completed assessment to no more than 5–6 pages, excluding the title page and reference page. Support your statements and analyses with references and citations from at least three resources.

Additional Requirements

• Include a title page and a reference page.

• Use at least three resources.

• Follow APA format.

▪ Note : You may use the APA Paper Template linked in the Resources. This resource is not required.

• Use 12-point, Times New Roman font.

• Double-space your paper.

 
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Analyzing Child Abuse Responses

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Analyzing Child Abuse Responses

(Analyzing Child Abuse Responses)

Do Subtantial Comments In Base To These Answers. Select Academic References. Write At Least 130 Words In Each In The Same Page.

Comment 1

Generally, child abuse is neglecting or maltreating a child physically or psychologically. Child abuse may include failure to act by caregiver or parent which may result in injury or emotional harm to a child. There are different age groups, and they often face different types of child abuse. For this assignment, I have chosen to discuss the type of abuse faced by children at the preschool age. Children at this age often face physical, neglect and emotional abuse. Physical abuse entails beating, burning, biting, shaking, and strangling. Negligence may include poor attention by the parent or caregiver on the child health and basic needs. Emotional abuse entails exposing the child to various issues that cause psychological harm to them.

There are various warning signs that preschoolers show an indication of child abuse. The emotional signs include poor sleeping habits which may be characterized by nightmares or bad dreams, withdrawal from peers, depression, reluctant to leave school, loss of self-confidence, loss of interest in school activities, headaches without medical cause, attempts of running away, changes in behavior such as aggression, anger, etc. The physical signs of child abuse include unexplained injuries and bruises, untreated medical problems, frequent bed wetting, and injuries that do not match with the kind of explanation given (Peterson et al., 2003).  The signs of neglect include frequent signs of poor hygiene, poor growth, and lack of proper physical needs like clothing. Nurses can observe some of these signs easily during the assessment especially because preschoolers who are being abused tend to react in an abnormal way like being aggressive to adults.

However, there are some cultural variations of health practices that may be misidentified as child abuse. There are some cultures that have certain beliefs that could cause bruises that may be confused with signs of child abuse. For instance, the Russian, Asian, and Mexican cultures practice cupping whereby a heated cup is placed on the skin which creates a partial vacuum that they believe helps in treating illnesses. Other remedies include coining, and this leaves marks on the skin.

Nurses have the obligation to report whenever they discover a case of child abuse to protect children from harm. Nurses go to the supervisor and describe to them about the identified case of child abuse and then they can contact the local Child Protection Services and also the local police department (Lau et al., 2009). In addition, there are local and also national child abuse hotlines whereby nurses can report about the child abuse case. They may record any evidence if necessary. Nurses also have the responsibility to follow up to ensure that a solution is found on the problem. In addition, nurses need to educate themselves more on signs of child abuse so that they gain the ability to identify any sign of child abuse.

Comment 2

Child abuse and maltreatment is very common in the United state and it affects children of all ages. I am going to discuss toddler abuse in this contest. A toddler is a child within the age of 12-36 months. These group of children endure several abuses like physical, Emotional, sexual, medical and psychological abuse.

Physical abuse is when a child sustains an injury to his body that was caused intentionally(Jarvis,2016). When a child is brought into the clinic for acute treatment or for regular follow up, the nurse will do a total body assessment to check for any sign of abuse. Signs and symptoms to look out for are bruises on the child’s skin without explanation, poor history of events, change in story of what happened, the child is withdrawn, refusing to talk, eye witness story is deferent from the parent or care giver story.

Toddlers are also prone to neglect, parents or care giver not feeding the child on time in order to save food. Letting them go on for hours with a wet diaper, not providing medical care when needed. Physical neglect can also be not providing them with shelter or clothing.

In my culture, we believe in corporal punishment as a way of correcting or teaching a child while in another culture it can be seen or misidentified as child abuse

Reporting a case of child abuse in the state of Texas is everyone’s business, you can call 911 in case of emergency or call Texas Abuse Hotline at 1-800-252-5400 and report it to Department of family and protective services. (DFPS).  In Hospitals, to follow protocol you report the suspected abuse to your supervisor and social worker and they will follow up.Center for disease control report that 4 million cases are reported each year(CDC,2015).

 
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Improving ICU Patient Mobility

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Improving ICU Patient Mobility

(Improving ICU Patient Mobility)

 

A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEN 100-120 WORDS

While discussing my evidence-based practice change of early mobility with my mentor, we discussed many financial, quality, and clinical aspects of my project. The aspect that may prove to be the most difficult in my project is the financial aspect. In order to properly implement a protocol on mobility of ICU patients, education is a priority. As an ICU nurse, if my manager told me we were now expected to engage in early mobility of our patients I would be terrified. My mentor and I discussed the needed education and agreed that having a physical therapist spend some time with nurses on developing mobility plans would be the best way to demonstrate mobility expectations. This may require additional pay for the nurses, and possibly physical therapists. Along with hands on education, having nurses on both day shift and night shift become mobility champions would provide needed resources for the nurses. This too would require additional pay for the education time spent in training. While there would be some upfront costs associated with the implementation of my project, the end result would produce improved patient outcomes and a decrease in costs due to a reduction in hospital length of stay for the patients involved. According to Ronnebaum, Weir, and Hilsabeck (2012), an early mobility protocol resulted in a savings of $22,000 per patient (Ronnebaum, Weir, & Hilsabeck, 2012).

The Institute of Medicine defines quality as “the degree to which health care services for individuals and populations increase the likelihood of desired health outcomes and are consistent with current professional knowledge” (Agency for Healthcare Research and Quality, 2012). Improving patient outcomes, such as reduced time in ICU and in the hospital, is one quality aspect of my project. Implementing early mobility directly impacts quality by reducing complications such as DVT, pressure ulcers, and muscle wasting seen in bedrest.

The clinical aspect of early mobility in ICU patients will probably be the most challenging part due to the assessment and change in practice needed. There are many barriers associated with my evidence-based practice project such as safety concerns, time constraints, and availability of support staff. While discussing this with my mentor we agreed that education and support from the physical therapy department and physicians will be an important factor in the clinical changes needed to implement the plan. Early mobility requires nurses to mobilize patients either by range of motion, assisting with in-bed activities, and even assisting with out of bed activities such as walking. At Banner Estrella most critically ill patients are on bedrest, so this may be a challenging clinical change.

References

Agency for Healthcare Research and Quality. (2012). Understanding quality measurement. Retrieved from Agency for Healthcare Research and Quality: https://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/chtoolbx/understand/index.html

Ronnebaum, J., Weir, J., & Hilsabeck, T. (2012). Earlier Mobilization decreases the length of stay in the intensive care unit. Journal of Acute Care Physical Therapy, 204-210.

 
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Managing Counseling Relationships

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Managing Counseling Relationships

(Managing Counseling Relationships)

For this assignment, complete the following:

Part 1

Review the state laws and regulations relating to the practice of counseling for your specialization. These requirements help define the unique aspects of the relationship between counselors and the clients and student served.

  • Describe how these state legal standards help guide counselors to establish ethical relationships with clients and students through specific requirements (for example, informed consent, managing boundaries, and payment for services).
  • Identify any state requirements specific to distance counseling and the impact upon the counseling profession.
  • Describe how to communicate these requirements for diverse populations who may not understand professional jargon with a specific example related to distance counseling.
  • Cite specific state laws. If your state defers to the 2014 ACA Code of Ethics on these topics, you may also cite the ACA code after identifying where you state addresses the code.

Part 2(Managing Counseling Relationships)

Ethical standards (included in ACA, AMHCA, ASCA, and NBCC ethical codes) help to guide the relationship between counselors, and clients and students. Review the case examples below and describe specific ethical standards and any relevant legal standards that guide counselors in your specialization to manage the relationship for the scenarios below.

Mental Health Counseling learners, address these two:

  1. The county mental health services department where you work has initiated a distance counseling option to increase access to residents who live in more rural areas of the county that are underserved. You are being asked to run a virtual support group for new parents. Your director has suggested that you use a live chat at set times to facilitate this group. Explain the challenges will you need to address to establish relationships with the group members.
  2. Your client, Dillon, is on probation for receiving stolen goods (helped to resell items friends stole). She would like you to communicate with her probation officer to verify that she is making positive changes in her life. What do you need to do to help Dillon understand before you initiate contact with the probation officer? How will you manage the communication?

School Counseling learners, address these two:

  1. Your school is establishing a new page on the school website to combat cyber-bullying. In addition to educational materials, a staff member proposes that there will be a link to open a chatbox that the school counselors will monitor. You recognize that this unsecured mode of communication will pose many ethical challenges. Explain this to the principal and explain how another option, such as secure email, may be more appropriate.
  2. A student, Daryn, is returning to school after a brief detention due to charges associated with selling drugs. You have an established relationship with Daryn and will continue to meet regularly. Daryn is on probation and the probation officer has reached out to request that you confirm attendance records and any disciplinary issues at school. How will you manage your relationship with Daryn and address the probation officer’s request?

Submission Requirements

Your paper should meet the following requirements:

  • Written communication: Develop accurate written communication and thoughts that convey the overall goals of the assignment and do not detract from the overall message. Your paper should demonstrate graduate-level writing skills.
  • References: Your reference list must include APA-approved links to state resources, and at least two peer-reviewed sources. You must use current APA style to list your references. Refer to the APA Style and Format for more information.
  • Number of pages: The length of your paper should be 4–6 double-spaced pages. Note: Page count does not include cover page or references.
  • Formatting: Use current APA formatting, including correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding, and no bullets. Refer to the APA Style and Format for more information.

You are required to submit your final version of this paper to Turnitin to generate a final report prior to submitting the assignment for grading. From the Turnitin tool, first submit to the draft link to check your work for any necessary edits. Once the paper is finalized and all edits have been made, submit your final paper to the Final report option for the assignment. Please be advised it can take up to a day to obtain the percentage from Turnitin. When your paper is downloaded and viewable in Turnitin, save the originality report. Refer to the Turnitin Tutorial: Viewing Originality Reports (linked in the resources) for guidance.

  1. Submit your assignment using the following file naming format: Your Name_AssignmentNumber_Assignment Title (example: Ima_Learner_u07a1_Relationships).
  2. In the comment section, provide the percentage from the final Turnitin report (example: Final Turnitin percentage = 4%). Please be prepared to provide your faculty member with a copy of the Turnitin report should this be requested of you.
 
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Philosophical Discussion Forum Insights

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Philosophical Discussion Forum Insights

(Philosophical Discussion Forum Insights)

Discussion Board for Weeks 13 + 14

Please consider the following questions for this week’s discussion forum:

1. While the prospect of living forever may seem enticing, Bernard Williams argues that immortality would, in fact, be bad for us. Explain his argument, illustrating the concepts of conditional and categorical desires with your own examples. Is Williams right? Why or why not?

2. The final chapter of The Myth of Sisyphus. What do you take Camus to be arguing in this chapter? Do you find his argument to be convincing?

Discussion Board for Week 12

Rawls’ principle of fair equality of opportunity says that inequalities in the distribution of basic social goods, such as wealth and income, are justified only if equally talented and motivated people have roughly equal prospects of achieving the jobs and offices that are associated with those inequalities, regardless of their starting social circumstances (such as their race, gender, or starting social class).

Discussion questions:

1. Identify a policy, not already identified by another student, that you think would bring American society closer to satisfying the principle of fair equality of opportunity. Explain why you think that policy would help us satisfy the principle.

2. Explain one reason for thinking that we should not implement a policy that another student has identified in response to (1). You might draw on material from the lecture here, or you might offer a reason of your own.

3. Respond to an objection another student raised in response to (2) by defending the policy.

Discussion Board for Week 11(Philosophical Discussion Forum Insights)1. One of our tasks is to try to translate insights from Just War Theory, which is framed around nation-states, to questions about superheroes. What conditions do you think must hold for a nation-state to justly go to war? Can those same conditions apply for a superhero who goes to war? In particular, address carefully what it takes to have legitimacy.

2. Is there a moral difference between killing versus letting die? Why or why not?

Discussion Board for Week 10

(1) Explain one of the arguments from the lecture that tries to show that we are not morally responsible for our actions.

(2) Briefly develop an objection to that argument, or to an argument presented by another student.

(3) Briefly develop a response to that objection, or to an objection presented by another student.

Discussion Board for Week 9

What are the reasons why we might think that moral objectivism is correct? For someone who suspects that moral objectivism is wrong, what would you recommend as their best alternative account (of the ones discussed in the lectures) and why?

Why might we want to be moral relativists? Do you think that there is a way for a moral relativist to be able to convincingly respond to our intuitions that some actions are wrong (e.g. slavery), irrespective of the cultural views about that action?

Discussion Board for Week 8

1. Can we know anything about the external world? Describe the skeptical challenge to the claim that we have knowledge of the external world. How would you respond to the skeptic?

2. What sorts of ethical concerns should govern our scientific pursuits? Use specific examples of current scientific or technological research programs to discuss your answer

Discussion Board for Week 7

1.     We have been given several arguments for why we might believe that God exists. Which do you think is the strongest argument available to us? Why is it the strongest argument? What might be the best way for someone who disagrees with the argument to respond?

2.     The problem of evil is intended to show a conflict between our conception of God as all-good, all-knowing, and all-powerful and the existence of evil in the world. Which might be the best strategy to resolve this tension? Is there a way to reconcile the kinds of evil in the world and God as originally conceived? Should we ‘weaken’ our conception of God, and think of God as perhaps less powerful, or less knowledgeable, or ‘good’ in a different sense?

Discussion Board for Week 6

1. Are possible worlds abstract or concrete objects? What reasons hold in favor of each view and which one do you believe to be the strongest?

2. Is it possible for you to travel back in time and kill your grandfather? What sense of “possibility” are you using in thinking about and answering this question?

This is the discussion forum for week 6. In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Please be respectful of other students and their views and ideas, and please contact Sean.

Here are some questions to get things rolling:

Discussion Board for Week 5(Philosophical Discussion Forum Insights)This is the discussion forum for week 5. In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Please be respectful of other students and their views and ideas, and please contact Sean

Here are some questions to get things rolling:

1. The “functionalist” view suggests that a computer could have a mind just like ours. It could believe that Cambridge is in Massachusetts, want to live near the beach in LA, and experience pains and pleasures of various kinds. Does this consequence of functionalism seem plausible to you? Why or why not?

2. Is it possible for two people to “switch bodies”—that is, for the mind of one person to come to control the body of another, and vice versa? Could you switch bodies with LeBron James, for instance? Why or why not? Set aside whether it would be possible for us to develop the necessary technology.

Discussion Board for Week 4

This is the discussion forum for week 3. Unless you have been cleared for the alternative participation assignment, you are not required to post to the discussion board. However, it is one great way to contribute to your participation grade for the course. (The other being attending and participating in section.)

In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. (E.g., a post about the Batgirl motion comic that did not engage the philosophical material from last week’s lecture would not count.) The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Below you will find posts to get the discussion going; feel free to respond to these if you like. Responding to them is not necessary for receiving participation credit from your post. You can also post your own questions or engage with the posts of other students.

Please be respectful of other students and their views and ideas, and please contact Sean.

Here are some questions to get things rolling:

(1)  We’ve been presented with reasons to deny that lying is necessarily worse than truthful misleading. In your opinion, is lying worse than truthful misleading in some cases? All cases? Why or why not?

(2)  Describe why transparency and oversight are important democratic norms. Is there ever good reason to think that these norms should not hold under certain circumstances, even for a democracy? What kind of circumstances would those be?

Discussion Board for Week 3(Philosophical Discussion Forum Insights)

This is the discussion forum for week 3. Unless you have been cleared for the alternative participation assignment, you are not required to post to the discussion board. However, it is one great way to contribute to your participation grade for the course. (The other being attending and participating in section.)

In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. (E.g., a post about the Batgirl motion comic that did not engage the philosophical material from last week’s lecture would not count.) The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Below you will find posts to get the discussion going; feel free to respond to these if you like. Responding to them is not necessary for receiving participation credit from your post. You can also post your own questions or engage with the posts of other students.

Please be respectful of other students and their views and ideas, and please contact Sean at sean_gray@hks.harvard.edu if you have concerns of any kind about the discussion board.

Here are some questions to get things rolling:

(1) What, in your opinion, is heroism? Which ethical theory reviewed in the module best captures heroism as you understand it?

(2) Describe one ethical theory addressed in the module and explain a key objection to this theory. Do you think the objection is a good one? Why or why not?

Discussion Board for Weeks 1 and 2(Philosophical Discussion Forum Insights)

Weeks 1 & 2: The Philosophy of Art

This is the discussion forum for weeks 1 & 2, though it will focus on the lecture material from week 1.

A discussion forum for each week will be opened at the same time that the module for the week is released. Unless you have been cleared for the alternative participation assignment, you are not required to post to the discussion board. However, it is one great way to contribute to your participation grade for the course. (The other being attending and participating in section.)

In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. (E.g., a post about the Batgirl motion comic that did not engage the philosophical material from last week’s lecture would not count.) The discussion board for each week will be closed to new posts each Sunday at 11:59 PM; no late posts will be accepted.

We will be posting questions each to get the discussion going; feel free to respond to these if you like. Responding to them is not necessary for receiving participation credit from your post. You can also post your own questions or engage with the posts of other students.

The discussion board for this week is devoted from the lecture material from last week’s lecture on aesthetics, rather than this week’s lecture on the history of superheroes. Here are some questions to get things rolling:

(1) What is art? Walk through an example that your definition seems to get right.

(2) Describe or link to an article about a borderline case of art — something that isn’t clearly art, but also isn’t clearly not art. For example, is a piece of driftwood that a famous artist picks up on the beach and then provides to a museum for display under her name art? It’s not immediately clear. (All examples should be “safe for work,” thanks!)

 
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Submission of Oral Presentation

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Submission of Oral Presentation – Business management homework help

(Submission of Oral Presentation)

Question description

In business, it is necessary to clearly articulate what accomplishments are made, what activities are happening or ongoing, and what problems or opportunities there may be in within or outside of the organization. Additionally, to stand out as a valuable employee to leadership in an organization, you must possess the ability to document and orally communicate your value to the organization. Developing strong verbal communication skills and the ability to deliver well thought out and relevant talking points in a formal, audiovisual presentation is a highly desirable competency that employers look for in prospective leaders. Assignment: Since public speaking is one of the weakest competencies for many professionals, this performance based learning activity will help strengthen your knowledge, skills, abilities, and behaviors in public speaking. KapTalk is a Kaplan University School of Business program designed to help you refine and strengthen your verbal communication abilities.

DIRECTIONS: Preparation: Visit the Capstone Experience website at http://www.capstoneX.com and review the KapTalk public speaking materials to better understand what it takes to deliver an effective public speaking performance. In addition, you will be required to electronically sign a release for the materials you will create as part of Kap-talk, see website for details. Practice: Develop a minimum 10-slide PowerPoint presentation and add audio to it. Access instructions on how to add audio to your presentation located in Doc Sharing. Use the grading rubric provided in this Assignment to judge your performance. Using the criteria found in the Assignment grading rubric, evaluate your own presentation. Feel free to reach out to your fellow learners to ask if they will help review your presentation using the grading rubric. It is highly recommended that you correspond with and receive feedback from your fellow learners. You should also participate in providing feedback to your fellow learners as well.

(Submission of Oral Presentation)

Unit 7 [MT490 Career Engagement] Page 2 of 6 Perform: In this Assignment, you will have the option of selecting the type of presentation you will produce and deliver. Whichever presentation type you select, you will be required to deliver the presentation based on your experiences working for your internship/externship employer. Select a presentation type from the following list:

● Sell a product or a service

● Conduct an instructional session on a topic

● Defend an argument or position the business is taking

● Explain your position on a research topic relating to the business strategy

● Play a role in an informational interview about the business

● Deliver a motivational speech about the business or your experience Example 1: If the business provides a service, your presentation will be to sell that product as if you were in front of a potential customer. Example 2: If there is research being conducted or research you believe should be conducted to move the businesses strategy forward, take a position (positive or negative), and provide reasoning for your position based on experience, and in relation to theories and concepts from the research.

Requirements:(Submission of Oral Presentation)

1. View the PowerPoint best practices (Writing Center link: https://kucampus.kaplan.edu/MyStudies/AcademicSupportCenter/WritingCenter/WritingReferenceLibrary/WritingTypesAndTools/CreatingEffectivePowerpointPresentations.aspx)

2. Prepare a 10 minute presentation on your chosen topic using a specified presentation type.

3. Create a minimum of 10 PowerPoint slides (excluding cover slide and reference slide).

4. Use a minimum of 3 references to support or refute your experiences, observations, thoughts, ideas, etc.

5. Keep in mind all of the Professional Competencies when you present.

6. Submit your PowerPoint Presentation (with audio) to the Unit 6 Discussion Board and provide a detailed description of your presentation.

7. Provide feedback on a minimum of two of your fellow learners’ presentations.

8. After incorporating the feedback you received from your classmates, update your presentation and submit to the Unit 7: Kap-Talk Assignment Dropbox. Professional Competencies

PC -1: Teamwork: Work in teams to achieve collective goals.

PC 1.1: Engage in a team setting with professional integrity and respect.

PC 1.2: Contribute to team goals and objectives through active participation and collaboration.

C 1.3: Apply conflict management skills to resolve issues and/or build team alliances.

Unit 7 [MT490 Career Engagement] Page 3 of 6 PC-2: Leadership: Demonstrate leadership knowledge, skills, and abilities to successfully lead teams within one’s profession.

(Submission of Oral Presentation)

PC 2.1: Achieve goals through planning and prioritization.

PC 2.2: Formulate innovative solutions for identified initiatives.

PC 2.3: Demonstrate integrity through the application of relevant codes of conduct and social responsibility within one’s profession.

PC 2.4: Develop an inspirational vision or mission.

PC 2.5: Model leadership skills by developing trusting relationships, respect, conflict resolution skills, and civic-mindedness.

PC-3: Personal Presentation: Demonstrate professionalism in a variety of situations.

PC 3.1: Conduct oneself to reflect the professional characteristics and culture of a given work setting.

PC 3.2: Interact with others in a professional manner using appropriate communication and presentation skills.

PC 3.3: Convey competence through demonstrating characteristics such as reliability, accountability, and timeliness.

PC 3.4: Project a professional image, such as appearance, confidence, and attitude, for a given work environment.

PC 3.5: Engage in career development and advancement strategies, including effective networking, mentoring, and creating a personal brand.

PC 4: Multiculturalism and Diversity: Leverage the strengths of multiculturalism and diversity for the benefit of the organization and community.

PC 4.1: Assess the value of multiculturalism and diversity in a global environment.

PC 4.2: Demonstrate an understanding of how one’s perspective toward multiculturalism and diversity impacts an organization.

PC 4.3: Apply concepts of multiculturalism and diversity to become an agent of change.

PC-5: Communications: Demonstrate professional written and verbal communication to achieve positive results.

PC 5.1: Use language that is clear, concise, and organized.

PC 5.2: Use appropriate communication for a particular audience.

PC- 6 Problem Solving and Critical Thinking: Apply critical thinking and problem solving behaviors.

PC 6.1: Incorporate data, inferences, and reasoning to solve problems.

PC 6.2: Communicate the critical thinking process by which one arrives at a conclusion. Unit 7 [MT490 Career Engagement] Page 4 of 6 PC 6.3: Integrate standards of the field and ethical principles into the problem solving process.

 
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Disorders and Treatments Paper

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Disorders and Treatments Paper

(Disorders and Treatments Paper)

This assignment will require you to select a psychological disorder and pair it with a form of psychotherapy that has demonstrable success. You will also create a therapy session transcript that shows successful application of therapeutic communication skills. In your work as a mental health provider, you will be called upon to identify, interpret, and successfully apply evidence-based therapies. The transcript exercise provides you the opportunity to demonstrate competence in applying basic therapeutic communication skills you learned and practiced in Units 3 and 4, and at least one technique of the approach you selected to assist your fictional client. This assignment also provides practice in matching therapies to client concerns—which will you will do again in Unit 10—while at the same time incorporating theories of multicultural therapies.

Instructions(Disorders and Treatments Paper)

For this 9–12 page assignment, you will choose a psychological disorder from the following DSM-5 categories:

  • Depressive disorders, anxiety disorders, trauma and stress related disorders, OR
  • Substance-related and addictive disorders.

You will then choose an approach to psychotherapy that has a proven track record. You will also create a therapy session transcript. In that imaginary session, you will explain to the client the type of therapy you would like to use (See 10.1 Informed Consent to Therapy, and 4.02, Discussing the Limits of Confidentiality in the Ethical Principles of Psychologists and Code of Conduct. Link in the Resources) as well as demonstrating the therapeutic communication skills of reflection (thoughts and affect), empathetic statements, and open-ended questions.

The first 5–6 pages of the paper should describe the client’s demography and presenting concern; it should then provide an academically-based reason for your choice of therapeutic approach to use with the client. The final 3–4 pages will be the transcript of a fictional client.

 
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Bond’s Dual Personality Analysis

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Bond’s Dual Personality Analysis

(Bond’s Dual Personality Analysis)

James Bond, the iconic British spy created by Ian Fleming, embodies a dual personality that juxtaposes his suave, charming public persona with his ruthless, cold-blooded professional side. On one hand, Bond is the epitome of sophistication, characterized by his impeccable style, smooth talk, and irresistible charm. This aspect of his personality allows him to navigate high society, seduce women, and gain the trust of potential allies and adversaries alike. His ability to blend into various social settings is a crucial asset in espionage, enabling him to gather intelligence and execute missions with finesse.

On the other hand, Bond’s professional persona is marked by a steely resolve and a propensity for violence. As a secret agent, he is often required to make quick, morally ambiguous decisions that prioritize the mission over personal feelings. This cold, detached side of Bond is essential for his survival in the dangerous world of espionage, where betrayal and death are constant threats. His capacity to remain emotionally distant and execute lethal actions without hesitation underscores the darker aspects of his character.

The duality of Bond’s personality creates a complex, multifaceted character who navigates the fine line between charm and brutality, making him one of the most enduring and intriguing figures in popular culture.

Final Paper 15-20 pages(Bond’s Dual Personality Analysis)

•Your topic: You are to select a fictional character from a television show, movie, book, etc. or a real life individual and explain the individual’s “personality” using two (2) contrasting personality theories discussed in this course. (Note: The fictional character I have selected is James Bond and the two theories I chose are Psychodynamic theory (Freud) and Trait Theory (Eysenck).

•Your final paper should be between 15 and 20 pages, not including the cover page, abstract, text, and references.

•Your final paper must follow APA style format (Publication Manual of the American Psychological Association).

Term Paper Grades will be determined as follows:

For an A (90+ points) grade, you must provide:

•A clear description of the character/individual, with biographical information that places the person in socio-cultural-historical context. A clear description of what is unknown or fictionalized for the point of illustration.

•Clear introduction to the theories that you are using as a basis for your project.

•Complete and concise description of the organizational approach to describing the character in relation to the theories. How should the reader approach your discussion?

•Clear use of scholarly literature that includes current research, theory, and practice or a description of omissions in the literature. This should not be comprehensive, but does reflect the “state of the art” or most important contributions in the area.

•Citation procedures following APA guidelines are correct.

•Paper is clearly written.

•No spelling or grammatical errors.

 
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Refugee Children: Cultural Interventions

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Refugee Children: Cultural Interventions

(Refugee Children: Cultural Interventions)

Assignment 1: LASA 2: Cultural Considerations.

As a mental health worker in a large city, you have been asked to work with refugee children who have been relocated from central Nigeria to live with foster families in your city. The children are between the ages of 9 and 13, boys and girls. They were rescued from a refugee camp in Nigeria where conditions were very poor. People were cramped and slept in rudimentary shelters. Food was scarce, and disease was rampant. Prior to arriving in the camp, the children were exposed to brutal violence. They saw their families murdered, houses burned, and witnessed or experienced sexual assault. Some were also injured in the attacks on their villages.

Utilize the Culturegrams database in the Argosy Online library, the Ethics and Principles of Psychologists and Code of Conduct (2010), and your readings to write a paper addressing the following:

  • Describe the psychological effects of violence that the children from Nigeria might be experiencing? Be sure to consider issues such as gender and age.
  • Design an intervention program to address the children’s exposure to violence. Remember to consider individual, family, and community needs.
  • Describe the elements you would incorporate into a prevention program designed to foster resilience in the children from Nigeria, as well as break the cycle of violence that we learned can occur for children exposed to violence. You may research existing programs that utilize best practices as we have learned in this course, or design your own program.
  • Reflect on the debate between “cultural universality” and “cultural specificity”. How would you reconcile this debate within the context of the ethics code for psychologists?
  • Discuss why it is important to take into consideration cultural traditions when designing an intervention program. Describe at least two specific Nigerian cultural traditions and how you would use this knowledge in designing your intervention program.
  • Briefly describe at least 2 ethical considerations that one would need to take into account when intervening with children as victims of violence in general, as well as pertaining to cultural issues specifically

By Monday, January 18, 2016, format your paper in APA style, using research gathered from the sources above (i.e., module readings, Culturegrams, and the ethics code) to support your response. Your paper should be between 4 and 5 pages in length and include a cover page, abstract, and reference list.Submit your assignment to the M5: Assignment 1 Dropbox.

 
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Annotated Bibliography Analysis Insights

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Annotated Bibliography Analysis Insights

(Annotated Bibliography Analysis Insights)

Annotated Bibliography, Introduction, And Summary Paragraph: Seeking The Truth

Low self-esteem is a major cause of psychological problems.

Part I:  The Annotated Bibliography:  An annotated bibliography is a list of relevant scholarly works along with a descriptive and evaluative summary of each.  Your annotated bibliography will relate information relevant to your analysis of the selected option provided for the Final Paper.  Utilize the provided template.Preview the documentView in a new window

  • First, review the instructions for the Final Paper, which are located in Week 5 of the course.  See also relevant Instructor Guidance and Announcements.
  • Select a topic from the approved listPreview the documentView in a new window.
  • Locate a minimum of five relevant scholarly sources that will inform your understanding of the issue that you have chosen from the Ashford Library 
    • Create a list of references and thoroughly read each article.
    • Before beginning your writing, verify the scholarly nature of the articles you have chosen.
  • Summarize each of your sources, appraising the information relevant to your chosen topic (two to three paragraphs).  Use your own academic voice and apply in-text citations.  Be sure to consider the following information for each of your selected sources:
    • Include a description and critical analysis of the content (e.g., unique information, findings, strengths/weaknesses, biases, limitations, overall conclusions).
    • Include a succinct illustration of the relevance of this particular article to the topic you have chosen.

Part II: The Introduction and Summary Paragraphs 

  • Articulate the information you have learned from your review of the literature in the annotated bibliography by outlining an introduction that previews the paper and concludes with a clear thesis statement.
  • Lastly, as a conclusion, compose an overall summary paragraph with questions you have, additional directions you plan to explore through your research, initial thoughts about the final paper, and any problems you are encountering or think you might encounter.

The Annotated Bibliography

  • Must be at least three to five double-spaced pages in length (not including title and references pages) and formatted according to APA styleas outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • A header
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must utilize academic voice.
  • Must paraphrase material, avoiding direct quotes.
    • Minimal quotes are used within the writing.  (No more than 2-3 sentences.).  For more information about how to synthesize your writing, please visit the Ashford Writing Center.
  • Must address the topic with critical thoughtPreview the documentView in a new window.
  • Must include an overall summary paragraph including the required elements.
  • Must use at least five peer-reviewed scholarly sources.  Additional scholarly sources are encouraged.  Be sure to integrate your research smoothly rather than simply inserting it.
    • The Scholarly, Peer Reviewed, and Other Credible SourcesPreview the documentView in a new window table offers additional guidance on appropriate source types.  If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor.  Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style.
  • Must include a separate reference page  that is formatted according to APA style.
  • Must be submitted to Grammarly for review and correction prior to submitting.
    • Location: Left Tab “Writing Center” in your course.
 
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