Archive for month: February, 2024

You are here: / / February

Psychological Disorder Analysis PSY/270 homework help

/in , /by

Psychological Disorder Analysis PSY/270

Psychological Disorder Analysis

·       Need four (4) references, cited & obtained from, put on reference page.

·       1400-1750 words

·       APA formatting

·       No plagiarism

·       DUE 7/18/2015 13:00 1 PM EST

·       If you cannot have this completed by this time or cannot handle the assignment, please do not contact me asking to do it.

 

 

ASSIGNMENT

 

Marla is a 42-year-old Hispanic female who comes to the mental health clinic complaining of having trouble sleeping, feeling “jumpy all of the time,” and experiencing an inability to concentrate. These symptoms are causing problems for her at work, where she is an accountant.   —— Dysthymia Disorder

 

 

·         Resources: Appendix A, Fundamentals of Abnormal Psychology, and the Faces of Abnormal Psychology Interactive application at the McGraw Hill Higher Education website

 

·         Write a 1,400- to 1,750-word paper analyzing Marla’s disorder. Address the following:

 

·         Decide which disorder Marla may have using the information in the Faces of Abnormal Psychology Interactive Application at http://www.mhhe.com/socscience/psychology/faces/#.

 

·         The profile introduction will match more than one of the disorders found in the application.

 

·         You must choose one of the disorders and complete the profile.

 

·         Include the 10 question from the week Four CheckPoint. (Questions are below)

 

Clinical Interview Questions

1)       What made you decide to come to therapy?

2)       What are you expectations and goal you would like to achieve from therapy?

3)       Can you tell me about yourself, your family (mother, father, siblings) and how is your relationship with them? Are you all a close nit family?

4)       Do you have any close friends or a significant other?

5)       How well do you get along with your friends, significant other and co-workers?

6)       Do you have any feelings of anxiety, depression, or suicidal thoughts?

7)       How is your overall physical health?

8)       Does mental illness or depression run in your family?

9)       Are you currently on any medication? Do you drink or use any illegal drugs?

10)   How would you describe yourself and your personality? Do you think you have good morals?

 

 

·         Summarize the disorder using the information provided in the interactive application.

 

·         Explain the origin of the disorder and any potential treatments by using one of the models of abnormality found in Ch. 2 of Fundamentals of Abnormal Psychology. (SEE ATTACHED PDF)

 

·         Format your paper consistent with APA guidelines.

 

 

Final Project Overview

 

The final project for this course is comprehensive, designed to allow you to analyze a psychological disorder by reviewing a short profile of Marla, a 42-year-old accountant. This assignment provides you with a greater understanding of and ability to recognize abnormal behavior. Once you identify a possible disorder, probe deeper by asking questions and completing Marla’s profile. Once you have completed Marla’s profile, suggest possible treatments based on the models of abnormality in Ch. 2. This project reflects the culmination of your knowledge gathered through the readings, discussion questions, CheckPoints, and assignments.

 

•               Suggested in Week Two: Review the McGraw Hill Higher Education Web site, http://www.mhhe.com/socscience/psychology/faces/#, which will be used for your final project.

•               Due in Week Four: Review the requirements for your final project and pp. 69-70 of the text. Draft ten probing questions to learn more about the patient’s background.

•               Suggested in Week Eight: Familiarize yourself with the DSM-IV to make a decision regarding a possible disorder.

 

http://www.mhhe.com/socscience/psychology/faces/bigvid.swf

 

 

WEEK NINE GRADE EXPECTATIONS

 

Please review my grading expectations for the Psychological Disorder Analysis Final Project Assignment:

 

Presentation Grading Form for the Psychological Disorder Analysis Final Project, Due in Week Nine

 

 

Content and Development

175 Points             Points Earned

XX/175

Additional Comments:

All key elements of the assignment are covered in a substantive way.

•               Student identifies Marla’s disorder and completes the profile.

•               Student summarizes and includes the 10 questions from week four checkpoint.

•               Student summarizes the disorder using information provided in the interactive application.

•               Student explains the origin of the disorder and any potential treatments by using one of the models of abnormality.

•               The paper is 1,400 to 1,750 words in length.

The content is comprehensive, accurate, and persuasive.

The paper develops a central theme or idea, directed toward the appropriate audience.

The paper links theory to relevant examples and uses the vocabulary of the theory correctly.

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.

The introduction provides sufficient background on the topic and previews major points.

The conclusion is logical, flows from the body of the paper, and reviews the major points.

 

Readability and Style

10 Points               Points Earned

XX/10

Additional Comments:

Paragraph transitions are present, logical, and maintain the flow throughout the paper.

The tone is appropriate to the content and assignment.

Sentences are complete, clear, and concise.

Sentences are well constructed, with consistently strong, varied sentences.

Sentence transitions are present and maintain the flow of thought.

 

Mechanics

15 Points               Points Earned

XX/15

Additional Comments:

The paper, including the title page, reference page, tables, and appendixes, follows APA formatting guidelines.

Citations of original works within the body of the paper follow APA guidelines.

The paper is laid out with effective use of headings, font styles, and white space.

Rules of grammar, usage, and punctuation are followed.

Spelling is correct.

 

Total

200 Points             Points Earned

XX/200

 

Overall Comments:

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Personality Theories in the Psychodynamic Tradition

/in , /by

Personality Theories in the Psychodynamic Tradition

Celebrating the 120th Anniversary of Karen Horney’s Birth

KAREN HORNEY: A PORTRAIT1

Marianne Horney Eckardt

I am going to sketch for you a portrait of Karen Horney emphasizing two features: her remarkable strong sense of self-determination and the seeming happenstance of being in the right place at the right time. She collaborated with fate. She prescribed everything for it and fate facilitated opportunities.

Horney was a very private person. It is only due to our coming, after her death, upon her diaries written in her adolescence and early twenties that this remarkable young person made her appearance and shed much light on later happenings. We owe the real discovery of the diaries to my sister Renate. We had casually noted their existence. They then gathered dust on Renate’s bookshelves in Mexico, when by some magical spiritual happening she discovered them, transcribed them, had them translated, and published them. All of Karen’s early entries, beginning at age 13, be- guile with confident self-determination of her path, her actions, and her thinking. She writes, “Fate will have an easy time with me, I prescribe everything for it” (Horney, 1990, p. 19). She aims at being a doctor, even though as yet no German university is admitting women to medical school. She has no doubt that she will find a way. The word ambition does not convey her spirit. She just makes her decision and follows her mapped-out road. The diaries are never boring. She reflects on happen- ings, debates, asks big questions about religion, mores, love, morality, and truth, and declares her opinion.

1This address was given on October 23, 2005, at the American Institute for Psychoanalysis, New York, celebrating the 120th anniversary of Karen Horney’s birth.

Address correspondence to: Marianne Horney Eckardt, 3066 Via Serena South Unit A, La- guna Woods, CA 92637, USA; e-mail: meck@fea.net.

The American Journal of Psychoanalysis, Vol. 66, No. 2, June 2006 (� 2006) DOI: 10.1007/s11231-006-9008-4

105

0002-9548/06/0600-0105/1 � 2006 Association for the Advancement of Psychoanalysis

At age 17 she is debating the ethics of free love. The turn of that cen- tury is still steeped in Victorian morals, ready to disintegrate. As yet she has had no love experience of her own. She muses and declares that deep love is always moral greatness, because it elevates us inwardly. “It is altogether too absurd,” she writes, “to judge a person’s character exclu- sively from his or her attitude toward sex. How much more important is his or her attitude toward the truth. A woman who decides to give herself freely to a man, stands much higher on the moral scale than a woman who marries the first man just to be married” (Horney, 1990, p. 81). Her environment is full of what she recognizes or perceives as prejudices and false morals. She comes to the conclusion that one should free oneself of common conventional morality and think through the large issues for oneself and act accordingly.

At age 18 she is very impressed by the Swedish avant-garde writer Ellen Key, who also sounds the tune of true morality, rather than the false morality of convention. Karen reflects: “I took up Ellen Key again. It is like a bath in the sea in autumn, when the cold is cutting and you have to battle with wind and waves, but once out, you are refreshed and a new person” (Horney, 1990, p. 90). In her book, The Century of the Child, Key rebels against the definition of the human being as man par excellence, writing that women have to take their rightful place as wo- men because society is entitled to receive the best women have to give. She seeks a morality of love; she questions the morality of monogamy and marriage. Key’s message profoundly influenced Karen’s outlook on life.

On New Year’s Eve, age 18, she is full of New Year’s resolutions, namely, to cultivate strength of will, self-discipline, hard work. She writes: ‘‘Yes, I long for one more thing, to learn how to listen to the delicate vibrations of my soul, to be incorruptibly true to myself and fair to others, to find in this way the right measure of my own worth” (Horney, 1990, p. 102). She is her own teacher, guide, and critic.

Two personal themes emerge, which become characteristics of her way of being. One theme is not complaining to others: “Only not sympathy, she remarks, “sympathy hurts, humiliates. But if I show my suffering, it calls forth sympathy. Nobody is to know when I am suffering” (Horney, 1990, p. 62). The other theme refers to a lack of group spirit. People ac- cuse her of this lack. She ponders: Why should she be expected in dis- puted cases to join the majority? Is that a lack of esprit de corps, a real lack on her part, or is it justified? She believes that it is justified. She never developed this esprit de corps, never was a good team player, never a family person.

106 HORNEY ECKARDT

Her strength of character was certainly the major factor in shaping her great career, but fate also facilitated her development. She repeatedly seemed to be in the right place at the right time. High schools and uni- versities opened their doors for women just when she was at the right age. She came to Berlin in 1910, just when Abraham started his first psy- choanalytic seminars. She became a psychoanalyst in Berlin, not in Vien- na. The atmosphere in Berlin was very different from Vienna. In spite of economic and political turmoil, the period between 1920 and 1930 was a cultural phenomenon. One cannot appreciate the spirit or the soul of the early Berlin psychoanalytic pioneers detached from this unique exu- berant atmosphere of the Weimar Republic, when cultural energy ex- ploded, sparkled, vibrated, and, for 10 years, nourished the arts and lives of people and made Berlin the Mecca of attraction. What happened in Berlin influenced art and cultural happenings in the Western world for the rest of that century. It was this spirit that gave the Berlin psychoana- lytic community its very special flavor, very distinct from the atmosphere in Freud’s Vienna, where the psychoanalytic community was much di- rectly influenced by the giant shadow of Freud. The enthusiastic Berlin community embraced psychoanalysis as a young science challenging its members toward further creative contributions. The spirit of the time em- braced breaking traditions and conventions, and the Berlin analysts, too, viewed psychoanalysis as a force that would free the human potential and allow it to unfold. The soil did not favor orthodoxy. Karen Horney would never have flourished as well in Vienna.

She had the good fortune to be asked by Franz Alexander in 1932 to join him in Chicago to codirect the first American Psychoanalytic Institute. Because of her theoretical differences with Alexander, she left Chicago for New York after two years. She joined the New York Psycho- analytic Institute. She was also invited to teach at the New School of Social Research, a school that established a reputation for attracting the best minds of European immigrants who escaped Hitler. The New School provided the setting for the development of her own novel psychoanalytic notions. Her lectures were sought after, extremely successful, and evolved into her first two books, The Neurotic Personality of Our Time and New Ways in Psychoanalysis. Her teaching did not find approval at the New York Psychoanalytic Institute. Her direct challenge of Freud led to a break and the well-known walk-out of Karen Horney, Clara Thompson, Sarah Kelman, Saul Ephron, and Bernard Robbins, singing, “Go Down Moses, Let My People Go,” the spiritual that celebrates the liberation of the Jews from the tyranny of the Pharaoh. The break led to the formation of the American Institute of Psychoanalysis. Fourteen candidates of the New York Psychoanalytic resigned at the same time.

107KAREN HORNEY: A PORTRAIT

Again the time was right for favoring secessions. Sandor Rado, Abraham Kardiner, John Millet, George Daniel, Phyllis Greenacre, David Levy, and others at the New York Psychoanalytic Institute were also developing plans for a new institute. They favored an association with a university and a few years later founded the Association for Psychoana- lytic and Psychosomatic Medicine and an institute at Columbia Univer- sity. Alexander in Chicago set a liberal course. Splits began occurring in Washington, D.C., Detroit, Boston, and Los Angeles.

While the new constitution of the new American Institute for Psycho- analysis was a hymn to freedom of thought and encouraging diversity, in retrospect it seems inevitable that Horney would create her own institute. Beginning in the mid 1930s she had the foundation and outline for a new system of psychoanalytic thought and worked steadily from then on, allowing it to grow, with the new insights ever nourishing her creativity. This was her task, goal, and sole interest. Like Berlin in the 1920s, the 1940s began a very creative period in American psychoanalysis, and Karen Horney was a major player, opening the field for ongoing creative development.

We all are fortunate beneficiaries of her remarkable spirit.

REFERENCE

Horney, K. (1980). The adolescent diaries of Karen Horney. New York: Books, Inc.

108 HORNEY ECKARDT

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

<< /ASCII85EncodePages false /AllowTransparency false /AutoPositionEPSFiles true /AutoRotatePages /None /Binding /Left /CalGrayProfile (None) /CalRGBProfile (sRGB IEC61966-2.1) /CalCMYKProfile (ISO Coated) /sRGBProfile (sRGB IEC61966-2.1) /CannotEmbedFontPolicy /Error /CompatibilityLevel 1.3 /CompressObjects /Off /CompressPages true /ConvertImagesToIndexed true /PassThroughJPEGImages true /CreateJDFFile false /CreateJobTicket false /DefaultRenderingIntent /Perceptual /DetectBlends true /ColorConversionStrategy /sRGB /DoThumbnails true /EmbedAllFonts true /EmbedJobOptions true /DSCReportingLevel 0 /SyntheticBoldness 1.00 /EmitDSCWarnings false /EndPage -1 /ImageMemory 524288 /LockDistillerParams true /MaxSubsetPct 100 /Optimize true /OPM 1 /ParseDSCComments true /ParseDSCCommentsForDocInfo true /PreserveCopyPage true /PreserveEPSInfo true /PreserveHalftoneInfo false /PreserveOPIComments false /PreserveOverprintSettings true /StartPage 1 /SubsetFonts false /TransferFunctionInfo /Apply /UCRandBGInfo /Preserve /UsePrologue false /ColorSettingsFile () /AlwaysEmbed [ true ] /NeverEmbed [ true ] /AntiAliasColorImages false /DownsampleColorImages true /ColorImageDownsampleType /Bicubic /ColorImageResolution 150 /ColorImageDepth -1 /ColorImageDownsampleThreshold 1.50000 /EncodeColorImages true /ColorImageFilter /DCTEncode /AutoFilterColorImages false /ColorImageAutoFilterStrategy /JPEG /ColorACSImageDict << /QFactor 0.76 /HSamples [2 1 1 2] /VSamples [2 1 1 2] >> /ColorImageDict << /QFactor 0.76 /HSamples [2 1 1 2] /VSamples [2 1 1 2] >> /JPEG2000ColorACSImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /JPEG2000ColorImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /AntiAliasGrayImages false /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 150 /GrayImageDepth -1 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict << /QFactor 0.76 /HSamples [2 1 1 2] /VSamples [2 1 1 2] >> /GrayImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /JPEG2000GrayACSImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /JPEG2000GrayImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /AntiAliasMonoImages false /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 600 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict << /K -1 >> /AllowPSXObjects false /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile (None) /PDFXOutputCondition () /PDFXRegistryName (http://www.color.org?) /PDFXTrapped /False /Description << /DEU <FEFF004a006f0062006f007000740069006f006e007300200066006f00720020004100630072006f006200610074002000440069007300740069006c006c0065007200200036002e000d00500072006f006400750063006500730020005000440046002000660069006c0065007300200077006800690063006800200061007200650020007500730065006400200066006f00720020006400690067006900740061006c0020007000720069006e00740069006e006700200061006e00640020006f006e006c0069006e0065002000750073006100670065002e000d0028006300290020003200300030003400200053007000720069006e006700650072002d005600650072006c0061006700200047006d0062004800200061006e006400200049006d007000720065007300730065006400200047006d00620048000d000d0054006800650020006c00610074006500730074002000760065007200730069006f006e002000630061006e00200062006500200064006f0077006e006c006f006100640065006400200061007400200068007400740070003a002f002f00700072006f00640075006300740069006f006e002e0073007000720069006e006700650072002e00640065002f007000640066002f000d0054006800650072006500200079006f0075002000630061006e00200061006c0073006f002000660069006e0064002000610020007300750069007400610062006c006500200045006e0066006f0063007500730020005000440046002000500072006f00660069006c006500200066006f0072002000500069007400530074006f0070002000500072006f00660065007300730069006f006e0061006c0020003600200061006e0064002000500069007400530074006f007000200053006500720076006500720020003300200066006f007200200070007200650066006c00690067006800740069006e006700200079006f007500720020005000440046002000660069006c006500730020006200650066006f007200650020006a006f00620020007300750062006d0069007300730069006f006e002e> /ENU <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> >> >> setdistillerparams << /HWResolution [2400 2400] /PageSize [2834.646 2834.646] >> setpagedevice

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

One-Way Experimental Designs Assignment Help

/in , /by

One-Way Experimental Designs Assignment Help

Assignment: One-Way Experimental Designs

Correlational research, which you explored in this week’s Discussion, is useful in identifying relations between two variables, but does not make assumptions regarding cause and effect among the variables because researchers did not control for outside factors. To demonstrate possible causal relations among variables, researchers will need to manipulate variables in an experimental research design.

The variable that the researcher manipulates in an experimental research design is termed the independent variable. As a researcher, one important determination you need to make is the number of independent variables involved in the study. If you manipulate one independent variable, the study would be termed a one-way experimental design.

Researchers also need to determine dependent variables. In an experimental design, the dependent variable is the measure of the effect of the independent variable. If the dependent measure reveals an effect made by an independent variable, a researcher may be able to determine cause.

Consider a study that hypothesizes that 8-year-olds who play educational computer games score higher on intelligence tests than those who do not play educational computer games. Consider how many aspects you would need to address if you were conducting the study. First, you would need to understand that the independent variable is the game-playing, whereas the dependent variable is the scores on the intelligence test.

Next, you would need to determine the levels of the independent variable. In this scenario, suppose there are three levels of play: no play, some play (4 hours a week), and frequent play (8 or more hours a week).

Additionally, you would need to determine whether the study is a between-participants design or a within-participants design (also known as a repeated-measures design). A between-participants design uses different groups for each level. A within-participants design uses the same group, and that one group repeats the experiment for each level.

In this Assignment you apply key concepts related to experimental design to a research study and analyze and interpret the outcome.

To prepare:

  • Read the assigned pages from Chapter 10 in your course text.
  • Read the following study scenario:

    Researchers are interested in the effectiveness of a particular treatment for insomnia. They contact 50 insomnia sufferers who responded to a newspaper advertisement to participate in the study. Each participant is given a pill with instructions to take it before going to sleep that night. The pill actually contains milk powder (a placebo). The participants are randomly assigned to receive one of two sets of instructions about the pill. One half of the participants are told that the pill will make them feel “sleepy,” and the other half are told that the pill will make them feel “awake and alert.” The next day the participants return to the lab and are asked to indicate how long it took them to fall asleep after taking the pill. The individuals who were told that the pill would make them feel sleepy reported that they fell asleep faster than the participants who were told the pill would make them feel alert.

    Think about the concepts you read about this week about one-way experimental designs and analysis of variance (ANOVA), and how they apply to the above study.

The Assignment (1–2 pages):

With the study scenario in mind, complete the following:

  1. Identify the independent variable and dependent variable. Indicate the number of levels in the independent variable and describe each level.
  2. Indicate whether the research used a between-participants or a within-participants research design and how you determined this to be the case.
  3. Presume a third condition was added to the study. In this condition, the participants are not given any information about the effects of the (placebo) pill. Next, suppose an analysis of variance (ANOVA) was conducted. Briefly interpret, in your own words, what it would mean if the F was significant as applied to this study.
Reminder: Do not copy or retype the example study scenario into your Assignment.

Note: Support the responses within your Assignment with evidence from the assigned Learning Resources. Provide a reference list for resources you used for this Assignment.

Submit your Assignment by Day 7.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Psychology homework help

/in , /by

Psychology homework help

Week Five Homework Exercise

PSYCH/610 Version 2

 1

Week Five Homework Exercise

Answer the following questions, covering material from Ch. 11 of the Methods in Behavioral Research text:

1. What are single-case designs and when are they most useful?

2. How may a researcher enhance the generalizability of the results of a single case design?

3. What is the relationship between quasi-experiments and confounding variables? Provide an example

4. Provide examples of: one-group posttest designs and one-group pretest and posttest designs. What are the limitations of each?

5. Provide examples of non-equivalent control group designs. What are the advantages of having a control group?

6. What is a quasi-experimental research design? Why would a researcher use a quasi-experimental design rather than a true experimental design?

7. What is the difference between a cross-sectional and a longitudinal study? What is a sequential study? Which of these designs is most vulnerable to cohort effects? Which design is most vulnerable to the effects of attrition?

8. What are the differences between: needs assessment, program assessment, process evaluation, outcome evaluation, and efficacy assessment? Why is program evaluation important to the field?

9. A researcher wants to investigate patriotic behavior across the lifespan. She samples people in the following age groups: 18–28, 29–39, 40–50, 51–60, and 61 and above. All participants are interviewed and asked to complete questionnaires and rating scales about patriotic behavior. This type of developmental research design is called ________________. What is the primary disadvantage of this type of design? Explain.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Theories Of Inquiry: Original 10 Strategic Points Revision

/in , /by

Theories Of Inquiry: Original 10 Strategic Points Revision

Original 10 Strategic Points Revision

Details:

In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Important note: Successful completion of this assignment does not      indicate that this topic and the related 10 Strategic Points have been      approved for use as your dissertation research study topic.
  • Locate the draft of the 10      Strategic Points that you created in the preceding assignment and the      feedback from your instructor and use them to complete this assignment.
  • This assignment uses a rubric.      Please review the rubric prior to beginning the assignment to become familiar      with the expectations for successful completion.
  • Doctoral learners are required      to use APA style for their writing assignments. The APA Style Guide is      located in the Student Success Center.
  • You are required to submit this      assignment to Turnitin. Refer to the directions in the Student Success      Center.

Directions:

Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.

The Feedback are attached

Resources

1. 10 Strategic Points

Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.

https://dc.gcu.edu/

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21331314&site=ehost-live&scope=site

2. Pursuing Excellence in Qualitative Inquiry

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-006&site=ehost-live&scope=site

3. Qualitative Inquiry in the History of Psychology

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-002&site=ehost-live&scope=site

4. The Promises of Qualitative Inquiry

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2015-00137-001&site=ehost-live&scope=site

 

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Creating a Single-System (Subject) Design Study Assignment help

/in , /by

Creating a Single-System (Subject) Design Study Assignment help

Assignment 1: Creating a Single-System (Subject) Design Study

The steps at the heart of single-system (subject) research are part of the everyday practice of social work. Each day social workers implement interventions to meet clients’ needs and monitor results. However, conducting proper single-system (subject) research entails far more than these simple day-to-day practices. Proper single-system research requires a high degree of knowledge and commitment. Social workers must fully understand the purpose of single-system (subject) research and the variations of single-system (subject) design. They must develop a hypothesis based upon research and select the right design for testing it. They must ensure the reliability and validity of the data to be collected and know how to properly analyze and evaluate that data. This assignment asks you to rise to the challenge of creating a proposal for a single-subject research study.

To prepare for this Assignment, imagine that you are the social worker assigned to work with Paula Cortez (see the case study, “Social Work Research: Single Subject” in this week’s resources). After an initial assessment of her social, medical, and psychiatric problems, you develop a plan for intervention. You also develop a plan to monitor progress in your work with her using measures that can be evaluated in a single-system research design. As a scholar practitioner, you rely on research to help plan your intervention and your evaluation plan.

Complete the Cortez Family interactive media in this week’s resources. Conduct a literature search related to the chronic issues related to HIV/AIDS and bipolar mental disorder. Search for additional research related to assessing outcomes and theoretical frameworks appropriate for this client. For example, your search could include terms such as motivational interviewing and outcomes and goal-oriented practice and outcomes. You might also look at the NREPP database identified in Week 1, to search for interventions related to mental health and physical health.

Submit a 5-page proposal/research plan for single-system (subject) evaluation for your work with Paula Cortez. Identify the problems that you will target and the outcomes you will measure, select an appropriate intervention or interventions (including length of time), and identify an appropriate evaluation plan.

Include a description of:

· The problem(s) that are the focus of treatment

· The intervention approach, including length of time, so that it can be replicated

  • A summary of the literature        that you reviewed that led you to select this intervention approach

· The purpose for conducting a single-system (subject) research evaluation

· The measures for evaluating the outcomes and observing change including:

  • Evidence from your literature        search about the nature of the measures
  • The validity and reliability        of the measures
  • How baseline measures will be        obtained
  • How often follow-up measures        will be administered

· The criteria that you would use to determine whether the intervention is effective

· How the periodic measurements could assist you in your ongoing work with Paula

References (use 5 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapter 9, “Is the Intervention Effective?” (pp. 226-244: Read from “Client Satisfaction & Effectiveness” to “Target Problem Scale”)

Document: Corcoran, K., & Hozack, N. (2010). Locating assessment instruments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 65–74). Thousand Oaks, CA: Sage. (PDF)

Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Document: Mattaini, M. A. (2010). Single-system studies. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 241–273). Thousand Oaks, CA: Sage. (PDF)

Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education & Treatment of Children, 31(4), 523–548.

Laureate Education (Producer). (2013b). Cortez family [Interactive media]. Retrieved from 

Cortez Family: A Meeting of an Interdisciplinary Team

 

Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.

Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her HIV medications.

The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula’s noncompliance with her medications, increased paranoia, and the pregnancy.

Physician 

Dialogue 1

Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished and frustrated when she stopped her wound care treatments and started to use chamomile tea on her foot ulcers. Even though we have educated her to the negative consequences of stopping her meds, and trying alternative medications instead, she continues to do so.

Psychiatrist

Dialogue 1

As Paula’s psychiatrist for close to 10 years, I have followed her progress in and out of the hospital for quite a while—and I know her very well. She is often non-compliant with her medications, randomly stopping them after she reports she doesn’t like the way they make her feel. She has been hospitalized to stabilize her medications several times over the last 10 years, although she has managed to stay out of the psychiatric unit for the last three. Recently, she had seemed to appreciate the benefits of taking her medications and her compliance has much improved. She had been seeing her social worker regularly, and her overall mental health and physical health were improving. This has changed recently, after several stressful life events. We learned that Paula was pregnant by a man she met briefly at a local flower shop. She also reports he has been harassing her with threatening phone calls and unwarranted visits to her home. Paula disclosed to the social worker that she was neither eating nor taking her medication—and she had not gotten out of bed for days. Her decompensation was rapid and extremely worrisome and, therefore, called for a 72-hour hold.

OB Nurse

Dialogue 1

I have not known the patient long, but it does appear that she is trying her best to deal with a very difficult situation. Pregnancies are stressful times for even the healthiest of women. For Paula to learn she is pregnant at 43—in addition to her HIV and Hepatitis status and her bipolar diagnosis—must be so overwhelming. Adding to this, she has come to her two appointments alone and stated she has no one to bring along with her. When I inquired about the father of the child, she said he’s a bad man and he won’t leave her alone. She seemed truly frightened of him and appears convinced he will hurt her.

Social Worker

Dialogue 1

When Paula came to me and told me she was pregnant, I was indeed shocked by this announcement. She had never mentioned dating anyone, and with her multiple medical and psychiatric issues, I never thought this would be an issue we would address. Paula and I have developed a strong working relationship over the last two years, and she has shared many private emotions and thoughts. This relationship has been tested, though, since I suggested she be admitted to the hospital. Paula was furious with me, accusing me of locking her up and not helping her. It will take time to repair our working relationship. Once I rebuild that rapport, we will need to work together to find a way to address all of her concerns. We will need a plan that will address her medical needs, her psychiatric needs, and the needs of her unborn child.

Physician

Dialogue 2

As far as her pregnancy, if Paula doesn’t take her HAART medications religiously, she risks having a baby who is HIV positive. I am concerned about how she is going to care for a baby with her multiple medical issues. On the practical side, I wonder how she will physically care for this child. She has a semi-paralyzed right hand and walks with a limp. Additionally, when her foot ulcers flare up, she can barely put pressure on her feet. Newborns take a lot of time and energy, and I am not sure she has the capacity to handle the needs of an infant—let alone a toddler. I have not made any formal recommendations to Paula regarding whether to continue the pregnancy, but I have told Paula that, if she does decide to have the child, she must take her HAART medications every day. I explained that this is vital to her health and the health of her unborn child.

Psychiatrist

Dialogue 2

When her social worker, who I am in regular contact with, informed me that Paula announced she was pregnant, I was obviously concerned. Knowing Paula as well as I do, I felt I could be honest with her and give her my opinion about the situation. I told her that she should abort. Based on her medical history, including her physical and mental health disabilities, I did not believe she had the capacity to care for this unborn child. She has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child. My recommendation for abortion was only solidified when we had to involuntarily hospitalize her. I fear that Paula cannot take care of herself, and she cannot be trusted to take her medications. If she does decide to continue with the pregnancy, my recommendation would be that she stay on the psychiatric unit for her entire pregnancy. That way, we will know that she is taking her medications and that the fetus is safe.

OB Nurse

Dialogue 2

Paula is most definitely a high-risk pregnancy, but that does not mean she can’t have a healthy baby. If she keeps up with her HAART medications and comes to her prenatal visits, there’s no reason this baby can’t be born healthy and HIV negative. My larger concern is with the pain medications she takes for her foot ulcers. There is a slight chance the baby will be born addicted to them. We would have to plan for a stay in the NICU if that occurs. While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination.

Social Worker

Dialogue 2

Paula has overcome many obstacles in her life, but a baby—at her age and with her medical profile—is very different. Paula has made many bad decisions in her life, and the decision to keep this baby may or may not be the best for both her and the child. That being said, if her decision is to continue the pregnancy, we need to find a way to face the mountain of obstacles. She has little to no social support, and there will be many difficulties she will face caring for the baby alone. Paula also has limited financial resources and will need to apply for WIC and Medicaid. There are the numerous supplies that we will need to obtain, such as a crib, clothing, diapers, and formula. She has historically been unreliable about following up with referrals, so she is going to need a lot of encouragement and support. Honestly, I may not believe this pregnancy is a good idea, although I would never tell her that—that’s not up to me or anyone else. We all, ultimately, need to accept her decision and move on. Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born. I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Positive Psychology homework help

/in , /by

Positive Psychology homework help

Chapter 9 Becoming and Being Wise Developing Wisdom

Many theorists argue that wisdom develops from knowledge, cognitive skills and personality factors. Understanding culture and the environment also considered vital. Mentors are believed to be an important mechanism for developing wisdom “Two heads are better than one”

Wise People and Their Characteristics

Longitudinal studies have determined that a person’s childhood does not determine the development of wisdom and that wise people achieve greater life satisfaction than the unwise. Orwell and Achenbaum suggest that women’s acts of wisdom typically occur in private whereas men’s acts of wisdom are more public Baltes and Staudinger report no age differences between 25 and 75 years but that the time between 15 and 25 is particularly important in developing wisdom. Some professions associated with higher levels of wisdom: clinical psychologists

a. Do you know a wise person? a) What kinds of characteristics make him/her a wise person?

b. Do you consider yourself a wise person b) How can we cultivate wisdom in everyday life?

Chapter 10 Forgiveness

· Defined by Thompson and colleagues, forgiveness is freeing from a negative attachment to the source of the transgression. This definition allows the target of forgiveness to be oneself, another person, or a situation.

· Defined by McCullough and colleagues, forgiveness is an increase in prosocial motivation, in that there is less of a desire to avoid or seek revenge against the transgressor and an increased desire to act positively towards the transgressing person. This definition is only applicable when another person is the target of the transgression.

· Defined by Enright and colleagues, forgiveness is the willingness to give up resentment, negative judgment, and indifference towards the transgressor and give undeserved compassion, generosity, and benevolence to the transgressing person. This definition is limited to people and does not include situations.

· Defined by Tangney and colleagues, giving up negative emotions is the core of forgiveness.

How does one learn forgiveness?

· According to the model developed by Gordon, Baucom, and Snyder, three steps are needed for achieving forgiveness toward another person. The initial impact stage includes negative emotions such as fear, anger and hurt. The search for meaning stage investigates why the incident happened. And the recovery stage is when the people move forward in their lives.

· The REACH model developed by Everett Worthington is a five-step process to forgiveness regarding infidelity. The acronym stands for Recall the hurt and the nature of the injury caused; Empathy promotion in both partners; Altruistic gift giving of forgiveness between partners; Committing verbally to forgive partner, and; Holding onto the forgiveness for each other.

· Self-forgiveness is aimed at lessening the feelings of shame or guilt. The individual is encouraged to take responsibility for the action and to let go and to move forward. The goal is to prevent the individual from letting the negative feelings interfere with positive living.

· Thought stopping and examination of thinking behind negative situations are needed to forgive situations and inanimate objects. The individual will learn that they should not blame happenings in their lives for their problems.

Why forgive?

· An evolutionary advantage to forgiveness is that it may break the violence cycle in human beings and the survival chances will be increased. With lower levels of hostility and aggression and higher levels of positive feelings, the social order may be stabilized.

· Forgiveness requires a sense of self, which is often damaged due to problems requiring the forgiveness. If one learns to forgive, one will build the sense of self up and it may become stronger.

· Forgiveness creates positive emotions.

Think about a situation in which you forgave someone.  a) Explain how you felt before and after forgiving.  b) Do you think that this forgiveness was true forgiveness and why? (Link your comments to one or more of the forgiveness theories presented in the chapter.)

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Integration Paper For Psychology And Christianity homework help

/in , /by

Integration Paper For Psychology And Christianity homework help

PSYC 420

Integration Paper Instructions

 

Description: This paper is the capstone project of the course, and it will describe your approach to the relationship between psychology and Christianity. You will classify your approach and note the strengths (3) and limitations (3) of your view as well as reflect on different factors that led to your position.

 

Purpose: This course has presented several models of the relationship between Christian faith and the discipline of psychology. Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. This paper provides an explicit avenue for you to articulate a coherent view of the relationship between psychology and Christianity.

 

Details:

1. Papers will be graded on the quality of thinking, defense, organization, clarity, and grammar…not on whether you agree with the instructor’s position.

2. Begin with an introductory paragraph that describes the importance of examining the relationship between psychology and Christianity. The last sentence of the introduction must be your thesis statement that guides the rest of your paper.

· Example: Upon consideration of the evidence from various disciplines of study, it seems like the (model chosen) best captures the relationship between psychological science and Christian faith.

3. In writing about your position (you will need to classify your approach), be sure to touch on the following (and remember to cite Entwistle when you use his ideas):

· What methods of knowing are appropriate for Christians and why (this will actually help you classify your approach);

· A thorough description of the model and how it views the relationship between psychology and Christianity;

· How your model views the two books concept;

· Strengths of the model (at least three);

· Limitations of the model (at least three); be sure to include critiques offered by those who hold other positions; and

· Remember to use transition statements as you move from one main idea to the next.

4. End with a conclusion.

5. Avoid using 1st person.

· Instead of saying “I think Christians should embrace psychology,” say “Christians should embrace psychology.”

· Instead of saying “My view corresponds with the Colonialist position,” say “The Colonialist position seems ….”

6. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling.

7. If you need assistance, contact The Online Writing Center.

 

Paper format:

· Paper text must be 5 pages, excluding references, title page, and abstract.

· Times New Roman, 12 point font, 1” margins.

· Sections:

· Title page

· Abstract on separate page, mentioning thesis and summary of the paper. To get the maximum points, be sure to clearly mention the thesis and provide a summary of the main ideas and conclusions. Tip: It is often easier to write your abstract at the end of your paper.

· Body (5 pages): See above; must use APA headings

· References:

· Make sure to use current APA format.

· Do not assume that the format presented by the Jerry Falwell Library search engine is correct.

· Be sure to cite Entwistle and the Bible (but remember that the Bible does not appear in the References section).

· Check the current APA style manual for details.

· You must use Microsoft Word.

· Submit your paper to SafeAssign in Blackboard.

 

Submit your Integration Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.

Page 1 of 2

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Graduate Statistics Homework Help

/in , /by

Graduate Statistics Homework Help

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

1. Chapter 5, numbers 5.11, 5.13, 5.15, and 5.18

2. Chapter 8, numbers 8.10, 8.14, 8.16, 8.19, and 8.21

 

5.11 Scores on the Wechsler Adult Intelligence Scale (WAIS) approximate a normal curve with a mean of 100 and a standard deviation of 15. What proportion of IQ scores are

(a) above Kristen’s 125?

(b) below 82?

(c) within 9 points of the mean?

(d) more than 40 points from the mean?

 

5.13 IQ scores on the WAIS test approximate a normal curve with a mean of 100 and a standard deviation of 15. What IQ score is identified with

(a) the upper 2 percent, that is, 2 percent to the right (and 98 percent to the left)?

(b) the lower 10 percent?

(c) the upper 60 percent?

(d) the middle 95 percent? [Remember, the middle 95 percent straddles the line perpendicular to the mean (or the 50th percentile), with half of 95 percent, or 47.5 percent, above this line and the remaining 47.5 percent below this line.]

(e) the middle 99 percent?

 

IMPORTANT NOTE: When doing Questions 5.15 and 5.16, remember to decide first whether a proportion or a score is to be found.

*5. 15 An investigator polls common cold sufferers, asking them to estimate the number of hours of physical discomfort caused by their most recent colds. Assume that their estimates approximate a normal curve with a mean of 83 hours and a standard deviation of 20 hours.

(a) What is the estimated number of hours for the shortest-suffering 5 percent?

(b) What proportion of sufferers estimate that their colds lasted longer than 48 hours?

(c) What proportion suffered for fewer than 61 hours?

(d) What is the estimated number of hours suffered by the extreme 1 percent either above or below the mean?

(e) What proportion suffered for between 1 and 3 days, that is, between 24 and 72 hours?

(f) What is the estimated number of hours suffered by the middle 95 percent? [See the comment about “middle 95 percent” in Question 5.13(d).]

(g) What proportion suffered for between 2 and 4 days?

(h) A medical researcher wishes to concentrate on the 20 percent who suffered the most. She will work only with those who estimate that they suffered for more than ——— hours.

(i) Another researcher wishes to compare those who suffered least with those who suffered most. If each group is to consist of only the extreme 3 percent, the mild group will consist of those who suffered for fewer than _____ hours, and the severe group will consist of those who suffered for more than _____ hours.

(j) Another survey found that people with colds who took daily doses of vitamin C suffered, on the average, for 61 hours. What proportion of the original survey (with a mean of 83 hours and a standard deviation of 20 hours) suffered for more than 61 hours?

(k) What proportion of the original survey suffered for exactly 61 hours? (Be careful!)

 

*5.18 The body mass index (BMI) measures body size in people by dividing weight (in pounds) by the square of height (in inches) and then multiplying by a factor of 703. A BMI less than 18.5 is defined as underweight; between 18.5 to 24.9 is normal; between 25 and 29.9 is overweight; and 30 or more is obese. It is well established that Americans have become heavier during the last half century. Assume that the positively skewed distribution of BMIs for adult American males has a mean of 28 with a standard deviation of 4.

(a) Would the median BMI score exceed, equal, or be exceeded by the mean BMI score of 28?

(b) What z score defines overweight

(c) What z score defines obese

 

8.10 Television stations sometimes solicit feedback volunteered by viewers about a tele-vised event. Following a televised debate between Barack Obama and Mitt Romney in the 2012 presidential election campaign, a TV station conducted a telephone poll to determine the “winner.” Callers were given two phone numbers, one for Obama and the other for Romney, to register their opinions automatically.

(a) Comment on whether or not this was a random sample.

(b) How might this poll have been improved?

 

*8.14 The probability of a boy being born equals .50, or 1/2, as does the probability of a girl being born. For a randomly selected family with two children, what’s the probability of

(a) two boys, that is, a boy and a boy? (Reminder: Before using either the addition or multiplication rule, satisfy yourself that the various events are either mutually exclu-sive or independent, respectively.)

(b) two girls?

(c) either two boys or two girls?

 

8.16 A traditional test for extrasensory perception (ESP) involves a set of playing cards, each of which shows a different symbol (circle, square, cross, star, or wavy lines). If C represents a correct guess and I an incorrect guess, what is the probability of

(a) C?

(b) CI (in that order) for two guesses?

(c) CCC for three guesses?

(d) III for three guesses?

 

8.19 A sensor is used to monitor the performance of a nuclear reactor. The sensor accurately reflects the state of the reactor with a probability of .97. But with a probability of .02, it gives a false alarm (by reporting excessive radiation even though the reactor is performing normally), and with a probability of .01, it misses excessive radiation (by failing to report excessive radiation even though the reactor is performing abnormally).

(a) What is the probability that a sensor will give an incorrect report, that is, either a false alarm or a miss?

(b) To reduce costly shutdowns caused by false alarms, management introduces a second completely independent sensor, and the reactor is shut down only when both sensors report excessive radiation. (According to this perspective, solitary reports of excessive radiation should be viewed as false alarms and ignored, since both sensors provide accurate information much of the time.) What is the new probability that the reactor will be shut down because of simultaneous false alarms by both the first and second sensors?

(c) Being more concerned about failures to detect excessive radiation, someone who lives near the nuclear reactor proposes an entirely different strategy: Shut down the reactor whenever either sensor reports excessive radiation. (According to this point of view, even a solitary report of excessive radiation should trigger a shutdown, since a failure to detect excessive radiation is potentially catastrophic.) If this policy were adopted, what is the new probability that excessive radiation will be missed simultaneously by both the first and second sensors?

 

*8.21 Assume that the probability of breast cancer equals .01 for women in the 50–59 age group. Furthermore, if a woman does have breast cancer, the probability of a true positive mammogram (correct detection of breast cancer) equals .80 and the probability of a false negative mammogram (a miss) equals .20. On the other hand, if a woman does not have breast cancer, the probability of a true negative mammogram (correct nondetection) equals .90 and the probability of a false positive mammogram (a false alarm) equals .10. (Hint: Use a frequency analysis to answer questions. To facilitate checking your answers with those in the book, begin with a total of 1,000 women, then branch into the number of women who do or do not have breast cancer, and finally, under each of these numbers, branch into the number of women with positive and negative mammograms.)

(a) What is the probability that a randomly selected woman will have a positive mammogram?

(b) What is the probability of having breast cancer, given a positive mammogram?

(c) What is the probability of not having breast cancer, given a negative mammogram?

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Psychology Service Project homework help

/in , /by

Psychology Service Project homework help

Need project done

 

attachment is the essay template and a quzz in section 5 to be completed based on the data in that section.

 

Pleaase view the attachement

 

The service project we will pretend is a non profit organization in East NY, Brooklyn. East NY community is riddened with crime violence and drugs. The non profit is a youth organization that provides an outlet for youths ages 10 to 18 to come together to movivate each other. They offer counseling and other recreational activites to foster positive growth.

 

 

 

OTHER INFORMATION

 

What WILL YOU BE DOING FOR YOUR SERVICE PROJECT?  For this assignment you will be required to serve a MINIMUM of 4 hours of community service at an agency of your choosing. You will be responsible for getting contact information including the name, title, phone number and email address for the SUPERVISOR or agency CONTACT PERSON for your project.  After completing the service you will be required to give that information in the 1st question on your essay, so we can contact your supervisor/contact person if we have questions about your project. In writing your essay, you must answer in complete thoughts and complete sentences.  Each question will be worth a certain amount of points totaling 100 points for this assignment.

 

how WILL YOU find out about places to volunteer?  You will find a HANDOUT with contact information for various organizations in the SERVICE PROJECT FOLDER entitled “VOLUNTEER OPPORTUNITIES FOR SERVICE PROJECT”.  

A few examples of places you might be interested in that you will find on your list include:

·         Snack pack for kids or KID’S Cafe

·         High Plains Food Bank, AC FOOD PANTRY,  or your local food bank

·         Faith City mission or City Church or Salvation Army

·         Family Support Services or Catholic Family Services

·         Evelyn Rivers Projects (Sunshine House supports AC students and Christmas Project supports children)

·         Dove Creek Equine Rescue or Amarillo Society for the Prevention of Cruelty to Animals

·         Harrington Cancer Center (kids unit) or Hope & Healing Place or Ronald McDonald House

These are only a few examples.   See the VOLUNTEER OPPORTUNITIES FOR SERVICE PROJECT HANDOUT

 

how WILL YOU BE GRADED ON THIS PROJECT:  This essay will be worth 100 points or equal to an exam towards your final grade.  Your essay will be graded according to the rubric that is shown on the last pages of this document!  Below, you will find all the questions for your essay.  As well, you will find a TEMPLATE in the SERVICE PROJECT FOLDER, which you will USE to complete your essay.  Be sure you take time to notice what you will be graded on.  See Appendix 1.

EDITING YOUR WORK: Good ideas require excellent writing to be understood! Please take time to EDIT your work carefully as you will be graded on your grammar and writing mechanics for the 5 part essay, along with the organization of your thought and the “knowledge you posses” related to the data and graphs on poverty, as well as the questions being asked about your project.  Write in complete sentences, remember punctuation and capitalization and proper grammar count!  JUST A NOTE: “I” is a proper noun and should BE CAPITALIZED! This is NOT A TEXT MESSAGE TO YOUR FRIENDS! It’s a COLLEGE-LEVEL WRITING ASSIGNMENT!

 

Prior to UPLOADING your essay in the SERVICE PROJECT ESSAY DROP BOX, please be sure you edit it well, read it out loud to catch errors in your grammar and spelling, along with focusing your ideas to be clear and sharp.  After your final edit, SAVE YOUR DOCUMENT as a WORD file or a RICH TEXT FORMAT file on your computer in a location you can find it.  Your document should have either a .doc or .docx extension or a .rtf extension at the end of the file name. Then go to the DROP BOX, select BROWSE and retrieve your file. When you upload it, you should be able to see it in the TEXT BOX if it’s a WORD file.  If it’s a RTF file, you should see a box indicating the file is there.

            CITING SOURCES:  A part of your grade will be over proper citing of sources for this project.  Remember, in the items that are required to have a bibliography/reference section, be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating “Retrieved from”.

For example:  Myers, D. (2014) Exploring Psychology (9th Edition).  Worth, pages 35-39.     OR

Henslin, J. (2016).  Sociology: A Down-to-Earth Approach.  Core Concepts (6th Edition). Pearson, page 102.

For an online source (particularly those related to your agency history) you will have a citation that looks like this:

High Plains Food Bank: About The Agency.   Retrieved May 21, 2016 from https://www.hpfb.org/Hunger

As well, be sure you cite your sources in the body of your text: For example:

The purpose of the High Plains Food Bank is to help “food insecure” families get the nutrition they need in the 29 counties of the Texas Panhandle (High Plains Food Bank: About, May 21, 2016).

Or: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals.  This idea is put forth in Maslow’s Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.

 

HINT: IF YOU LOOK IN YOUR REFERENCE SECTION OF YOUR TEXTBOOK, you will find the proper FORMAT for any REFERENCE that you are using for this essay!

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Open chat
Hello
Can we help you?