Test And Measurements homework help

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Test And Measurements

The Scales We Use and the Comparisons We Make

In this unit, you are introduced to four scales of measurement, which are easily remembered with the acronym NOIR, and include nominal, ordinal, interval, and ratio. Each of these levels or scales of measurement has its own properties, methods for assigning numbers or scores, and procedures for statistically manipulating them. As noted in your Psychological Testing and Assessment text, and adhering to a fundamentalist view of measurement statistics, all possible attributes in psychology can be examined through at least one of these four scales and the creation of scores that purport to measure them.

You also read about two methods for evaluating those scores through comparing them to a reference set of data; namely, norm-referenced testing and assessment, and criterion-referenced testing and assessment. Each of these methods is unique in the focus regarding a test’s scores or results.

Discuss the impact of each scale of measurement on the ability or inability to be utilized on a test being standardized as a norm-referenced or criterion-referenced assessment. For the purpose of this discussion, you may cluster the ordinal and interval scale together. Subsequently, your post will include the following four elements:

  • Ordinal or interval scale of measurement and norm-referenced test.
  • Ordinal or interval scale of measurement and criterion-referenced test.
  • Ratio scale of measurement and norm-referenced test.
  • Ratio scale of measurement and criterion-referenced test.

In you post:

  • Provide at least one example that is not in your Psychological Testing and Assessment text for each combination above and describe how the referencing data would be collected.
  • Provide a statement that evaluates which scale of measurement appears to be the most useful for examining attributes in psychology. Explain.
  • Evaluate which method of referencing (norm or criterion) appears to be the most useful for examining attributes in psychology. Explain your decision based on the area of focus regarding the test results. For example, identify if it is preferable to focus on how one individual performs relative to others who took the same test, or if it is preferable to only focus on what the individual can or cannot do.

Response Guidelines

Respond to the posts of at least two other learners.

 
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Week 10 Psychology Assignment

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Week 10 Psychology Assignment

Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Neukrug, E. S., & Fawcett, R. C. (2015) and/or Encyclopedia of Counseling (2017). Assignments should adhere to graduate-level writing and be free from writing errors. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that are current. I have attached examples and expectations, so you can see how to make full points. Please follow the instructions to get full credit for the assignment. I need this completed by 01/31/20 at 5pm.

Assignment – Week 10

Ethical, Legal, and Professional Standards in Assessment

In this Assignment, you will consider the ACA’s Code of Ethics and how these practices impact assessment. This professional code identifies your responsibilities and the practices you must adhere to for the benefit of your clients, your colleagues, and your community.

To Prepare:

  • Review ACA’s Code of Ethics website found in the Learning Resources and consider how they apply to your professional development.
  • Review and use the Corey, Corey, Corey, and Callanan Ethical Decision-Making Model from the course text on p. 28 to process the cases on p. 37 by including each step.
  • Review Exercise 2.2 Making Ethical Decisions (p. 37), choose two to review and process through the Model, answering each question.

Assignment:

  • Review the five cases
  • Select two of the situations in Exercise 2.2 in the text to discuss. Complete the eight steps provided in the course text from the Ethical Decision-Making Model on p. 28 for both of the situations you chose. You do not need to answer the questions at the end of each submission in Exercise 2.2. Take the point of view of what      YOU need to do as an ethical counselor, and consider ALL perspectives in the situation, not just one person’s perspective.
  • In one page each, identify the cases you selected and include your responses to the steps of the model on p. 28 for each situation (Note: Two pages not including title or reference page).
  • On page 3, add a summary paragraph or two that shares your personal challenges with addressing the ethical issues in the assignment.
  • Use proper APA formatting and citations.

Required Resources

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 2: Ethical, legal, and professional issues in assessment. In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 21-41). Stamford, CN: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Appendix B: Assessment sections of ACA’s and APA’s Code of Ethics. In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (p.308). Stamford, CN: Cengage Learning.

American Counseling Association (ACA). (2014). ACA code of ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Association for Assessment and Research in Counseling AARC (formerly AACE). (2012). Retrieved from http://aarc-counseling.org/

Association for Assessment in Counseling. (2003a). Responsibilities of users of standardized tests (RUST) (3rd ed.). Retrieved from http://aac.ncat.edu/Resources/documents/RUST2003%20v11%20Final.pdf

Association for Assessment in Counseling. (2012). Standards for multicultural assessment. Retrieved from http://aac.ncat.edu/Resources/documents/STANDARDS%20FOR%20MULTICULTURAL%20ASSESSMENT%20FINAL.pdf

Association for Multicultural Counseling and Development. (1996). AMCD multicultural counseling competencies. Retrieved from http://www.counseling.org/Resources/Competencies/Multcultural_Competencies.pdf

Optional Resources

Dadlani, M. B., Overtree, C., & Perry-Jenkins, M. (2012). Culture at the center: A reformulation of diagnostic assessment. Professional Psychology: Research and Practice, 43(3), 175–182.

Ibrahim, F. A. and Dykeman, C. (2011), Counseling Muslim Americans: Cultural and Spiritual Assessments. Journal of Counseling & Development, 89, pp. 387–396. doi:10.1002/j.1556-6676.2011.tb02835.x

Richards, P. S., Bartz, J. D. and O’Grady, K. A. (2009), Assessing Religion and Spirituality in Counseling: Some Reflections and Recommendations. Counseling and Values, 54, pp. 65–79. doi:10.1002/j.2161-007X.2009.tb00005.x.

Wapner, J. (2017). Revisiting a disturbing study of human psychology reveals our willingness to obey and to inflict pain. Newsweek. Retrieved from http://www.newsweek.com/new-milgram-experiments-same-results-569103.

 
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Philosophy Writing Reflection Help

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Philosophy Writing Reflection Help

Syllabus: An Introduction to Ethical Theories: A Procedural Approach

Week One: Normative Ethics – What is a good act?

· Syllabus & Introduction to the course: Beginning to Think about Ethics (IET, p. 1-14)

· The Divine Command Theory: Euthyphro- Plato (BB)

· The Divine Command Theory: The Problem of Evil- St. Augustine (BB)

· Utilitarianism: Chapter 5 (IET) 6/14- Utilitarianism: The Singer Solution to World Poverty- Singer (BB)

 

 

Week Two: Metaethics – Which acts are right and wrong?

· Utilitarianism: The Experience Machine- Nozick (BB)

· Ethical Relativism: Chapter 2 (IET)

· Emotivism: Chapter 3 (IET) & A Critique of Ethics- Ayer (BB)

· Deontology- Kant: Chapter 6 (IET) & The Goodwill and the Categorical Imperative- Kant (BB)

· MIDTERM

 

Week Three: Applied Ethics- How do we make moral judgments?

· Teleology- Aristotle: Chapter 8 (IET) & Nicomachean Ethics- Aristotle (BB)

· Ethical Egoism: Chapter 4 (IET)

· Ethical Egoism: Ethics of Emergencies- Rand (BB)

· Feminist Ethics: Chapter 9 (IET)

· Feminist Ethics: What is Feminist Ethics?- Lindemann (BB)

 

1 2

 

CITY OF GOD: BOOK XIX

CHAPTER IV

THE PROBLEM OF EVIL- ST. AUGUSTINE

12. All of nature, therefore, is good, since the Creator of all nature is

supremely good. But nature is not supremely and an immutable good

as is the Creator of it. Thus the good in created things can be

diminished and augmented. For good to be diminished is evil; still,

however much it is diminished, something must remain of its

original nature as long as it exists at all. For no matter what kind or

however insignificant a thing may be, the good which is its “nature”

cannot be destroyed without the things itself being destroyed. There

is good reason, therefore, to praise an uncorrupted thing, and if it

were indeed an incorruptible thing which could not be destroyed, it

would doubtless be all the more worthy of praise. When, however, a

thing is corrupted, its corruption is an evil because it is, by just so

much, a privation of the good. Where there is no privation of the

good, there is no evil. Where there is evil, there is a corresponding

diminution of the good. As long, then, as a thing is being corrupted,

there is good in it of which it is being deprived; and in this process, if

something of its being remains that cannot be further corrupted, this

will then be an incorruptible entity [natura incorruptibilis], and to

this great good it will have come through the process of corruption.

But even if the corruption is not arrested, it still does not cease

having some good of which it cannot be further deprived. If,

however, the corruption comes to be total and entire, there is not

good left either, because it is no longer an entity at all. Wherefore

corruption cannot consume the good without also consuming the

thing itself. Every actual entity [natura] is therefore good; a greater

good if it cannot be corrupted, a lesser good if it can be. Yet only the

foolish and unknowing can deny that it is still good even when

corrupted. Whenever a thing is consumed by corruption, not even the

corruption remains, for it is nothing in itself, having no subsistent

being in which to exist.

13. From this it follows that there is nothing to be called evil if there

is nothing good. A good that wholly lacks an evil aspect is entirely

good. Where there is some evil in a thing, its good is defective or

defectible. Thus there can be no evil where there is no good. This

leads us to a surprising conclusion: that, since every being, insofar as

it is a being, is good, if we then say that a defective thing is bad, it

would seem to mean that we are saying that what is evil is good, that

only what is good is ever evil and that there is no evil apart from

something good. This is because every actual entity is good [omnis

natura bonum est]. Nothing evil exists in itself only as an evil aspect

of some actual entity. Therefore, there can be noting evil except

something good. Absurd as this sounds, nevertheless the logical

connections of the argument compel us to it as inevitable. At the

same time, we must take warning lest we incur the prophetic

judgment which reads: “Woe to those who call evil good and good

evil: who call darkness light and light darkness; who call the bitter

sweet and the sweet bitter.” Moreover, the Lord himself saith: “An

evil man brings forth evil out of the evil treasure of his heart.” What,

then, is an evil man but an evil entity [natura mala], since man is an

entity? Now, if a man is something good because he is an entity,

what, then, is a bad man except an evil good? When, however, we

distinguish between these two concepts, we find that the bad man is

not bad because he is a man, nor is he good because he is wicked.

Rather, he is a good entity insofar as he is a man, evil insofar as he is

wicked. Therefore, if anyone says that simply to be a man is evil, or

that to be a wicked man is good, he rightly falls under the prophetic

judgment: “Woe to him who calls evil good and good evil.” For this

amounts to finding fault with God’s work, because man is an entity

 

 

3 4 *This refers to Aristotle’s well-known principle of “the excluded middle”.

of God’s creation. It also means that we are praising the defects in

this particular man because he is a wicked person. Thus, every

entity, even if it is a defective one, insofar as it is an entity, is good.

Insofar as it is defective, it is evil.

14. Actually, then, in these two contraries we call evil and good, the

rule of the logician fails to apply.* No weather is both dark and

bright at the same time; no food or drink is both sweet and sour at the

same time; no body is, at the same time and place, both white and

black, nor deformed and well-formed at the same time. This

principle is found to apply in almost all disjunctions: two contraries

cannot coexist in a single thing. Nevertheless, while no one

maintains that good and evil are not contraries, they can not only

coexist, but the evil cannot exist at all without the good, or in a thing

that is not a good. On the other hand, the good can exist without evil.

For a man or an angel could exist and yet not be wicked, whereas

there cannot be wickedness except in a man or an angel. It is good to

be a man, good to be an angel; but evil to be wicked. These two

contraries are thus coexistent, so that if there were no good in what is

evil, then the evil simply could not be, since it can have no mode in

which to exist, nor any source from which corruption springs, unless

it be something corruptible. Unless this something is good, it cannot

be corrupted, because corruption is nothing more than the

deprivation of the good. Evils, therefore, have their source in the

good, and unless they are parasitic on something good, they are not

anything at all. There is no other source whence an evil thing can

come to be. If this is the case, then, insofar as a thing is an entity, it is

unquestionably good. If it is an incorruptible entity, it is a great good.

But even if it is a corruptible entity, it still has no mode of existence

except as an aspect of something that is good. Only by corrupting

something good can corruption inflict injury.

15. But when we say that evil has its source in the good, do not

suppose that this denies our Lord’s judgment: “A good tree cannot

bear evil fruit.” This cannot be, even as the Truth himself declareth:

“Men do not gather grapes from thorns,” since thorns cannot bear

grapes. Nevertheless, from good soil we can see both vines and

thorns spring up. Likewise, just as a bad tree does not grow good

fruit, so also an evil will does not produce good deeds. From a

human nature, which is good in itself, there can spring forth either a

good or an evil will. There was no other place from whence evil

could have arisen in the first place except from the nature- good in

itself- of an angel or a man. This is what our Lord himself most

clearly shows in the passage about the trees and the fruits, for he

said: “Make the tree good and the fruits will be good, or make the

tree bad and its fruits will be bad.” This is warning enough that bad

fruit cannot grow on a good tree nor good fruit on a bad one. Yet

from that same earth to which he was referring, both sorts of trees

can grow.

 

 

 

 

 

 

 

Marino, Gordon. 2010. Ethics- The Essential Writings. 116-118.

 
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Psychology Lab 6 homework help

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Psychology Lab 6 homework help

11/23/2016 Upload Assignment: Week 6 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142245_1&course_id=_36869_1&assign_group_id=&mode=view 1/3

PART A: Describing Correlation Coefficients

Describe in words the nature of the relationship between each pair of variables as indicated by the value of the correlation coefficient. Be sure to include:

a. the direction of the relationship.

b. the strength of the relationship.

c. a verbal description of the way the variables “go together.

1. r = ­.96 between craving for pizza and ability to concentrate on studying.

2. r = +.02 between length of marriage and marital satisfaction.

3. r = +.55 between parent and child intelligence test scores.

4. r = ­.90 between amount of alcohol consumed and performance on a motor coordination task.

5. r = +.75 between amount of money won and the number of hot dogs purchased at race tracks.

6. r = +.67 between scores on a hyperactivity scale and an aggressiveness scale.

7. r = ­.82 between a job applicant’s age and likelihood of being hired.

8. r = +.06 between the number of yearly predictions by psychics and the number of correct predictions.

PART B: Applying Design Concepts

Review and respond to each of the following items. Be sure to answer all questions presented in each item.

1.     Your dog gets lonely while you are at work and consequently engages in destructive activities such as pulling down curtains or strewing wastebasket contents all over the floor. You decide that playing a radio while you are gone might help. How might you determine whether this “treatment” is effective?

2.     Your best friend frequently suffers from severe headaches. You’ve noticed that your friend consumes a great deal of diet cola, and so you consider the hypothesis that the artificial sweetener in the cola is responsible for the headaches. Devise a way to test your hypothesis using a single case design. What do you expect to find if your hypothesis is correct? If you obtain the expected results, what do you conclude about the effect of the artificial sweetener on headaches?

3.     Dr. Smith learned that one sorority on campus had purchased several Macintosh computers and another sorority had purchased several Windows­based computers. Dr. Smith was interested in whether the type of computer affects the quality of students’ papers, so he went to each of the sorority houses to collect samples of papers from  the members. Two graduate students in the English department then rated the quality of the papers. Dr. Smith found that the quality of the papers was higher in one sorority than in the other. What are the independent and dependent variables in this study? Identify the type of design that Dr. Smith used. What variables are confounded with the independent variable? Design a true experiment that would address Dr. Smith’s original question.

4.     Gilovich (1991) described an incident that he read about during a visit to Israel. A very large number of deaths had occurred during a brief time period in one region of the country. A group of rabbis attributed the deaths to a recent change in religious practice that allowed women to attend funerals. Women were immediately forbidden from attending funerals in that region, and the number of deaths subsequently decreased. How would you explain this phenomenon?

 

 

11/23/2016 Upload Assignment: Week 6 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142245_1&course_id=_36869_1&assign_group_id=&mode=view 2/3

5..    The captain of each precinct of a metropolitan police department selected two officers to participate in a program designed to reduce prejudice by increasing sensitivity to racial and ethnic group differences and community issues. The training program took place every Friday morning for 3 months. At the first and last meetings, the officers completed a measure of prejudice. To assess the effectiveness of the program, the average prejudice score at the first meeting was compared with the average score at the last meeting; it was found that the average score was in fact lower following the training program. What type of design is this? What specific problems arise if you try to conclude that the training program was responsible for the reduction in prejudice?

6.     A student club is trying to decide whether to implement a peer tutoring program for students who are enrolled in the statistics class in your department. Club members who have completed the statistics class would offer to provide tutoring to students currently enrolled in the class. You decide to take the lessons of program evaluation seriously, and so you develop a strategy to conduct evaluation research.

a. How would you measure whether there is a need for such a program?

b.    Briefly describe how you might implement a tutoring program. How would you monitor the program?

c.     Propose a quasi­experimental design to evaluate whether the program is effective.

d.    How might you determine the economic efficiency of such a program?

7.     Many elementary schools have implemented a daily “sustained silent reading” period during which students, faculty, and staff spend 15­20 minutes silently reading a book of their choice. Advocates of this policy claim that the activity encourages pleasure reading outside the required silent reading time; design a nonequivalent control group pretest­posttest quasi­experiment to test this claim. Include a well­reasoned dependent measure as well.

8.     Dr. Cardenas studied political attitudes among different groups of 20­, 40­, and 60­year­olds. Political attitudes were found to be most conservative in the age­60 group and least conservative in the age­20 group.

a.         What type of method was used in this study?

b.         Can you conclude that people become more politically conservative as they get older? Why or why not?

c.         Propose alternative ways of studying this topic.

PART C: Title Page Practice using APA Format

Please use correct APA format to type a title page for an essay or research report. You MUST USE the following information to type the title page, and be sure to attach the title page as a separate document to this assignment!

Manuscript page header: Cognitive and linguistic

Page number: 1

Running head: Self­awareness and moral development in toddlers

Author’s name: Eric Marx

Title: Cognitive and linguistic self­awareness and relations to moral development in toddlers

Educational institution: Georgetown University

 

 

11/23/2016 Upload Assignment: Week 6 Lab Activity – PSYC­330­OL50­…

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Humanistic Personality Analysis

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Humanistic Personality Analysis

You will prepare and present a personality analysis of your choosing. In 10-12 slides, address the following questions.

  1. Choose a person to analyze. This can be a historical figure, a famous person  (politician, celebrity, musician), or a fictional character from a book or other media. Just be sure you have enough information on this   person’s personality and background to fully analyze them.
  2. Describe this person’s personality in detail using language and concepts from the humanistic perspective.
  3. Analyze this person from both Abraham Maslow’s humanistic perspective and Carl  Rogers’s humanistic perspective. In other words, explain how this person’s personality would be described by each of those theorists.  Explain how their personality developed the way it did, from Maslow’s  and Rogers’s perspectives.
  4. If the person you described  experiences psychological issues or psychopathology, explain how humanistic theory can be used to restore a state of health and psychological well-being to the person. In other words, if they suffer from anxiety, depression or other disorders, how would humanistic  theorists like Maslow and Rogers help them overcome those disorders?

Include  speaker notes below each content-related slide that represent what  would be said if giving the presentation in person. Expand upon the   information included in the slide and do not simply restate it. Please  ensure the speaker notes include 50-75 words per slide.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
PSY-255 PSY-255-O500 Humanistic Personality Analysis 90.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Describe the chosen person’s personality in detail using concepts from the humanistic perspective. 30.0% Description of the chosen person’s personality in detail using concepts from the humanistic perspective is missing. Description of the chosen person’s personality in detail using concepts from the humanistic perspective is vague and inconsistent. Description of the chosen person’s personality in detail using concepts from the humanistic perspective is present. Description of the chosen person’s personality in detail using concepts from the humanistic perspective is present and clear. Description of the chosen person’s personality in detail using concepts from the humanistic perspective is clear, concise, and makes connections to current research.
Analyze the person from both Maslow’s and Rogers’s humanistic perspective. Include how humanistic theory can restore a state of health and psychological well-being is applicable. 30.0% Analysis of the person from both Maslow’s and Rogers’s humanistic perspective is missing. Analysis of the person from both Maslow’s and Rogers’s humanistic perspective is vague and inconsistent. Analysis of the person from both Maslow’s and Rogers’s humanistic perspective is present. Analysis includes how humanistic theory can restore a state of health and psychological well-being if applicable. Analysis of the person from both Maslow’s and Rogers’s humanistic perspective is present and clear. Analysis includes how humanistic theory can restore a state of health and psychological well-being if applicable. Analysis of the person from both Maslow’s and Rogers’s humanistic perspective is clear, concise and makes connections to current research. Analysis includes how humanistic theory can restore a state of health and psychological well-being if applicable.
Presentation of Content 20.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Organization, Effectiveness, and Format 20.0%
Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%
 
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Social Psychology Paper homework help

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Social Psychology Paper homework help

The University of Michigan-Dearborn

 

Department of Behavioral Sciences

 

PSYC 320/SOC 382/CRJ 382

 

Paper Assignment

 

You may choose either of these two options:

 

1) Write a social psychological analysis of an event in your personal life. That is, you are to apply concepts and theories that you have learned in the course, either from lecture, the text, or both. You may make the event as “juicy” and detailed as you like. In fact, for those of you whose lives are not psychologically interesting (a common complaint among many college students), you may want to be a bit more creative and “borrow” an event from a book or movie for application to concepts from the course. The major objective in doing this project is to demonstrate to the reader (me!) that you understand, and can apply the theories. In doing so, you must:

 

–use at least seven different concepts

 

—define each concept in textbook fashion

 

–show how the definition applies to the event

 

In other words, don’t simply state that an event is “an example of cognitive dissonance” and forget to explain why. You must first define/explain/discuss the term “cognitive dissonance” in detail IN A SEPARATE PARAGRAPH. Then, demonstrate that the description of the term applies directly to the event or some part of it IN A SECOND PARAGRAPH. For the more anal– compulsive among you, this would mean that your analysis MUST BE at least 14 paragraphs long (two paragraphs for each term you apply).

 

Some tips: Unless it’s interesting, please don’t write your paper on love and attraction. I think I’ve read enough of those to write a TV script for the Hallmark Channel (and it’s not pretty). If all else fails, use the story you find easiest to apply.

 

I think that you will find this paper easier to do if you first discuss the event as you would relate it to a friend (2-3 pages). Then, in the second part of your paper, break down the event into its component parts and discuss each part in terms of how it fits into the concepts you want to apply.

 

CAUTION: Do not use this assignment simply as an opportunity to vent. The purpose of the paper is to apply terms, concepts, and theories. If you have a story that needs to be told, by all means, tell it. But, remember: your grade will depend mostly on your ability to analyze the events in the story–not on the story itself.

 

2. If the first option does not appeal to you, you may want to write a more traditional paper consisting of research on a topic that may or may not have been covered in the course.

 

If you choose this option, you must first clear the topic with me to make certain that it is appropriate and sufficiently narrow to allow you to finish it. You must:

 

–use at least five sources

 

–avoid textbooks (e.g., Social Psychology) as they are inappropriate

 

–avoid layperson-type magazines (e.g., Time, Newsweek) and internet sources (e.g., Wikipedia) as they too are inappropriate

 

In other words, you should make great use of such sources as topical books and scholarly journals (e.g., Journal of Personality and Social Psychology).

 

Possible topics (or come up with one of your own):

Cognitive dissonance (beyond course material)

Interpersonal attraction (beyond course material)

Attributions of causality (beyond course material)

Sex roles

Stereotyping

Personal space

Conflict and cooperation

Selective exposure and selective memory

Social facilitation

Aggression (beyond course material)

Communication/Persuasion (beyond course material)

 

Although I think this option is more difficult than the first one, you may not want to do option 1 since you may have to disclose something that may be too personally sensitive for you.

 

CAUTION: Literary plagiarism is considered cheating by the University of Michigan. Should I catch you lifting the words of someone else, and presenting them as your own: Heaven help you!!!

 

In any event, the paper is due Wednesday, December 4. It must be at least 6-8 pages in length (but more is better!). As an incentive to turn it in on time, please be aware that I will drop your grade by a ‘+’ or a ‘-‘ every school day that it is late. Yes, an “A” will become a “B-” if it is only four days late !!! I am also counting your elements of English–if I cannot understand what you’ve written, it will lose points.

 

 

 
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Reliability and Validity Worksheet

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Reliability and Validity Worksheet

Title

ABC/123 Version X

 1
Reliability and Validity Worksheet

PSYCH/655 Version 3

 1

University of Phoenix Material

Reliability and Validity Worksheet

Instrument Reliability

A reliable instrument is one that is consistent in what it measures. If, for example, an individual scores highly on the first administration of a test and if the test is reliable, he or she should score highly on a second administration.

Imagine that you are conducting a study for which you must develop a test in mathematics for 7th-grade students. You develop a 30-point test and distribute it to a class of 12, 7th-grade students. You then administer the test again one month later to the day. The scores of the students on the two administrations of the test are listed below. Use Microsoft® Excel® or IBM® SPSS® to create a scatterplot with the provided scores, formatted as shown in the example graph. What observations can you make about the reliability of this test? Explain.

30-POINT TEST 30-POINT TEST

(FIRST ADMINISTRATION) (SECOND ADMINISTRATION)

A 17 15_______________

B 22 18_______________

C 25 21_______________

D 12 15_______________

E 7 14_______________

F 28 27_______________

G 27 24_______________

H 8 5_______________

I 21 25_______________

J 24 21_______________

K 27 27_______________

L 21 19_______________

image1.png

What Kind of Validity Evidence: Content-Related, Criterion-Related or Construct-Related?

A valid instrument is one that measures what it says it measures. Validity depends on the amount and type of evidence there is to support one’s interpretations concerning data that has been collected. This week, you discussed three kinds of evidence that can be collected regarding validity: content-related, criterion-related, and construct-related evidence.

Each question below represents one of these three evidence types. In the space provided, write content if the question refers to content-related evidence, criterion if the question related to criterion-related evidence, and construct if the question refers to construct-related evidence of validity.

1. How strong is the relationship between the students’ scores obtained using this instrument and their teacher’s rating of their ability?

2. How adequately do the questions in the instrument represent that which is being measured?

3. Do the items that the instrument contains logically reflect that which is being measured?

4. Are there a variety of different types of evidence (test scores, teacher ratings, correlations, etc.) that all measure this variable?

5. How well do the scores obtained using this instrument predict future performance?

6. Is the format of the instrument appropriate?

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2015, 2014 by University of Phoenix. All rights reserved.

 
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Psychology Classism Discussions Homework Help

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Psychology Classism Discussions Homework Help

Discussion 1: Classism

 

Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual’s net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.

 

Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community’s ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).

 

Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a “right” way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.

 

  1. ·      Post an analysis of how classism has factored into your life.
  2. ·      Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.

References (use 2 or more)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

 

 

Discussion 2: Power, Privilege, and Classism

Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients’ realities. For this Discussion, review how classism is represented in the Hernandez family.

 

  1. ·      Post an explanation of how classism is demonstrated in the Hernandez video.
  2. ·      In your explanation, describe how power and privilege function to highlight classism in this case study.
  3. ·      Provide recommendations for how social workers might address issues of classism present in the Hernandez case and advocate for change and address classist policies in their agencies and society at large.

 

References (use 2 or more)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

 

Laureate Education (Producer). (2013). Hernandez Family(Episode 26) [Video file]. In Sessions.

 

 

 

 

 

 

Discussion 3 : Case Study Evaluation

 

Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her

environment that serve to place her outside of the margins of society.

 

  1. ·      Post a brief explanation of the issues that place Diane outside of the margins of society.
  2. ·      Be sure to include an explanation about how these issues may have influenced her social development from infancy through adolescence. 
  3. ·      Also explain what you might have done differently had you been Diane’s social worker. Please use at least 2 Learning Resources to support your answer.

 

References

 

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With the Homeless Population: The Case of Diane

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Chapter 4 (pp. 178-253)

 

 

Working With the Homeless Population: The Case of Diane

Diane is a 15-year-old, Caucasian female. She is a freshman at a new high school where she began 3 weeks into the semester. Her current residence is the homeless shelter in a local church. Diane’s teachers felt she was having difficulty adjusting to the new school because she sat with her head down and was very quiet, so they referred her to me. I am a school social worker, part of the child study team, and I regularly do social assessments on students to evaluate how they are functioning from a biopsychosocial perspective.

Upon first meeting with Diane, I noticed that her clothes were wrinkled and her hair seemed as if it had not been washed in some time. Eager to develop rapport, I introduced myself and explained my role at the school. Diane was quiet, with her eyes downcast and provided one-word answers to my questions. When I realized I was not building rapport, I gently asked how she was feeling, and she replied, “Awful.” I asked what was causing this feeling and she began to cry and inventoried what was upsetting her. She told me it was too difficult for her to shower at the shelter as there was a limited amount of time and some people took too long. She also reported that she felt so embarrassed about her appearance, she didn’t have any friends, she was lost in her classes, and her mother cried all the time. She explained that she had seen her mother abused many times, and they finally escaped and found “this church to help us.”

I was grateful that she opened up and realized that there were many issues to address. Recognizing that some of these were basic needs, I decided to first tackle her physiological needs to provide some relief, and then later I would address some of the other concerns, such as safety, her sense of belonging, and academic issues.

After learning Diane did not have lunch due to a lack of money, I got her some food from the cafeteria, and we began to develop a plan together. We drew a large circle and placed her name in the circle along with all the presenting problems she had named. We began with physiological needs. I gave her information about the free lunch program, explaining to her that other students would not know she was enrolled in it because she would have a cafeteria swipe card identical to everyone else’s. I also said that I would try to coordinate for her to shower in the girl’s locker room after school. This, however, would require interacting with other entities such as the shelter, school administration, and, of course, her mother. We drew circles around the large circle so I could show her all the interactions that needed to take place. We decided to check things off as we made progress. We set up weekly meetings for the next month to address and fine-tune these issues.

As the month progressed, Diane was coming to our meetings much more relaxed. She was enrolled in the free lunch program and was showering after gym class during her study hall. Once her physiological needs were being met, I noticed that her grades began to improve. I felt we could begin to address some of her social and emotional needs, such as developing friendships and healing from the abuse she witnessed.

Diane expressed interest in painting, and I mentioned the after-school art club that worked in the school studio and went to museums and galleries. Diane was interested in attending, and I thought that this was a good place for meeting potential friends. When I gently broached the subject about counseling, Diane became anxious. I gave her the hotline number and the location for the local domestic violence agency and told her that they offered free counseling services and had creative arts therapies, which would allow her to use her painting as an expression for her healing. I encouraged her to connect with the agency to see what it was like and to see the art therapy room.

Diane stops by my office less frequently now. Recently she informed me that after 6 months of counseling at the agency I recommended, she feels excited and empowered to make a difference for others. She signed up for the volunteer training at the domestic violence agency, and she wants to paint murals in the art therapy room. She recruited a friend from the art club to join in the training.

 
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Human Responsibility for the Environment

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Human Responsibility for the Environment

ENGL 101

Ethical (Rogerian) Argument Instructions and Checklist

Essay 2

 

Assignment

 

In Module/Week 5, you must write a 1,000–1,200-word ethical argument essay from the thesis/outline that you submitted in Module/Week 4. Your assignment is to develop an ethical essay following the Rogerian Model of argument. The research sources for this essay have been provided for you in our course. Any additional sources that you may choose to use must be credible academic sources. You must include at least 4 quotations, 1 summary, and 1 paraphrase (6 total) into your essay from at least 3 credible sources to support your thesis statement and provide opposing arguments acknowledging common ground as emphasized in Rogerian argument. Be sure to document your sources correctly according to your documentation style (Current APA, MLA, or Turabian). You may include biblical support, but it does not count in the required citations.

 

Ethical Essay Prompt

 

Topic: Human Responsibility for the Environment

 

Prompt: Write an ethical essay using the Rogerian Model of argument in which you address the question, “How far should humans go to protect the environment?”

 

 

Helpful Hints

· Chapter 4 in last week’s textbook readings includes a general outline for the Rogerian Model of Argument.

· Chapter 14 in last week’s textbook readings includes sample student outlines and student essays for an ethical (Rogerian) essay written in each of the documentation styles (APA, MLA, and Turabian).

· Review the Proofreading Checklist (below) to understand the content that you must include in your essay assignment this week.

· Review the Essay 2 Grading Rubric in the course before submitting your essay assignment.

 

Proofreading Checklist

 

Read through your paper and check the appropriate boxes on the chart below. If any area of your paper needs revision, make sure you correct it before submitting your essay.

 

Reading & Study Application Successful Needs Revision
1. Introduction: Establishes the ethical principle and states the essay’s thesis    
2. Background: Gives an overview of the situation and provides necessary information about the topic    
3. Ethical analysis: Explains the ethical principle and analyzes the particular situation on the basis of this principle    
4. Evidence in support of the thesis: integrates a total of at least 6 quotes, summaries, and/or paraphrases from at least 3 credible sources    
5. Finds common ground as required by Rogerian model of argument    
6. Refutation of opposing arguments: Addresses objections and refutes them in a clear and respectful way    
7. Conclusion: Restates the ethical principle as well as the thesis (not in the exact words); includes a strong concluding statement    
8. Contains pathos (emotional) appeals, (values/belief) appeals, and/or logos (factual) appeals- as appropriate    
9. Title reflects issue and ethics    
10. Uses only third person pronouns (all first and second person pronouns have been removed)    
11. If using current APA format, contains properly formatted, title, abstract, and references page

If using current MLA format, contains a properly formatted Works Cited page

If using current Turabian format, contains a properly formatted title page and bibliography page

    
12. Double spaced; 12-point Times New Roman font    
13. Uses signal phrases and appropriate transitions    
14. References/Works Cited/ Bibliography page includes all sources cited within the body of the essay    
15. Checked spelling, grammar/mechanics    

 

 

Submitting the Assignment

 

When you are satisfied with the quality of your essay, submit in the course via the SafeAssign link for grading. Do not forget to write your degree program and whether you are using current MLA, APA, or Turabian in the “Submission Title” field when submitting your essay.

 

IMPORTANT: Fully cite all quotations, summaries, and paraphrases used within your essay, or those excerpts will be regarded as plagiarism and will result in a “0” on your essay and possible course failure.

 

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 5.

Page 1 of 3

 

ENGL 101

Ethical (Rogerian) Thesis/Outline Instructions and Checklist

 

 

Thesis Statement/Outline Assignment

 

In Module/ Week 4, you must develop a thesis statement and outline for the 1000-1200 word ethical argument essay that you will write in Module/Week 5. Your thesis/outline assignment should include a clear thesis statement with a clear ethical argument and an outline of your plan of support following the Rogerian Model of argument. The research sources for this essay have been provided for you in our course. Any additional sources that you may choose to use must be credible academic sources. You must include at least 4 quotations, 1 summary, and 1 paraphrase (6 total) into your essay from at least 3 credible sources to support your thesis statement and provide opposing arguments acknowledging common ground. Be sure to document your sources correctly according to your documentation style (Current APA, MLA, or Turabian). You may include biblical support, but it does not count in the required citations.

 

Ethical Essay Prompt

 

Topic: Human Responsibility for the Environment

 

Prompt: Write an ethical argument in which you address the question: “How far should humans go to protect the environment?”

 

 

Helpful Hints

· Chapter 4 in this week’s textbook readings includes a general outline for the Rogerian Model of Argument.

· Chapter 14 in this week’s textbook readings includes sample student outlines and student essays for an ethical (Rogerian) essay written in each of the documentation styles (APA, MLA, and Turabian).

· Review the Minimum Outline Requirements Checklist (below) to understand the content that you must include in your thesis/outline assignment this week.

· Review the Essay 2 Thesis/Outline Grading Rubric in the course before submitting your thesis/outline assignment.

 

Part 1

 

Included below is the minimum that you must include in your thesis/outline; however, taking the time to construct a complete and thorough outline will help you save time when you write your actual essay.

 

(Minimum) Outline Requirements

 

 Successful Needs Revision
1. Thesis statement: Clearly states your debatable argument relative to an ethical principle    
2. Evidence: Presents points that support the thesis based on the principle (In your outline, include at least the minimum number of required paraphrases, summaries, and/or quotes from outside sources as indicated in assignment instructions.)    
3. Opposing argument(s): Presents viewpoints opposing your thesis argument giving special consideration to opposition of the ethical principle along with discussion of common ground as required by Rogerian argument. (Including the strongest opposition to refute helps build your credibility and convinces your audience to consider or adopt your position.)    
4. Organize your information into the correct outline format. (See examples for APA, MLA, and Turabian in Chapter 14 for the Rogerian Model of argument.)    
4. Documentation Requirements for Outline (Include minimum number of sources required for this assignment.):

 

If using current APA format, include properly formatted parenthetical intext citations and a References page.

 

If using current MLA format, include properly formatted parenthetical intext citations and a Works Cited page.

 

If using current Turabian format, include properly formatted footnotes and Bibliography page.

    

 

 

Part 2

 

When you are satisfied with the quality of your outline, submit it via the submission link in Module/Week 4 for grading. Do not forget to write your degree program and whether you are using current MLA, APA, or Turabian in the “Submission Title” field when submitting your assignment.

 

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 4.

 

Page 3 of 3

 
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Week 5 Aggression and Prejudice Assignment

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Week 5 Aggression and Prejudice Assignment

PSYC 312

Aggression and Prejudice Activity Template

 

Markus was excited to finally arrive in Metrocity and was eager to explore. He stepped out of the crowded subway car and headed for the long, steep stairway that led to street-level. He was shocked to see a group of young men forcing their way through the crowd on the stairway, pushing people aside, shouting about trying to catch the next train. Several people were hurt including a young woman who fell down and was bleeding. Her husband grabbed one of the young men and began shaking and punching him.

 

1. Two types of aggression are described in this scenario. Describe each type, identify which person or persons exhibited each type of aggression and support your answer with information from our textbook.

 

 

 

 

 

2. Based on empirical evidence described in our textbook, would you say that aggressive behavior is learned or are we all born with aggressive tendencies? Be sure to include examples from our textbook (cited) to support your answer.

 

 

 

 

 

3. A man was punched and knocked unconscious when he was caught in the act of breaking into another man’s home. Which of these men is more likely to have reacted to the home invasion in this aggressive manner: Mitchell (who was born and raised in an area historically inhabited by sheep farmers in a Southern state) or Steven (who was born and raised in an industrial Northern city). Explain your choice based on what Myers and Twenge wrote about culture and aggressive behavior.

 

 

 

 

 

4. Based on information provided in our textbook, how is aggression related to social status?

 

 

 

 

 

 

5. Describe the experiment Albert Bandura conducted that provided important information related to aggressive behavior. What did this research tell us about aggressive behavior? Why was this landmark study so significant?

 

 

 

 

 

 

Pat has been arrested several times for crimes involving aggressive behavior. Explain how the following factors may be impacting Pat’s behavior.

 

6. Alcohol:

 

 

 

 

 

7. Gender. Did you assume Pat was male or female? Explain why. Does gender typically have an impact related to aggressive behavior?

 

 

 

 

 

 

8. Family Background:

 

 

 

 

9. Personal Discomfort or Pain:

 

 

 

 

 

 

 

Respond to the next two statements based on the information provided by Myers & Twenge regarding violence and the media.

 

10. Violent movies and television programs should be banned because they cause people to commit violent acts. Do you agree or disagree? Why?

 

 

 

 

 

11. People are responsible for choices they make. Violent movies and television programs are purely entertainment and have no impact on violent behavior. Do you agree or disagree? Why?

 

 

 

 

 

 

12. Myers and Twenge identify eight factors associated with (or predictive of) aggressive behavior. Please list all eight.

 

 

 

 

 

13. What are some ways Myers and Twenge suggest that could help reduce cyberbullying? Please provide at least two specific examples from our textbook and explain why each of these might be successful.

 

 

 

 

 

 

14. What role does parenting play in reducing aggressive behavior? Provide an example from research cited in our textbook. Explain from a Biblical perspective why parenting has such a powerful effect.

 

 

 

 

 

15. Explain how anger and aggression may or may not be connected. What is the best way to manage anger or frustration (venting, holding it in or other?). Use information and scenarios from our textbook rather than from personal experience.

 

 

 

 

 

 

 

Reference(s)

Page 2 of 3

 
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