Community Organization Needs Analysis

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Community Organization Needs Analysis

(Community Organization Needs Analysis)

The Community Organization: Clearly indicate the focus of the organization and the community needs that the organization

Question description

I needed to work on your thesis a little more. Perhaps bring in the language barrier. This also needs to be brought in the conclusion perhaps you can suggest a solution.

Throughout this course, you have been working toward your final project; this week you will be submitting your completed assignment. Make the necessary corrections to your project and submit your completed work this week. Remember to use the information and feedback you received from your instructor and peers from your rough draft submission in week five.

You had three options in how you can present your final project. Check your rough draft against the corresponding requirements:

As a Paper

Your paper should be creative and interesting, and demonstrate what you have learned. It should be a minimum of 5-7 pages in length and you will use APA style formatting with a title page and reference section. You should use Times New Roman, 12pt. font, double-space your lines, and set your page up with one inch margins (See the APA Template included in the Course Resources folder)

As a Presentation

Like the paper option, your presentation should be creative, interesting, and demonstrate what you have learned throughout the project. Your presentation should be 8 to 10 minutes in length, include visual elements (graphics, pictures, etc.), be presented using a program such as PowerPoint or Prezi, and you should record yourself giving the presentation (consider using screen capture programs such as JING or Eyejot to record your voice—be aware, you may need to create more than one file).

As a Speech

As it is in the other two options, your speech should be creative, interesting, and demonstrate what you have learned throughout the project. Your speech should be 8 to 10 minutes in length and include a typed handout.

For All Assignment Types

Your assignment should be well-organized and demonstrate an orderly flow of information that clearly addresses the subject chosen. In addition to the above criteria, your final project should include the following elements:

  • The Community Organization: Clearly indicate the focus of the organization and the community needs that the organization. A brief historical background of the organization should also be included.
  • Discuss any community partnerships that they have. Suggest additional partnerships that you feel they should have.
  • Explore how the cross-cultural challenges and humanitarian considerations are involved.
  • Demonstrate how the organization uses volunteers and the economic benefits associated with this (not just “free labor”).
  • Illustrate any roadblocks that the organization has faced or potential could face and how they did or might find solutions.
  • Describe the organization’s vision for the future.
  • Indicate what areas in which you feel the organization could improve. What challenges (technological, political, economic, laws and regulations, community-based initiatives, educational, etc.) will they need to overcome?
  • Discuss potential ways you might be able to contribute to the organization. How could your own interests, talents, and skills benefit this organization?

Note: You will need to include a minimum of ten (10) sources to support your project claims. Additionally, make sure the sources you choose are no more than five (5) years old.

Other Criteria:(Community Organization Needs Analysis)

Title your Project

Introduction: Begin with the attention-getter, tie in the background information, and end the introduction with your thesis.

Body:

  • Clearly identify the topic of each section. The topic must be a statement, not a question, and should begin with your own ideas and your own words.
  • After identifying your topic, use quotations or paraphrase from your sources to help illustrate the point you are making (be sure to identify the author(s) and source(s)).
  • After you have given support, spend a sentence or two explaining how the example(s) support the section topic.
  • A compilation of your research, your literature review, your methods, (how the data was collected or generated and analyzed), and your results should be included in the body of your project.

Conclusion:

  • Restate your thesis. This means that you say about the same thing as you did in your thesis, but you say it differently.
  • After stating your thesis, restate the topics from each of your body sections and emphasize what is important for your audience/readers to remember.
  • End your conclusion with a call to action that illustrates what your audience/readers should do with the information you presented.

Please note: You will have the opportunity to revise and perfect this project, but you should do your best to make each step as complete as possible so you can receive more relevant and constructive feedback from your instructor and your peers.

 
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Initial Survey Design

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Initial Survey Design

(Initial Survey Design)

Develop an initial survey based on a topic of interest in your personal or professional life.

Required Resources

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

SHOW LESS

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books from the Capella University Library are linked directly in this course:

  • Naghshpour, S. (2012). Statistics for economics. New York, NY: Business Expert Press.
    • Chapter 1, “Descriptive Statistics,” pages 1–28.
  • Urdan, T. C. (2005). Statistics in plain English (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
    • Chapter 1, “Introduction to Social Science Research and Terminology,” pages 1–6.
Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the MAT-FP2001 – Statistical Reasoning Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

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

  • Bennett, J. O., Briggs, W. L., & Triola, M. F. (2014). Statistical reasoning for everyday life (4th ed.). Boston, MA: Pearson.

Assessment Instructions

Note: Complete this assessment and wait for faculty feedback before beginning Assessment 2.

Before rushing out to collect data, it is important to clearly define what you are trying to accomplish and what you are trying to answer from your study. This assessment provides an opportunity for you to demonstrate your ability to define your goals and begin to formulate a data collection strategy to meet those goals.

Using the Initial Survey Design Template linked in the Resources under the Required Resources heading, identify a topic of interest in your personal or professional life and explain your reasons for selecting the topic and your thoughts about the study design. As you fill out the template, keep in mind that surveys are usually done to answer some sort of question. This topic could be something based on your professional activities or your personal interests. In other words, you get to make the subject of the statistical study something to which you can relate.

Address the following in the template:

  1. Describe the topic of your survey.
  2. Explain why the topic is important. (How might the results of the study be used in your personal or professional life?)
  3. Identify and describe the potential variables to be included in data gathering.
  4. Define the population to be studied.
  5. Explain why this is the best population for your study.

Initial Survey Design Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Define a study topic in relation to its importance in one’s personal or professional life. Does not describe a survey topic. Describes a survey topic, but does not explain its importance to one’s personal or professional life. Defines a study topic in relation to its importance in one’s personal or professional life. Defines a study topic in relation to its importance in one’s personal or professional life, and provides specific examples of how the results could be used in one’s personal or professional life.
Identify potential variables to include in data gathering related to a survey topic. Does not identify potential variables to include in data gathering. Identifies potential variables to include in data gathering, but some of the variables are not relevant to the survey topic. Identifies potential variables to include in data gathering related to a survey topic. Identifies potential variables to include in data gathering related to a survey topic, and describes why they are appropriate.
Explain why a specific population is appropriate for a study. Does not specify a population for a study. Specifies a population for a study. Explains why a specific population is appropriate for a study. Explains why a specific study population is appropriate for a study compared to other potential populations.
 
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Advanced Psycholopathology Final Exam

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Advanced Psycholopathology Final Exam

(Advanced Psycholopathology Final Exam)

Begin Final Exam
The Final Exam consists of eight (8) Essay questions. Use the reading   assignments thoroughly in an integrative discussion of your own understanding   of the questions posed. Remember to reference all work cited or quoted   by the text author. You should be doing this often in your responses. If you use outside resources, they should support the text information, but not replace the text.
All discussions must take into account the legal and ethical   considerations, as well as issues of culture and human diversity that   may pertain to the questions below.  Legal and Ethical information   is in Chapter 16 of the course text. Cultural information is covered   throughout the course text and DSM 5. You may use alternative cultural   resources to enhance your work.
Your response to each question should be approx. 1 page per question.
Your total assignment should be 8-9 pages plus a title and reference page.
Due Week 8
1.  What is meant by the notion that mental illness is a social   construction? How does cross-cultural research suggest that   psychopathology is universal rather than a social construction?
2.  It is widely recognized that people with autism spectrum disorder   display deficits in communication and social behavior. It is perhaps   less often noted that in some areas, their abilities may surpass those   of people without autism spectrum disorder.  What is your understanding   if this theory? How do the enhanced abilities of those with autism   spectrum disorder lend credence to an evolutionary approach to   psychopathology?
3.  Phrases such as “broken hearts” and “hurt feelings” liken  emotional  pain to physical pain. To what extent is the metaphor implied  in these  phrases supported neuroscientifically?
4.  The role of trauma and the experience of unusual states of  awareness  or identity in the dissociative disorders have led  psychologists to  explore the relationship between dissociation and  post-traumatic stress,  on the one hand, and hypnosis, on the other.  Briefly summarize the  results of this research.
5.  Discuss some of the reasons why the treatment of  substance-related  and addictive disorders is especially challenging.  Addiction to  methamphetamine is particularly difficult to treat. Review  some of the  cognitive deficits seen in methamphetamine addiction and  explain how  these deficits complicate efforts to treat the addiction.
6.  Outline the neurodevelopmental hypothesis of the etiology of   schizophrenia. In what way does schizophrenia represent a paradox from   an evolutionary standpoint?
7.  Discuss the evidence for genetic and environmental contributions  to  personality disorders. Identify the specific experiences that seem  to  underlie personality disorders. Which personality disorder seems the  most genetic?
8. Highlight the beneficial effects of physical exercise not only on   preventing cognitive impairment among older adults without   neurocognitive disorders but also on reversing decline among those with   mild neurocognitive impairment.
Assignment Outcomes

Analyze the physical, cognitive, social and personality aspects of abnormal psychology and implications across the life span

Examine the major diagnostic domains and specific criteria associated with DSM-5 disorders.

Evaluate legal and ethical issues in mental health treatment

Develop an awareness of diversity and cross-cultural perspectives in abnormal psychology.

Explore available treatment and interdisciplinary services for community members experiencing mental health disorders.

Identify the barriers associated with seeking and receiving therapeutic services.

 
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Experimental Design Worksheet

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Experimental Design Worksheet

(Experimental Design Worksheet)

Fill in the Blank

Using the terms listed below, complete the following:

  1. ___________ group receives treatment in an experimental design.
  2. ___________ group does not receive treatment in an experimental design.
  3. A ___________ design has many observations on a single case or a few subjects.
  4. When subjects are not randomly assigned and not all variables are under the control of the presenter, this is referred to as ______________ design.
  5. When all subjects receive all levels of the independent variable, this is referred to as ____________ design.
  6. When separate groups of subjects receive different levels of the independent variable, this is referred to as _____________ design.
  7. When the researcher measures a behavior that needs to be changed, applies therapy and measures the behavior again, and then removes the treatment and measures the behavior again, this is referred to as ______________ design.
  8. When the researcher measures a behavior that needs to be changed and then applies therapy and measures the behavior again, this is referred to as _____________ design.
  9. When the criterion outcome changes over time this is referred to as _______________ design.
  10. When measuring several behaviors or several people with baseline periods of varying lengths and an independent variable occurs, this is referred to as a ______________ design.

 

A. Multiple Baseline                    B. Small n                                      C. AB

D. Control                                     E. Experimental                            F. ABA

G. Between Subject                     H. Quasi-Experimental                I. Changing Criterion

J. Within Subject

Matching

Read the following scenarios and match each scenario with the correct type of experimental design.

  1. _____ To study verbal commands in canines, during week 1 the baseline is recorded for how many times a dog chased a cat.  During week 2, dog was verbally scolded (treatment) when the dog chased the cat, and the chasing behavior was recorded.  During week 3, the chasing behavior was recorded without the verbal scolding (treatment).
  2. _____ Two classes of children are studied regarding the effects of a new teaching method in science.  One group received the new method of instruction, while the other group uses the standard, traditional method of instruction. Both classes are measures for achievement before and after the teaching methods.
  3. _____ All subjects perform at all levels of the independent variable.  Subjects diagnosed as having attention deficit disorder were each tested on a concentration task after receiving medication. All subjects were tested four times, once after receiving one of the four doses. Each subject was tested under eachof the four levels of the independent variable-dose of medication.
  4. _____ Divide your subjects in half.  One group receives one treatment of the independent variable and the other group receives a different treatment of the independent variable. Subjects were all told they were going to see a video of a therapist’s session after which they would rate the quality of the session. The groups differed in that the subjects in one group were told that prior evaluations indicated that the therapist was effective whereas subjects in the other group were told that the evaluations indicated the therapist was not effective. These different subjects were used for the two levels of the independent variable: subjects were in either the “effective therapist” or the “ineffective therapist” condition.
  5. _____ A small group is measured for the amount of anxiety they experience in math class (baseline).  They are taught a relaxation method and measured again to measure anxiety in math class.

A. Between-Subjects Design                     B. AB Design                                 C. Quasi-Experimental Design

D. ABA Design                                             E. Within-Subjects Design

 
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Debate on Child Research Consent

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Debate on Child Research Consent

(Debate on Child Research Consent)

Response To Peer Discussion Question

Children as Research Subjects 

John Lantos summarizes the views of three specific researchers regarding the subject of child involvement in clinical research and the level of consent required to participate. Lantos describes that Beecher, a well-respected researcher in the 1960’s and 70’s, was torn on the idea of experimental trials involving minors. Beecher agreed that if the trial was to benefit the patient (even if they were a minor) and had minimal risk involved, that minors should be included in the subject population “as long as informed consent is obtained from the minor’s parents or guardian” (Lantos, p. 96). It was this debate, and many more regarding the conduct of clinical research, that brought about the rules and regulations we have today guiding our experiments and studies. Beecher did not believe in the multitude of codes set forth to dictate how research was conducted, including the strict guidelines on informed consent. He believed that informed consent was never truly accurate, as there are always unforeseeable risks and “no two situations are alike”. He also believed that research should be reviewed by a panel of individuals for ethicality, but these panels should consist of the researchers themselves. Beecher believed we should be able to trust the physicians to conduct trials at the highest standard by using “their own consciences and their experiences as their guide” (Lantos, p. 97). Lantos highlights the Willowbrook State school study over hepatitis as a prime example for children involved in research. he notes that Beecher disapproved of this trial because although consent was received from the parents, it is likely that these parents did not fully understand the risks involved and if they had, the study would probably not have been conducted as the parents wouldn’t have agreed to participate. Regarding child participation, Lantos brings to light the differing opinions of two other researchers, Ramsey and McCormick. Ramsey argued that even if consent is given, children should never be the subjects of clinical research, unless that research is guaranteed to benefit the child. McCormick argues the opposite side, stating that research in minors may be required if we want to make advances in medical treatment for minors. McCormick concedes that consent must be obtained from the parent or guardian, but does not believe that research cannot be done with children at all, as that poses a risk to our advancing medical knowledge which could lead to more harm than good for children (Lantos, p 99). Beecher posits that although consent may never cover all possible risks, as there are always unknowns when it comes to experimental treatment, it still must be required to conduct research on children. However, Beecher never assumed that there would be such strict guidelines regarding what must be involved in consent and how strictly the researcher would be watched when conducting his research (Lantos, 101-102).

(Debate on Child Research Consent)

In another article on research involving children as subjects, Ariella Binik notes that one of the biggest ethical questions on this topic is the issue of informed consent (Binik, p. 27). Depending on the age of the minor involved in research, they may not be able to provide consent for themselves at all (i.e., aren’t able to speak yet), and if they are of talking age, most do not have the capacity to fully understand the research being explained to them within the consent form, and therefore cannot provide true consent to participating. Another problem lies in the type of research conducted, and as stated in Binik and Lantos’ articles, Ramsey argued that non-therapeutic research, or research that will not give results that directly benefit the patient, involving children is absolutely unacceptable. Binik explores the idea of “benefit arguments” when justifying children as research participants (Binik, p. 28). Benefit arguments explain that research risks are justified by the benefits they can provide to the patient. This is true when it relates to direct benefits. However, when using these arguments to justify non-therapeutic research, the proponents argue that the benefits can be broader, non-direct, and sometimes not even medical, to justify the research risks (Binik, p. 30). Do these arguments truly discredit the idea that children cannot truly consent to participating in research? could these arguments go so far as to prove that informed consent for research involving children is not required? This is a scary thought. We cannot justify research and the risks it poses by coming up with intangible and unproven possible benefits.

I agree with McCormick on the subject of children in research. how can we expect to further our knowledge of pediatric diseases and treatments if we do not study the population that they effect? I also agree that consent absolutely must be obtained and all known risks must be outlined prior to completing this research. It is clearly better to make subjects and their parents fully aware of what could possibly happen (even if it is not fully inclusive) then to not give them any information at all. As stated in his article, Lantos points out that Beecher “did not conclude from this that consent should not be sought. Instead, he thought of consents as an unattainable goal toward which we should nevertheless strive” (p 103). Much of the article also discusses the fact that there are such strict regulations guiding research conduct, where instead, we could just trust physicians to run clinical trials on their own and believe that they will lead us down the best path for our health. I strongly disagree with this. Not only has history proven this theory wrong, we also cannot blindly follow our clinician’s advice and assume they know best. Although they may be more trained and educated, without regulation, they may no longer have the patient best interest at heart. To agree with everything our doctor tells us and not have the right or capacity to disagree can lead to dangerous results. Beecher argued that when receiving treatment outside of clinical research, we “trust clinicians themselves to make the decisions about what therapies are appropriate…”, but when the word research is included, a panel of third party members must decide what is appropriate and fair to the subject (Lantos, p 103-104). The biggest part of this statement that stands out to me is that he is referencing non-experimental treatment when arguing that we trust the physician. We of course trust the physician completely when they are deciding a regular course of treatment that has been proven to work. However, when the treatment is experimental, there can be no harm in having a board of peers review the research to ensure that the patient is getting the respect they deserve. The rules and codes for research and consent forms is not showing distrust in the physician or his opinions and advice, but is instead giving the patient a voice in the situation and ensuring that basic human rights are present.

Binik, A. (2018). Does benefit justify research with children?. Bioethics, 32(1), 27-35. doi:10.1111/bioe.12385

LANTOS, J. (2016). HENRY K. BEECHER AND THE OVERSIGHT OF RESEARCH IN CHILDREN. Perspectives In Biology & Medicine, 59(1), 95-106.

 
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Infant Development Concepts Exam

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Infant Development Concepts Exam

(Infant Development Concepts Exam)

Ashworth College PSYCHOLOGY S0v4 Exam 3

Question

Question 1 of 20 5.0/ 5.0 Points

What is a specific, but limited, time usually early in an organism’s life, during which the organism is particularly susceptible to environmental influences relating to some particular facet of development?

A. Latent period

B. Sensitive period

C. Critical period

D. Plasticity period

Question 2 of 20 5.0/ 5.0 Points

Which of the following is NOT an explanation as to why a newborn’s body lacks easy mobility?

A. The baby’s head is disproportionately larger than its body.

B. Babies cannot get enough nourishment to increase their strength.

C. The baby’s limbs are relatively short in relation to the rest of the body.

D. Babies’ bodies are mostly fat, not muscle, so they lack the strength to pick their head up.

Question 3 of 20 5.0/ 5.0 Points

What was the argument presented for advocates of bottle-feeding?

A. Bottle-feeding had more nutrients.

B. Parents could keep track of the amount of milk the baby was receiving.

C. Bottle-feeding offered significant emotional advantages.

D. Bottle-fed babies were more responsive to their mothers.

Question 4 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

At what age does the American Academy of Pediatrics and the American Academy of Family Physicians suggest that babies can start eating solid food?

A. 6 months

B. 8 months

C. 10 months

D. 12 months

Question 5 of 20 5.0/ 5.0 Points

Which principle states that development proceeds from the center of the body outward?

A. Cephalocaudal

B. Independence of systems

C. Proximodistal

D. Hierarchical integration

Question 6 of 20 5.0/ 5.0 Points

What is the term for the reflex that scientists feel represents a leftover response that humans inherited from their nonhuman ancestors?

A. Babinski

B. Rooting

C. Swimming

D. Moro

Question 7 of 20 5.0/ 5.0 Points

Due to malnutrition, a child’s stomach, limbs, and face may swell with water so that the child actually appears chubby, but in fact the child is suffering from:

A. nonorganic failure to thrive.

B. rickets.

C. marasmus.

D. kwashiorkor.

Question 8 of 20 5.0/ 5.0 Points

Babies are typically able to crawl between __________ months of age.

A. 6 and 10

B. 5 and 8

C. 10 and 12

D. 8 and 10

Question 9 of 20 5.0/ 5.0 Points

Breast feeding an infant for the first 12 months of life is the preferred method by child-care experts for all of the reasons below EXCEPT breast milk:

A. contains all the nutrients necessary for growth.

B. offers some immunity to childhood diseases.

C. is cheaper than store-bought formula.

D. is more easily digested than cow’s milk or formula.

Question 10 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

What is the term for the degree of awareness an infant displays to both internal and external stimulation?

A. Rhythm

B. Attention

C. Sensitive period

D. State

Question 11 of 20 5.0/ 5.0 Points

If you examine the different growth patterns of a child’s body size, nervous system, and sexual characteristics, you would apply which principle?

A. Principle of the independence of systems

B. Cephalocaudal principle

C. Principle of hierarchical integration

D. Proximodistal principle

Question 12 of 20 5.0/ 5.0 Points

SIDS strikes about __________ infants in the U.S. each year.

A. 2500

B. 10,000

C. 100,000

D. 1,000,000

Question 13 of 20 5.0/ 5.0 Points

Synaptic pruning means unused:

A. myelin is being removed in the brain.

B. dendrites are being removed in the brain.

C. axons are being removed in the brain.

D. synapses are being removed in the brain.

Question 14 of 20 5.0/ 5.0 Points

What is the term for the ability to detect sound and pinpoint the direction from which it is emanating?

A. Discrimination

B. Sound distinction

C. Sound travel

D. Sound localization

Question 15 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

By the age of __________ months, babies can move themselves in different directions.

A. 4

B. 6

C. 9

D. 12

Question 16 of 20 5.0/ 5.0 Points

At approximately what age is a baby able to prominently open its hand and grasp a rattle?

A. at birth

B. 3 months

C. 6 months

D. 10 months

Question 17 of 20 5.0/ 5.0 Points

The developmental researcher(s) who conducted the classic study regarding the “visual cliff” was/were:

A. Pavlov.

B. Skinner.

C. Bandura.

D. Gibson & Walk.

Question 18 of 20 5.0/ 5.0 Points

The “visual cliff” study indicates that most infants in the age range of __________ months cannot be coaxed to cross the “cliff.”

A. 6 to 14

B. 5 to 12

C. 12 to 14

D. 8 to 14

Question 19 of 20 5.0/ 5.0 Points

What is the fatty substance that helps insulate neurons and speeds the transmission of nerve impulses?

A. Dendrites

B. Axons

C. Myelin

D. Synapse

Question 20 of 20 5.0/ 5.0 Points

What principle means that we would likely develop visual abilities (located in the head) well before we master the ability to walk (closer to the end of the body)?

A. Independence of systems

B. Hierarchical integration

C. Cephalocaudal

D. Proximodistal

 
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Integrative Literature Review.

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Integrative Literature Review.

(Integrative Literature Review.)

The primary goal of this literature review is to integrate concepts from four different content domains within the larger field of psychology. The four content domains should be chosen from previous coursework in this program. In this paper, students will review the findings in the individual empirical articles, organize the research in a meaningful way, evaluate the reliability, validity, and generalizability of the research findings, and present an integrated synthesis of the research that sheds new light on the topics within and across the four domains.

The result of a successful integrative literature review may be a significant contribution to a particular body of knowledge and, consequently, to research and practice. Therefore, before writing this literature review, substantive new research must be conducted via the Internet and within the Ashford University Library for each of the four chosen domains. A minimum of six sources must be included for each of the four domains. Although content from literature reviews completed in prior courses within this program may be included, it may not constitute the total research for the individual domains addressed within this assignment. No more than four sources from previous literature reviews completed in this program may be utilized for this integrative review.  The headings listed below must be used within the paper to delineate the sections of content.

These sections include the following: a clear introduction that provides a general review and organizes the research in a meaningful way; a discussion in which the evidence is presented through analysis, critique, and synthesis; and a conclusion in which the discussion is drawn together in a meaningful way, the claims of the introduction are brought to a logical closure, and new research is proposed.  Introduction

•Provide a conceptual framework for the review.

•Describe how the review will be organized. The questions below may be used to guide this section.

◦What are the guiding theories within the domains?

◦How are the domains connected?

◦Are there competing points of view across the domains?

◦Why is the integration of these domains important?

◦What is the history of these domains?

◦What are the related theories or findings?

•Describe how the literature was identified, analyzed, and synthesized.

•How and why was the literature chosen?

•What is your claim or thesis statement?  Discussion

•Provide the analysis, critique, and synthesis for the review.  Analysis

•Examine the main ideas and relationships presented in the literature across the four domains.

•Integrate concepts from the four different content domains within the larger field of psychology.

•What claim(s) can be made in the introduction?

•What evidence supports the claim(s) made in the introduction?  Critique

•Evaluate the reliability, validity, and generalizability of the chosen research findings.

•How well does the literature represent the issues across the four domains?

•Identify the strengths and the key contributions of the literature.

•What, if any, deficiencies exist within the literature?

•Have the authors omitted any key points and/or arguments?

•What, if any, inaccuracies have been identified in the literature?

•What evidence runs contrary to the claims proposed in the introduction, and how might these be reconciled with the claims presented?

•Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct might influence the reliability and/or generalizability of the chosen findings.

•Did the ethical issues influence the outcomes of the research?

•Were ethical considerations different across the domains?  Synthesis

•Integrate existing ideas with new ideas to create new knowledge and new perspectives.

•Describe the research that has previously been done across these domains, as well as any controversies or alternate opinions that currently exist.

•Relate the evidence presented to the major conclusions being made.

•Construct clear and concise arguments using evidence-based psychological concepts and theories to posit new relationships and perspectives on the topics within the domains.  Conclusion •Provide a conclusion and present potential future considerations.

•State your final conclusion(s).

•Synthesize the findings described in the discussion into a succinct summary.

•What questions remain?

•What are the possible implications of your argument for existing theories and for everyday life?

•Are there novel theories and/or testable hypothesizes for future research?

•What do the overarching implications of the studies show?

•Where should the research go from this point to further the understanding of these domains and the greater study of psychology?

The Integrative Literature Review

•Must be 20 to 30 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)Links to an external site.

•Must include a separate title page with the following:

◦Title of paper

◦Student’s name

◦Course name and number

◦Instructor’s name

◦Date submitted

•Must begin with an introductory paragraph that has a succinct thesis statement.

•Must address the topic of the paper with critical thought.

•Must end with a conclusion that reaffirms your thesis.

•Must use at least 24 peer-reviewed sources, including a minimum of 20 from the Ashford University Library.

•Must document all sources in APA style as outlined in the Ashford Writing Center.

•Must include a separate reference list that is formatted according to APA style as outlined in the Ashford Writing Center.

 
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Clean Air Act Impact

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Clean Air Act Impact

(Clean Air Act Impact)

Clean Air Act

Question description

The opening paragraph should provide a description of what the paper will cover. An overview of the model should have been provided first

No plagiarism, check grammar. Use in-text citation. I have provided all the material you would need to complete this request. This is an academic paper. I have attached the references. Please use in-text citations.

Make sure the ending is strong and powerful.

This should be the focus of the capstone paper- depletion can be significantly decreased by the reduction of the release of air pollutants in the atmosphere. This will also include lowering of the overall energy consumed during various activities, reduced respiratory diseases as well as reversal of ozone layer depletion.

The Capstone Paper should demonstrate understanding of the reading as well as the implications of new knowledge. The fifteen page paper should integrate readings, class discussions, field research, and literature review into proposed solution. It may include explanation and examples from previous experiences as well as implications for future applications. The purpose of the Capstone Paper is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge in the field of social science.

The capstone paper should focus on a topic selected in consultation with the course instructor, which was done in Week Three. In this project, you will examine a specific political or social issue. Topics may include general issues such as poverty, crime, homelessness, economic development, homeland security, corporate social responsibility, ecological/environmental projects, etc. or a specific issue in your city, community, local, state, or federal governmental, etc. You will:

  • Develop a public policy to address the issue. Or you may propose a change or update to an existing public policy.
  • In all cases, the focus should be on in the development of a public policy, to include utilizing all aspects of the public policy lifecycle.
  • Consider use of field assessments, literature searches, personal knowledge/experience, and community records to source content.
 
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Positive Purposes Of Arguments

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The Positive Purposes of Arguments

(Positive Purposes Of Arguments)

 

At their core, arguments encourage critical thinking and problem-solving. When individuals engage in arguments, they challenge their own beliefs and consider alternative perspectives, leading to a deeper understanding of complex issues.

Arguments also drive innovation and progress. By questioning the status quo and debating new ideas, societies can evolve and adapt. This dynamic exchange of viewpoints often results in more refined, effective solutions and policies.

Furthermore, arguments enhance communication skills. Constructive disagreements require individuals to articulate their thoughts clearly and listen actively to others. This practice improves overall interpersonal communication and helps build empathy and mutual respect.

In educational settings, arguments stimulate intellectual curiosity and academic development. Students learn to support their claims with evidence, fostering a culture of inquiry and evidence-based reasoning.

On a personal level, arguments can strengthen relationships. When handled respectfully, disagreements can help individuals understand each other’s values and boundaries better, leading to stronger, more resilient connections.

In preparing for this discussion, you took part in an interactive scenario called “The Graduate.” In the scenario, you got to experience different people presenting different arguments (some of which you may not have liked). We have learned a lot in this course about the meaning of an argument and what constitutes a good argument. This discussion allows us to discuss more positive things that we can learn from “arguing” in the right way.

 

Prepare: To prepare for this discussion, watch the following video from Daniel H. Cohen [Link here to http://www.ted.com/talks/daniel_h_cohen_for_argument_s_sake.html] and review section 9.4 of Chapter 9 called “Confronting Disagreement by Seeking Truth.”  Take a look as well at the required resources from this week and make sure that you have completed “The Graduate” interactive scenario.

 

Reflect: Think about experiences you have had that involved conflicts with others. What was the genesis of the conflict? Would it have been possible for the exchange to be more productive? Think about why disagreements often lead to fights rather than opportunities to learn from each other.

 

Write: Answer the following questions: What is an area of life in which you have experienced people treating arguments as a kind of war? What were the consequences of that approach? What is an area of life in which you have experienced people treating arguments as a kind of performance? Was that approach effective? Why is it better to treat arguments as a venue for learning? What traits of character does it require to be able to live according to that approach? What benefits can it have in our lives to take that approach? (please give a specific example)

 
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Nonparametric Statistics & Correlation

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Nonparametric Statistics & Correlation

(Nonparametric Statistics & Correlation)

Assessment Instructions

Answer the questions below, following the Submission Requirements as specified at the end of the assessment.

Assessment Concepts
Question Concept
Question 1 SPSS: One-Variable Chi Square
Question 2 SPSS: One-Variable Chi Square
Question 3 Chi-Square as a Test of Independence
Question 4 SPSS: Two-Variable Chi-Square
Question 5 Measures of Effect Size
Question 6 Power and the Factors Affecting It
Question 7 Power and the Factors Affecting It
Question 8 Correlational Studies
Question 9 Correlation: Relationship Direction
Question 10 SPSS: Scatterplot
Question 11 SPSS: Pearson r
Question 12 SPSS: Pearson r

Question 1(Nonparametric Statistics & Correlation)

Complete the following steps:

  1. Open the SPSS file assessment5a.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Data, then select Weight Cases.
  3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
  4. On the toolbar, click Analyze, then Nonparametric Tests, then Legacy Dialogs, the Chi Square.
  5. Click on Favorite Color, then click on the arrow to send to the Test Variable List window.
  6. Under Expected Values, select Value, then enter the following four values in order: 43, 58, 253, 414.
  7. Click OK and copy and paste the output to your Word document.

Question 2

There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.

Complete the following:

  1. Identify the null hypothesis.
  2. What are the degrees of freedom (df)?
  3. Complete the table (complete in SPSS and paste the output into your Word document):
    Question 2
    Men Women
    Number Observed Number Expected Number Observed Number Expected
  4. Calculate χ² in SPSS and paste the output into your Word document.
  5. Can you reject the null hypothesis at α = .05?

Question 3

You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study’s two variables.

Question 4(Nonparametric Statistics & Correlation)

Complete the following steps:

  1. Open the SPSS file assessment5b.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Data, then select Weight Cases.
  3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
  4. On the toolbar, click Analyze, then Descriptive Statistics, then Crosstabs.
  5. Click on Team Placement, then click on the arrow to send to the Rows window.
  6. Click on Gender, then click on the arrow to send to the Columns window.
  7. Click on the Statistics button, then check the box for Chi-Square. Click Continue.
  8. Click on the Cells button, then check the box for Expected. Click Continue.
  9. Click OK, and copy and paste the output to your Word document.
  10. Highlight the chi-square and significance values in the output. Write the chi-square results as you might see them in a journal.

Question 5

Group A (n = 12) has a mean score of 7.42. Group B (n = 12) has a mean score of 6.00. Standard deviation for scores across all participants is 1.369. Group A’s mean is significantly higher than Group B’s mean ( t = 2.84, α < .01).

  1. Calculate effect size using Cohen’s d and effect size r.
  2. Based on the effect size, it there a practical difference between Groups A and B?

Question 6

Assume Cohen’s d to be approximately .40. If conducting an independent samples t test (two-tail, α= .05), how many participants will you need in each group to achieve 90 percent (.90) power?

Question 7

Assume effect size η to be approximately .29. If conducting a one-way ANOVA (three groups, α = .05), how many participants will you need in each group to achieve 80 percent (.80) power.

Question 8

Which of the following scenarios might be analyzed using a correlation?

  • The effectiveness of training A versus training B in raising skill level.
  • Minutes spent exercising per week and physical fitness level.
  • Income level and the number of visits to a financial planner.
  • Beer brand preference among college students.

Question 9

Indicate if you expect the relationship between the following variables to be negative (-), positive (+), or zero (0):

  • Size of yard and size of landscaping bill.
  • Years of education and income level.
  • Hours of TV watched per week and physical fitness level.
  • Number of siblings and number of pets.
  • Hours spent studying and exam scores.

Question 10

Complete the following steps:

  1. Open the SPSS file assessment5c.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Graphs, then select Legacy Dialogs, then Scatter/Dot.
  3. Click on Simple Scatter, and select Define.
  4. Click on Exam 1 (X), then click on the arrow next to X Axis to send it over to the X Axis box.
  5. Click on Exam 2 (Y), then click on the arrow next to Y Axis to send it over to the Y Axis box.
  6. Click OK, then copy and paste the scatterplot output to your Word document.

Question 11

Complete the following:

  1. Open the SPSS file assessment5c.sav.
  2. At the top of the screen, click on Analyze, then select Correlation, then Bivariate.
  3. Click on Exam 1 (X), then click on the arrow to send it over to the Variables box.
  4. Click on Exam 2 (Y), then click on the arrow to send it over to the Variables box.
  5. Click OK, then copy and paste the correlation output to your Word document.

Question 12

Complete the following steps after opening the SPSS file assessment5d.sav linked in the Resources under the Required Resources heading:

  1. Create a scatterplot. Copy and paste the scatterplot output to your Word document.
  2. Based on the scatterplot, what is the expected strength and direction of the correlation?
  3. Identify the null hypothesis.
  4. Calculate Pearson r. Copy and paste the correlation output to your Word document.
  5. Based on the correlation output (two-tailed test), can the null hypothesis be rejected? If the null can be rejected, how confident can you be that the results are not due to chance?
  6. Report the results as you might see them in a journal.

Submission Requirements

  • Submit all answers in one Word document (do not submit multiple files).
  • Show your work for questions that require calculations.
  • Ensure your answer to each problem is clearly visible (you may want to highlight your answer, or use a different font color, to set it apart).
 
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