Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Millennial Leaders in the Hospitality Industry 1 Exampl.docxLaticiaGrissomzz
Millennial Leaders in the Hospitality Industry 1
Example from a class assignment outside SMHM.
25 July 2011
Millennial Leaders in the Hospitality Industry:
An Annotated Bibliography
Downing, K. (2006). Next generation: what leaders need to know about the Millennials.
Leadership in Action, 26(3), 3-6. Retrieved July 25, 2011, from Wiley InterScience
Journals.
In this article, the author attempts to explain the generational differences of Millennial by
looking at parental influence, social networks, and employer interactions. Emphasis is
placed on how Millennials must be led in order to maintain their motivation at the work
place.
Field, R. G. (1982). A test of the Vroom-Yetton normative model of leadership. Journal of
Applied Psychology, 67(5), 523-532. Retrieved July 25, 2011, from ScienceDirect.
This article provides a historical analysis of the Vroom-Yetton normative model of
leadership. Furthermore, interactions between leaders and employees are observed.
Findings suggest there is validity on the applicability of the model. This paper will offer a
historical background into the development of the Vroom-Yetton normative model of
leadership, while also providing data as to how the theory applies to leader-employee
relations. Although this article is old, it will introduce the historical development of the
theory.
Gursoy, D., Maier, T. A., & Chi, C. G. (2008). Generational differences: an examination of work
Millennial Leaders in the Hospitality Industry 2
values and generational gaps in the hospitality workforce. International Journal of
Hospitality Management, 27(3), 448-458. Retrieved July 25, 2011, from
http://libproxy.library.unt.edu:2127/science/article/pii/S0278431907001223
In this article, the authors attempted to identify generational differences and similarities
among hospitality employees and managers in order to develop leadership strategies and
management styles that can be utilized to increase employee morale and productivity
while enhancing recruitment and retention rates of highly qualified workers. In order to
examine generational similarities and differences among hospitality employees and
managers, the researchers conducted a series of focus group discussions on employees
working in a North American branded hotel chain. The researchers found there are
apparent generational differences between Baby Boomers (Boomers), Generation X (Gen
X-ers), and the Millennial Generation. Regarding the Millennial Generation, the
researchers found they believe in collective action, are optimistic about the future, and
trust centralized authority. This article will provide the information needed to define
those characteristics found in the Millennial Generation.
Heskett, J. (2007). How will Millennials manage? Harvard Business School Working
Knowledge. Retrieved July 25, 2011, from
http://www.missionfacilitators.com/Articles/Team%20Building/Articles/H.
LEARNING OBJECTIVESThe learning objectives of these papers.docxLaticiaGrissomzz
LEARNING OBJECTIVES
The learning objectives of these papers are to substantiate and describe mediators of a
biomedical disparity. Do not write about mental health outcomes like depression or
anxiety, even if they have a biomedical component.
You will describe and quantify a health disparity and then attempt to explain it.
Paper 2 will explain it with 3 out of the following 5 mediators:
● EDUCATION
● TRUST & COMPLIANCE
● THE OFFICE VISIT
● SOCIAL NETWORKS/SOCIAL SUPPORT
● INSTITUTIONS
You choose the mediators.
PAPER DRAFT
This paper should be roughly 1500 words long, excluding
footnotes/endnotes/references. Content is more important to me than length. See this
template. This is not an “essay”-type paper, so please follow the headings and structure
in the template. Please write concisely.
SUGGESTIONS
Sometimes you simply cannot find any published discussions of a mediator. For example,
if you’re interested in trans/cis gender disparities in recovery from radiation therapy from
soft-tissue sarcoma and by some miracle you are able to quantify a disparity, you may not
find any research on, say, whether stress helps explain that disparity.
When this happens, please compensate for the lack of research by spending more time
explaining why the mediator could explain the disparity. For example, you might more
fully describe how stress mediators in general work. Alternatively, you could argue by
analogy. For example, if you found research that showed that stress differences might
drive some of the trans/cis gender disparity in colon cancer, you could cite that research
and simply assert that the mechanism for soft-tissue sarcoma may be similar.
Sometimes we have no choice but to speculate. That’s fine. But if relevant research is out
there (e.g., there’s a ton on what explains race disparities in various kinds of cancer or
heart diseases) and you don’t mention any of it, it looks like you didn’t take the
assignment seriously.
You should mention relevant mechanisms discussed in class. For example, when
talking about economic disparities we focus on how they “do what they do” mostly in
childhood. It would therefore make sense for you to demonstrate awareness of that. Or if
we read that “stress reduction” is probably the least plausible thing that “social support”
does to affect SES health disparities,1 then mention that. You wouldn’t want to write a
paragraph that ignores that research.
Students are invited to discuss papers with me in office hours at any stage of
development. Because office hours can get very busy, doing this the Friday before the
paper is due may not be practical.
FORMATTING
File type. Please submit a PDF.
Style. I encourage you to download or copy the template and use it. Please apply (these
are not typos; please do not email me to ask about them):
● 1.25-inch margins (left and right; top and bottom are options)
● A sans-serif font
● 11- or 12-point font
● 1.2 line spacing
References. You may use any reference style th.
This document provides a critical review of the Big Five personality traits model. It discusses the meaning of traits, the history and development of the Big Five model, perspectives on the model, criticisms of relying too heavily on it, and proposals for additional traits like a sixth trait of religiosity. The review examines eight key aspects of the Big Five traits model through an extensive analysis of the relevant literature.
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
This document provides instructions for an assignment on asthma. It tells the student to write an introductory paragraph on asthma including why they chose it and their target audience. It instructs them to create an educational fact sheet on the next page. It provides guidance on references, citing only sources mentioned in the narrative and not in the fact sheet. The document emphasizes using scholarly sources from the university library and avoiding websites like Wikipedia. It wishes the student good luck and provides additional formatting tips.
Managing Workforce Diversity Free Essay Example. The Concept of Workplace Diversity Essay Example | Topics and Well .... Essay on diversity in the workplace - aiu(final).
This document summarizes findings from a literature review on potential generational differences in the workforce. The review found little convincing evidence of significant generational differences, with most differences better explained by age rather than generation. One exception is technology usage, where Millennials are more likely to text and multitask. The document recommends communication programs to address tech preferences, co-mentoring between ages to share skills, and an inclusive culture to avoid division. Stereotyping generations is discouraged as it risks creating artificial divisions.
Millennial Leaders in the Hospitality Industry 1 Exampl.docxLaticiaGrissomzz
Millennial Leaders in the Hospitality Industry 1
Example from a class assignment outside SMHM.
25 July 2011
Millennial Leaders in the Hospitality Industry:
An Annotated Bibliography
Downing, K. (2006). Next generation: what leaders need to know about the Millennials.
Leadership in Action, 26(3), 3-6. Retrieved July 25, 2011, from Wiley InterScience
Journals.
In this article, the author attempts to explain the generational differences of Millennial by
looking at parental influence, social networks, and employer interactions. Emphasis is
placed on how Millennials must be led in order to maintain their motivation at the work
place.
Field, R. G. (1982). A test of the Vroom-Yetton normative model of leadership. Journal of
Applied Psychology, 67(5), 523-532. Retrieved July 25, 2011, from ScienceDirect.
This article provides a historical analysis of the Vroom-Yetton normative model of
leadership. Furthermore, interactions between leaders and employees are observed.
Findings suggest there is validity on the applicability of the model. This paper will offer a
historical background into the development of the Vroom-Yetton normative model of
leadership, while also providing data as to how the theory applies to leader-employee
relations. Although this article is old, it will introduce the historical development of the
theory.
Gursoy, D., Maier, T. A., & Chi, C. G. (2008). Generational differences: an examination of work
Millennial Leaders in the Hospitality Industry 2
values and generational gaps in the hospitality workforce. International Journal of
Hospitality Management, 27(3), 448-458. Retrieved July 25, 2011, from
http://libproxy.library.unt.edu:2127/science/article/pii/S0278431907001223
In this article, the authors attempted to identify generational differences and similarities
among hospitality employees and managers in order to develop leadership strategies and
management styles that can be utilized to increase employee morale and productivity
while enhancing recruitment and retention rates of highly qualified workers. In order to
examine generational similarities and differences among hospitality employees and
managers, the researchers conducted a series of focus group discussions on employees
working in a North American branded hotel chain. The researchers found there are
apparent generational differences between Baby Boomers (Boomers), Generation X (Gen
X-ers), and the Millennial Generation. Regarding the Millennial Generation, the
researchers found they believe in collective action, are optimistic about the future, and
trust centralized authority. This article will provide the information needed to define
those characteristics found in the Millennial Generation.
Heskett, J. (2007). How will Millennials manage? Harvard Business School Working
Knowledge. Retrieved July 25, 2011, from
http://www.missionfacilitators.com/Articles/Team%20Building/Articles/H.
LEARNING OBJECTIVESThe learning objectives of these papers.docxLaticiaGrissomzz
LEARNING OBJECTIVES
The learning objectives of these papers are to substantiate and describe mediators of a
biomedical disparity. Do not write about mental health outcomes like depression or
anxiety, even if they have a biomedical component.
You will describe and quantify a health disparity and then attempt to explain it.
Paper 2 will explain it with 3 out of the following 5 mediators:
● EDUCATION
● TRUST & COMPLIANCE
● THE OFFICE VISIT
● SOCIAL NETWORKS/SOCIAL SUPPORT
● INSTITUTIONS
You choose the mediators.
PAPER DRAFT
This paper should be roughly 1500 words long, excluding
footnotes/endnotes/references. Content is more important to me than length. See this
template. This is not an “essay”-type paper, so please follow the headings and structure
in the template. Please write concisely.
SUGGESTIONS
Sometimes you simply cannot find any published discussions of a mediator. For example,
if you’re interested in trans/cis gender disparities in recovery from radiation therapy from
soft-tissue sarcoma and by some miracle you are able to quantify a disparity, you may not
find any research on, say, whether stress helps explain that disparity.
When this happens, please compensate for the lack of research by spending more time
explaining why the mediator could explain the disparity. For example, you might more
fully describe how stress mediators in general work. Alternatively, you could argue by
analogy. For example, if you found research that showed that stress differences might
drive some of the trans/cis gender disparity in colon cancer, you could cite that research
and simply assert that the mechanism for soft-tissue sarcoma may be similar.
Sometimes we have no choice but to speculate. That’s fine. But if relevant research is out
there (e.g., there’s a ton on what explains race disparities in various kinds of cancer or
heart diseases) and you don’t mention any of it, it looks like you didn’t take the
assignment seriously.
You should mention relevant mechanisms discussed in class. For example, when
talking about economic disparities we focus on how they “do what they do” mostly in
childhood. It would therefore make sense for you to demonstrate awareness of that. Or if
we read that “stress reduction” is probably the least plausible thing that “social support”
does to affect SES health disparities,1 then mention that. You wouldn’t want to write a
paragraph that ignores that research.
Students are invited to discuss papers with me in office hours at any stage of
development. Because office hours can get very busy, doing this the Friday before the
paper is due may not be practical.
FORMATTING
File type. Please submit a PDF.
Style. I encourage you to download or copy the template and use it. Please apply (these
are not typos; please do not email me to ask about them):
● 1.25-inch margins (left and right; top and bottom are options)
● A sans-serif font
● 11- or 12-point font
● 1.2 line spacing
References. You may use any reference style th.
This document provides a critical review of the Big Five personality traits model. It discusses the meaning of traits, the history and development of the Big Five model, perspectives on the model, criticisms of relying too heavily on it, and proposals for additional traits like a sixth trait of religiosity. The review examines eight key aspects of the Big Five traits model through an extensive analysis of the relevant literature.
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
This document provides instructions for an assignment on asthma. It tells the student to write an introductory paragraph on asthma including why they chose it and their target audience. It instructs them to create an educational fact sheet on the next page. It provides guidance on references, citing only sources mentioned in the narrative and not in the fact sheet. The document emphasizes using scholarly sources from the university library and avoiding websites like Wikipedia. It wishes the student good luck and provides additional formatting tips.
Managing Workforce Diversity Free Essay Example. The Concept of Workplace Diversity Essay Example | Topics and Well .... Essay on diversity in the workplace - aiu(final).
This document summarizes findings from a literature review on potential generational differences in the workforce. The review found little convincing evidence of significant generational differences, with most differences better explained by age rather than generation. One exception is technology usage, where Millennials are more likely to text and multitask. The document recommends communication programs to address tech preferences, co-mentoring between ages to share skills, and an inclusive culture to avoid division. Stereotyping generations is discouraged as it risks creating artificial divisions.
Stereotype threat refers to being at risk of confirming, as self.docxdessiechisomjj4
Stereotype threat refers to being at risk of confirming, as self-characteristic, a negative stereotype about one's group (Steele & Aronson, 1995).This term was first used by Steele and Aronson (1995) who showed in several experiments that Black college freshmen and sophomores performed more poorly on standardized tests than White students when their race was emphasized. When race was not emphasized, however, Black students performed better and equivalently with White students. The results showed that performance in academic contexts can be harmed by the awareness that one's behavior might be viewed through the lens of racial stereotypes.
Similar effects had been reported earlier by Katz, Roberts, and Robinson (1965), but Steele and Aronson's (1995) paper prompted a renewed exploration of the causes and consequences of stereotype threat. To date, over 300 experiments on stereotype threat have been published in peer-reviewed journals (see Nguyen & Ryan, 2008 and Walton & Cohen, 2003 for meta-analyses). The purpose of the website is to provide a summary and overview of published research on this topic in the hope that increasing understanding of the phenomenon may reduce its occurrence and impact (Johns, Schmader, & Martens, 2005).
Since Steele and Aronson's (1995) paper, research in stereotype threat has broadened in several important respects. First, research has shown that the consequences of stereotype threat extend beyond underachievement on academic tasks. For example, it can lead to self-handicapping strategies, such as reduced practice time for a task (Stone, 2002), and to reduced sense of belonging to the stereotyped domain (Good, Dweck, & Rattan, 2008). In addition, consistent exposure to stereotype threat (e.g., faced by some ethnic minorities in academic environments and women in math) can reduce the degree that individuals value the domain in question (Aronson, et al. 2002; Osborne, 1995; Steele, 1997). In education, it can also lead students to choose not to pursue the domain of study and, consequently, limit the range of professions that they can pursue. Therefore, the long-term effects of stereotype threat might contribute to educational and social inequality (Good et al., 2008a; Schmader, Johns, & Barquissau, 2004). Furthermore, stereotype threat has been shown to affect stereotyped individuals’ performance in a number of domains beyond academics, such as white men in sports (e.g., Stone, Lynch, Sjomerling, & Darley, 1999), women in negotiation (Kray, Galinsky, & Thompson, 2002), homosexual men in providing childcare (Bosson, Haymovitz, & Pinel, 2004), and women in driving (Yeung & von Hippel, 2008).
Second, research has given us a better understanding of who is most vulnerable to stereotype threat. Research has shown that stereotype threat can harm the academic performance of any individual for whom the situation invokes a stereotype-based expectation of poor performance. For example, stereotype threat has been shown t.
This document summarizes a meta-analysis of 50 action research articles that evaluated the level of "action" in the studies based on scales from Kemmis and other scholars. The analysis found that about half of the studies could be considered "tail chasers" with little measurable outcome. Action research journals were more likely than other journals to publish these. There was also a strong correlation between clarity of action and best practices. Most studies fell short of truly emancipatory goals from an action research perspective. The author calls for more focus on clear actions and outcomes to advance the field and impact on communities. They also reflect on ensuring their own work models the reflective norms of action research.
PSY 294 RESEARCH DESIGN &ANALYSIS IILECTURE 4Research Pr.docxwoodruffeloisa
PSY 294: RESEARCH DESIGN &
ANALYSIS II
LECTURE 4:
Research Process and Introduction Writing
2
Variables in Experiments
Independent variables
Dependent variables
Continuous
Measured
Confounding variables
Control variables
Random variables
Discrete/ categorical variables
Manipulated (Quasi= measured)
Between or within-subjects
Overview of
The Research Process
3
The Research Process
Research topic & literature review
Research question
Hypothesis
Design selection & method preparation
Data collection
Data analysis
Data interpretation
4
How are results published?
Academic journals
Research talks & posters at conferences
Talks at own department/university
Talks at other universities
5
AN Introduction to
scientific writing
in psychology:
APA style
6
What is apa style?
A set of rules and guidelines
Writing style (e.g., clear communication, professional tone, reducing bias in language)
Structure of manuscript
Paraphrasing/citing sources
Mechanics of writing
Layout
Reporting design, findings
Ethical guidelines
7
Goal of scientific writing
“The main objective of scientific reporting is clear communication.” (APA Manual, p. 65)
Objectivity
Clarity
Professional tone
Minimize bias
Preciseness
Thoroughness
8
WRITING APPROACH
You are making an evidence-based, systematic argument
No common sense statements that cannot (or are not) supported by evidence
You are also telling a coherent, gradual story
Organization is key
9
WRITING STYLE
1. Don’t give life to what is inanimate
2. Use active voice & first person
3. Find the most direct ways of conveying the message
4. Use the fewest number of words without altering the content
5. Watch out for too extreme/conclusive language
10
great words to use
The extent to which
Plausible
Potential
Tend to be
Investigate
Explore
Conduct
Rather
Suggest, imply
Recent work/research
Is likely/unlikely to be
Specifically, particularly
Hence, thus, therefore
That is
Given that, as
Whereas
Although, even though
It therefore appears that
May/may not be
We believe, hypothesize, argue, predict
Important, essential, key
Nevertheless, however, regardless
Based on
11
WORDS TO AVOID
Confirm, prove, truth
Definitely, completely, absolutely, totally, always
Extremely, very
A lot
People are (instead, say “Some may be”)
Fascinating
Look at/into (instead, say “investigate”)
Throughout time, since the beginning of time
In today’s society, nowadays, today, these days
A person’s X (instead, say “people’s X”)
12
common mistakes
Participants, NOT subjects
Study vs. Experiment
“Data” is a plural noun
While = happening simultaneously (use “whereas”)
Since = only time (e.g., since 2012; use “given that” or “although”)
Effect = noun, affect = verb
They/their = plural (subject-verb agreement!)
Never use “he” “him” as default
Than = comparison, then = time sequence
Its = possessive, it’s = it is
Participant’s/author’s = singular, participa ...
Overview Write 5–6 pages in which you discuss practical ways to .docxalfred4lewis58146
Overview
Write 5–6 pages in which you discuss practical ways to apply to your life your understanding about individual differences in learning and memory, based on three peer-reviewed research articles that help you understand individual learning differences.
In this assessment, you will be able to apply the knowledge you have gained regarding individual differences and learning and memory, in your personal or professional life.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Use information technology and tools to identify information in the domain of learning and cognition. ▪ Summarize scholarly research articles.
· Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition. ▪ Apply research findings to a particular research situation.
· Analyze the research methodology and tools typically associated with the study of human learning and cognition. ▪ Describe the methods and measures used in research that seeks to understand individual learning differences.
· Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values, in order to understand social policy. ▪ Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.
· Communicate effectively in a variety of formats. ▪ Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a psychology professional. Context African explorer and geographer, meteorologist, psychologist, statistician, and geneticist Sir (knighted in 1909) Francis Galton—cousin to Charles Darwin—lived a life of extraordinary measures, literally. In Galton's biography, Extreme Measures: The Dark Visions and Bright Idea of Francis Galton , Martin Brookes (2004) writes: His measuring mind left its mark all over the scientific landscape. Explorer, inventor, meteorologist, psychologist, anthropologist and statistician, Galton was one of the great Victorian polymaths. But it was in the fledgling field of genetics that he made his most indelible impression. Galton kick-started the enduring nature-nurture debate, and took hereditary determinism to its darkest extreme. Consumed by his eugenic 1 vision, he dreamed of a future society built on a race of pure-breeding supermen. (p. 3) Show More 1 According to the Oxford American Dictionary, eugenics is the "science of improving a human population by controlled breeding to increase the occurrence of desirable heritable characteristics. Developed largely by Francis Galton as a method of improving the human race, it fell into disfavor only after the perversion of its doctrines by the Nazis."
TEMPLATE_PSYC-FP3500_00003: 2015-07-10 14:57:00.473035
As you explore this idea, consider how differences in both biology and social enviro.
INTERCULTURAL RESEARCH AND ANALYSIS PROJECTWritten Report. The .docxnormanibarber20063
INTERCULTURAL RESEARCH AND ANALYSIS PROJECT
Written Report. The written report (7-8 pages and References) should consist of an introduction, in which the general context is explained and a rationale is provided for the importance of the topic, and the following sections: (a) description of the situation and the context in which it is embedded; (b) 4 page literature review; and (c) analysis of the situation and conclusion. Include a reference page prepared in either APA or MLA format, and attach an appendix with copies of materials (e.g., specific news articles) that help explain the context.
Paper Structure Guidelines
You may use headings (e.g., Introduction, Body, Conclusion) for the main parts of your paper. Also, use “I” in this paper where appropriate.
1. Introduction
a. Provide background information about the issue/case/incident/situation that led you to work on this research project
b. State your Research Question
c. State your position on the issue and preview what you will discuss in the paper
2. Body
a. Provide a summary of each of the articles/sources you located. Think carefully about how you order these summaries.
b. Discuss how these sources inform you about the situation/case/issue your investigated; how they help you in answering your research question.
3. Conclusion
a. State what you have learned about the situation/issue/case based on the research you did.
4. Do not forget to mention how this research relates to what you have been learning in CAS 471 this semester.
5. References
6. Appendix (only if applicable). If you investigated a specific incident/case/situation discussed in the media, include a link or attach a copy of the news article.
Grading Rubric:
Content (80 pts)
Introduction (14 pts)
Body: Review of research studies/articles/sources (36 pts)
Body: Summary and discussion of findings (20 points)
Conclusion (10 pts)
Organization & overall format (5 pts)
Grammar, punctuation, spelling (5 pts)
In-text documentation (5 pts)
Reference page (end-of-text list of references) (5 pts)
Running head ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 4
Annotated Bibliography
Gordon Lu (Guo)
ICC 471
Dixon, J., Durrheim, K., & Tredoux, C. (2005). Beyond the optimal contact strategy: a reality check for the contact hypothesis. American Psychologist, 60(7), 697.
Dovidio, J. F., Kawakami, K., & Gaertner, S. L. (2002). Implicit and explicit prejudice and interracial interaction. Journal of personality and social psychology, 82(1), 62.
In this article, the authors discuss the contact theory that argues that contact between people between diverse groups normally assists in reducing the intergroup prejudice, but only in ideal conditions. The authors continue to criticize some research practices have been dominant in this field including the prioritization of the research of relations between rarefied circumstances. They also critic.
Intergroup Bias and Dual ProcessingResearch on stereotypes is re.docxdoylymaura
Intergroup Bias and Dual Processing
Research on stereotypes is relatively new; however, it constitutes a sizable body of research with emphasis on stereotype formation, accuracy, measurement, and implications.
Stereotypes
can be defined as expected traits within a group of people based on some prior knowledge of, or assumptions about, groups of people.
Intergroup bias
occurs when people categorize traits or people into certain groups, favor groups that are similar to them, and rationalize group traits. While the bias might be outside of one’s cognitive awareness it can nonetheless distort judgment. Consistent with the dual process model discussed early in this course, intergroup bias is the product of both automatic and controlled social cognitive processing and stereotypes can range from subtle to blatant in form (Aronson & McGlone, 2009, p. 154).
For this Discussion, review the media
Stereotyping
and consider the behavior of the individuals in the scenario. Pay particular attention to how automatic processing and systematic processing might have impacted the stereotype formation presented.
Reference:
Aronson, J., & McGlone, M. S. (2009). Stereotype and social identity threat. In T. D. Nelson (Ed.),
Handbook of prejudice, stereotyping, and discrimination
(pp. 153–178). New York, NY: Psychology Press.
With these thoughts in
a brief description of one blatant stereotyping behavior and one subtle stereotyping behavior depicted in the media. Then, explain one way automatic processing might have impacted stereotype formation and one way controlled processing might have impacted stereotype formation and how. Finally, as the supervisor in the scenario, explain one way you might mitigate blatant or subtle stereotyping behavior. Use the current literature to support your response.
Course Media
Media: Laureate Education, Inc. (Executive Producer). (2011).
Stereotyping
.
Baltimore, MD: Author.
(Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.)
Transcript
Readings
Course Text: Nelson, T. D. (Ed.). (2009).
Handbook of prejudice, stereotyping, and discrimination
. New York, NY: Psychology Press.
Chapter 1, "The Study of Stereotyping, Prejudice, and Discrimination Within Social Psychology: A Quick History of Theory and Research"
Chapter 8, "Stereotype and Social Identity Threat"
Article: Banaji, M. R., & Hardin, C. D. (1996). Automatic stereotyping.
Psychological Science, 7
(3), 136–141. Retrieved from the Walden Library using the Business Source Complete database.
Article: Eagly, A. H. (2009). The his and hers of prosocial behavior: An examination of the social psychology of gender.
American Psychologist, 64
(8), 644–658. Retrieved from the Walden Library using the PsycINFO database.
Article: Inzlicht, M., & Kang, S. K. (2010). Stereotype threat spillover: How coping with threats to social identity affects aggression, eating, decision making, and attention.
Journal o.
How To Write A Classification Essay. Classification Essay Examples, Definitio...Crystal Chapman
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Example 1Methodological Design PhenomenologyResearch Questi.docxelbanglis
Example 1
Methodological Design: Phenomenology
Research Question: What is the experience of “burnout” among direct support professionals (DSPs)?
Data Analysis Elements: Qualitative analysis is driven by guidance but does not have a strict formula regarding how data is synthesized into results (Patton, 2015). Vast amounts of data, like what would be collected by asking questions of 15 DSPs needs to be appropriately considered and filtered into what is significant to identify patterns (Patton, 2015). This process does not have a way to test its validity, instead the responsibility is on the researcher to fairly and thoroughly consider the data they have collected (Patton, 2015). This is especially important in phenomenology as the purpose is to come to commonalities while maintaining separation from the views of the group (Creswell & Poth, 2018).
Data Analysis for this Study: Once my data is organized, I will use the data analysis spiral method to begin reading and memoing to become familiar with the details of the narratives (Creswell & Poth, 2018). Rapid reading is one way to review notes from a perspective other than the author's and to not dwell on a more intricate step like coding (Creswell & Poth, 2018). After reviewing the answers to the questions regarding burnout, I can develop a coding system to identify themes and categories that I will be compiling across responses (Creswell & Poth, 2018). Beginning with a shortlist of codes (beginning with around 6 and expanding to no more than 20 or 30) makes thematic generation clearer later on (Creswell & Poth, 2018). Moustakas recommends for phenomenological research that these significant statements should be non-overlapping and used to craft descriptions of “what” and “how” (Creswell & Poth, 2018). The codebook and results then lead to interpretation, creation of a table, and in the case of phenomenology the generation of the final composite description of the experience that is being studied (Creswell & Poth, 2018).
Strengths and Limitations: Strong qualitative analyses include the collection of data that is organized and purpose-driven (Patton, 2015). It is important to begin an analysis of patterns while data is being collected to understand how many more cases may need to be collected to test the theme (Patton, 2015). One concern that I could see regarding this method could be researcher bias affecting how data is collected. The researcher would need to work on establishing and maintaining bracketing of their own experience as to not sway the direction the study is moving in with their own outsider perspective (Creswell & Poth, 2018).
References
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
Professor feedback.
There are several alternatives with this method, Amanda. You can follow th ...
Example 1Methodological Design PhenomenologyResearch Questi.docxcravennichole326
Example 1
Methodological Design: Phenomenology
Research Question: What is the experience of “burnout” among direct support professionals (DSPs)?
Data Analysis Elements: Qualitative analysis is driven by guidance but does not have a strict formula regarding how data is synthesized into results (Patton, 2015). Vast amounts of data, like what would be collected by asking questions of 15 DSPs needs to be appropriately considered and filtered into what is significant to identify patterns (Patton, 2015). This process does not have a way to test its validity, instead the responsibility is on the researcher to fairly and thoroughly consider the data they have collected (Patton, 2015). This is especially important in phenomenology as the purpose is to come to commonalities while maintaining separation from the views of the group (Creswell & Poth, 2018).
Data Analysis for this Study: Once my data is organized, I will use the data analysis spiral method to begin reading and memoing to become familiar with the details of the narratives (Creswell & Poth, 2018). Rapid reading is one way to review notes from a perspective other than the author's and to not dwell on a more intricate step like coding (Creswell & Poth, 2018). After reviewing the answers to the questions regarding burnout, I can develop a coding system to identify themes and categories that I will be compiling across responses (Creswell & Poth, 2018). Beginning with a shortlist of codes (beginning with around 6 and expanding to no more than 20 or 30) makes thematic generation clearer later on (Creswell & Poth, 2018). Moustakas recommends for phenomenological research that these significant statements should be non-overlapping and used to craft descriptions of “what” and “how” (Creswell & Poth, 2018). The codebook and results then lead to interpretation, creation of a table, and in the case of phenomenology the generation of the final composite description of the experience that is being studied (Creswell & Poth, 2018).
Strengths and Limitations: Strong qualitative analyses include the collection of data that is organized and purpose-driven (Patton, 2015). It is important to begin an analysis of patterns while data is being collected to understand how many more cases may need to be collected to test the theme (Patton, 2015). One concern that I could see regarding this method could be researcher bias affecting how data is collected. The researcher would need to work on establishing and maintaining bracketing of their own experience as to not sway the direction the study is moving in with their own outsider perspective (Creswell & Poth, 2018).
References
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
Professor feedback.
There are several alternatives with this method, Amanda. You can follow th.
Lanning ICPS: Community structure of JPSPKevin Lanning
The structure of social-personality psychology includes (but is not limited to) constructs, scholars, papers and the links among them. This project is a case study of part of this network, the 2014 volumes of Journal of Personality and Social Psychology (JPSP). Using techniques borrowed from contemporary bibliometrics and data science, I find (a) that the network cannot be simply or easily parsed into discrete Aristotelian regions, but that (b) a model which allows communities to overlap illuminates core concepts and their relationships. I also (c) examine the sections of the journal and find (d) that there is no clear trend indicating that the three sections – or the two areas of personality and social psychology – are either converging or growing apart.
A Grounded Theory Approach Into The Development Of Career...Tiffany Sandoval
This document discusses a study that used a grounded theory approach to investigate how career goals change from childhood to adulthood, and what influences those changes. The study interviewed three participants ages 20-21 about their career goals over time. Four main themes emerged: 1) changes in job/occupation goals, 2) impacts on career goals, 3) career preparation, and 4) certainty and attitudes toward goals. The document also reviews previous research showing that career goals can be influenced by interests, abilities, academics, social support, role models, friends, and parents. Qualitative studies suggest career preparation and planning also impact goal development over time from adolescence to late adulthood.
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Sample Reflective Essay | English Studies | Teachers. Buy a reflection essay about educational journeys: Gibbs Reflective .... Sample reflective essay papers. Guidelines For Writing A Reflective Essay Paper. FREE 19+ Reflective Essay Examples & Samples in PDF | Examples .... Reflective Essay Examples & Structure [Great Tips] | Pro Essay Help. ️ What is a reflective essay. Distinctive Features of a Reflection .... What Is Reflection Paper Example - 50 Best Reflective Essay Examples .... Expository Essay: Reflective paper. Reflective Essay Writing Examples: Rubric, Topics, Outline. 020 Reflective Paper Format Cover Letter Essay Introduction Community .... Writing A Good Personal Reflective Essay - How to Write a Reflective .... Reflective Report Examples Essay - How to Write a Reflection Paper. How To Write A Reflective Essay For University - Pdf Owning Up To .... Examples Of Self Reflection Papers : Essay Of Self Reflection Paper For ... Reflective Essay Sample Paper
This document summarizes six research papers on defining morality from biological and psychological perspectives. The papers discuss how genes influence empathy and altruism as adaptive responses to environmental threats. They also examine how personality and culture interact, how obedience studies have been misinterpreted, the relationship between childhood attachment and ideological beliefs, and the need to assess business students' moral development. In conclusion, defining morality is complex due to many individual and societal variables, and assigning blame to concepts like economic systems reflects human tendencies to perceive inanimate things as forces of good or evil.
Shifting landscape of lgbt org researchArushi Verma
This document provides an overview of organizational research on LGBT individuals from the late 19th century to present. It identifies four dominant frames that have shaped this research: 1) a medical abnormality frame that viewed LGBT people as abnormal and focused on etiology; 2) a deviant social role frame that studied how deviant roles were enacted; 3) a collective identity frame focused on rights, equality, and strategies for visibility and addressing discrimination; and 4) a social distinctiveness frame that examines what makes LGBT workers and organizations distinct. These frames significantly influenced the scope and questions of LGBT organizational scholarship over time.
EBSCO Publishing Citation Format APA (American Psychologica.docxtidwellveronique
EBSCO Publishing Citation Format: APA (American Psychological Assoc.):
NOTE: Review the instructions at http://support.ebsco.com.library.capella.edu/help/?int=ehost&lang=&feature_id=APA and make any
necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult your library
resources for the exact formatting and punctuation guidelines.
References
Brossart, D. F., Meythaler, J. M., Parker, R. I., McNamara, J., & Elliott, T. R. (2008). Advanced regression methods for single-
case designs: Studying propranolol in the treatment for agitation associated with traumatic brain injury. Rehabilitation
Psychology, 53(3), 357–369. https://doi-org.library.capella.edu/10.1037/a0012973
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Advanced Regression Methods for Single-Case Designs: Studying Propranolol in the Treatment for Agitation
Associated With Traumatic Brain Injury
By: Daniel F. Brossart
Department of Educational Psychology, Texas A&M University;
Jay M. Meythaler
Department of Physical Medicine and Rehabilitation, Wayne State University;
Rehabilitation Institute of Michigan, Detroit, Michigan
Richard I. Parker
Department of Educational Psychology, Texas A&M University
James McNamara
Department of Educational Psychology, Texas A&M University
Timothy R. Elliott
Department of Educational Psychology, Texas A&M University
Acknowledgement: This study was funded in part by National Institute of Disability Research and Rehabilitation
Grant H 133G000072 awarded to Jay M. Meythaler. Appreciation is expressed to Michael E. Dunn for sharing
information and opinions about the history of single-case designs in rehabilitation psychology research. Graphs of
participant data not presented in this article are available upon request from Daniel F. Brossart.
In a thoughtful commentary, Aeschleman (1991) observed a decreasing interest in single-case research (SCR)
designs in the rehabilitation psychology literature: Between 1985 and 1989, Aeschleman found only 6 out of 402
empirical papers published in Rehabilitation Psychology, Archives of Physical Medicine and Rehabilitation, and
Rehabilitation Counseling Bulletin used a single-subject design (<1.5% of the total; Aeschleman, 1991, p. 43). A brief
examination of the past 15 years of Rehabilitation Psychology reveals one article that offered an innovative way to
analyze single-case data (Callahan & Barisa, 2005) and another that was a true single-case study (Pijnenborg,
Withaar, Evans, van den Bosch, & Brouwer, 2007).
We disagree with Aeschleman's bleak conclusion that SCR designs “… have not made a methodological impact on
research in reh.
Reading ResponseBy R.C. Lewontin, Confusions about Human Races.docxsodhi3
Reading Response
By R.C. Lewontin, Confusions about Human Races,Published, Jun 07, 2006, http://raceandgenomics.ssrc.org/Lewontin/
The author used the prose form of writing, in which the article has paragraphs only, but no sections. While there is a flow of ideas, this essay is not easy to read because of the extensive writing, which makes the reader feel overloaded with information. In addition to that, the document does not have any chronology of events, and the author does not state how he intends to write his ideas.
The central claim of this article is the fact that many people confuse human races. He holds that “race” is a biological aspect of variations in the human species, but the world takes it for a social construct of classifying people.
Lewontin holds that “As a biological construct rather than a social one, people cease to see “race” as a significant reality that characterizes the species of humans.”
Keywords – race, genetics, human, biological, and variations
New Vocabulary: Australian Aborigines, Negritos, Inuit, Tay-Sachs disease, Ashkenazi Jew.
Summary: Lewontin’s Confusions about Human Races is a reminder to the people about the concept of human race. Widely touted as a social construct, “race” is a biological concept that outlines the realities that characterize the human species. Lewontin argues that researchers and scholars produce many objective natural divisions confirming that racial categories are representations of genetic differences and not social or historical factors. He uses Leroi Armand Marie’s essay in the Op-Ed section of The New York Times - March 14, 2005, as evidence for his argument. Lewontin adds that Leroi’s work points out the confusion about the factors of racial categorization as well as the recent erroneous deductions about the relevance of such identifications of the race for medical practice.
The author holds the four facts about the variation of humans upon which the world seems to agree are the ultimate evidence for the understanding of race as a biological concept. First, the species of human have immense variations of genetics from one individual to another. Second, the largest chunk of human variation (nearly 85 percent) is a representation of people within local linguistic or national populations. Examples include the French, Mexican, and Japanese. Third, some genetic traits such as skin color, the form of hair, shape of the nose, and some blood proteins like the Rhesus, vary together such that people with dark skin color are also likely to have dark, curled hair, broad noses, and a high likelihood of Rh blood type. Fourth, the genetic differences break down due to rampant migration and intergroup mating; although, it existed in the past, it is now widespread at a high rate.
Questions: Despite being informative, this article poses a few questions in a reader’s mind. What is the solution to the confusion about race? Does it mean that race is only biological and has no relationship to the s ...
SOCW 6210 Week 5 discussion post responses.Respond to the coll.docxrosemariebrayshaw
SOCW 6210 Week 5 discussion post responses.
Respond to the colleagues posts in one of the following ways:
Respond in one or more of the following ways:
· Add to your colleague's explanation of how gender identity affects an individual's life-span development.
· Explain whether you might use your colleague's strategy for applying the concept of gender identity to social work practice. Provide support for your position.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
· At least one reference and citation is required in each post.
MMV’s post states the following:Top of Form
A new understanding you have gained in the resources about gender identity
A new understanding, I have gained in the resource about gender identity is that people explore relationships and engage in nonmarital intimacy during the emerging adulthood stages (Brewster, & Moradi, 2010). They also explore nonmarital relationships in various and gender identity during emerging adulthood may differ from middle adulthood. They may vary because the difference of cohorts illustrates that during the emerging adulthood people go through a period of identity exploration with little commitment but gradually increases with early and middle adulthood (Brewster, & Moradi, 2010). Genetic and environmental factors influence both childhood and adult gender identity, but it is more difficult to identify the elements in women (Burri, Cherkas, Spector, & Rahman, 2011).
An explanation of how individuals' gender identity affects their development through young and middle adulthood
A person's gender identity affects their development through young and middle adulthood. The increasing number of gay, lesbian, and bisexual people that seek out mental health services in comparison the heterosexual counterparts illustrate the effects (Ferguson, & Miville, 2017). Men and women differ in the way they approach their sexual identity because women are more susceptible to analyze their identity. After analyzing their identity, they then come out later on in the young adulthood where men do not examine their status, and unlike women do not gradually come out (Brewster, & Moradi, 2010). Instead, men abruptly come out, and this may be due to the acceptance gap both genders receive towards their gender identity because women can still be feminine as gays, but a mans masculinity is questioned as gay (Brewster, & Moradi, 2010).
A strategy you might use to apply your understanding of gender identity development to social work practice
A strategy I might use to apply my understanding of gender identity development to the social work practice is to approach every case in a professional manner and show respect to the client at all times and reframe from passing judge or viewed as passing judgment. I would also use caution and practice in an ethical manner as dictated by the n.
COMM 166 Final Research Proposal GuidelinesThe proposal should.docxdrandy1
COMM 166 Final Research Proposal Guidelines
The proposal should contain well-developed sections (Put clear titles on the top of each section) of your outline that you submitted earlier. The proposal should have seven (7) major sections:
1. Introduction: A brief overview of all your sections. Approx. one page
2. A summary of the literature review. In this section you would summarize the previous research (summarize at least 8-10 scholarly research articles), and also your field data collection results (if it was connected to your proposal topic). Also indicate the gaps in the previous research, including your pilot study, and the need for your research study. Please devote around three pages in reviewing the previous research and finding the gaps.
3. Arising from the literature review, write the Purpose Statement of your research (purpose statement should have all its parts clearly written. Follow the examples from textbook).
4. Identify two to three main hypotheses or research questions (based on the quantitative/qualitative research design). Also give some of your supporting research questions. Follow the examples from textbook.
5. Describe the research strategy of inquiry and methods that you would use and why. The method part should be the substantial part of your paper, around three pages. Define your knowledge claims, strategies, and methods from the textbook (and cite), why you chose them, and how you will conduct the research in detail.
6. A page on the significance of your study.
7. A complete reference list of your sources in APA style.
The total length of the paper should be between 8-10 pages (excluding the reference and cover pages).
If you have further questions, please do not hesitate to contact me.
Best wishes
Dev
mportant notes about grading:
1. Compiler errors: All code you submit must compile. Programs that do not compile will receive an automatic zero. If you run out of time, it is better to comment out the parts that do not compile, than hand in a more complete file that does not compile.
2. Late assignments: You must submit your code before the deadline. Verify on Sakai that you have submitted the correct version. If you submit the incorrect version before the deadline and realize that you have done so after the deadline, we will only grade the version received before the deadline.
A Prolog interpreter
In this project, you will implement a Prolog interpreter in OCaml.
If you want to implement the project in Python, download the source code and follow the README file. Parsing functions and test-cases are provided.
Pseudocode
Your main task is to implement the non-deterministic abstract interpreter covered in the lecture Control in Prolog. The pseudocode of the abstract interpreter is in the lecture note.
Bonus
There is also a bonus task for implementing a deterministic Prolog interpreter with support for backtracking (recover from bad choices) and choice points (produce multiple results). Please refer to th.
COMMENTS You wrote an interesting essay; however, it is lacking t.docxdrandy1
COMMENTS: You wrote an interesting essay; however, it is lacking the introduction and conclusion paragraphs (1/3 deduction.) Remove the notations from the Reference List. Not all of your sources came from the UOP library and are peer reviewed, so you need to locate additional. You need a minimum of three peer reviewed sources from the UOP library. Prove your arguments using academic sources. Some paragraphs are too short, every paragraph should be five to eight sentences. You received a five point deduction for not including the introduction or conclusion.
SCORE: 10/15 Points (Deduction for not including an introduction or conclusion.)
The Inappropriateness of the Death Sentence
Add an introduction paragraph. Comment by Darlene Bennett: The introduction needs a topic sentence that describes the main idea of the paragraph, then provide background information and finally, include the thesis statement. The introduction should be five to eight sentences in length.
Thesis Statement Comment by Darlene Bennett: The thesis statement cannot be isolated by itself. You need to insert it as the last sentence of the introductory paragraph.
The death penalty, as practiced in some societies in the world, has had its positive aspects and negative aspects and my stand are that it should be abolished in any democratic state that seeks to ensure justice for both the victims of crime and the offenders.
The death sentence is against the bible and other religious guidelines Comment by Darlene Bennett: Capitalize the word “Bible.”
Death sentences against convicted criminals in the society go against the spirit and guidelines provided by religious faiths regarding our stay here in the universe. Comment by Darlene Bennett: Casual tone, stay formal and do not use first person pronouns.
Religious laws quoted in religious books prohibited the execution of man whatsoever. According to these religious laws, there is no compromise or a reason big enough to necessitate the punishment of an offender through death. The ten commandments developed by God himself in the book of Deuteronomy, under commandment five, prohibits the killing of a man. Universal religious laws concur with the Christian teaching regarding the execution of man as a way of punishment (Goldman, 2017). Comment by Darlene Bennett: This is a generalization – do all religious books state this? By Old Testament law, people were stoned for certain infractions. Be specific and provide a source for your fact. Comment by Darlene Bennett:
Religious teachings in all religion term human life as sacred and one that is not subject to limitation, in all circumstance. According to the various religions, it is God only who can terminate the life of a human being. They recommend the use of other means of justice for offenders to reform and revert back to their normal lives in the society (Goldman, 2017).
Further, no method of executing criminals is humane, all the methods are painful, inhumane and disrespectful.
Commercial Space TravelThere are about a half dozen commercial s.docxdrandy1
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
CommentsPrice is the easiest way to make profit – all you.docxdrandy1
Comments:
Price is the easiest way to make profit – all you do is raise the price – it costs nothing and you have to do no work – just send out a new price sheet.
Distribution is the next easiest – sell the same stuff in different places – with minor changes.
Questions
1.
Define/explain:
A.
Supply chain
B.
Value delivery
C.
What/who are the distribution chain members:
D.
How does a distribution chain member add value to the consumer
E.
Vertical marketing system
F.
Horizontal marketing system
J.
Mutlichannel system
G.
Marketing logistics
H.
Supply chain management
I.
Major logistical functions
J.
Specialty stores
K. Department stores
L.
Supermarkets
M.
Convenience stores
N.
Discount stores
O.
Off price stores
P. Superstores
Q.
Corporate chain stores
R.
Voluntary chain
S.
Retailer Cooperative
T
Franchise organization
U.
Merchandising conglomerate
v.
Wholesalers
w.
Brokers
X.
Agents
2.
Read (or look up if needed)
“Zara – the technology giant of the fashion world”
-- explain how technology drives this company – remember women’s fashion has 4 to 5 seasons.
3.
What marketing mix decisions must retailers make:
A.
B.
C.
D.
E.
F.
G.
4.
Describe 4 distribution ideas/innovations you have witnessed:
A.
B.
C.
D.
.
COMM 1110 Library Research Assignment Objective To ensu.docxdrandy1
COMM 1110 Library Research Assignment
Objective:
To ensure students begin library research in a timely manner, selecting worthwhile sources and justifying
their inclusion.
Assignment:
Select five credible sources that can be used for your speech. For each source, provide a full APA
citation, an explanation of where/how you found the source, a summary of the information the source
contains, and an explanation of why it is relevant to your speech. Credible sources contain worthwhile
and trustworthy information from reliable sources.
Make sure you number each source and separate each component: citation, how source was discovered,
summary, and relevance.
Pay attention to all of the requirements in order to complete the assignment to the Satisfactory level.
Specifications for Satisfactory Completion
1. Format: Submitted paper is/has:
a. Double-spaced, with no extra spaces before or after paragraphs.
b. Times New Roman font.
c. 1-inch margins.
d. 12-point font.
e. Document is submitted with only the student’s name placed in the header and nothing in
the footer, with NO date, class, or professor information on the document (this is tracked
by Georgia View).
f. Document is submitted in .docx format.
g. Document is submitted by the due date in Georgia View.
h. Citations are in proper APA format.
2. Content:
a. At least five sources are presented, with each source containing all the required
components listed above.
b. Fewer than 5 grammar, punctuation, or spelling errors.
c. All sources come from credible outlets, including and especially GALILEO.
d. No more than two sources are in common with any group members.
.
More Related Content
Similar to Common Mistakes I see on this paper are1. Using summaries and .docx
Stereotype threat refers to being at risk of confirming, as self.docxdessiechisomjj4
Stereotype threat refers to being at risk of confirming, as self-characteristic, a negative stereotype about one's group (Steele & Aronson, 1995).This term was first used by Steele and Aronson (1995) who showed in several experiments that Black college freshmen and sophomores performed more poorly on standardized tests than White students when their race was emphasized. When race was not emphasized, however, Black students performed better and equivalently with White students. The results showed that performance in academic contexts can be harmed by the awareness that one's behavior might be viewed through the lens of racial stereotypes.
Similar effects had been reported earlier by Katz, Roberts, and Robinson (1965), but Steele and Aronson's (1995) paper prompted a renewed exploration of the causes and consequences of stereotype threat. To date, over 300 experiments on stereotype threat have been published in peer-reviewed journals (see Nguyen & Ryan, 2008 and Walton & Cohen, 2003 for meta-analyses). The purpose of the website is to provide a summary and overview of published research on this topic in the hope that increasing understanding of the phenomenon may reduce its occurrence and impact (Johns, Schmader, & Martens, 2005).
Since Steele and Aronson's (1995) paper, research in stereotype threat has broadened in several important respects. First, research has shown that the consequences of stereotype threat extend beyond underachievement on academic tasks. For example, it can lead to self-handicapping strategies, such as reduced practice time for a task (Stone, 2002), and to reduced sense of belonging to the stereotyped domain (Good, Dweck, & Rattan, 2008). In addition, consistent exposure to stereotype threat (e.g., faced by some ethnic minorities in academic environments and women in math) can reduce the degree that individuals value the domain in question (Aronson, et al. 2002; Osborne, 1995; Steele, 1997). In education, it can also lead students to choose not to pursue the domain of study and, consequently, limit the range of professions that they can pursue. Therefore, the long-term effects of stereotype threat might contribute to educational and social inequality (Good et al., 2008a; Schmader, Johns, & Barquissau, 2004). Furthermore, stereotype threat has been shown to affect stereotyped individuals’ performance in a number of domains beyond academics, such as white men in sports (e.g., Stone, Lynch, Sjomerling, & Darley, 1999), women in negotiation (Kray, Galinsky, & Thompson, 2002), homosexual men in providing childcare (Bosson, Haymovitz, & Pinel, 2004), and women in driving (Yeung & von Hippel, 2008).
Second, research has given us a better understanding of who is most vulnerable to stereotype threat. Research has shown that stereotype threat can harm the academic performance of any individual for whom the situation invokes a stereotype-based expectation of poor performance. For example, stereotype threat has been shown t.
This document summarizes a meta-analysis of 50 action research articles that evaluated the level of "action" in the studies based on scales from Kemmis and other scholars. The analysis found that about half of the studies could be considered "tail chasers" with little measurable outcome. Action research journals were more likely than other journals to publish these. There was also a strong correlation between clarity of action and best practices. Most studies fell short of truly emancipatory goals from an action research perspective. The author calls for more focus on clear actions and outcomes to advance the field and impact on communities. They also reflect on ensuring their own work models the reflective norms of action research.
PSY 294 RESEARCH DESIGN &ANALYSIS IILECTURE 4Research Pr.docxwoodruffeloisa
PSY 294: RESEARCH DESIGN &
ANALYSIS II
LECTURE 4:
Research Process and Introduction Writing
2
Variables in Experiments
Independent variables
Dependent variables
Continuous
Measured
Confounding variables
Control variables
Random variables
Discrete/ categorical variables
Manipulated (Quasi= measured)
Between or within-subjects
Overview of
The Research Process
3
The Research Process
Research topic & literature review
Research question
Hypothesis
Design selection & method preparation
Data collection
Data analysis
Data interpretation
4
How are results published?
Academic journals
Research talks & posters at conferences
Talks at own department/university
Talks at other universities
5
AN Introduction to
scientific writing
in psychology:
APA style
6
What is apa style?
A set of rules and guidelines
Writing style (e.g., clear communication, professional tone, reducing bias in language)
Structure of manuscript
Paraphrasing/citing sources
Mechanics of writing
Layout
Reporting design, findings
Ethical guidelines
7
Goal of scientific writing
“The main objective of scientific reporting is clear communication.” (APA Manual, p. 65)
Objectivity
Clarity
Professional tone
Minimize bias
Preciseness
Thoroughness
8
WRITING APPROACH
You are making an evidence-based, systematic argument
No common sense statements that cannot (or are not) supported by evidence
You are also telling a coherent, gradual story
Organization is key
9
WRITING STYLE
1. Don’t give life to what is inanimate
2. Use active voice & first person
3. Find the most direct ways of conveying the message
4. Use the fewest number of words without altering the content
5. Watch out for too extreme/conclusive language
10
great words to use
The extent to which
Plausible
Potential
Tend to be
Investigate
Explore
Conduct
Rather
Suggest, imply
Recent work/research
Is likely/unlikely to be
Specifically, particularly
Hence, thus, therefore
That is
Given that, as
Whereas
Although, even though
It therefore appears that
May/may not be
We believe, hypothesize, argue, predict
Important, essential, key
Nevertheless, however, regardless
Based on
11
WORDS TO AVOID
Confirm, prove, truth
Definitely, completely, absolutely, totally, always
Extremely, very
A lot
People are (instead, say “Some may be”)
Fascinating
Look at/into (instead, say “investigate”)
Throughout time, since the beginning of time
In today’s society, nowadays, today, these days
A person’s X (instead, say “people’s X”)
12
common mistakes
Participants, NOT subjects
Study vs. Experiment
“Data” is a plural noun
While = happening simultaneously (use “whereas”)
Since = only time (e.g., since 2012; use “given that” or “although”)
Effect = noun, affect = verb
They/their = plural (subject-verb agreement!)
Never use “he” “him” as default
Than = comparison, then = time sequence
Its = possessive, it’s = it is
Participant’s/author’s = singular, participa ...
Overview Write 5–6 pages in which you discuss practical ways to .docxalfred4lewis58146
Overview
Write 5–6 pages in which you discuss practical ways to apply to your life your understanding about individual differences in learning and memory, based on three peer-reviewed research articles that help you understand individual learning differences.
In this assessment, you will be able to apply the knowledge you have gained regarding individual differences and learning and memory, in your personal or professional life.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Use information technology and tools to identify information in the domain of learning and cognition. ▪ Summarize scholarly research articles.
· Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition. ▪ Apply research findings to a particular research situation.
· Analyze the research methodology and tools typically associated with the study of human learning and cognition. ▪ Describe the methods and measures used in research that seeks to understand individual learning differences.
· Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values, in order to understand social policy. ▪ Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.
· Communicate effectively in a variety of formats. ▪ Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a psychology professional. Context African explorer and geographer, meteorologist, psychologist, statistician, and geneticist Sir (knighted in 1909) Francis Galton—cousin to Charles Darwin—lived a life of extraordinary measures, literally. In Galton's biography, Extreme Measures: The Dark Visions and Bright Idea of Francis Galton , Martin Brookes (2004) writes: His measuring mind left its mark all over the scientific landscape. Explorer, inventor, meteorologist, psychologist, anthropologist and statistician, Galton was one of the great Victorian polymaths. But it was in the fledgling field of genetics that he made his most indelible impression. Galton kick-started the enduring nature-nurture debate, and took hereditary determinism to its darkest extreme. Consumed by his eugenic 1 vision, he dreamed of a future society built on a race of pure-breeding supermen. (p. 3) Show More 1 According to the Oxford American Dictionary, eugenics is the "science of improving a human population by controlled breeding to increase the occurrence of desirable heritable characteristics. Developed largely by Francis Galton as a method of improving the human race, it fell into disfavor only after the perversion of its doctrines by the Nazis."
TEMPLATE_PSYC-FP3500_00003: 2015-07-10 14:57:00.473035
As you explore this idea, consider how differences in both biology and social enviro.
INTERCULTURAL RESEARCH AND ANALYSIS PROJECTWritten Report. The .docxnormanibarber20063
INTERCULTURAL RESEARCH AND ANALYSIS PROJECT
Written Report. The written report (7-8 pages and References) should consist of an introduction, in which the general context is explained and a rationale is provided for the importance of the topic, and the following sections: (a) description of the situation and the context in which it is embedded; (b) 4 page literature review; and (c) analysis of the situation and conclusion. Include a reference page prepared in either APA or MLA format, and attach an appendix with copies of materials (e.g., specific news articles) that help explain the context.
Paper Structure Guidelines
You may use headings (e.g., Introduction, Body, Conclusion) for the main parts of your paper. Also, use “I” in this paper where appropriate.
1. Introduction
a. Provide background information about the issue/case/incident/situation that led you to work on this research project
b. State your Research Question
c. State your position on the issue and preview what you will discuss in the paper
2. Body
a. Provide a summary of each of the articles/sources you located. Think carefully about how you order these summaries.
b. Discuss how these sources inform you about the situation/case/issue your investigated; how they help you in answering your research question.
3. Conclusion
a. State what you have learned about the situation/issue/case based on the research you did.
4. Do not forget to mention how this research relates to what you have been learning in CAS 471 this semester.
5. References
6. Appendix (only if applicable). If you investigated a specific incident/case/situation discussed in the media, include a link or attach a copy of the news article.
Grading Rubric:
Content (80 pts)
Introduction (14 pts)
Body: Review of research studies/articles/sources (36 pts)
Body: Summary and discussion of findings (20 points)
Conclusion (10 pts)
Organization & overall format (5 pts)
Grammar, punctuation, spelling (5 pts)
In-text documentation (5 pts)
Reference page (end-of-text list of references) (5 pts)
Running head ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 4
Annotated Bibliography
Gordon Lu (Guo)
ICC 471
Dixon, J., Durrheim, K., & Tredoux, C. (2005). Beyond the optimal contact strategy: a reality check for the contact hypothesis. American Psychologist, 60(7), 697.
Dovidio, J. F., Kawakami, K., & Gaertner, S. L. (2002). Implicit and explicit prejudice and interracial interaction. Journal of personality and social psychology, 82(1), 62.
In this article, the authors discuss the contact theory that argues that contact between people between diverse groups normally assists in reducing the intergroup prejudice, but only in ideal conditions. The authors continue to criticize some research practices have been dominant in this field including the prioritization of the research of relations between rarefied circumstances. They also critic.
Intergroup Bias and Dual ProcessingResearch on stereotypes is re.docxdoylymaura
Intergroup Bias and Dual Processing
Research on stereotypes is relatively new; however, it constitutes a sizable body of research with emphasis on stereotype formation, accuracy, measurement, and implications.
Stereotypes
can be defined as expected traits within a group of people based on some prior knowledge of, or assumptions about, groups of people.
Intergroup bias
occurs when people categorize traits or people into certain groups, favor groups that are similar to them, and rationalize group traits. While the bias might be outside of one’s cognitive awareness it can nonetheless distort judgment. Consistent with the dual process model discussed early in this course, intergroup bias is the product of both automatic and controlled social cognitive processing and stereotypes can range from subtle to blatant in form (Aronson & McGlone, 2009, p. 154).
For this Discussion, review the media
Stereotyping
and consider the behavior of the individuals in the scenario. Pay particular attention to how automatic processing and systematic processing might have impacted the stereotype formation presented.
Reference:
Aronson, J., & McGlone, M. S. (2009). Stereotype and social identity threat. In T. D. Nelson (Ed.),
Handbook of prejudice, stereotyping, and discrimination
(pp. 153–178). New York, NY: Psychology Press.
With these thoughts in
a brief description of one blatant stereotyping behavior and one subtle stereotyping behavior depicted in the media. Then, explain one way automatic processing might have impacted stereotype formation and one way controlled processing might have impacted stereotype formation and how. Finally, as the supervisor in the scenario, explain one way you might mitigate blatant or subtle stereotyping behavior. Use the current literature to support your response.
Course Media
Media: Laureate Education, Inc. (Executive Producer). (2011).
Stereotyping
.
Baltimore, MD: Author.
(Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.)
Transcript
Readings
Course Text: Nelson, T. D. (Ed.). (2009).
Handbook of prejudice, stereotyping, and discrimination
. New York, NY: Psychology Press.
Chapter 1, "The Study of Stereotyping, Prejudice, and Discrimination Within Social Psychology: A Quick History of Theory and Research"
Chapter 8, "Stereotype and Social Identity Threat"
Article: Banaji, M. R., & Hardin, C. D. (1996). Automatic stereotyping.
Psychological Science, 7
(3), 136–141. Retrieved from the Walden Library using the Business Source Complete database.
Article: Eagly, A. H. (2009). The his and hers of prosocial behavior: An examination of the social psychology of gender.
American Psychologist, 64
(8), 644–658. Retrieved from the Walden Library using the PsycINFO database.
Article: Inzlicht, M., & Kang, S. K. (2010). Stereotype threat spillover: How coping with threats to social identity affects aggression, eating, decision making, and attention.
Journal o.
How To Write A Classification Essay. Classification Essay Examples, Definitio...Crystal Chapman
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Example 1Methodological Design PhenomenologyResearch Questi.docxelbanglis
Example 1
Methodological Design: Phenomenology
Research Question: What is the experience of “burnout” among direct support professionals (DSPs)?
Data Analysis Elements: Qualitative analysis is driven by guidance but does not have a strict formula regarding how data is synthesized into results (Patton, 2015). Vast amounts of data, like what would be collected by asking questions of 15 DSPs needs to be appropriately considered and filtered into what is significant to identify patterns (Patton, 2015). This process does not have a way to test its validity, instead the responsibility is on the researcher to fairly and thoroughly consider the data they have collected (Patton, 2015). This is especially important in phenomenology as the purpose is to come to commonalities while maintaining separation from the views of the group (Creswell & Poth, 2018).
Data Analysis for this Study: Once my data is organized, I will use the data analysis spiral method to begin reading and memoing to become familiar with the details of the narratives (Creswell & Poth, 2018). Rapid reading is one way to review notes from a perspective other than the author's and to not dwell on a more intricate step like coding (Creswell & Poth, 2018). After reviewing the answers to the questions regarding burnout, I can develop a coding system to identify themes and categories that I will be compiling across responses (Creswell & Poth, 2018). Beginning with a shortlist of codes (beginning with around 6 and expanding to no more than 20 or 30) makes thematic generation clearer later on (Creswell & Poth, 2018). Moustakas recommends for phenomenological research that these significant statements should be non-overlapping and used to craft descriptions of “what” and “how” (Creswell & Poth, 2018). The codebook and results then lead to interpretation, creation of a table, and in the case of phenomenology the generation of the final composite description of the experience that is being studied (Creswell & Poth, 2018).
Strengths and Limitations: Strong qualitative analyses include the collection of data that is organized and purpose-driven (Patton, 2015). It is important to begin an analysis of patterns while data is being collected to understand how many more cases may need to be collected to test the theme (Patton, 2015). One concern that I could see regarding this method could be researcher bias affecting how data is collected. The researcher would need to work on establishing and maintaining bracketing of their own experience as to not sway the direction the study is moving in with their own outsider perspective (Creswell & Poth, 2018).
References
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
Professor feedback.
There are several alternatives with this method, Amanda. You can follow th ...
Example 1Methodological Design PhenomenologyResearch Questi.docxcravennichole326
Example 1
Methodological Design: Phenomenology
Research Question: What is the experience of “burnout” among direct support professionals (DSPs)?
Data Analysis Elements: Qualitative analysis is driven by guidance but does not have a strict formula regarding how data is synthesized into results (Patton, 2015). Vast amounts of data, like what would be collected by asking questions of 15 DSPs needs to be appropriately considered and filtered into what is significant to identify patterns (Patton, 2015). This process does not have a way to test its validity, instead the responsibility is on the researcher to fairly and thoroughly consider the data they have collected (Patton, 2015). This is especially important in phenomenology as the purpose is to come to commonalities while maintaining separation from the views of the group (Creswell & Poth, 2018).
Data Analysis for this Study: Once my data is organized, I will use the data analysis spiral method to begin reading and memoing to become familiar with the details of the narratives (Creswell & Poth, 2018). Rapid reading is one way to review notes from a perspective other than the author's and to not dwell on a more intricate step like coding (Creswell & Poth, 2018). After reviewing the answers to the questions regarding burnout, I can develop a coding system to identify themes and categories that I will be compiling across responses (Creswell & Poth, 2018). Beginning with a shortlist of codes (beginning with around 6 and expanding to no more than 20 or 30) makes thematic generation clearer later on (Creswell & Poth, 2018). Moustakas recommends for phenomenological research that these significant statements should be non-overlapping and used to craft descriptions of “what” and “how” (Creswell & Poth, 2018). The codebook and results then lead to interpretation, creation of a table, and in the case of phenomenology the generation of the final composite description of the experience that is being studied (Creswell & Poth, 2018).
Strengths and Limitations: Strong qualitative analyses include the collection of data that is organized and purpose-driven (Patton, 2015). It is important to begin an analysis of patterns while data is being collected to understand how many more cases may need to be collected to test the theme (Patton, 2015). One concern that I could see regarding this method could be researcher bias affecting how data is collected. The researcher would need to work on establishing and maintaining bracketing of their own experience as to not sway the direction the study is moving in with their own outsider perspective (Creswell & Poth, 2018).
References
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
Professor feedback.
There are several alternatives with this method, Amanda. You can follow th.
Lanning ICPS: Community structure of JPSPKevin Lanning
The structure of social-personality psychology includes (but is not limited to) constructs, scholars, papers and the links among them. This project is a case study of part of this network, the 2014 volumes of Journal of Personality and Social Psychology (JPSP). Using techniques borrowed from contemporary bibliometrics and data science, I find (a) that the network cannot be simply or easily parsed into discrete Aristotelian regions, but that (b) a model which allows communities to overlap illuminates core concepts and their relationships. I also (c) examine the sections of the journal and find (d) that there is no clear trend indicating that the three sections – or the two areas of personality and social psychology – are either converging or growing apart.
A Grounded Theory Approach Into The Development Of Career...Tiffany Sandoval
This document discusses a study that used a grounded theory approach to investigate how career goals change from childhood to adulthood, and what influences those changes. The study interviewed three participants ages 20-21 about their career goals over time. Four main themes emerged: 1) changes in job/occupation goals, 2) impacts on career goals, 3) career preparation, and 4) certainty and attitudes toward goals. The document also reviews previous research showing that career goals can be influenced by interests, abilities, academics, social support, role models, friends, and parents. Qualitative studies suggest career preparation and planning also impact goal development over time from adolescence to late adulthood.
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Sample Reflective Essay | English Studies | Teachers. Buy a reflection essay about educational journeys: Gibbs Reflective .... Sample reflective essay papers. Guidelines For Writing A Reflective Essay Paper. FREE 19+ Reflective Essay Examples & Samples in PDF | Examples .... Reflective Essay Examples & Structure [Great Tips] | Pro Essay Help. ️ What is a reflective essay. Distinctive Features of a Reflection .... What Is Reflection Paper Example - 50 Best Reflective Essay Examples .... Expository Essay: Reflective paper. Reflective Essay Writing Examples: Rubric, Topics, Outline. 020 Reflective Paper Format Cover Letter Essay Introduction Community .... Writing A Good Personal Reflective Essay - How to Write a Reflective .... Reflective Report Examples Essay - How to Write a Reflection Paper. How To Write A Reflective Essay For University - Pdf Owning Up To .... Examples Of Self Reflection Papers : Essay Of Self Reflection Paper For ... Reflective Essay Sample Paper
This document summarizes six research papers on defining morality from biological and psychological perspectives. The papers discuss how genes influence empathy and altruism as adaptive responses to environmental threats. They also examine how personality and culture interact, how obedience studies have been misinterpreted, the relationship between childhood attachment and ideological beliefs, and the need to assess business students' moral development. In conclusion, defining morality is complex due to many individual and societal variables, and assigning blame to concepts like economic systems reflects human tendencies to perceive inanimate things as forces of good or evil.
Shifting landscape of lgbt org researchArushi Verma
This document provides an overview of organizational research on LGBT individuals from the late 19th century to present. It identifies four dominant frames that have shaped this research: 1) a medical abnormality frame that viewed LGBT people as abnormal and focused on etiology; 2) a deviant social role frame that studied how deviant roles were enacted; 3) a collective identity frame focused on rights, equality, and strategies for visibility and addressing discrimination; and 4) a social distinctiveness frame that examines what makes LGBT workers and organizations distinct. These frames significantly influenced the scope and questions of LGBT organizational scholarship over time.
EBSCO Publishing Citation Format APA (American Psychologica.docxtidwellveronique
EBSCO Publishing Citation Format: APA (American Psychological Assoc.):
NOTE: Review the instructions at http://support.ebsco.com.library.capella.edu/help/?int=ehost&lang=&feature_id=APA and make any
necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult your library
resources for the exact formatting and punctuation guidelines.
References
Brossart, D. F., Meythaler, J. M., Parker, R. I., McNamara, J., & Elliott, T. R. (2008). Advanced regression methods for single-
case designs: Studying propranolol in the treatment for agitation associated with traumatic brain injury. Rehabilitation
Psychology, 53(3), 357–369. https://doi-org.library.capella.edu/10.1037/a0012973
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Advanced Regression Methods for Single-Case Designs: Studying Propranolol in the Treatment for Agitation
Associated With Traumatic Brain Injury
By: Daniel F. Brossart
Department of Educational Psychology, Texas A&M University;
Jay M. Meythaler
Department of Physical Medicine and Rehabilitation, Wayne State University;
Rehabilitation Institute of Michigan, Detroit, Michigan
Richard I. Parker
Department of Educational Psychology, Texas A&M University
James McNamara
Department of Educational Psychology, Texas A&M University
Timothy R. Elliott
Department of Educational Psychology, Texas A&M University
Acknowledgement: This study was funded in part by National Institute of Disability Research and Rehabilitation
Grant H 133G000072 awarded to Jay M. Meythaler. Appreciation is expressed to Michael E. Dunn for sharing
information and opinions about the history of single-case designs in rehabilitation psychology research. Graphs of
participant data not presented in this article are available upon request from Daniel F. Brossart.
In a thoughtful commentary, Aeschleman (1991) observed a decreasing interest in single-case research (SCR)
designs in the rehabilitation psychology literature: Between 1985 and 1989, Aeschleman found only 6 out of 402
empirical papers published in Rehabilitation Psychology, Archives of Physical Medicine and Rehabilitation, and
Rehabilitation Counseling Bulletin used a single-subject design (<1.5% of the total; Aeschleman, 1991, p. 43). A brief
examination of the past 15 years of Rehabilitation Psychology reveals one article that offered an innovative way to
analyze single-case data (Callahan & Barisa, 2005) and another that was a true single-case study (Pijnenborg,
Withaar, Evans, van den Bosch, & Brouwer, 2007).
We disagree with Aeschleman's bleak conclusion that SCR designs “… have not made a methodological impact on
research in reh.
Reading ResponseBy R.C. Lewontin, Confusions about Human Races.docxsodhi3
Reading Response
By R.C. Lewontin, Confusions about Human Races,Published, Jun 07, 2006, http://raceandgenomics.ssrc.org/Lewontin/
The author used the prose form of writing, in which the article has paragraphs only, but no sections. While there is a flow of ideas, this essay is not easy to read because of the extensive writing, which makes the reader feel overloaded with information. In addition to that, the document does not have any chronology of events, and the author does not state how he intends to write his ideas.
The central claim of this article is the fact that many people confuse human races. He holds that “race” is a biological aspect of variations in the human species, but the world takes it for a social construct of classifying people.
Lewontin holds that “As a biological construct rather than a social one, people cease to see “race” as a significant reality that characterizes the species of humans.”
Keywords – race, genetics, human, biological, and variations
New Vocabulary: Australian Aborigines, Negritos, Inuit, Tay-Sachs disease, Ashkenazi Jew.
Summary: Lewontin’s Confusions about Human Races is a reminder to the people about the concept of human race. Widely touted as a social construct, “race” is a biological concept that outlines the realities that characterize the human species. Lewontin argues that researchers and scholars produce many objective natural divisions confirming that racial categories are representations of genetic differences and not social or historical factors. He uses Leroi Armand Marie’s essay in the Op-Ed section of The New York Times - March 14, 2005, as evidence for his argument. Lewontin adds that Leroi’s work points out the confusion about the factors of racial categorization as well as the recent erroneous deductions about the relevance of such identifications of the race for medical practice.
The author holds the four facts about the variation of humans upon which the world seems to agree are the ultimate evidence for the understanding of race as a biological concept. First, the species of human have immense variations of genetics from one individual to another. Second, the largest chunk of human variation (nearly 85 percent) is a representation of people within local linguistic or national populations. Examples include the French, Mexican, and Japanese. Third, some genetic traits such as skin color, the form of hair, shape of the nose, and some blood proteins like the Rhesus, vary together such that people with dark skin color are also likely to have dark, curled hair, broad noses, and a high likelihood of Rh blood type. Fourth, the genetic differences break down due to rampant migration and intergroup mating; although, it existed in the past, it is now widespread at a high rate.
Questions: Despite being informative, this article poses a few questions in a reader’s mind. What is the solution to the confusion about race? Does it mean that race is only biological and has no relationship to the s ...
SOCW 6210 Week 5 discussion post responses.Respond to the coll.docxrosemariebrayshaw
SOCW 6210 Week 5 discussion post responses.
Respond to the colleagues posts in one of the following ways:
Respond in one or more of the following ways:
· Add to your colleague's explanation of how gender identity affects an individual's life-span development.
· Explain whether you might use your colleague's strategy for applying the concept of gender identity to social work practice. Provide support for your position.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
· At least one reference and citation is required in each post.
MMV’s post states the following:Top of Form
A new understanding you have gained in the resources about gender identity
A new understanding, I have gained in the resource about gender identity is that people explore relationships and engage in nonmarital intimacy during the emerging adulthood stages (Brewster, & Moradi, 2010). They also explore nonmarital relationships in various and gender identity during emerging adulthood may differ from middle adulthood. They may vary because the difference of cohorts illustrates that during the emerging adulthood people go through a period of identity exploration with little commitment but gradually increases with early and middle adulthood (Brewster, & Moradi, 2010). Genetic and environmental factors influence both childhood and adult gender identity, but it is more difficult to identify the elements in women (Burri, Cherkas, Spector, & Rahman, 2011).
An explanation of how individuals' gender identity affects their development through young and middle adulthood
A person's gender identity affects their development through young and middle adulthood. The increasing number of gay, lesbian, and bisexual people that seek out mental health services in comparison the heterosexual counterparts illustrate the effects (Ferguson, & Miville, 2017). Men and women differ in the way they approach their sexual identity because women are more susceptible to analyze their identity. After analyzing their identity, they then come out later on in the young adulthood where men do not examine their status, and unlike women do not gradually come out (Brewster, & Moradi, 2010). Instead, men abruptly come out, and this may be due to the acceptance gap both genders receive towards their gender identity because women can still be feminine as gays, but a mans masculinity is questioned as gay (Brewster, & Moradi, 2010).
A strategy you might use to apply your understanding of gender identity development to social work practice
A strategy I might use to apply my understanding of gender identity development to the social work practice is to approach every case in a professional manner and show respect to the client at all times and reframe from passing judge or viewed as passing judgment. I would also use caution and practice in an ethical manner as dictated by the n.
Similar to Common Mistakes I see on this paper are1. Using summaries and .docx (17)
COMM 166 Final Research Proposal GuidelinesThe proposal should.docxdrandy1
COMM 166 Final Research Proposal Guidelines
The proposal should contain well-developed sections (Put clear titles on the top of each section) of your outline that you submitted earlier. The proposal should have seven (7) major sections:
1. Introduction: A brief overview of all your sections. Approx. one page
2. A summary of the literature review. In this section you would summarize the previous research (summarize at least 8-10 scholarly research articles), and also your field data collection results (if it was connected to your proposal topic). Also indicate the gaps in the previous research, including your pilot study, and the need for your research study. Please devote around three pages in reviewing the previous research and finding the gaps.
3. Arising from the literature review, write the Purpose Statement of your research (purpose statement should have all its parts clearly written. Follow the examples from textbook).
4. Identify two to three main hypotheses or research questions (based on the quantitative/qualitative research design). Also give some of your supporting research questions. Follow the examples from textbook.
5. Describe the research strategy of inquiry and methods that you would use and why. The method part should be the substantial part of your paper, around three pages. Define your knowledge claims, strategies, and methods from the textbook (and cite), why you chose them, and how you will conduct the research in detail.
6. A page on the significance of your study.
7. A complete reference list of your sources in APA style.
The total length of the paper should be between 8-10 pages (excluding the reference and cover pages).
If you have further questions, please do not hesitate to contact me.
Best wishes
Dev
mportant notes about grading:
1. Compiler errors: All code you submit must compile. Programs that do not compile will receive an automatic zero. If you run out of time, it is better to comment out the parts that do not compile, than hand in a more complete file that does not compile.
2. Late assignments: You must submit your code before the deadline. Verify on Sakai that you have submitted the correct version. If you submit the incorrect version before the deadline and realize that you have done so after the deadline, we will only grade the version received before the deadline.
A Prolog interpreter
In this project, you will implement a Prolog interpreter in OCaml.
If you want to implement the project in Python, download the source code and follow the README file. Parsing functions and test-cases are provided.
Pseudocode
Your main task is to implement the non-deterministic abstract interpreter covered in the lecture Control in Prolog. The pseudocode of the abstract interpreter is in the lecture note.
Bonus
There is also a bonus task for implementing a deterministic Prolog interpreter with support for backtracking (recover from bad choices) and choice points (produce multiple results). Please refer to th.
COMMENTS You wrote an interesting essay; however, it is lacking t.docxdrandy1
COMMENTS: You wrote an interesting essay; however, it is lacking the introduction and conclusion paragraphs (1/3 deduction.) Remove the notations from the Reference List. Not all of your sources came from the UOP library and are peer reviewed, so you need to locate additional. You need a minimum of three peer reviewed sources from the UOP library. Prove your arguments using academic sources. Some paragraphs are too short, every paragraph should be five to eight sentences. You received a five point deduction for not including the introduction or conclusion.
SCORE: 10/15 Points (Deduction for not including an introduction or conclusion.)
The Inappropriateness of the Death Sentence
Add an introduction paragraph. Comment by Darlene Bennett: The introduction needs a topic sentence that describes the main idea of the paragraph, then provide background information and finally, include the thesis statement. The introduction should be five to eight sentences in length.
Thesis Statement Comment by Darlene Bennett: The thesis statement cannot be isolated by itself. You need to insert it as the last sentence of the introductory paragraph.
The death penalty, as practiced in some societies in the world, has had its positive aspects and negative aspects and my stand are that it should be abolished in any democratic state that seeks to ensure justice for both the victims of crime and the offenders.
The death sentence is against the bible and other religious guidelines Comment by Darlene Bennett: Capitalize the word “Bible.”
Death sentences against convicted criminals in the society go against the spirit and guidelines provided by religious faiths regarding our stay here in the universe. Comment by Darlene Bennett: Casual tone, stay formal and do not use first person pronouns.
Religious laws quoted in religious books prohibited the execution of man whatsoever. According to these religious laws, there is no compromise or a reason big enough to necessitate the punishment of an offender through death. The ten commandments developed by God himself in the book of Deuteronomy, under commandment five, prohibits the killing of a man. Universal religious laws concur with the Christian teaching regarding the execution of man as a way of punishment (Goldman, 2017). Comment by Darlene Bennett: This is a generalization – do all religious books state this? By Old Testament law, people were stoned for certain infractions. Be specific and provide a source for your fact. Comment by Darlene Bennett:
Religious teachings in all religion term human life as sacred and one that is not subject to limitation, in all circumstance. According to the various religions, it is God only who can terminate the life of a human being. They recommend the use of other means of justice for offenders to reform and revert back to their normal lives in the society (Goldman, 2017).
Further, no method of executing criminals is humane, all the methods are painful, inhumane and disrespectful.
Commercial Space TravelThere are about a half dozen commercial s.docxdrandy1
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
CommentsPrice is the easiest way to make profit – all you.docxdrandy1
Comments:
Price is the easiest way to make profit – all you do is raise the price – it costs nothing and you have to do no work – just send out a new price sheet.
Distribution is the next easiest – sell the same stuff in different places – with minor changes.
Questions
1.
Define/explain:
A.
Supply chain
B.
Value delivery
C.
What/who are the distribution chain members:
D.
How does a distribution chain member add value to the consumer
E.
Vertical marketing system
F.
Horizontal marketing system
J.
Mutlichannel system
G.
Marketing logistics
H.
Supply chain management
I.
Major logistical functions
J.
Specialty stores
K. Department stores
L.
Supermarkets
M.
Convenience stores
N.
Discount stores
O.
Off price stores
P. Superstores
Q.
Corporate chain stores
R.
Voluntary chain
S.
Retailer Cooperative
T
Franchise organization
U.
Merchandising conglomerate
v.
Wholesalers
w.
Brokers
X.
Agents
2.
Read (or look up if needed)
“Zara – the technology giant of the fashion world”
-- explain how technology drives this company – remember women’s fashion has 4 to 5 seasons.
3.
What marketing mix decisions must retailers make:
A.
B.
C.
D.
E.
F.
G.
4.
Describe 4 distribution ideas/innovations you have witnessed:
A.
B.
C.
D.
.
COMM 1110 Library Research Assignment Objective To ensu.docxdrandy1
COMM 1110 Library Research Assignment
Objective:
To ensure students begin library research in a timely manner, selecting worthwhile sources and justifying
their inclusion.
Assignment:
Select five credible sources that can be used for your speech. For each source, provide a full APA
citation, an explanation of where/how you found the source, a summary of the information the source
contains, and an explanation of why it is relevant to your speech. Credible sources contain worthwhile
and trustworthy information from reliable sources.
Make sure you number each source and separate each component: citation, how source was discovered,
summary, and relevance.
Pay attention to all of the requirements in order to complete the assignment to the Satisfactory level.
Specifications for Satisfactory Completion
1. Format: Submitted paper is/has:
a. Double-spaced, with no extra spaces before or after paragraphs.
b. Times New Roman font.
c. 1-inch margins.
d. 12-point font.
e. Document is submitted with only the student’s name placed in the header and nothing in
the footer, with NO date, class, or professor information on the document (this is tracked
by Georgia View).
f. Document is submitted in .docx format.
g. Document is submitted by the due date in Georgia View.
h. Citations are in proper APA format.
2. Content:
a. At least five sources are presented, with each source containing all the required
components listed above.
b. Fewer than 5 grammar, punctuation, or spelling errors.
c. All sources come from credible outlets, including and especially GALILEO.
d. No more than two sources are in common with any group members.
.
COMM 1110 Persuasive Speech Evaluation Objective To lea.docxdrandy1
COMM 1110 Persuasive Speech Evaluation
Objective:
To learn how to identify areas for improvement in public speaking and evaluate observations, inferences,
and relationships in a speech.
Assignment:
Watch Dan Pink’s The Puzzle of Motivation at https://www.ted.com/talks/dan_pink_on_motivation/.
Prepare a paper that answers the following questions: How would you rate the speaker’s delivery? What
things did the speaker do well? What things need to be improved? What was the speaker trying to
accomplish? How many steps of Monroe’s Motivated Sequence were covered by the speech, and were
they in the correct order? When in the speech was each step of Monroe’s Motivated Sequence covered?
Pay attention to all of the requirements in order to complete the assignment to the Satisfactory level.
Specifications for Satisfactory Completion
1. Format: Submitted paper is/has:
a. Double-spaced, with no extra spaces before or after paragraphs.
b. Times New Roman font.
c. 1-inch margins.
d. 12-point font.
e. Document is submitted with only the student’s name placed in the header and nothing in
the footer, with NO date, class, or professor information on the document (this is tracked
by Georgia View).
f. Document is submitted in .docx format.
g. Document is submitted by the due date in Georgia View.
2. Content:
a. All questions are answered thoroughly.
b. Fewer than 5 grammar, punctuation, or spelling errors.
c. 300-600 words.
COMM 1110 Persuasive Speech EvaluationObjective:Assignment:Specifications for Satisfactory Completion
.
Comment The ANA is such an astonishing association. They help .docxdrandy1
Comment
The ANA is such an astonishing association. They help with new enactment, state-of-the-art data on nursing issues, confirmations and proceeding with training, thus a lot increasingly significant nursing subjects. I turned into a part as an understudy, yet I didn't comprehend the significance of being associated with these associations. In the present changing social insurance framework, it is so imperative to be taught and included on the present issues. The ANA has been a promoter for profession improvement and improving the wellbeing for all Americans for more than 100 years. I need to turn into an individual from this long-standing association to keep awake to-date on issues, proceed with my training, and have any kind of effect in the nursing field.
Comment
Being an advocate means a lot, at many different levels. For instance, as LVN being an advocate is hands on, RN would be collaborating with many different discipling, BSN would be all the combination and take it to a management level. As working for hospice being a patient advocate is so important at the end of life. Working with dying patients and educating families about the medications needed for end of life comfort. For instance, Morphine 20mg/ml give 1 ml Po/SL q 2 hours PRN pain. (severe pain 7-10). With out this education on medication regimen patient would suffer in pain.
.
Comments Excellent paper. It’s obvious that you put quite a bit of .docxdrandy1
Comments: Excellent paper. It’s obvious that you put quite a bit of work into this. Unfortunately, your paper needs adequate citations in the body of the text to meet our standards on plagiarism. You need to cite each textbook from your bibliography whenever you quote or use some information from the textbook or other resource. For example, writing (Jones 285) after the quote or information used means that you got it from the book whose author was Jones and the info came from page 285.
Laparoscopic cholecystectomy is a procedure in which laparoscopic techniques remove the gallbladder. It is the standard of care for symptomatic gallbladder disease, of which most are performed for symptomatic cholelithiasis. Other indications include acute cholecystitis, biliary dyskinesia, and gallstone pancreatitis.
Describe the reasons a patient might have the selected surgical procedure
The typical reason a cholecystectomy is a treatment of choice is inflammatory changes of gallbladder or blockage of bile flow by gallstones. Symptomatic cholelithiasis is the most common reason where gallstones in the gallbladder are blocking the bile flow and cause inflammation. The patient usually complains of episodic epigastric pain and right upper quadrant pain that radiates to the right shoulder. This pain is found to occur several hours after heavy meals and the patient experiences nausea, vomiting, bloating, fever, and right upper quadrant tenderness. Another condition is acute cholecystitis, where inflammation and symptoms are more prominent. The patient may have a fever, constant pain, positive Murphy's sign, or leukocytosis. Acute cholecystitis may be caused by calculous biliary tract disease with confirmed gallstones in the abdominal US. Acute acalculous cholecystitis usually occurs in critically ill patients, those with prolonged total parenteral nutrition, and some immunosuppressed patients. Patients with episodes of right upper quadrant pain (which are ‘classic' for biliary pain without evidence of cholelithiasis of US or ERCP) may also be referred for laparoscopic cholecystectomy. Gallstone pancreatitis (when small stones pass through the cystic duct) confirmed by cholangiography is another indication for laparoscopic cholecystectomy.
Describe the reasons a patient might be disqualified for this surgery and the options for the patient if any
A patient might be excluded for laparoscopic cholecystectomy due to acute general conditions that are a contraindication for any surgery such as an acute cardiac failure, uncontrolled hypertension, acute renal failure, pneumonia, etc. The condition should be treated by a primary care provider or specialist and the patient should be stable prior surgery. Additional contraindications may include the inability to tolerate general anesthesia, significant portal hypertension, uncorrectable coagulopathy, and multiple prior operations.
List the diagnostic tests and lab work that an attending surgeon might order and desc.
Community Assessment and Analysis PresentationThis assignment co.docxdrandy1
Community Assessment and Analysis Presentation
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the community.
1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide."
2. Interview a community health and public health provider regarding that person's role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Complete the "Provider Interview Acknowledgement Form" prior to conducting the interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.
Include the following in your presentation:
1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. Identification of an issue that is lacking or an opportunity for health promotion.
5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style, and thesis is required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines.
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
Value/Belief Pattern
Predominant ethnic and cultural groups along with beliefs related to health.
Predominant spiritual beliefs in the community that may influence health.
Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundrai.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docxdrandy1
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Pragmatism is defined as a philosophical approach in which experience is the fundamental concept. Radu explains that in pragmatism, each experience is based on the interaction between subject and object, between self and its world and represents only the result of the integration of human beings into the environment (Radu, 2011). All in all, pragmatism promotes activity based learning. Pragmatism relates to Dewey’s work in many ways. The most significant being its rejection of traditional learning, and its emphasis on solving problems in a sensible way that suits conditions that really exist rather than obeying fixed theories, ideas, or rules (Cambridge, 2016).
Progressivism is a philosophical concept belonging to ‘new education’, is ‘a Copernican revolution’ in pedagogy, promoting ‘a child-centered school’ (Radu, 2011). Radu states that Dewey’s pedagogic view is not based on his philosophical concept, but al on the social, economic and cultural realities of American society (pg. 87). Progressivism is featured around the learning capacity continuing into adulthood; Dewey called this “permanent education”. Learning is done by doing; this is because Dewey believed authentic knowledge is achieved only through direct experience. Although Dewey though some target methods were necessary when teaching, he did not believe in teachers being forced to stick to routines (Radu 2011). This idea leads to the problem-problem solving method which in short states that in order to solve problem, an individual must: define the problem, analyze the problem, determine possible solutions, propose solutions, evaluate and select a solution, and determine strategies to implement solution. The progressive theory encourages learning through discovery, this allows the learner to acquire knowledge through interest, rather than effort.
Ragu also states that there are reactions against Dewey’s progressive education. Perennialism says that permanence is the fundamental feature of the world; not change. School is intended to promote the permanent values of the past and present. Essentialists believed the main purpose of school was to prepare th.
Communication permeates all that we do, no matter who we are. In thi.docxdrandy1
Communication permeates all that we do, no matter who we are. In this discussion forum, we are going to explore this concept by looking at the changes in how we communicate through written and spoken formats with the introduction of new technologies.
Begin by reading the following:
Mobile telephony and democracy in Ghana: Interrogating the changing ecology of citizen engagement and political communication
.
Towards the Egyptian Revolution: Activists' Perceptions of Social Media for Mobilization
Peacebuilding in a Networked World
Clay Shirky interview:
Social Media Acts as Catalyst for Policy Change
Technologies enable people to connect by shared beliefs and social movements, rather than by just national or ethnic identification. There is no longer a location-bound or time element in global communication. We seek out those who share our beliefs, and this allows us to harness the power of ideas across borders. Conduct some research into the power of social media to effect political change and consider the following questions, sharing one recent example:
Has the advent of “technology assisted communication” contributed to an expansion of the democratic process? If so, in what way(s)? Is this approach to democratic interaction workable for the future or just a unique event?
How has social media contributed to political change? Examine this question using the example from your research.
.
Combating BriberyIn May 2011, the Commission for Eradication of .docxdrandy1
Combating Bribery
In May 2011, the Commission for Eradication of Corruption in Indonesia (K.P.K.) and the Organization for Economic Cooperation and Development (O.E.C.D.) met to devise a treaty against international bribery practices. First, read the Conference Conclusions document. Then discuss how the twelve conclusions from the conference will help the international anti-corruption community forge ahead in fighting foreign bribery with a mutual understanding of how to achieve its goals. Respond to at least two of your classmates’ posts.
Shell’s Values
Review the Shell: Our Values page on Shell’s corporate website. To what major issues does Shell highlight its commitment? Do you think the organization’s statements are useful as a guide to ethical and socially responsible decision making? Why or why not? Respond to at least two of your classmates’ posts.
.
Comment using your own words but please provide at least one referen.docxdrandy1
Comment using your own words but please provide at least one reference for each comment.
Do a half page for discussion #1, half page for discussion #2, half page for discussion #3 and half page for discussion #4 for a total of two pages.
Provide the comment for each discussion separate.
.
Communicating and Collaborating Family InvolvementIn this uni.docxdrandy1
Communicating and Collaborating: Family Involvement
In this unit you will read about the importance of developing partnerships with families in the preschool classroom. You will learn about rights and responsibilities of parents of children with disabilities as well as how to act as an advocate for children with special needs. You will discuss challenges of being sensitive and responsive to children and families from a variety of cultural backgrounds. You will also explore strategies to help empower a family of a child with special needs
.
Community Health Assessment and Health Promotion-1000 words-due .docxdrandy1
Community Health Assessment and Health Promotion-1000 words-due 9/23/2020
In 1000 words respond to each question below. Use the textbook and source to support statements
1. Elaborate on the effectiveness of children immunization program as a primary community health diseases prevention method within the Peoria Illinois community.
2. Identify at least 2 immunization health promotion program and initiatives within the Peoria Illinois community.
3. What are current population trends and attitudes regarding immunization?
4. Elaborate on the obesity epidemic and its public health impact.
5. Speak on at least two programs or initiative/programs that community and public health officials have taken to reduce the prevalence of obesity within the Peoria Illinois community.
Cite all source with credible scholarly articles. Use at least 3 reference. Sources must be 5 years old or less. Use APA format 7th edition. Use statistical data to support each question.
.
COMMUNITY HEALTH ASSESSMENTWINSHIELD SURVEYGUIDELINES1. C.docxdrandy1
This document provides guidelines for conducting a community health assessment using a windshield survey method. It outlines topics to address such as community description, health status data, the role of the community, key health indicators, and a conclusion. An appendix table is required listing housing, transportation, demographics, open space, services, and sociopolitical characteristics of the community. The assessment must be written in APA style with at least three recent references and in-text citations.
COMMUNITY CORRECTIONSPrepared ByDatePROBATIONDescr.docxdrandy1
COMMUNITY CORRECTIONS
Prepared By:
Date:
PROBATION
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
INTERMEDIATE SANCTIONS
Name of punishment: COMMUNITY SERVICE
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
Name of punishment: RESTITUTION
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
Name of punishment: HOUSE ARREST
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
REFERENCES
1
Day 08 ActivityFisher & HughesSeptember 21, 2018Study
A study was conducted to determine the effects of alcohol on human reaction times. Fifty-seven adult individuals within two-age groups were recruited for this study and were randomly allocated into one of three alcohol treatment groups – a control where the subjects remain sober during the entire study, a moderate group were the subject is supplied alcohol but is limited in such a way that their blood alcohol content (BAC) remains under the legal limit to drive (BAC of 0.08) and a group that received a high amount of alcohol to which their BAC may exceed the legal limit for driving. Each subject was trained on a video game system and their reaction time (in milliseconds) to a visual stimulus was recorded at 7 time points 30 minutes apart (labeled T0=0, T1=30, T2=60 and so on). At time point T0, all subjects were sober and those in one of the alcohol consumption groups began drinking after the first measured reaction time (controlled within the specifications outlined). The researcher is interested in determining the influence alcohol and age (namely, is reaction time different for those in the 20s versus 30s) has on reaction times.
The task for today is to do a complete analysis for this study and dig into the effects of alcohol, age and time have on reaction times.Data input and wrangling
First read in the data:alcohol <- read.csv("alcoholReaction.csv")
head(alcohol)## Subject Age Alcohol T0 T1 T2 T3 T4 T5 T6
## 1 1 24 Control 255.3 254.8 256.4 255.1 257.0 256.1 257.0
## 2 2 34 Control 250.1 249.2 249.0 248.0 248.0 248.9 248.1
## 3 3 31 Control 248.2 247.1 246.9 246.7 246.0 246.0 247.0
## 4 4 24 Control 253.9 253.8 254.9 254.1 253.2 254.1 255.0
## 5 5 38 Control 250.0 251.0 250.0 249.9 248.8 249.1 249.9
## 6 6 38 Control 246.0 248.0 247.0 248.1 248.1 246.9 244.0
Note, the Age variable is recorded as an actual age in years, not the category of 20s or 30s like we want – we need to dichotomize this variable. Also note the data is in wide format – the reaction times (the response variables) are spread over multiple columns. We need a way to gather these columns into a single column. So we need to do some data processing.
First consider the below code:head(alcohol %>%
mutate(Age = case_when(Age<31 ~ "20s",
Age %in% 31:40 ~ "30s")))## Subject Age Alcohol .
Community Concerns Please respond to the followingIn your.docxdrandy1
Community Concerns"
Please respond to the following:
In your opinion, what are the most pressing and significant concerns facing communities today? Why do you think so? Respond to at least one of your classmates. How would a business' community relations department address the concern that your classmate has posted? Support your reasoning with at least one quality reference.
.
Community Engagement InstructionsPart I PlanStudents wi.docxdrandy1
Community Engagement Instructions
Part I: Plan
Students will submit the Community Engagement Plan Form that includes a paragraph informing the instructor of the plan for the required 10-hour volunteer service in a community setting, including the supervising organization’s name and other pertinent information.
Submit Part I: The Plan for Community Engagement by 11:59 p.m. (ET) on Sunday of Module/Week 3.
.
Community Career DevelopmentRead the following case study an.docxdrandy1
Community Career Development
Read the following case study and in 700- to 1050-words (2-3 pages) answer the questions posed after the case study. Use headings to separate the responses to each question. Use at least two (2) resources.
Frank is a 25-year-old veteran who has served two tours of duty in Iraq. While there, he lost his right arm while removing wounded soldiers from the combat zone. He is suffering from posttraumatic stress disorder. His military specialty is artillery maintenance specialist. Now he faces the need to get housing and a civilian job that provides enough income to support himself, his wife, and their two children. While he has been away, his wife and children have lived with her parents, but now Frank and his wife would like to have their own home.
Frank has a high school diploma but has not pursued any education beyond that. Before entering the military, he drove a florist delivery truck. Linda, his wife, has completed an associate degree in paralegal studies at the local community college while Frank has been away. She is willing to work if they could find a way to acquire good child care services.
Questions:
What kinds of next steps would you investigate with Frank as you work with him on an action plan?
To what agencies and resources might you refer Frank?
What kinds of support services does this family need?
.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Common Mistakes I see on this paper are1. Using summaries and .docx
1. Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather
than using the actual IOM report and viewing each section, or
viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will
or has impacted one's practice. This is worth a high percentage
of points
3. Not formatting the paper in APA, citing sources or using
current sources like those supplied in our course resources for
the week (since I am supplying a template APA should be
flawless)
4. Going over the allowed length (papers that are over the
criteria for length will be returned for revision)
5. Including background information, losing focus - remember
the goal is to discuss the recommendations for education,
practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the
topic briefly, does not include a summary of what the paper will
cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF
THE REPORT (These should be your main references for the
report, don’t use a summary written about the report, use the
IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
2. Summary of recommendations
Great infograph that highlights IOM recommendations. Here is
the link. This link gives an outline of the IOM's
recommendations. Both offer an option that provides quick
access to needed information in a brief and easy to follow
format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine
is the author) and year you will differentiate them by adding a
small case letter after the year of publication in both your
reference and citation. The reference would be listed in
alphabetical order using the title. I have posted examples
below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus
on education. Retrieved from
www.nationalacademies.org/hmd/~/media/Files/Report%20Files
/2010/The-Future-of-
Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
3. Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created minimal groups. In both studies, recog-
nition performance was better for targets categorized as
in-group members, despite the fact that perceptual ex-
pertise was equivalent for in-group and out-group faces.
These results suggest that social-cognitive mechanisms of
in-group and out-group categorization are sufficient to
4. elicit performance differences for in-group and out-group
face recognition.
The cross-race recognition deficit, known more simply as the
cross-race effect (CRE), is one of the best-replicated
phenomena
in face perception (Anthony, Copper, & Mullen, 1992; Chance
&
Goldstein, 1981; Cross, Cross, & Daly, 1971; Malpass &
Kravitz,
1969). Explained simply, the CRE is a tendency for recogni-
tion accuracy to be better for same-race faces than for cross-
race faces, an effect that has been shown to be surprisingly
robust across numerous racial groups and research paradigms
(Meissner & Brigham, 2001).
Generally, two different kinds of theoretical models have been
proposed to explain the CRE: perceptual-expertise models and
social-categorization models. Perceptual-expertise models are
perhaps the longest-standing explanations for the CRE (see
Meissner & Brigham, 2001). Although there are many variations
of this hypothesis (Ng & Lindsay, 1994), the core argument
5. is that de facto racial segregation leads perceivers to have dif-
ferential expertise in processing same-race versus cross-race
faces. This differential expertise then leads to differential rec-
ognition accuracy. The lesser contact with individuals of other
races than with individuals of the same race yields fewer op-
portunities for distinguishing between cross-race faces, mean-
ing perceivers are relatively inexpert at distinguishing between
cross-race faces. Although there is general consensus about why
differential expertise occurs, the specific mechanism by which
this differential expertise elicits differential recognition of
cross-race faces is a matter of some debate (see Sporer, 2001,
for
a review). For example, a proposal in line with popular models
of
recognition memory (e.g., McClelland & Chappell, 1998) is that
a lack of contact may lead to a lack of expertise with the di-
mensions on which cross-race faces actually vary (see MacLin
&
Malpass, 2001). Alternatively, lower levels of expertise with
6. cross-race faces may elicit less holistic and more feature-based
processing of cross-race faces relative to same-race faces (Mi-
chel, Rossion, Han, Chung, & Caldara, 2006; Rhodes, Brake,
Taylor, & Tan, 1989).
Mechanisms aside, this perceptual-expertise hypothesis has a
history of empirical support. For example, Malpass, Lavigueur,
and Weldon (1973) found that practice at perceptual discrimi-
nation between same-race and cross-race faces in the laboratory
can at least temporarily reduce the magnitude of the CRE (see
also Elliott, Wills, & Goldstein, 1973; Goldstein & Chance,
1985). In addition, cross-race faces are perceptually discrimi-
nated with less facility than are same-race faces (e.g., Byatt &
Rhodes, 1998; Walker & Tanaka, 2003). More recently, San-
grigoli, Pallier, Argenti, Ventureyra, and de Schonen (2005)
found that lifelong training with cross-race faces can even re-
verse the direction of the CRE. In their study, individuals of
Korean heritage who were adopted as children by Caucasian
families in Europe showed a reversal of the CRE by adulthood.
7. That is, despite their Korean heritage, these adoptees who grew
to maturity among Caucasian families were like their adoptive
Address correspondence to Kurt Hugenberg, Department of Psy-
chology, Psychology Building, Miami University, Oxford, OH
45056,
e-mail: [email protected]
P S Y C H O L O G I C A L S C I E N C E
706 Volume 18—Number 8Copyright r 2007 Association for
Psychological Science
Caucasian parents in finding Asian faces more difficult to rec-
ognize than White faces.
Despite this corpus of supportive empirical evidence, some
recent studies have begun to call into question the extent to
which differential expertise alone is sufficient to explain the
CRE. For example, Hugenberg, Miller, and Claypool (2007)
recently found that instructing subjects at encoding that they
were likely to show a racial bias in recognition, and that they
should attend closely to the individuating characteristics of the
faces, was sufficient to eliminate the CRE. The sufficiency of
instructions to eliminate the CRE suggests that the CRE may
8. partly originate from motivational differences elicited by social
categorization. In related research, MacLin and Malpass (2001,
2003) found that adding Latino- or Black-stereotypic hairstyles
to racially ambiguous Latino-Black faces not only influenced
race categorization, but also was sufficient to elicit the CRE.
For
example, ambiguous-race faces with Latino-stereotypic hair-
styles were not only categorized as Latino, but were also better
recognized by Latino perceivers than were faces with Black-
stereotypic hairstyles.
Taken together, this research falls in line with a number of re-
cent models that in part explain the CRE via social-cognitive
mechanisms of categorization versus individuation (Sporer,
2001).
At the core of social-cognitive theory is the ubiquitous tendency
of
perceivers to think categorically about out-group members (e.g.,
Bodenhausen, Macrae, & Hugenberg, 2003). Thus, according to
social-categorization models, the CRE is not due to differential
9. expertise with cross-race faces per se, but rather is due to
differ-
ences in social cognitions typically elicited when processing in-
group and out-group members (see Sporer, 2001, for a review).
Indeed, a large body of research has shown that merely catego-
rizing a stimulus as an in-group or an out-group member has a
host of important cognitive, motivational, and behavioral
sequelae
(Tajfel, 1982; Tajfel, Billing, Brundy, & Flament, 1971; Tajfel
&
Turner, 1986). As is the case with perceptual-expertise models,
social-categorization models vary in the specific proposed
mech-
anisms underlying the CRE. For example, in Levin’s (1996,
2000)
feature-selection model, thinking categorically about out-group
members leads individuals to search for category-specifying
features (e.g., skin tone) in cross-race faces, instead of the in-
dividuating features that distinguish one face from another (see
also MacLin & Malpass, 2001, 2003). Alternatively,
categorizing a
10. target as an out-group member might reduce processing motiva-
tion, leading to weaker encoding of the individuating features of
cross-race faces relative to same-race faces (Rodin, 1987).
Regardless of specific mechanisms, these recent findings
suggest that the CRE may have its origins, at least in part, in
social categorization. If social categorization is implicated in
the CRE, the ramifications are quite profound. First, the CRE
should be reduced or even eliminated by factors that tend to
reduce reliance on social categories (Hugenberg et al., 2007).
Second, if the CRE is due at least in part to social
categorization,
then social categorization alone, absent any differences in ex-
pertise, should be sufficient to elicit recognition differences
between in-group and out-group targets.
Drawing on this logic, we hypothesized that merely labeling or
categorizing faces as belonging to an in-group should facilitate
recognition, relative to recognition of faces believed to belong
to
an out-group, even when perceivers’ expertise with the stimuli
is
11. held constant. We designed two studies to test the hypothesis
that beliefs about targets’ group membership alone, independent
of race or a priori expertise or exposure, are sufficient to elicit
recognition differences. In essence, we hypothesized that the
CRE may be, in part, a subset of a broader cross-category
effect,
such that mere social categorization is sufficient to lead to dif-
ferences in recognition.
STUDY 1
Overview
Study 1 tested the hypothesis that individuals are better able to
recognize in-group than out-group faces, even when perceptual
expertise with the in-group and out-group faces is equal. White
subjects saw a series of White faces presented on red and green
backgrounds. Subjects in the category-label condition were in-
structed that faces on the red background were university in-
group members (i.e., fellow Miami University students) and that
faces on the green background were university out-group mem-
12. bers (i.e., students at Marshall University, a perennial football
rival). Subjects in the control condition were given no specific
instructions regarding the background color. Subjects in the
control condition were expected to show equivalent
performance
for faces on the red and green backgrounds. However, if merely
categorizing targets as in-group and out-group members is suf-
ficient to elicit cross-race-like effects (i.e., cross-category ef-
fects), subjects told that the background was indicative of group
affiliation would be expected to show better recognition perfor-
mance for faces on red backgrounds than for faces on green
backgrounds. Because all subjects and targets were of the same
race, and targets were counterbalanced across backgrounds, a
perceptual-expertise model would predict no differences in face
recognition across backgrounds in the category-label condition.
Method
Subjects and Design
Sixty White Miami University undergraduates (22 women)
participated for course credit. A 2 (background color: red,
13. green)
� 2 (category label: present, not present) mixed-model experi-
mental design was used, with repeated measures on the first
factor.
Materials
Eighty gray-scale faces of White college-age males displaying
neutral expressions were used as the stimuli (no stimuli were
Miami or Marshall University students). Adobe Photoshop was
Volume 18—Number 8 707
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
used to resize the images to approximately 2.25 � 1.5 in., and
each face was then placed on both red and green backgrounds
measuring 3 � 3 in. For the control condition, the words ‘‘Red’’
and ‘‘Green’’ were inscribed in white letters at the bottom of
the
red and green backgrounds, respectively. For the category-label
condition, the university name (‘‘Miami University’’ for red;
‘‘Marshall University’’ for green) was inscribed in white at
the bottom of the background (red and green are the school
14. colors for Miami and Marshall, respectively; see Fig. 1 for ex-
ample stimuli).
Procedure
After providing informed consent, subjects were seated at
computers in individual cubicles and instructed that they would
complete a face recognition experiment consisting of a learning
phase and a recognition phase. All instructions and stimuli were
presented via computer. Subjects were instructed that during the
learning phase, they would see 40 faces on the computer screen
and should attend closely to these faces in order to recognize
them later. Subjects in the control condition received no in-
structions regarding the background colors. Subjects in the
category-label condition, however, were instructed that the
faces
on red backgrounds were fellow Miami University students,
whereas the faces on green backgrounds were Marshall Uni-
versity students. Subjects then began the learning phase, during
which 40 target faces (20 on the green background and 20 on
the
15. red background) were displayed in a randomized order. Each
face was displayed for 2 s, and the interstimulus interval was
500
ms. All faces were counterbalanced across background color
and for presence/absence during the learning phase on a be-
tween-subjects basis, such that for each subject, each face was
equally likely to be on a red or green background and was
equally likely to be seen or not seen during the learning phase.
Preliminary analyses found no effects of the counterbalancing;
therefore, it is not discussed further.
After completing a 5- to 7-min unrelated distractor task,
subjects engaged in the recognition phase. They were instructed
that they would see a series of faces, some of which they had
seen
during the learning phase (old faces) and some of which they
had
not seen (new faces). Subjects were instructed that as each face
appeared on the screen, they should report if they had or had not
seen it during the learning phase. Each face remained on the
screen until a decision was rendered, at which point the next
16. face appeared. The 80 faces presented during the recognition
phase included the 40 faces previously seen during learning and
40 new faces (20 on the green background and 20 on the red
background), displayed in a separate random order for each
subject. Each face remained on the screen until a response was
made, and then the next trial began. After completing all tasks,
subjects were probed for suspicion, thanked, and debriefed.
Results and Discussion
Of interest was the extent to which the presence of the category
labels influenced face recognition. Within the signal detection
framework, the CRE is observed as lower sensitivity (d0) for
cross-race compared with same-race faces. Thus, hit rates and
false alarm rates were calculated separately for targets on red
and green backgrounds, and these rates were then used to cal-
culate the separate sensitivity (d0) parameters for red and green
targets.
1
To test whether the mere presence of social-category labels
17. influenced face recognition, we subjected sensitivity scores for
red- and green-background targets to a 2 (background color) �
2 (category label) mixed-model analysis of variance (ANOVA),
with repeated measures on the first factor. Results were in line
with the social-categorization account, as the ANOVA revealed
the predicted Background Color � Category Label interaction,
F(1, 58) 5 5.16, p < .05, prep 5 .91, Z
2
5 .082 (see Fig. 2, top
panel). When no social-category labels were present, recogni-
tion performance was equivalent for the red (M 5 1.08, SD 5
0.58) and green (M 5 1.14, SD 5 0.56) backgrounds, t(27) < 1.
However, when category labels were present, faces on the red
background (i.e., in-group members; M 5 1.23, SD 5 0.66) were
better recognized than were faces on the green background (i.e.,
out-group members; M 5 0.94, SD 5 0.77), t(31) 5 2.97, p <
.01, prep 5 .96, d 5 0.40. Thus, when perceivers did not believe
the background color was diagnostic of group membership, no
recognition differences emerged. However, as predicted by the
social-categorization account of the CRE, when background
18. color was indicative of group status, faces on red (in-group)
backgrounds were better recognized than were faces on green
Fig. 1. Example of stimuli in the experimental (top) and control
(bottom)
conditions in Study 1.
1
For both studies, we conducted preliminary analyses on
criterion, but no
reliable interaction was found in either study. Therefore,
criterion is not dis-
cussed further.
708 Volume 18—Number 8
Cross-Category Effect
(out-group) backgrounds. Because the race of the faces was held
constant and the background color for each target was coun-
terbalanced, subjects’ perceptual expertise with the targets was
equated across conditions. Thus, the recognition differences
between in-group and out-group targets seem difficult to
explain
using solely an expertise mechanism. Instead, the mere pres-
19. ence of category labels seems sufficient to have elicited a
pattern
of recognition analogous to the CRE, even without manipulating
race.
Although the current results are consistent with social-cate-
gorization accounts of the CRE, this study did rely on preex-
isting groups (i.e., university affiliations), which itself could be
problematic. For example, insofar as the out-group label may
have been infrequently seen relative to the in-group label prior
to this study, this novelty may have competed for participants’
attention during encoding. Alternatively, specific stereotype
content about the out-group may have made subjects unwilling
to attend to faces of that out-group. To eliminate problems that
may arise because of preexisting in-group/out-group distinc-
tions, we turned to the well-established minimal-group para-
digm. In the social-cognitive literature, research employing this
paradigm has shown strong cognitive, motivational, and be-
havioral differences in responses to relatively arbitrarily con-
structed in-groups and out-groups (e.g., DeSteno, Dasgupta,
20. Bartlett, & Cajdric, 2004; Tajfel et al., 1971). The strong
version
of the social-categorization explanation for the CRE suggests
that even categorizing perceivers into relatively minimalistic
groups with no previous history of between-groups distinctions
should be sufficient to lead to differences in face recognition. If
mere categorization into in-groups and out-groups is sufficient
to
elicit cross-race-like effects, or cross-category effects, then
similar results should be observed when subjects are separated
into artificially constructed social groups as well. Therefore, we
performed a second study using a variant of the minimal-group
paradigm to extend the current results and to ensure that in-
group/out-group categorizations alone are sufficient to elicit
differences in face recognition accuracy.
STUDY 2
Overview
Study 2 used a design similar to that of Study 1; however,
before
21. completing the learning phase, all subjects completed a bogus
personality test that categorized them as having either ‘‘red’’ or
‘‘green’’ personality types. No description of the personality
types was provided. Subjects then saw faces of 40 people
labeled
as belonging to these personality types (i.e., 20 people per
personality type). If social categorization is sufficient to elicit
differences in face recognition, subjects would be expected to
recognize members of their newly found personality type better
than members of the other personality type.
Method
Subjects and Design
Forty-three White Miami University undergraduates (39 wom-
en) participated for course credit. Four subjects were removed
from the analysis; 2 did not receive the group manipulation
because of experimenter error, and 2 admitted not following
instructions or not understanding the task. Analyses were con-
ducted on data from the remaining 39 subjects. A 2 (background
color: red, green) � 2 (in-group: red, green) mixed-model ex-
22. perimental design was used, with repeated measures on the first
factor.
Materials
The faces used in the previous study were used in this study,
except that all faces had ‘‘Red’’ or ‘‘Green’’ category labels.
A bogus personality test was used to create the minimal
groups. Forty questions taken from the Big Five Personality
Test
(Goldberg, 1993; John & Srivastava, 1999) were presented to
subjects one at a time on the computer screen. Each question
remained on the screen until a response was made. Responses
were given on 7-point Likert scales, with higher values indi-
Fig. 2. Recognition accuracy (d0) for faces with red and green
back-
grounds as a function of category label (Study 1, top panel) and
minimal-
group manipulation (Study 2, bottom panel).
Volume 18—Number 8 709
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
cating greater agreement. The questions were not systematically
23. representative of personality dimensions; therefore, these data
were not analyzed.
Procedure
The procedure was identical to that of Study 1, except as noted.
After providing informed consent, subjects were instructed that
they would take a computerized personality test. After subjects
completed this test, the computer ostensibly analyzed their re-
sponses, and informed them that they were either a ‘‘red’’ or a
‘‘green’’ personality type. Subjects were then instructed:
This personality measure has been found to be very good at pre-
dicting future success both socially and monetarily. The
measure
itself is often used by businesses and organizations as a means
of
identifying strong candidates for competitive positions. Further,
psychologists who study relationships often use this personality
inventory to identify future success in relationships.
Subjects were given no further description of the personality
types. They were then given a green or red wristband to wear,
24. and
told it was to identify them as a member of their particular
group
(see DeSteno et al., 2004, for a similar procedure). Subjects
were then instructed that they would view faces on the
computer,
and that the background color for each face would denote
whether that person had the red personality type or the green
personality type. As in Study 1, all faces were counterbalanced
across background color and for presence/absence in the
learning phase on a between-subjects basis, such that for each
subject, each face was equally likely to be on a red or green
background and equally likely to be seen or not seen during the
learning phase.
Results and Discussion
As in Study 1, sensitivity scores (d0) for red and green targets
were subjected to a 2 (background color) � 2 (in-group) mixed-
model ANOVA, with repeated measures on the first factor. Re-
sults were in line with the social-categorization model, as the
ANOVA yielded the predicted Background Color � In-Group
25. interaction, F(1, 37) 5 4.36, p < .05, prep 5 .89, Z
2
5 .11 (see
Fig. 2, bottom panel). Critically, this study tested whether a
relatively arbitrarily constructed in-group is sufficient to elicit
cross-race-like effects. To test this hypothesis, we collapsed the
data across in-group color, to directly compare performance for
in-group and out-group faces. As predicted, in-group faces (M 5
1.55, SD 5 0.56) were better recognized than out-group faces
(M 5 1.34, SD 5 0.56), t(38) 5 2.06, p < .05, prep 5 .88, d 5
0.38, replicating the pattern of recognition shown in Study 1.
Thus, even when subjects have equivalent perceptual expertise
with in-group and out-group targets, and the in-groups and out-
groups are constructed in the experimental session itself, merely
categorizing targets as in-group and out-group members is suf-
ficient to elicit better face recognition for in-group targets.
Moreover, insofar as this study experimentally created in-
groups
and out-groups, it rules out alternate explanations that involve
26. properties of preexisting groups.
GENERAL DISCUSSION
Our results fall clearly in line with social-categorization models
of the CRE. That is, we found that merely categorizing faces as
belonging to an in-group facilitates their recognition, relative to
faces believed to belong to an out-group. Across two studies
using both real and minimal groups, faces categorized as in-
group members were better recognized than those categorized as
out-group members. Critically, this phenomenon occurred even
though perceivers’ expertise with the stimuli was held constant.
In our studies, subjects and targets were always of the same
race,
and in all cases, stimuli were counterbalanced to equate ex-
pertise with the stimuli across conditions. Thus, perceptual-
expertise models do not seem entirely adequate to explain the
current findings. Instead, it appears that merely categorizing a
face as a member of the in-group or out-group is sufficient to
influence recognition accuracy, as predicted by social-catego-
rization models of the CRE.
27. Although the findings of these two studies are in line with
other recent findings suggesting that the CRE may be due, in
part, to social-cognitive phenomena (e.g., Hugenberg et al.,
2007; Levin, 1996, 2000; MacLin & Malpass, 2001, 2003;
Sporer, 2001), the current research is one of only a handful of
studies to show that social categorization alone, absent differ-
ences in expertise, is sufficient to elicit deficits in face recog-
nition. Moreover, considering the current findings in light of
the
CRE may also offer parsimonious explanations for other phe-
nomena previously attributed to differential expertise with
same-race and cross-race faces. For example, Sangrigoli et al.
(2005) showed that Korean children adopted by French Cau-
casian parents had better recognition for White than Asian
targets. Sangrigoli et al. interpreted their findings to indicate
that immersion in a cross-race environment yields substantial
practice with cross-race faces, leading to better cross-race than
same-race recognition. Though we agree that the experience of
28. these adoptees yielded substantial expertise with cross-race
faces, this experience may also have changed the adoptees’
manner of self-categorization. Adopted Korean children living
in a primarily European Caucasian environment may implicitly
categorize themselves as belonging to the predominant White
group in their community. If so, just as Miami University stu-
dents recognized supposed Miami students better than supposed
students from other universities, so too may Koreans adopted by
Whites recognize White faces better than Asian faces. This
same
process could also explain other between-groups biases in face
recognition, such as the ‘‘own-age bias’’ (Anastasi & Rhodes,
2006) and the ‘‘own-sex bias’’ (Wright & Sladden, 2003).
Although the current results are difficult to explain using a
pure expertise mechanism, this does not mean that perceptual
710 Volume 18—Number 8
Cross-Category Effect
expertise plays no role in face-processing biases such as the
29. CRE. To the contrary, we argue that perceptual expertise is
certainly a necessary condition for strong recognition (Hugen-
berg et al., 2007). Perceivers who lack facility with the dimen-
sions on which stimuli (faces included) differ are certain to
have
substantial difficulties in recognizing those stimuli (Tanaka &
Farah, 1993; Tanaka, Kiefer, & Bukach, 2004). Indeed, the in-
group/out-group model (IOM; Sporer, 2001), a theoretical
model
designed to explain the CRE by integrating social-categoriza-
tion and perceptual-expertise mechanisms, makes predictions
quite similar to our findings. In this model, as a result of greater
expertise, in-group faces are processed in a default, automatic
manner, characterized by holistic processing and superior rec-
ognition. When out-group cues are detected, however, social
categorization disrupts default holistic processing, and may be a
cue to disregard the stimulus, resulting in poor recognition. A
significant implication of the IOM is that recognition will suffer
not just for cross-race faces, but for out-group faces more gen-
30. erally. Thus, the current findings are consistent with the IOM
and other models designed to synthesize social-cognitive and
perceptual-expertise explanations for the CRE. When we strip
away differences in perceptual expertise, a recognition deficit
still occurs for out-group faces, strongly suggesting that social
categorization is at play in the CRE, as well as in similar cross-
age and cross-sex effects.
It is important to note that the observed advantage for in-group
recognition in these studies (i.e., the cross-category effect) may
involve mechanisms that are partially different from those that
are typically employed to explain the CRE. Although this work
extends study of face recognition biases beyond the CRE, it
does
not yet provide a mechanism to account for these biases. Al-
though it is possible that our subjects employed greater holistic
processing for in-group than for out-group faces, a plausible
alternative is that they differentially attended to in-group and
out-group targets during encoding. For example, perhaps per-
31. ceivers attended to the category-specifying information (i.e., the
category labels), rather than the individuating features of the
faces, when processing out-group targets (Levin, 1996, 2000).
Alternatively, perhaps faces categorized as out-group members
are cognitively disregarded (Rodin, 1987), deemed as less
deserving of attention than faces of in-group members, leading
to worse out-group recognition. Or perhaps the evaluative pos-
itivity elicited by in-group targets (Claypool, Hugenberg,
Housley, & Mackie, 2007; Tajfel & Turner, 1986) facilitates
deeper encoding. Such positivity itself may elicit more holistic
processing (Gasper & Clore, 2002; see Johnson & Fredrickson,
2005, for a similar argument), thereby facilitating later recog-
nition (Michel et al., 2006; Rhodes et al., 1989). Current work
in
our lab is investigating these possibilities.
Although the CRE certainly involves elements of differential
perceptual expertise with same-race and cross-race faces, the
current research provides novel evidence that in-group and out-
group social-category distinctions are sufficient to elicit differ-
32. ences in face recognition, even when perceptual expertise is
held constant. More research is certainly needed to show how
perceptual-expertise and social-categorization mechanisms act
together to elicit biases in face recognition. However, the
current
results, taken together with other recent findings (e.g., Hugen-
berg et al., 2007; Johnson & Fredrickson, 2005), suggest that
researchers should take seriously the possibility that cross-
category biases in face recognition, such as the CRE, may be
due
in part to social categorization.
REFERENCES
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(RECEIVED 10/19/06; REVISION ACCEPTED 12/8/06;