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.
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
Managing Workforce Diversity Free Essay Example. The Concept of Workplace Diversity Essay Example | Topics and Well .... Essay on diversity in the workplace - aiu(final).
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.
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
Managing Workforce Diversity Free Essay Example. The Concept of Workplace Diversity Essay Example | Topics and Well .... Essay on diversity in the workplace - aiu(final).
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.
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.
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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.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
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.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
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.
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.
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
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)
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
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.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Law Strict Liability Introduction Strict liabilit.docxcargillfilberto
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docxcargillfilberto
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docxcargillfilberto
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docxcargillfilberto
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docxcargillfilberto
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docxcargillfilberto
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docxcargillfilberto
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docxcargillfilberto
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committees1. To provide for greater transparency in the HU.docxcargillfilberto
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docxcargillfilberto
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docxcargillfilberto
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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(RECEIVED 10/19/06; REVISION ACCEPTED 12/8/06;