Discussion 1 - Week 11 – DPSY-6111-1/DPSY-5111-1
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By Day 3 Imagine that you were asked to conduct a study similar to Milgram’s study of obedience, using adolescent participants. Point out at least one ethical issue present in Milgram’s study and explain what you would do differently to address that issue with your study on adolescent obedience. Would you address that ethical issue differently if you were conducting a study among a particular race or ethnicity? What about with elderly participants? Explain your reasoning.
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From Theory To Practice
Learning
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Develop and Implement Lessons
*
*Revision 1 (2006)
What is Learning Theory?
(an informal definition)
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Define the nature of human learning
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What is “Educational Technology”?
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*Revision 1 (2006)
Integrating Learning Theory and Educational Technology
The goal is to use theories of learning to:
Maximize learning in students
Achieve greater efficiencies in instruction
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What are the Three Major Theories of Learning?
Behaviorism
Cognitivism
Constructivism
*
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Behaviorism
Viewed learning as conditioned responses (stimulus/response)
Defined learning as “a stable change in behavior”
Led to development in “learning machines” that monitored behavior and delivered reinforcements
But could not explain such phenomena as insight, language acquisition, and mental imagery
*
*Revision 1 (2006)
Behaviorism in the Classroom
Rote memorization of basic facts and information
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*Revision 1 (2006)Weakness -the learner may find themselves in a situation where the stimulus for the correct response does not occur, therefore the learner cannot respond. - A worker who has been conditioned to respond to a certain cue at work stops production when an anomaly occurs Strength - the learner is focused on a clear goal and can respond automatically to the cues of that goal. -
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Cognitivism
Extended behavioral views to include the mind
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Is concerned with mental representations, schema, and mental operations
*
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Cognitivism in the Classroom
Taxonomies of learning outcomes
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Determination of entry skills
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Aligned objectives, activities, assessments
*
*Revision 1 (2006)Weakness - the learner learns a way to accomplish a task, but it may not be the best way, or suited to the learner or the situation. Strength - the goal is to train learners to do a task the same way to enable consistency.
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... which led to Constructivism
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Contributors included:
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Define the nature of human learning
Describe the process of learning
Detail how to best achieve and assess learning
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*Revision 1 (2006)
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Maximize learning in students
Achieve greater efficiencies in instruction
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*Revision 1 (2006)
What are the Three Major Theories of Learning?
Behaviorism
Cognitivism
Constructivism
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Behaviorism
Viewed learning as conditioned responses (stimulus/response)
Defined learning as “a stable change in behavior”
Led to development in “learning machines” that monitored behavior and delivered reinforcements
But could not explain such phenomena as insight, language acquisition, and mental imagery
*
*Revision 1 (2006)
Behaviorism in the Classroom
Rote memorization of basic facts and information
Drill and practice with reinforcement and immediate feedback
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*Revision 1 (2006)Weakness -the learner may find themselves in a situation where the stimulus for the correct response does not occur, therefore the learner cannot respond. - A worker who has been conditioned to respond to a certain cue at work stops production when an anomaly occurs Strength - the learner is focused on a clear goal and can respond automatically to the cues of that goal. -
*Revision 1 (2006)
Cognitivism
Extended behavioral views to include the mind
No single clear originator. Contributors included Tolman, Piaget, Gagne, and Bruner
Information Processing View
Is concerned with mental representations, schema, and mental operations
*
*Revision 1 (2006)
Cognitivism in the Classroom
Taxonomies of learning outcomes
A focus on teaching sequences of skills from lowest to highest levels
Instructional Design
Determination of entry skills
Clear objectives
Aligned objectives, activities, assessments
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*Revision 1 (2006)Weakness - the learner learns a way to accomplish a task, but it may not be the best way, or suited to the learner or the situation. Strength - the goal is to train learners to do a task the same way to enable consistency.
*Revision 1 (2006)
... which led to Constructivism
A more recent position that rejects the mechanistic elements of previous learning theories
Contributors included:
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1 8Annotated Bib
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
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I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
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1 Organized Activities as Developmental Contexts for C.docx
1
Organized Activities as
Developmental Contexts for Children
and Adolescents
Joseph L.Mahoney
Yale University
Reed W.Larson
University of Illinois at Urbana-Champaign
Jacquelynne S.Eccles
University of Michigan
Heather Lord
Yale University
School-age children in the United States and other Western nations spend almost half of their
waking hours in leisure activities (Larson & verma, 1999). How young persons can best use this
discretionary time has been a source of controversy. For some, out-of-school time is perceived as
inconsequential or even counterproductive to the health and well-being of young persons.
Consistent with this view, the past 100 years of scientific research has tended either to ignore this
time or to focus selectively on the risks present during the out-of-school hours (Kleiber &
Powell, chap.2, this volume). More recently, however, there is increased interest in viewing out-
of-school time as an opportunity for young persons to learn and develop competencies that are
largely neglected by schools. Researchers are beginning to recognize that along with family,
peers, and school, the organized activities in which some youth participate during these hours are
important contexts of emotional, social, and civic development. At the same time, communities
http://e.pub/9781135628123.vbk/OEBPS/Epub_9781135628123_7.html
and the federal government in the United States are now channeling considerable resources into
creating organized activities for young people’s out-of-school time (Pittman et al., chap.17, this
volume). The primary aim of this volume is to bring scientific research to bear on how this time
can be used constructively.
In this chapter, we overview central issues in the field of research on organized activities to
provide a background and framework for the chapters that follow. Four main areas are addressed.
First, we discuss definitional issues in the field and clarify what is meant by organized activities
within this volume. Second, we outline the available research indicating that participation in
these activities affects shortand long-term development. Third, we consider the features of
organized activities thought to account for their developmental impact and, lastly, we review
evidence on factors that Influence participation in these activities and whether youth benefit from
their developmental potential.
WHAT ARE ORGANIZED ACTIVITIES?
This volume focuses principally on formal activities for children 6 to 18 years of age that are not
part of the school curriculum. By “organized,” we refer to activities that are characterized by
structure, adult-supervision, and an emphasis on skill-building (e.g., Eccles & gootman, 2002;
Larson, 2000; Roth & Brooks-gunn, 2003). These activities are generally voluntary, have regular
and scheduled meetings, maintain developmentally based expectations and rules for participants
in the activity s.
EDR8203 Week 1 Assignment – Analyze the Scientific Method
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AsthmaYour NameWalden UniversityCourse number an.docx
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 ...
Jennifer’s PostI had a difficulty finding non-reactive studies .docx
Jennifer’s Post
I had a difficulty finding non-reactive studies for the particular research that I have been focusing on. The first one that I found seems to be both reactive and non-reactive. People were involved in the first portion of the study, but were not aware of the second phase. The first academic journal that I found is titled “Does Counting Emotion Words on Online Social Networks Provide a Window into People’s Subjective Experience of Emotion? A Case Study on Facebook. Content analysis was used to determine if the words that people post are linked to how they really feel. Reactive measures were used first to question participants on how they felt during the week. Word counting algorithms were used to determine if people really feel the way that they portray on social media. Four samples were used for the study. Facebook data and experience surveys were used to determine if emotion words can be linked to somebody’s true emotional status. The multi-level data analysis included four phases. It was found that there is not a link between a person’s emotions and the words that they post on social media. (Kross, et al., 2019)
The second article that I found is titled “Objectifying Fitness: A Content and Thematic Analysis of #Fitspiration Images on Social Media. Non -reactive measures were used to determine if the large volume of #fitspiration posts on Instagram are linked to body dissatisfaction. Hashtags such as #fitspiration were analyzed in terms of body types and how the posts were presented. The purpose is to find the link between the images and the theory of objectification. It theorizes the dangers of women being bombarded by what is considered an ideal body type. The first question that was asked was "What are the most common types of imagery featured in #fitspiration posts on Instagram?” (Deighton, Bell, 2018). The posts were coded into categories such as body type, body proportion, pose and clothing type. It was found that the majority of the posts depict thin people with low body fat. In a second study that used content analysis the themes of #fitspiration was looked at. In both studies objectification theory was seen. In both studies, thinness is linked to beauty in unrealistic ways that can be detrimental to peoples body image. For me, finding non-reactive studies were difficult. Many of the articles that I found included surveys as the primary measure, or both reactive and non-reactive measures. This makes me think that it could be difficult to gain physical evidence regarding social media usage without violating privacy or other ethical concerns.
References
Deighton-Smith, N., & Bell, B. T. (2018). Objectifying fitness: A content and thematic analysis of #fitspiration images on social media. Psychology of Popular Media Culture, 7(4), 467–483. https://doi.org/10.1037/ppm0000143
Kross, E., Verduyn, P., Boyer, M., Drake, B., Gainsburg, I., Vickers, B., Ybarra, O., & Jonides, J. (2019). Does counting emotion words on online ...
Due Jan 6Week 8Using Figure 1.2 in Ch. 1 of Exploring Resear.docx
Due Jan 6
Week 8
Using Figure 1.2 in Ch. 1 of Exploring Research, create a flowchart using Microsoft® Word or a similar program that helps you identify what research design to use for your research question.
Figure 1.2 Research Design “cheat sheet”
Say Hello to Research!
Walk down the hall in any building on your campus where social and
behavioral science professors have their offices in such departments as
psychology, education, nursing, sociology, and human development. Do you
see any bearded, disheveled, white-coated men wearing rumpled pants and
smoking pipes, hunched over their computers and mumbling to themselves?
How about disheveled, white-coated women wearing rumpled skirts, smoking
pipes, hunched over their computers, and mumbling to themselves?
Researchers hard at work? No. Stereotypes of what scientists look like
and do? Yes. What you are more likely to see in the halls of your classroom
building or in your adviser’s office are men and women of all ages who are
hard at work. They are committed to finding the answer to just another piece
of the great puzzle that helps us understand human behavior a little better
than the previous generation of scientists.
Like everyone else, these people go to work in the morning, but unlike
many others, these researchers have a passion for understanding what they
study and for coming as close as possible to finding the “truth.” Although these
truths can be elusive and sometimes even unobtainable, researchers work
toward discovering them for the satisfaction of answering important questions
and then using this new information to help others. Early intervention
programs, treatments of psychopathology, new curricula, conflict resolution
techniques, effective drug treatment programs, and even changes in policy and
law have resulted from evidence collected by researchers. Although not always
perfect, each little bit of evidence gained from a new study or a new idea for a
study contributes to a vast legacy of knowledge for the next generation of
researchers such as yourself.
You may already know and appreciate something about the world of
research. The purpose of this book is to provide you with the tools you need to
do even more, such as
• develop an understanding of the research process.
• prepare yourself to conduct research of your own.
• learn how to judge the quality of research.
• learn how to read, search through, and summarize other research.
• learn the value of research activities conducted online.
• reveal the mysteries of basic statistics and show you how easily they can
be used.
• measure the behaviors, traits, or attributes that interest you.
• collect the type of data that relate to your area of interest.
• use a leading statistical package (SPSS) to analyze data.
• design research studies that answer the question that you want answered.
• write the type of research proposal (and a research report) that puts you in control—
one that shows you have command of the content of the resear ...
Dr. Osterholm
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Below is a list of options from which you are to select a topic fo.docx
Below is a list of options from which you are to select a topic for the Week Two assignment. Examine one of the following topics on lifespan development connecting research and life.
What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
Why do we have a need to belong (to affiliate with others)?
How do our bodies and minds change from early to late adulthood?
What are the factors that affect our well-being as middle aged and older adults?
Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
How do memory and intelligence change as we age?
Does an infant’s temperament shape his/her cognitive and socio-emotional development?
Are babies pre-wired for survival?
Are adolescents more likely to engage in risk-taking behavior than older adults?
Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
Are there personality traits related to longevity?
Does bilingualism improve brain functioning?
Why do students in the United States tend to under-perform in math and science?
Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.
For this assignment address the following:
Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
Identify and describe the stages of development that are affected by the chosen topic.
Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.
Writing the Assignment
The Assignment:
1.
Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style.
2.
Must include a title page with the following:
a.
Title of paper
b.
Student’s name
c.
Course name and number
d.
Instructor’s name
e.
Date submitted
3.
Must begin with an introductory paragraph that has a succinct thesis.
Dr. Karen Osterholm, www.nationalforum.com
National FORUM Journals, www.nationalforum.com, Dr. W.A. Kritsonis, Editor-in-Chief, Houston, Texas
Dr. osterholm save!
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
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From Theory To Practice
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Develop and Implement Lessons
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*Revision 1 (2006)
What is Learning Theory?
(an informal definition)
An attempt to:
Define the nature of human learning
Describe the process of learning
Detail how to best achieve and assess learning
*
*Revision 1 (2006)
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“Instructional (or Educational) Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.”
- From The Association for Educational Communications and Technology (AECT).
*
*Revision 1 (2006)
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Maximize learning in students
Achieve greater efficiencies in instruction
*
*Revision 1 (2006)
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Behaviorism
Cognitivism
Constructivism
*
*Revision 1 (2006)
Behaviorism
Viewed learning as conditioned responses (stimulus/response)
Defined learning as “a stable change in behavior”
Led to development in “learning machines” that monitored behavior and delivered reinforcements
But could not explain such phenomena as insight, language acquisition, and mental imagery
*
*Revision 1 (2006)
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Rote memorization of basic facts and information
Drill and practice with reinforcement and immediate feedback
Behavior modification and management (e.g., classroom management)
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*Revision 1 (2006)
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Taxonomies of learning outcomes
A focus on teaching sequences of skills from lowest to highest levels
Instructional Design
Determination of entry skills
Clear objectives
Aligned objectives, activities, assessments
*
*Revision 1 (2006)Weakness - the learner learns a way to accomplish a task, but it may not be the best way, or suited to the learner or the situation. Strength - the goal is to train learners to do a task the same way to enable consistency.
*Revision 1 (2006)
... which led to Constructivism
A more recent position that rejects the mechanistic elements of previous learning theories
Contributors included:
Dewey (Education is growth, not an end in itself; education occurs though it’s connection t ...
Revision 1 (2006)Revision 1 (2006)From The.docx
*Revision 1 (2006)
*Revision 1 (2006)
From Theory To Practice
Learning
Theory
Instructional Design Models
Develop and Implement Lessons
*
*Revision 1 (2006)
What is Learning Theory?
(an informal definition)
An attempt to:
Define the nature of human learning
Describe the process of learning
Detail how to best achieve and assess learning
*
*Revision 1 (2006)
What is “Educational Technology”?
“Instructional (or Educational) Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.”
- From The Association for Educational Communications and Technology (AECT).
*
*Revision 1 (2006)
Integrating Learning Theory and Educational Technology
The goal is to use theories of learning to:
Maximize learning in students
Achieve greater efficiencies in instruction
*
*Revision 1 (2006)
What are the Three Major Theories of Learning?
Behaviorism
Cognitivism
Constructivism
*
*Revision 1 (2006)
Behaviorism
Viewed learning as conditioned responses (stimulus/response)
Defined learning as “a stable change in behavior”
Led to development in “learning machines” that monitored behavior and delivered reinforcements
But could not explain such phenomena as insight, language acquisition, and mental imagery
*
*Revision 1 (2006)
Behaviorism in the Classroom
Rote memorization of basic facts and information
Drill and practice with reinforcement and immediate feedback
Behavior modification and management (e.g., classroom management)
*Revision 1 (2006)Weakness -the learner may find themselves in a situation where the stimulus for the correct response does not occur, therefore the learner cannot respond. - A worker who has been conditioned to respond to a certain cue at work stops production when an anomaly occurs Strength - the learner is focused on a clear goal and can respond automatically to the cues of that goal. -
*Revision 1 (2006)
Cognitivism
Extended behavioral views to include the mind
No single clear originator. Contributors included Tolman, Piaget, Gagne, and Bruner
Information Processing View
Is concerned with mental representations, schema, and mental operations
*
*Revision 1 (2006)
Cognitivism in the Classroom
Taxonomies of learning outcomes
A focus on teaching sequences of skills from lowest to highest levels
Instructional Design
Determination of entry skills
Clear objectives
Aligned objectives, activities, assessments
*
*Revision 1 (2006)Weakness - the learner learns a way to accomplish a task, but it may not be the best way, or suited to the learner or the situation. Strength - the goal is to train learners to do a task the same way to enable consistency.
*Revision 1 (2006)
... which led to Constructivism
A more recent position that rejects the mechanistic elements of previous learning theories
Contributors included:
Dewey (Education is growth, not an end in itself; education occurs though it’s connection t.
1 8Annotated Bib
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Mae502 Module 3 Case
This is a Trident University course (MAE502), Module 3 Case. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
1 Organized Activities as Developmental Contexts for C.docx
1
Organized Activities as
Developmental Contexts for Children
and Adolescents
Joseph L.Mahoney
Yale University
Reed W.Larson
University of Illinois at Urbana-Champaign
Jacquelynne S.Eccles
University of Michigan
Heather Lord
Yale University
School-age children in the United States and other Western nations spend almost half of their
waking hours in leisure activities (Larson & verma, 1999). How young persons can best use this
discretionary time has been a source of controversy. For some, out-of-school time is perceived as
inconsequential or even counterproductive to the health and well-being of young persons.
Consistent with this view, the past 100 years of scientific research has tended either to ignore this
time or to focus selectively on the risks present during the out-of-school hours (Kleiber &
Powell, chap.2, this volume). More recently, however, there is increased interest in viewing out-
of-school time as an opportunity for young persons to learn and develop competencies that are
largely neglected by schools. Researchers are beginning to recognize that along with family,
peers, and school, the organized activities in which some youth participate during these hours are
important contexts of emotional, social, and civic development. At the same time, communities
http://e.pub/9781135628123.vbk/OEBPS/Epub_9781135628123_7.html
and the federal government in the United States are now channeling considerable resources into
creating organized activities for young people’s out-of-school time (Pittman et al., chap.17, this
volume). The primary aim of this volume is to bring scientific research to bear on how this time
can be used constructively.
In this chapter, we overview central issues in the field of research on organized activities to
provide a background and framework for the chapters that follow. Four main areas are addressed.
First, we discuss definitional issues in the field and clarify what is meant by organized activities
within this volume. Second, we outline the available research indicating that participation in
these activities affects shortand long-term development. Third, we consider the features of
organized activities thought to account for their developmental impact and, lastly, we review
evidence on factors that Influence participation in these activities and whether youth benefit from
their developmental potential.
WHAT ARE ORGANIZED ACTIVITIES?
This volume focuses principally on formal activities for children 6 to 18 years of age that are not
part of the school curriculum. By “organized,” we refer to activities that are characterized by
structure, adult-supervision, and an emphasis on skill-building (e.g., Eccles & gootman, 2002;
Larson, 2000; Roth & Brooks-gunn, 2003). These activities are generally voluntary, have regular
and scheduled meetings, maintain developmentally based expectations and rules for participants
in the activity s.
EDR8203 Week 1 Assignment – Analyze the Scientific Method
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
AsthmaYour NameWalden UniversityCourse number an.docx
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 ...
Jennifer’s PostI had a difficulty finding non-reactive studies .docx
Jennifer’s Post
I had a difficulty finding non-reactive studies for the particular research that I have been focusing on. The first one that I found seems to be both reactive and non-reactive. People were involved in the first portion of the study, but were not aware of the second phase. The first academic journal that I found is titled “Does Counting Emotion Words on Online Social Networks Provide a Window into People’s Subjective Experience of Emotion? A Case Study on Facebook. Content analysis was used to determine if the words that people post are linked to how they really feel. Reactive measures were used first to question participants on how they felt during the week. Word counting algorithms were used to determine if people really feel the way that they portray on social media. Four samples were used for the study. Facebook data and experience surveys were used to determine if emotion words can be linked to somebody’s true emotional status. The multi-level data analysis included four phases. It was found that there is not a link between a person’s emotions and the words that they post on social media. (Kross, et al., 2019)
The second article that I found is titled “Objectifying Fitness: A Content and Thematic Analysis of #Fitspiration Images on Social Media. Non -reactive measures were used to determine if the large volume of #fitspiration posts on Instagram are linked to body dissatisfaction. Hashtags such as #fitspiration were analyzed in terms of body types and how the posts were presented. The purpose is to find the link between the images and the theory of objectification. It theorizes the dangers of women being bombarded by what is considered an ideal body type. The first question that was asked was "What are the most common types of imagery featured in #fitspiration posts on Instagram?” (Deighton, Bell, 2018). The posts were coded into categories such as body type, body proportion, pose and clothing type. It was found that the majority of the posts depict thin people with low body fat. In a second study that used content analysis the themes of #fitspiration was looked at. In both studies objectification theory was seen. In both studies, thinness is linked to beauty in unrealistic ways that can be detrimental to peoples body image. For me, finding non-reactive studies were difficult. Many of the articles that I found included surveys as the primary measure, or both reactive and non-reactive measures. This makes me think that it could be difficult to gain physical evidence regarding social media usage without violating privacy or other ethical concerns.
References
Deighton-Smith, N., & Bell, B. T. (2018). Objectifying fitness: A content and thematic analysis of #fitspiration images on social media. Psychology of Popular Media Culture, 7(4), 467–483. https://doi.org/10.1037/ppm0000143
Kross, E., Verduyn, P., Boyer, M., Drake, B., Gainsburg, I., Vickers, B., Ybarra, O., & Jonides, J. (2019). Does counting emotion words on online ...
Due Jan 6Week 8Using Figure 1.2 in Ch. 1 of Exploring Resear.docx
Due Jan 6
Week 8
Using Figure 1.2 in Ch. 1 of Exploring Research, create a flowchart using Microsoft® Word or a similar program that helps you identify what research design to use for your research question.
Figure 1.2 Research Design “cheat sheet”
Say Hello to Research!
Walk down the hall in any building on your campus where social and
behavioral science professors have their offices in such departments as
psychology, education, nursing, sociology, and human development. Do you
see any bearded, disheveled, white-coated men wearing rumpled pants and
smoking pipes, hunched over their computers and mumbling to themselves?
How about disheveled, white-coated women wearing rumpled skirts, smoking
pipes, hunched over their computers, and mumbling to themselves?
Researchers hard at work? No. Stereotypes of what scientists look like
and do? Yes. What you are more likely to see in the halls of your classroom
building or in your adviser’s office are men and women of all ages who are
hard at work. They are committed to finding the answer to just another piece
of the great puzzle that helps us understand human behavior a little better
than the previous generation of scientists.
Like everyone else, these people go to work in the morning, but unlike
many others, these researchers have a passion for understanding what they
study and for coming as close as possible to finding the “truth.” Although these
truths can be elusive and sometimes even unobtainable, researchers work
toward discovering them for the satisfaction of answering important questions
and then using this new information to help others. Early intervention
programs, treatments of psychopathology, new curricula, conflict resolution
techniques, effective drug treatment programs, and even changes in policy and
law have resulted from evidence collected by researchers. Although not always
perfect, each little bit of evidence gained from a new study or a new idea for a
study contributes to a vast legacy of knowledge for the next generation of
researchers such as yourself.
You may already know and appreciate something about the world of
research. The purpose of this book is to provide you with the tools you need to
do even more, such as
• develop an understanding of the research process.
• prepare yourself to conduct research of your own.
• learn how to judge the quality of research.
• learn how to read, search through, and summarize other research.
• learn the value of research activities conducted online.
• reveal the mysteries of basic statistics and show you how easily they can
be used.
• measure the behaviors, traits, or attributes that interest you.
• collect the type of data that relate to your area of interest.
• use a leading statistical package (SPSS) to analyze data.
• design research studies that answer the question that you want answered.
• write the type of research proposal (and a research report) that puts you in control—
one that shows you have command of the content of the resear ...
Dr. Osterholm
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Below is a list of options from which you are to select a topic fo.docx
Below is a list of options from which you are to select a topic for the Week Two assignment. Examine one of the following topics on lifespan development connecting research and life.
What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
Why do we have a need to belong (to affiliate with others)?
How do our bodies and minds change from early to late adulthood?
What are the factors that affect our well-being as middle aged and older adults?
Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
How do memory and intelligence change as we age?
Does an infant’s temperament shape his/her cognitive and socio-emotional development?
Are babies pre-wired for survival?
Are adolescents more likely to engage in risk-taking behavior than older adults?
Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
Are there personality traits related to longevity?
Does bilingualism improve brain functioning?
Why do students in the United States tend to under-perform in math and science?
Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.
For this assignment address the following:
Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
Identify and describe at least two domains of human development (physical, biological, emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
Identify and describe the stages of development that are affected by the chosen topic.
Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.
Writing the Assignment
The Assignment:
1.
Must be two to three double-spaced pages in length (excluding title and references pages), and formatted according to APA style.
2.
Must include a title page with the following:
a.
Title of paper
b.
Student’s name
c.
Course name and number
d.
Instructor’s name
e.
Date submitted
3.
Must begin with an introductory paragraph that has a succinct thesis.
Dr. Karen Osterholm, www.nationalforum.com
National FORUM Journals, www.nationalforum.com, Dr. W.A. Kritsonis, Editor-in-Chief, Houston, Texas
Dr. osterholm save!
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
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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.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Polish students' mobility in the Czech Republic
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678020731-Sumas-y-Restas-Para-Colorear.pdf
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The Challenger.pdf DNHS Official Publication
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!
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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- 1. 3/17/2019 Thread: Discussion 1 - Week 11 – DPSY-6111-1/DPSY-5111-1... https://class.waldenu.edu/webapps/discussionboard/do/message?action=list_messages&course_id=_16480028_1&nav=discussion_board_entry&con… 1/1 RE: Discussion 1 - Week 11 1 month ago Orlanda Haynes Milgram’s Study: Ethical Issues Being mindful that Milgram’s study occurred during a period-in-time when research practices involving elements of deception such as withholding relevant information or distorting facts were commonplace (McLeod, 2007). Nonetheless, one could successfully argue that the study had limitations due to bias; in part, because all subjects were males (McLeod, 2007; Newman, & Newman, 2016). Personal Perspectives As to what one would have done given the same era and the same context would depend ,largely, on one’s ethical and moral beliefs, as well as personal factors such as career advancement and career recognition (e.g., among colleagues). That said (today) some subjects in Milgram’s study such as marginalized unskilled worker would be protected against research exploitation under the classification of vulnerable population, which also includes potential subjects who lack physical or cognitive abilities to make informed choices such as adolescents, some seniors, and some ethnic minorities in terms of English language deficiencies (Fisher, & VacantiShova, 2012; Society for Research in Child Development, 2007). References Fisher, C. B., & Vacanti-Shova, K. (2012). The responsible conduct of psychological research: An overview of ethical principles, APA Ethics Code standards, and federal regulations. In S. J. Knapp, M. C. Gottlieb, M. M. Handelsman, & L. D. VandeCreek (Eds.), APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research. (pp. 335– 369). Washington, DC: American Psychological Association. https://doiorg. ezp.waldenulibrary.org/10.1037/13272-016 McLeod, S. (2007). The Milgram experiments. Retrieved from http://www.simplypsychology.org/bobo-doll.html Newman, B. M., & Newman, P. R. (2016). Theories of human development (2nd ed.). New York, NY: Psychology Press/Taylor & Francis. Shivayogi P. (2013). Vulnerable population and methods for their safeguard. Perspectives in clinical research , 4(1), pp. 53-7. doi: 10.4103/2229-3485.106389 Society for Research in Child Development.(2007). Ethical standards in research. Retrieved from http://www.srcd.org/aboutus/ ethical-standards-research