Do the Work Environment and Behavior Influence the and.docx
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The document provides guidance for a final research project for a psychology course. It specifies that students must write a 20-page research paper in APA format on a topic related to social problems and psychology. The paper must include an introduction, body, conclusion, and references from the past 10 years. Several suggested topics are provided, including how the work environment and behavior can influence worker self-esteem and motivation.
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Schizophrenia.pptx
Schizophrenia in Greek, “Split mind” a severe mental illness characterized by a variety of symptoms including but not limited to loss of contact with reality.
Bizarre Behavior
Disorganized Thinking
Disorganized Speech
Decreased emotional expressiveness
Diminished or loss of contact with reality
Diminished to total social with drawl.
Schizophrenia is one of the most severe forms of psychopathology characterized by major disturbances in attention, perception, thought, emotions and behavior. Schizophrenia is characterized by positive and negative symptoms. Fundamental symptoms include through disturbance, withdrawal, and difficulties managing effect. Secondary symptoms include perception disorders such as hallucinations and grandiosity. Even symptoms may also be non-schizophrenic in nature such as anxiety, depression and psychosomatic symptoms.
The world adolescence comes from the Latin verb adolescence, which means “to grow” or to grow to maturity”. Adolescence is a part of transition when the individual changes physically and psychologically from a child to an adult. It is much more their one rung up the ladder from childhood. It is the period, which beings with puberty and ends with general cessation of physical growth it emerges from the later childhood stage and merges into adulthood, it is a built in necessary transition period for ago development
Psychologists have defined adolescences in the following ways:
A.T. Jersld: defines adolescence as “that span of years during which boys and girls move from childhood to adulthood, mentally, emotionally, socially and physically.
Schizophrenia PPT
This document summarizes a study on schizophrenic factors among adolescents in relation to socioeconomic and educational aspects. The study found that male adolescents faced more stress from parents and school environment than females. Adolescents aged 15-17 faced more stress than other age groups. Adolescents whose parents had lower levels of education faced more problems. Family income and private school attendance were also linked to increased stress levels. Tenth and twelfth grade adolescents showed higher levels of schizophrenic factors. The study provides implications to help adolescents, teachers, parents, and administrators address stress and mental health issues.
Assignment 2Create and analyze a simulated case study o
Assignment 2:
Create and analyze a
simulated
case study of a child with developmental challenges, aged 2–5 years old.Create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual's lifespan.
Social Behavior
Consider the following questions:
· What is the relationship between parenting practices and the socialization of a child in his or her early years?
· How does a child's temperament influence parent effectiveness?
· What are some ways of using discipline to support a child's development?
· What are some differences in discipline among cultural groups? What questions remain to be answered about the relationship between culture and disciplinary style?
· What advice would you give to parents who want to develop pro-social behavior in their children?
· What advice would you give to parents and educators to prevent or address children's antisocial behavior?
· How do language and reading development correlate with socioeconomic status?
Cognitive Development
Consider the following questions:
· How does the cognitive development of an 8-year-old compares and contrasts to that of a person about to graduate from college, considering the relationship of scaffolding to cognitive development?
· How has technology impacted cognitive development in middle childhood? What practical advice should helping professionals give to parents who want to protect their children from harm, but also provide them with the advantages of technology?
· What is the role of egocentrism in cognitive functioning and in social interactive functioning for elementary school-aged children?
· What are some of the factors influencing social-emotional development of elementary school-aged children?
· What are some best practices which support a child's learning?
it should describe:
The child's strengths and challenges.
The medical, family, and social context.
The developmental challenges evident in the behavior of the child.
Individual and cultural factors that theory and/or research indicate could impact the child's development.
Any other factors you deem appropriate based on your understanding of the theory and related research.
To develop this case, you should:
Explore theory and research related to early childhood development in the cognitive domain.
Use either Piaget or Vygotsky to describe those age- or stage-related milestones expected at the age of your selected child.
Develop your case by creating a challenge for the child in the cognitive domain in early childhood. Describe what the child struggles with in not meeting the expected theoretical milestones in the cognitive domain.
Explore, through theory and research, Bronfenbrenner's ecological theory of the various systems that can influence development. ...
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PhyscologyXII.pdf
This document provides information related to the Class 12 Psychology syllabus for the academic year 2019-20 at SmartSkills Sanskriti School. It includes:
1. An index listing the contents of the syllabus document.
2. Instructions for compiling the practical file and case profiles required as part of the course.
3. An overview of the Psychology course objectives, structure, topics covered in each unit of the theory paper, and practical assessments.
4. Details of the topics, learning objectives and evaluation scheme for the 9 units of the theory paper and 5 practical assessments.
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Allport proposed that personality develops through stages of selfhood from infancy to adulthood. The earliest stage is the bodily self in infancy, focused on physical sensations and needs. Next is the personal self of childhood, where a sense of identity separates from others. In adolescence and beyond, the social self emerges through relationships and roles. The final stage is the transpersonal self, oriented toward universal principles like justice that transcend individual concerns. Allport saw personality developing as an increasingly complex self-concept at the core of one's being.
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Schizophrenia in Greek, “Split mind” a severe mental illness characterized by a variety of symptoms including but not limited to loss of contact with reality.
Bizarre Behavior
Disorganized Thinking
Disorganized Speech
Decreased emotional expressiveness
Diminished or loss of contact with reality
Diminished to total social with drawl.
Schizophrenia is one of the most severe forms of psychopathology characterized by major disturbances in attention, perception, thought, emotions and behavior. Schizophrenia is characterized by positive and negative symptoms. Fundamental symptoms include through disturbance, withdrawal, and difficulties managing effect. Secondary symptoms include perception disorders such as hallucinations and grandiosity. Even symptoms may also be non-schizophrenic in nature such as anxiety, depression and psychosomatic symptoms.
The world adolescence comes from the Latin verb adolescence, which means “to grow” or to grow to maturity”. Adolescence is a part of transition when the individual changes physically and psychologically from a child to an adult. It is much more their one rung up the ladder from childhood. It is the period, which beings with puberty and ends with general cessation of physical growth it emerges from the later childhood stage and merges into adulthood, it is a built in necessary transition period for ago development
Psychologists have defined adolescences in the following ways:
A.T. Jersld: defines adolescence as “that span of years during which boys and girls move from childhood to adulthood, mentally, emotionally, socially and physically.
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This document summarizes a study on schizophrenic factors among adolescents in relation to socioeconomic and educational aspects. The study found that male adolescents faced more stress from parents and school environment than females. Adolescents aged 15-17 faced more stress than other age groups. Adolescents whose parents had lower levels of education faced more problems. Family income and private school attendance were also linked to increased stress levels. Tenth and twelfth grade adolescents showed higher levels of schizophrenic factors. The study provides implications to help adolescents, teachers, parents, and administrators address stress and mental health issues.
Assignment 2Create and analyze a simulated case study o
Assignment 2:
Create and analyze a
simulated
case study of a child with developmental challenges, aged 2–5 years old.Create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual's lifespan.
Social Behavior
Consider the following questions:
· What is the relationship between parenting practices and the socialization of a child in his or her early years?
· How does a child's temperament influence parent effectiveness?
· What are some ways of using discipline to support a child's development?
· What are some differences in discipline among cultural groups? What questions remain to be answered about the relationship between culture and disciplinary style?
· What advice would you give to parents who want to develop pro-social behavior in their children?
· What advice would you give to parents and educators to prevent or address children's antisocial behavior?
· How do language and reading development correlate with socioeconomic status?
Cognitive Development
Consider the following questions:
· How does the cognitive development of an 8-year-old compares and contrasts to that of a person about to graduate from college, considering the relationship of scaffolding to cognitive development?
· How has technology impacted cognitive development in middle childhood? What practical advice should helping professionals give to parents who want to protect their children from harm, but also provide them with the advantages of technology?
· What is the role of egocentrism in cognitive functioning and in social interactive functioning for elementary school-aged children?
· What are some of the factors influencing social-emotional development of elementary school-aged children?
· What are some best practices which support a child's learning?
it should describe:
The child's strengths and challenges.
The medical, family, and social context.
The developmental challenges evident in the behavior of the child.
Individual and cultural factors that theory and/or research indicate could impact the child's development.
Any other factors you deem appropriate based on your understanding of the theory and related research.
To develop this case, you should:
Explore theory and research related to early childhood development in the cognitive domain.
Use either Piaget or Vygotsky to describe those age- or stage-related milestones expected at the age of your selected child.
Develop your case by creating a challenge for the child in the cognitive domain in early childhood. Describe what the child struggles with in not meeting the expected theoretical milestones in the cognitive domain.
Explore, through theory and research, Bronfenbrenner's ecological theory of the various systems that can influence development. ...
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This document provides information related to the Class 12 Psychology syllabus for the academic year 2019-20 at SmartSkills Sanskriti School. It includes:
1. An index listing the contents of the syllabus document.
2. Instructions for compiling the practical file and case profiles required as part of the course.
3. An overview of the Psychology course objectives, structure, topics covered in each unit of the theory paper, and practical assessments.
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Social-Emotional Development Self-AssessmentThis week we conti.docx
Social-Emotional Development Self-Assessment
This week we continued our journey into becoming the Whole Teacher. The fifth pillar of the Whole Teacher is focusing on teaching happiness and joy in learning as much as skills. This is directly related to social and emotional development. In order to meet the needs of our students, it is critical that you understand where you are at in terms of helping children to grow socially and emotionally. For this assignment, you will begin by completing the
Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers (Links to an external site.)
self- assessment developed by the Center on Great Teachers and Leaders at American Institute for Research. This tool focuses on five teacher social and emotional competencies, including self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decision making, (Yoder, 2014, p. 8).
Assignment Directions:
After completing the self- assessment:
Discuss which social and emotional competency you scored the highest. Conclude what might have influenced your score in this area. (1 point)
Discuss which social and emotional competency you scored the lowest. Conclude what might have influenced your score in this area. (1 point)
Explain whether you agree or disagree with your self-assessment scores. Make sure to support your explanation with specific evidence or examples. (1 point)
Explain the leadership skills you possess that support the self-rating you received on the different social-emotional competencies (i.e., self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decision making) (1.5 points)
Propose at least two professional learning experiences that could facilitate improvement in areas in which you scored lowest. (1.5 points)
Summarize how you will use your self-assessment to design a classroom environment that incorporates evidence-based and developmentally appropriate strategies to promote social and emotional development. (1.5 points)
Explain how completing this self-assessment activity has further helped to shape your philosophy of teaching and learning, and will further assist you in becoming a 21st-century educator. (1 point)
Research and Resource Expectations:
Source Requirement (.25 points):
At least two scholarly peer-reviewed or reliable sources
Writing and Formatting Expectations:
Title Page: Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Academic Voice (.25 points):
Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
Purpose and Organization (.25 points):
Demonstrates logical progression of ideas.
Syntax and Mechanics (.25 points):
Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar,.
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Luana Palermo is pursuing a Bachelor's degree in psychology from Argosy University with the goal of obtaining a master's degree and career in clinical psychology. She has a fascination with understanding cognitive processes and how individual behavior impacts others. Her interest in psychology was sparked by her parents' relationship during her childhood. Her goals are to provide psychotherapy to help individuals maintain their sense of self and to achieve emotional and financial stability for her family. She places high value on stability in life and believes her work experience, studies, and enthusiasm for psychology will help her succeed in this field.
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- Factors that influence individual differences in learning like personality, gender, culture and peers.
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- Various social roles students take on and how roles can conflict.
1st Advocacy Session August 2012
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
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DBA 7420, Organizational Behavior and Comparative Mana.docx
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Critique organizational behavior in the workplace.
1.1 Discuss organizational behavior.
1.2 Analyze the impact of factors contributing to organizational behavior.
2. Discuss the major behavior science disciplines that contribute to organizational behavior.
2.1 Relate a behavior science discipline to organizational behavior.
2.2 Explore the contributions of behavior science disciplines to organizational effectiveness.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Unit II Article Critique
1.2 Unit II Article Critique
2.1
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
2.2
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
Reading Assignment
Chapter 1: What Is Organizational Behavior?, pp. 15–16
In order to access the following resources, click the links below.
Gelfand, M. J., Aycan, Z., Erez, M., & Leung, K. (2017). Cross-cultural industrial organizational psychology
and organizational behavior: A hundred-year journey. Journal of Applied Psychology, 102(3), 514–
529. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=124805533&site=eds-live&scope=site
Simha, A., & Cullen, J. B. (2012). Ethical climates and their effects on organizational outcomes: Implications
from the past and prophecies for the future. Academy of Management Perspectives, 26(4), 20–34.
Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=84930146&site=ehost-live&scope=site
UNIT II STUDY GUIDE
Major Behavioral
Science Disciplines
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
DBA 7420, Organizational Be.
Impact of psycho social implications
Psychosocial development looks at how psychological and social factors influence individuals' well-being and ability to function. Erik Erikson's model outlines 8 stages of psychosocial development from infancy to old age. Well-being encompasses physical, economic, social, emotional, and psychological satisfaction. Children with disabilities face issues like discrimination, lack of resources, and negative attitudes that can impact their psychosocial development. Supporting children's cognitive, emotional, social, and life skills in an inclusive environment promotes healthy psychosocial development.
Self Reflection PaperAt the end of the semester, students are re.docx
Self Reflection Paper
At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development.
Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills.
MUST USED THESE TO FOR CITATIONS
Seven Trends in Corporate Training and Development.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health.
Rubric
Grading Rubric for Reflection/Response Paper
Grading Rubric for Reflection/Response Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeQuality of Information
1.5 pts
Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality.
1.0 pts
Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches.
0.5 pts
Understands basic key concepts but is unable to draw inferences. Information presented has some errors.
0.0 pts
Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material.
1.5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
1.5 pts
Enhances the critical thinking process consistently through reflection in responses.
1.0 pts
Critical thinking & reflection are sometimes demonstrated in responses.
0.5 pts
Responds to some questions but does not engage in reflection.
0.0 pts
Does not respond to posted questions.
1.5 pts
This criterion is linked to a Learning OutcomeConnection to Outside Experiences
1.0 pts
In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic.
0.7 pts
Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic.
0.3 pts
I.
Self Reflection PaperAt the end of the semester, students are re.docx
Self Reflection Paper
At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development.
Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills.
MUST USED THESE TO FOR CITATIONS
Seven Trends in Corporate Training and Development.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health.
Rubric
Grading Rubric for Reflection/Response Paper
Grading Rubric for Reflection/Response Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeQuality of Information
1.5 pts
Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality.
1.0 pts
Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches.
0.5 pts
Understands basic key concepts but is unable to draw inferences. Information presented has some errors.
0.0 pts
Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material.
1.5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
1.5 pts
Enhances the critical thinking process consistently through reflection in responses.
1.0 pts
Critical thinking & reflection are sometimes demonstrated in responses.
0.5 pts
Responds to some questions but does not engage in reflection.
0.0 pts
Does not respond to posted questions.
1.5 pts
This criterion is linked to a Learning OutcomeConnection to Outside Experiences
1.0 pts
In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic.
0.7 pts
Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic.
0.3 pts
I.
HCM 440 Module Six Short Paper Guidelines and Rubric .docx
HCM 440 Module Six Short Paper Guidelines and Rubric
In Module Six, we have analyzed research design, including data collection and analysis. You will continue your application of the content to your area of
research interest with this short paper.
Prompt: What research methods have been used to address your research problem? Were these methods appropriate? What data collection methods have
you noted in your review of literature? Evaluate the appropriateness of statistical analyses used. What gaps and inconsistencies in the literature have you
noted? Remember to use APA format.
Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Research Methods Meets “Proficient” criteria, is
clear, and offers specific
examples from articles to
support analysis
Explains types of research
methods used and discusses the
appropriateness of methods
Does not sufficiently explain
types of research methods
used; discusses the
appropriateness of methods
The types of research methods
used and discussion of the
appropriateness of methods are
not evident
30
Data Collection and
Analysis
Meets “Proficient” criteria, is
clear, and provides detail on
strengths and weaknesses of
data collection methods and
statistical analysis used
Identifies data collection
methods used and analyzes the
types of statistical tests
Either data collection methods
used or analysis of types of
statistical tests is not clearly
discussed
Discussion of data collection
methods used or analysis of the
types of statistical tests is not
evident
10
Gaps and
Inconsistencies
Meets “Proficient” criteria and
uses substantial examples from
literature as support
Identifies both the gaps and
inconsistencies noted in the
literature reviewed
Does not sufficiently identify
the gaps and inconsistencies in
the literature reviewed
A discussion of the gaps and/or
inconsistencies is not evident
30
Organization Applies highly effective pattern
of organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Applies clear pattern of
organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Does not sufficiently apply clear
pattern of organization around
a logical flow (introduction,
body, and conclusion) to
effectively communicate a
critical analysis of the research
methods
Organization of ideas is not
evident
20
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, and syntax and is
presented in a professional and
easy-to-read form.
15Problem Orientation and Psychologica.docx
1
5
Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?
Student's name; students' names
Department affiliation; university affiliation
Course name; course number
Instructors’ name
Assignment due date
Part One
The development of essential attitudes and abilities that help determine a person's susceptibility to psychological discomfort occurs throughout adolescence's formative years. This particular research aimed to investigate the relationship between problem-solving-oriented and cognitive-behavioral techniques for emotion regulation and levels of psychological discomfort (Speyer etal.,2021).
Notably, the issue of violence among adolescents is increasingly recognized as a severe problem in terms of public health. However, little research has investigated the importance of techniques to control cognitive emotion in teenagers, despite the increased interest in psychographic risk factors for violent conduct. The primary focus of this study will be to investigate the frequency of violent behaviors shown by adolescents and to determine the nature of the connection that exists between specific coping mechanisms for regulating cognition and emotion and various manifestations of aggressive behavior. Using confidential, self-reporting questionnaires, the research will conduct a cross-sectional survey of 3,315 students in grades 7 to 10 to investigate methods by which young adolescents may manage their cognitive processes, emotions, and actions connected to violence. The participants will be notified about the survey, but their personal information will not be public under any circumstances since this would violate ethical standards.
The influence of a father on his children might also vary depending on the gender and age of the kid. For boys, parental psychological distress is related to higher internalizing and externalizing issues throughout early adolescence. This finding lends credence to the notion that this stage of development may be especially significant in father-son exchanges. On the other hand, there is a correlation between maternal and paternal psychological discomfort in early infancy and increased levels of internalizing and externalizing difficulties in females (Speyer et al.,2021). Growing up with a father who struggles with mental illness may make girls more reserved, reducing the possibility that they would acquire issues that are manifested outside their bodies. This is one of the possible explanations.
Part Two
The whole of this project shall be guided by the research questions below: (what is the prevalence of adolescent violent behaviors? what is the relationship between specific strategies to regulate cognitive emotion and forms of violent behavior?)
To help operationalize the variables, a logistic regression model will be used to determine the nature of the connection between specific violent actions .
Building Community: Social Emotional Learning and the Library
Social Emotional Learning is an Illinois State Learning Goal. Come to this session to find out what SEL is, and how you can build SEL skills with staff and students through every day practice in the library. We will be reviewing the SEL competencies and also discussing specific examples of implementation in the library.
Psy 490 psy490
This document outlines the course requirements for PSY 490 Capstone Course in Psychology. It includes assignments such as a paper analyzing the diverse nature of psychology, a portfolio presentation demonstrating core knowledge, a role play or action plan applying a psychological theory to address a client issue, an ethics awareness survey and summary, and a psychology knowledge quiz. The final assignments involve performing an anonymous act of kindness and developing a Jeopardy game to review core psychology concepts in an integrated way.
The-Case-for-SEL-CASEL-ppt-deck.pptx
Social and emotional learning (SEL) involves developing skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows that SEL programs improve social and emotional skills, attitudes, behavior, and academic performance while also reducing depression and misconduct. Benefits are seen not just in K-12 but in higher education, career, and life outcomes. SEL is gaining recognition from educators, employers, parents, and policymakers as an essential part of education and workforce development.
The-Case-for-SEL-CASEL-ppt-deck.pptx
Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.
People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. From effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults, and communities.
Children thrive. Schools win. Workplaces benefit. Society strengthens. All due to social-emotional learning.
2nd Advocacy Session August 2012
The document discusses various topics related to being a successful post-secondary student, including:
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- Characteristics and expectations of the social role of a student
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- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
Psychology and educational psychology
1. Educational psychology deals with studying human behavior in educational situations and understanding the teaching and learning process.
2. It helps extension agents understand factors that influence farmer learning like interests, attitudes, intelligence and motivation. This allows agents to design effective training programs.
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Social-Emotional Development Self-Assessment
This week we continued our journey into becoming the Whole Teacher. The fifth pillar of the Whole Teacher is focusing on teaching happiness and joy in learning as much as skills. This is directly related to social and emotional development. In order to meet the needs of our students, it is critical that you understand where you are at in terms of helping children to grow socially and emotionally. For this assignment, you will begin by completing the
Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers (Links to an external site.)
self- assessment developed by the Center on Great Teachers and Leaders at American Institute for Research. This tool focuses on five teacher social and emotional competencies, including self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decision making, (Yoder, 2014, p. 8).
Assignment Directions:
After completing the self- assessment:
Discuss which social and emotional competency you scored the highest. Conclude what might have influenced your score in this area. (1 point)
Discuss which social and emotional competency you scored the lowest. Conclude what might have influenced your score in this area. (1 point)
Explain whether you agree or disagree with your self-assessment scores. Make sure to support your explanation with specific evidence or examples. (1 point)
Explain the leadership skills you possess that support the self-rating you received on the different social-emotional competencies (i.e., self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decision making) (1.5 points)
Propose at least two professional learning experiences that could facilitate improvement in areas in which you scored lowest. (1.5 points)
Summarize how you will use your self-assessment to design a classroom environment that incorporates evidence-based and developmentally appropriate strategies to promote social and emotional development. (1.5 points)
Explain how completing this self-assessment activity has further helped to shape your philosophy of teaching and learning, and will further assist you in becoming a 21st-century educator. (1 point)
Research and Resource Expectations:
Source Requirement (.25 points):
At least two scholarly peer-reviewed or reliable sources
Writing and Formatting Expectations:
Title Page: Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Academic Voice (.25 points):
Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
Purpose and Organization (.25 points):
Demonstrates logical progression of ideas.
Syntax and Mechanics (.25 points):
Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar,.
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This assignment asks students to conduct a spiritual assessment of an acquaintance by interviewing them about their coping mechanisms and resources without explicitly mentioning spirituality. Students are to use at least one assessment model to interview the person, analyze what they learned about the subject's spirituality referencing course concepts, and make recommendations in a 3-4 page paper. The purpose is to integrate knowledge of spirituality into working with individuals.
E Portfolio
Luana Palermo is pursuing a Bachelor's degree in psychology from Argosy University with the goal of obtaining a master's degree and career in clinical psychology. She has a fascination with understanding cognitive processes and how individual behavior impacts others. Her interest in psychology was sparked by her parents' relationship during her childhood. Her goals are to provide psychotherapy to help individuals maintain their sense of self and to achieve emotional and financial stability for her family. She places high value on stability in life and believes her work experience, studies, and enthusiasm for psychology will help her succeed in this field.
Cengage Learning Webinar, Psychology of Adjustment: Teaching Our Students to ...
During this April 2013 presentation with psychology instructors Dana Dunn and Elizabeth Hammer as they explore ways that teaching about adjustment can promote psychological literacy among students.
Hammer and Dunn will be covering:
• Predictive factors for happiness
• Defining Psychological Literacy and its importance to education in psychology.
• Defining Adjustment, its scope and relevance for contemporary psychology education.
• Identifying connections between these topics and the characteristics of today's students.
• Presenting ways to teach adjustment topics that promote psychological literacy.
Motivation & learning_bb
This document discusses theories of human learning and motivation as they relate to effective instruction. It covers several topics:
- Educational psychology as the scientific study of teaching and learning processes, and how psychological theories can be applied to instructional decision making.
- Different theories of learning like behaviorism, cognitive learning, and motivation theories.
- Factors that influence individual differences in learning like personality, gender, culture and peers.
- The importance of understanding students' backgrounds and perspectives to create culturally relevant pedagogy and avoid misunderstandings from cultural differences.
- How students build their self-perceptions and develop a sense of identity over time based on various influences.
3rd Advocacy Session August 2012
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
1st Advocacy Session August 2012
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
9e appendix a
This document discusses careers in psychology. It begins by outlining the educational requirements for careers in psychology, including obtaining a bachelor's degree and then typically pursuing further education through a master's degree or doctoral degree. It then describes 10 subfields of psychology, providing examples of the types of jobs and areas of focus within each subfield. Finally, it lists 5 steps students can take to prepare early for graduate study in psychology.
DBA 7420, Organizational Behavior and Comparative Mana.docx
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Critique organizational behavior in the workplace.
1.1 Discuss organizational behavior.
1.2 Analyze the impact of factors contributing to organizational behavior.
2. Discuss the major behavior science disciplines that contribute to organizational behavior.
2.1 Relate a behavior science discipline to organizational behavior.
2.2 Explore the contributions of behavior science disciplines to organizational effectiveness.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Unit II Article Critique
1.2 Unit II Article Critique
2.1
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
2.2
Unit Lesson
Chapter 1, pp. 15–16
Article: “Cross-Cultural Industrial Organizational Psychology and
Organizational Behavior: A Hundred-Year Journey.”
Article: “Ethical Climates and Their Effects on Organizational Outcomes:
Implications From the Past and Prophecies for the Future.”
Unit II Article Critique
Reading Assignment
Chapter 1: What Is Organizational Behavior?, pp. 15–16
In order to access the following resources, click the links below.
Gelfand, M. J., Aycan, Z., Erez, M., & Leung, K. (2017). Cross-cultural industrial organizational psychology
and organizational behavior: A hundred-year journey. Journal of Applied Psychology, 102(3), 514–
529. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=124805533&site=eds-live&scope=site
Simha, A., & Cullen, J. B. (2012). Ethical climates and their effects on organizational outcomes: Implications
from the past and prophecies for the future. Academy of Management Perspectives, 26(4), 20–34.
Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bsu&AN=84930146&site=ehost-live&scope=site
UNIT II STUDY GUIDE
Major Behavioral
Science Disciplines
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=124805533&site=eds-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=84930146&site=ehost-live&scope=site
DBA 7420, Organizational Be.
Impact of psycho social implications
Psychosocial development looks at how psychological and social factors influence individuals' well-being and ability to function. Erik Erikson's model outlines 8 stages of psychosocial development from infancy to old age. Well-being encompasses physical, economic, social, emotional, and psychological satisfaction. Children with disabilities face issues like discrimination, lack of resources, and negative attitudes that can impact their psychosocial development. Supporting children's cognitive, emotional, social, and life skills in an inclusive environment promotes healthy psychosocial development.
Self Reflection PaperAt the end of the semester, students are re.docx
Self Reflection Paper
At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development.
Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills.
MUST USED THESE TO FOR CITATIONS
Seven Trends in Corporate Training and Development.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health.
Rubric
Grading Rubric for Reflection/Response Paper
Grading Rubric for Reflection/Response Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeQuality of Information
1.5 pts
Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality.
1.0 pts
Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches.
0.5 pts
Understands basic key concepts but is unable to draw inferences. Information presented has some errors.
0.0 pts
Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material.
1.5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
1.5 pts
Enhances the critical thinking process consistently through reflection in responses.
1.0 pts
Critical thinking & reflection are sometimes demonstrated in responses.
0.5 pts
Responds to some questions but does not engage in reflection.
0.0 pts
Does not respond to posted questions.
1.5 pts
This criterion is linked to a Learning OutcomeConnection to Outside Experiences
1.0 pts
In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic.
0.7 pts
Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic.
0.3 pts
I.
Self Reflection PaperAt the end of the semester, students are re.docx
Self Reflection Paper
At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development.
Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills.
MUST USED THESE TO FOR CITATIONS
Seven Trends in Corporate Training and Development.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health.
Rubric
Grading Rubric for Reflection/Response Paper
Grading Rubric for Reflection/Response Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeQuality of Information
1.5 pts
Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality.
1.0 pts
Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches.
0.5 pts
Understands basic key concepts but is unable to draw inferences. Information presented has some errors.
0.0 pts
Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material.
1.5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
1.5 pts
Enhances the critical thinking process consistently through reflection in responses.
1.0 pts
Critical thinking & reflection are sometimes demonstrated in responses.
0.5 pts
Responds to some questions but does not engage in reflection.
0.0 pts
Does not respond to posted questions.
1.5 pts
This criterion is linked to a Learning OutcomeConnection to Outside Experiences
1.0 pts
In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic.
0.7 pts
Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic.
0.3 pts
I.
HCM 440 Module Six Short Paper Guidelines and Rubric .docx
HCM 440 Module Six Short Paper Guidelines and Rubric
In Module Six, we have analyzed research design, including data collection and analysis. You will continue your application of the content to your area of
research interest with this short paper.
Prompt: What research methods have been used to address your research problem? Were these methods appropriate? What data collection methods have
you noted in your review of literature? Evaluate the appropriateness of statistical analyses used. What gaps and inconsistencies in the literature have you
noted? Remember to use APA format.
Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Research Methods Meets “Proficient” criteria, is
clear, and offers specific
examples from articles to
support analysis
Explains types of research
methods used and discusses the
appropriateness of methods
Does not sufficiently explain
types of research methods
used; discusses the
appropriateness of methods
The types of research methods
used and discussion of the
appropriateness of methods are
not evident
30
Data Collection and
Analysis
Meets “Proficient” criteria, is
clear, and provides detail on
strengths and weaknesses of
data collection methods and
statistical analysis used
Identifies data collection
methods used and analyzes the
types of statistical tests
Either data collection methods
used or analysis of types of
statistical tests is not clearly
discussed
Discussion of data collection
methods used or analysis of the
types of statistical tests is not
evident
10
Gaps and
Inconsistencies
Meets “Proficient” criteria and
uses substantial examples from
literature as support
Identifies both the gaps and
inconsistencies noted in the
literature reviewed
Does not sufficiently identify
the gaps and inconsistencies in
the literature reviewed
A discussion of the gaps and/or
inconsistencies is not evident
30
Organization Applies highly effective pattern
of organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Applies clear pattern of
organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Does not sufficiently apply clear
pattern of organization around
a logical flow (introduction,
body, and conclusion) to
effectively communicate a
critical analysis of the research
methods
Organization of ideas is not
evident
20
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, and syntax and is
presented in a professional and
easy-to-read form.
15Problem Orientation and Psychologica.docx
1
5
Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?
Student's name; students' names
Department affiliation; university affiliation
Course name; course number
Instructors’ name
Assignment due date
Part One
The development of essential attitudes and abilities that help determine a person's susceptibility to psychological discomfort occurs throughout adolescence's formative years. This particular research aimed to investigate the relationship between problem-solving-oriented and cognitive-behavioral techniques for emotion regulation and levels of psychological discomfort (Speyer etal.,2021).
Notably, the issue of violence among adolescents is increasingly recognized as a severe problem in terms of public health. However, little research has investigated the importance of techniques to control cognitive emotion in teenagers, despite the increased interest in psychographic risk factors for violent conduct. The primary focus of this study will be to investigate the frequency of violent behaviors shown by adolescents and to determine the nature of the connection that exists between specific coping mechanisms for regulating cognition and emotion and various manifestations of aggressive behavior. Using confidential, self-reporting questionnaires, the research will conduct a cross-sectional survey of 3,315 students in grades 7 to 10 to investigate methods by which young adolescents may manage their cognitive processes, emotions, and actions connected to violence. The participants will be notified about the survey, but their personal information will not be public under any circumstances since this would violate ethical standards.
The influence of a father on his children might also vary depending on the gender and age of the kid. For boys, parental psychological distress is related to higher internalizing and externalizing issues throughout early adolescence. This finding lends credence to the notion that this stage of development may be especially significant in father-son exchanges. On the other hand, there is a correlation between maternal and paternal psychological discomfort in early infancy and increased levels of internalizing and externalizing difficulties in females (Speyer et al.,2021). Growing up with a father who struggles with mental illness may make girls more reserved, reducing the possibility that they would acquire issues that are manifested outside their bodies. This is one of the possible explanations.
Part Two
The whole of this project shall be guided by the research questions below: (what is the prevalence of adolescent violent behaviors? what is the relationship between specific strategies to regulate cognitive emotion and forms of violent behavior?)
To help operationalize the variables, a logistic regression model will be used to determine the nature of the connection between specific violent actions .
Building Community: Social Emotional Learning and the Library
Social Emotional Learning is an Illinois State Learning Goal. Come to this session to find out what SEL is, and how you can build SEL skills with staff and students through every day practice in the library. We will be reviewing the SEL competencies and also discussing specific examples of implementation in the library.
Psy 490 psy490
This document outlines the course requirements for PSY 490 Capstone Course in Psychology. It includes assignments such as a paper analyzing the diverse nature of psychology, a portfolio presentation demonstrating core knowledge, a role play or action plan applying a psychological theory to address a client issue, an ethics awareness survey and summary, and a psychology knowledge quiz. The final assignments involve performing an anonymous act of kindness and developing a Jeopardy game to review core psychology concepts in an integrated way.
The-Case-for-SEL-CASEL-ppt-deck.pptx
Social and emotional learning (SEL) involves developing skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows that SEL programs improve social and emotional skills, attitudes, behavior, and academic performance while also reducing depression and misconduct. Benefits are seen not just in K-12 but in higher education, career, and life outcomes. SEL is gaining recognition from educators, employers, parents, and policymakers as an essential part of education and workforce development.
The-Case-for-SEL-CASEL-ppt-deck.pptx
Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.
People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. From effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults, and communities.
Children thrive. Schools win. Workplaces benefit. Society strengthens. All due to social-emotional learning.
2nd Advocacy Session August 2012
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
Psychology and educational psychology
1. Educational psychology deals with studying human behavior in educational situations and understanding the teaching and learning process.
2. It helps extension agents understand factors that influence farmer learning like interests, attitudes, intelligence and motivation. This allows agents to design effective training programs.
3. Educational psychology principles can be used to select teaching methods, organize learning experiences, develop assessment tools and solve farm problems. This helps improve the education of farmers.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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