TerranceExplain at least five elements of critical thinking th
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Terrance Explain at least five elements of critical thinking that you found in the reading material. QualiaSoup (2009) lists nine elements to critical thinking which are: (1) analyzing, (2) conceptualizing, (3) defining, (4) examining, (5) inferring, (6) listening, (7) questioning, (8) reasoning, and (9) synthesizing. I consider analyzing and examining as the first two steps to critical thinking. Analyzing and examining breaks down the research as a whole into separate pieces to determine their purpose. Using these two elements, you can determine if a source is credible, if the content pertains to what you are researching, and if the author is biased. Questioning does not mean rejecting an idea or claim but to withhold personal judgement until a review of all the factual information can be done before making a decision. This allows a critical thinker to remain unbiased and not jump to conclusions based on their assumptions. Inferring is the ability to draw conclusion based on the factual information obtained by assessing the raw data as a whole and discover probable outcomes (QualiaSoup, 2009). One thing to remember is, new information is always being presented and your original inference may not be correct. Finally, the reasoning used to draw your conclusions should be made based on facts and not emotions. Reasoning allows the critical thinker to make sound decisions backed by logic and not emotions or social pressure. Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills. One article I found on international drug trafficking and law enforcements failure on the war on drugs is by German Lopez on Vox.com. Lopez (2016) analyzes the United States current drug problem and the cost it has on the United States trying to combat it through criminalization. In the article Lopez(2016) explains how the war on drugs, which started in 1971, has done little to stop illicit drug use in the United States. In the last forty years the drug war has cost taxpayers over $1 trillion while straining the criminal justice system and doing little as to drug use, production, and trafficking. I believe Lopez used critical thinking in his claim because as he presents in information he backs it up through research and statistics provided by reputable sources. He quotes many individuals in the article and provides both sides arguments to keeping or removing the criminal aspect of drug abuse. Additionally, Lopez does not just look at those outcomes as the only two options avoiding a false dichotomy. He offers other solutions such as reducing the level of criminality associated to drug trafficking and reducing drug schedules for certain drugs such as marijuana. Search the Internet, media, or the Ashford University Library, and find an example in which ...
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Racial Bias, Even When We Have Good Intentions Sendhil M.docx
Racial Bias, Even When We Have Good Intentions
Sendhil Mullainathan
JAN. 3, 2015
The deaths of African-Americans at the hands of the police in Ferguson, Mo., in Cleveland and
on Staten Island have reignited a debate about race. Some argue that these events are isolated and
that racism is a thing of the past. Others contend that they are merely the tip of the iceberg,
highlighting that skin color still has a huge effect on how people are treated.
Arguments about race are often heated and anecdotal. As a social scientist, I naturally turn to
empirical research for answers. As it turns out, an impressive body of research spanning decades
addresses just these issues — and leads to some uncomfortable conclusions and makes us look at
this debate from a different angle.
The central challenge of such research is isolating the effect of race from other factors. For
example, we know African-Americans earn less income, on average, than whites. Maybe that is
evidence that employers discriminate against them. But maybe not. We also know African-
Americans tend to be stuck in neighborhoods with worse schools, and perhaps that — and not
race directly — explains the wage gap. If so, perhaps policy should focus on place rather than
race, as some argue.
But we can isolate the effect of race to some degree. A study I conducted in 2003 with Marianne
Bertrand, an economist at the University of Chicago, illustrates how. We mailed thousands of
résumés to employers with job openings and measured which ones were selected for callbacks
for interviews. But before sending them, we randomly used stereotypically African-American
names (such as “Jamal”) on some and stereotypically white names (like “Brendan”) on others.
The same résumé was roughly 50 percent more likely to result in callback for an interview if it
had a “white” name. Because the résumés were statistically identical, any differences in
outcomes could be attributed only to the factor we manipulated: the names.
Other studies have also examined race and employment. In a 2009 study, Devah Pager, Bruce
Western and Bart Bonikowski, all now sociologists at Harvard, sent actual people to apply for
low-wage jobs. They were given identical résumés and similar interview training. Their sobering
finding was that African-American applicants with no criminal record were offered jobs at a rate
as low as white applicants who had criminal records.
These kinds of methods have been used in a variety of research, especially in the last 20 years.
Here are just some of the general findings:
■ When doctors were shown patient histories and asked to make judgments about heart disease,
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Bowie State University Department of English and Modern.docx
Bowie State University Department of English and Modern Languages
English 101 Fall 2016
ESSAY #4—PERSUASION/ARGUMENT
Essay 4 is a persuasive essay. Your goal is to present a convincing argument on one of the prescribed topics by using outside sources to support your argument. You MUSTuse the movie, Crash, as your major source.
Genre/Medium: Persuasive/Argumentative Essay—Typed
Purpose:
Unlike an editorial, the persuasive essay is not merely your personal opinion about a topic, but an argument that provides scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to support your position. Because of the length and complexity of this project, it is essential that you choose a topic that you really care about, one that you truly want to learn more about, and one that you will be interested in writing about.
Format:
Your seven-to-nine paragraph essay must contain a concrete closed thesis statement at the end of the first paragraph. In addition to your introduction, three supporting paragraphs and conclusion, your essay will also contain a paragraph of opposition and a paragraph of refutation. You will use MLA documentation to write your paper and we will consult with each other about your topic before the final draft is written.
Audience:
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Stance:
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Requirements:
Although your final requirement for this project is a completed essay, you will carry out the steps for writing a research paper by participating in four separate graded activities that lead up to your final essay. Before you submit your final essay you will complete the following:
1. The Research Proposal /Thesis Statement Defense (Unit Quiz #4)
2. An Annotated Bibliography (Unit Quiz #5)
3. A Peer Review
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English 2010 Intermediate Writing Persuasive Research Paper.docx
English 2010: Intermediate Writing
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Assignment description and rationale: In most of your college writing assignments, you will try to
persuade different audiences, including professors and classmates, that you understand a subject or that
your position on an issue is logical. As you prepare to graduate from college, you will write to persuade
specific audiences, including graduate studies administrators and prospective employers, that your
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target audience is a common purpose in college writing, the assignments for this course have focused on
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to appeal to a target audience and follow MLA documentation guidelines to format your persuasive
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Assignment Requirements: Use the following guidelines to write and format your persuasive research
paper.
1. Support your persuasive claim with at least five reliable research sources. Your research
sources can include secondary sources (e.g., books, articles, Web sites, documentaries) or
primary sources (e.g., interviews, surveys). Although I do not specify the number of books, articles,
Web sites, etc. you must use to support your claim, I expect you to cite reliable secondary research
sources from both the Merrill-Cazier Library and the Web in your argument. I encourage but do not
require you to use primary research sources in your persuasive research paper.
Before you start quoting, paraphrasing, or summarizing information from your research sources in
your persuasive research paper, review guidelines for avoiding plagiarism. When I grade your
persuasive research paper, I will expect you to use signal phrases to introduce quotations (e.g.,
“Researchers at Dartmouth College assert. . .”) and to limit your use of long quotations.
2. Use ethos, pathos, and logos to appeal to a target audience.
Because establishing your credibility, creating emotional appeals, and identifying convincing
evidence for a specific audience will make writing your persuasive research paper easier than
trying to accommodate a general audience, you should target a prospective reader(s) you analyzed
in your research proposal.
To determine how to use ethos, pathos, and logos to persuade your target audience, consider
these questions:
a. To establish credibility, how can you describe your investment in your claim, address
alternative views, or mention the reliability of your research sources?
b. To create emotional appeals, how can you use a specific example, an analogy, or a
brief personal narrative?
c. To appeal to your audience’s sense of logic, how can you ma ...
Develop a 3–4 page research paper based on a selected case study rel
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
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Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
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Racial Bias, Even When We Have Good Intentions Sendhil M.docx
Racial Bias, Even When We Have Good Intentions
Sendhil Mullainathan
JAN. 3, 2015
The deaths of African-Americans at the hands of the police in Ferguson, Mo., in Cleveland and
on Staten Island have reignited a debate about race. Some argue that these events are isolated and
that racism is a thing of the past. Others contend that they are merely the tip of the iceberg,
highlighting that skin color still has a huge effect on how people are treated.
Arguments about race are often heated and anecdotal. As a social scientist, I naturally turn to
empirical research for answers. As it turns out, an impressive body of research spanning decades
addresses just these issues — and leads to some uncomfortable conclusions and makes us look at
this debate from a different angle.
The central challenge of such research is isolating the effect of race from other factors. For
example, we know African-Americans earn less income, on average, than whites. Maybe that is
evidence that employers discriminate against them. But maybe not. We also know African-
Americans tend to be stuck in neighborhoods with worse schools, and perhaps that — and not
race directly — explains the wage gap. If so, perhaps policy should focus on place rather than
race, as some argue.
But we can isolate the effect of race to some degree. A study I conducted in 2003 with Marianne
Bertrand, an economist at the University of Chicago, illustrates how. We mailed thousands of
résumés to employers with job openings and measured which ones were selected for callbacks
for interviews. But before sending them, we randomly used stereotypically African-American
names (such as “Jamal”) on some and stereotypically white names (like “Brendan”) on others.
The same résumé was roughly 50 percent more likely to result in callback for an interview if it
had a “white” name. Because the résumés were statistically identical, any differences in
outcomes could be attributed only to the factor we manipulated: the names.
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Western and Bart Bonikowski, all now sociologists at Harvard, sent actual people to apply for
low-wage jobs. They were given identical résumés and similar interview training. Their sobering
finding was that African-American applicants with no criminal record were offered jobs at a rate
as low as white applicants who had criminal records.
These kinds of methods have been used in a variety of research, especially in the last 20 years.
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■ When whites and blacks were sent to bargain for a used car, blacks were offered ...
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Develop a 4–5 page research paper based on the portrayal of sexual b
The document provides instructions for a 4-5 page research paper on the portrayal of sexual behaviors in media. Students are asked to select a media example, identify a sexual behavior portrayed, describe its level of social acceptance, discuss the media portrayal and its potential social impact, cite at least four sources to support their analysis (two scholarly), and integrate the research findings with the media example. The paper should follow APA style guidelines and address competencies in applying psychological theories and research to topics in human sexuality.
Fake news presentation lirt summit 2018
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Bowie State University Department of English and Modern.docx
Bowie State University Department of English and Modern Languages
English 101 Fall 2016
ESSAY #4—PERSUASION/ARGUMENT
Essay 4 is a persuasive essay. Your goal is to present a convincing argument on one of the prescribed topics by using outside sources to support your argument. You MUSTuse the movie, Crash, as your major source.
Genre/Medium: Persuasive/Argumentative Essay—Typed
Purpose:
Unlike an editorial, the persuasive essay is not merely your personal opinion about a topic, but an argument that provides scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to support your position. Because of the length and complexity of this project, it is essential that you choose a topic that you really care about, one that you truly want to learn more about, and one that you will be interested in writing about.
Format:
Your seven-to-nine paragraph essay must contain a concrete closed thesis statement at the end of the first paragraph. In addition to your introduction, three supporting paragraphs and conclusion, your essay will also contain a paragraph of opposition and a paragraph of refutation. You will use MLA documentation to write your paper and we will consult with each other about your topic before the final draft is written.
Audience:
This essay will target a scholarly audience. Therefore, your language and style should meet the intellectual needs of individuals who read on a collegiate level. As you think about your audience, write to pique the interest of your audience by considering what your readers already know and what they need to know.
Stance:
For this essay, it is imperative that you take a stance and present ideas that convey your stance throughout your essay. Never contradict your thesis.
Requirements:
Although your final requirement for this project is a completed essay, you will carry out the steps for writing a research paper by participating in four separate graded activities that lead up to your final essay. Before you submit your final essay you will complete the following:
1. The Research Proposal /Thesis Statement Defense (Unit Quiz #4)
2. An Annotated Bibliography (Unit Quiz #5)
3. A Peer Review
4. Final Essay
Getting Started
Before choosing your topic you should consider what you want to write about. Once you have chosen your topic, you should decide where you stand on the issue. Next, you want to develop your position with evidence—research—that will validate your point. You will need to use at least 3 sources of support for your essay. Finally, you will present your argument in a way that convinces the reader that your perspective is a valid one. Remember, this essay, like the others you have written, should have a specific, detailed, three-point thesis statement.
Dos and Don'ts
· Don’t deviate from the topic.
· Don’t debate the obvious; go beyond the surface.
· Don’t rely strictly on your feeling ...
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The document discusses persuasive speaking and the objectives of altering an audience's beliefs, attitudes, opinions, values, and behaviors. When persuading an audience, the speaker takes a standpoint or mental perspective from which they view and evaluate the topic. The speaker's objective is to prompt the audience to change their thinking and potentially take action.
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Assignment description and rationale: In most of your college writing assignments, you will try to
persuade different audiences, including professors and classmates, that you understand a subject or that
your position on an issue is logical. As you prepare to graduate from college, you will write to persuade
specific audiences, including graduate studies administrators and prospective employers, that your
research interests are worthwhile or that you are qualified to work in your field. Because persuading a
target audience is a common purpose in college writing, the assignments for this course have focused on
helping you plan to write an effective argument.
To complete your research and write your argument, this assignment requires you to support the
persuasive claim in a 6- to 10- page persuasive research paper. You will also use ethos, pathos, and logos
to appeal to a target audience and follow MLA documentation guidelines to format your persuasive
research paper.
Assignment Requirements: Use the following guidelines to write and format your persuasive research
paper.
1. Support your persuasive claim with at least five reliable research sources. Your research
sources can include secondary sources (e.g., books, articles, Web sites, documentaries) or
primary sources (e.g., interviews, surveys). Although I do not specify the number of books, articles,
Web sites, etc. you must use to support your claim, I expect you to cite reliable secondary research
sources from both the Merrill-Cazier Library and the Web in your argument. I encourage but do not
require you to use primary research sources in your persuasive research paper.
Before you start quoting, paraphrasing, or summarizing information from your research sources in
your persuasive research paper, review guidelines for avoiding plagiarism. When I grade your
persuasive research paper, I will expect you to use signal phrases to introduce quotations (e.g.,
“Researchers at Dartmouth College assert. . .”) and to limit your use of long quotations.
2. Use ethos, pathos, and logos to appeal to a target audience.
Because establishing your credibility, creating emotional appeals, and identifying convincing
evidence for a specific audience will make writing your persuasive research paper easier than
trying to accommodate a general audience, you should target a prospective reader(s) you analyzed
in your research proposal.
To determine how to use ethos, pathos, and logos to persuade your target audience, consider
these questions:
a. To establish credibility, how can you describe your investment in your claim, address
alternative views, or mention the reliability of your research sources?
b. To create emotional appeals, how can you use a specific example, an analogy, or a
brief personal narrative?
c. To appeal to your audience’s sense of logic, how can you ma ...
Develop a 3–4 page research paper based on a selected case study rel
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
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Annotated Outline FormatTitle PageAbstractTable of Contents .docx
Annotated Outline Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Background to the Problem
· Explain how this topic is related to the learning outcomes outlined in this syllabus and/or to the policy related topics discussed in the textbook of this course
· Explain how the topic is related to criminal justice
Justification
· Explain why this topic is important, and to whom it is important.
· Explain how this research paper will have a practical effect on real world problems.
Delimitations and Scope
· Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND HYPOTHESES
Introduction
Review of the Literature
Synopsis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection Methods
Evaluation of Research Methods
Qualitative Methods
Quantitative Methods
CHAPTER FOUR: RESULTS
Sampling
Characteristics of the Measurement Instruments
Research Questions Hypothesis Testing
CHAPTER FIVE: DISCUSSION
Interpretations Characteristics of the Measurement
Research Questions
Hypotheses
Practical Implications
Conclusions
Limitations
Recommendations for Future Study
REFERENCES
BIBLIOGRAPHY
APPENDIXES
Annotated Outline
Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Backg
round to the Problem
·
Explain how this topic is related to the
learning outcomes outlined in this
syllabus and/or to the policy related topics discussed in the textbook of this
course
·
Explain how the topic is related to criminal justice
Justification
·
Explain
why
this topic
is important, and to whom it is important.
·
Explain how this research paper will have a practical effect on real world
problems.
Delimitations and Scope
·
Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND
HYPOTHESES
Introduction
Review of the Literature
Synop
sis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection
Methods
Running head: RACIAL PROFILING VERSUS BEHAVIORAL PROFILING 1
Abstract
The topic that I choose to discuss as my final paper is Racial Profiling versus Behavioral Profiling. The reason for choosing this topic is because it is one of the most popular topics in Criminal Justice, and it is also something we face daily in our society. Racial Profiling is a discriminatory practice by law enforcement officials of.
Reading ResponseBy R.C. Lewontin, Confusions about Human Races.docx
Reading Response
By R.C. Lewontin, Confusions about Human Races,Published, Jun 07, 2006, http://raceandgenomics.ssrc.org/Lewontin/
The author used the prose form of writing, in which the article has paragraphs only, but no sections. While there is a flow of ideas, this essay is not easy to read because of the extensive writing, which makes the reader feel overloaded with information. In addition to that, the document does not have any chronology of events, and the author does not state how he intends to write his ideas.
The central claim of this article is the fact that many people confuse human races. He holds that “race” is a biological aspect of variations in the human species, but the world takes it for a social construct of classifying people.
Lewontin holds that “As a biological construct rather than a social one, people cease to see “race” as a significant reality that characterizes the species of humans.”
Keywords – race, genetics, human, biological, and variations
New Vocabulary: Australian Aborigines, Negritos, Inuit, Tay-Sachs disease, Ashkenazi Jew.
Summary: Lewontin’s Confusions about Human Races is a reminder to the people about the concept of human race. Widely touted as a social construct, “race” is a biological concept that outlines the realities that characterize the human species. Lewontin argues that researchers and scholars produce many objective natural divisions confirming that racial categories are representations of genetic differences and not social or historical factors. He uses Leroi Armand Marie’s essay in the Op-Ed section of The New York Times - March 14, 2005, as evidence for his argument. Lewontin adds that Leroi’s work points out the confusion about the factors of racial categorization as well as the recent erroneous deductions about the relevance of such identifications of the race for medical practice.
The author holds the four facts about the variation of humans upon which the world seems to agree are the ultimate evidence for the understanding of race as a biological concept. First, the species of human have immense variations of genetics from one individual to another. Second, the largest chunk of human variation (nearly 85 percent) is a representation of people within local linguistic or national populations. Examples include the French, Mexican, and Japanese. Third, some genetic traits such as skin color, the form of hair, shape of the nose, and some blood proteins like the Rhesus, vary together such that people with dark skin color are also likely to have dark, curled hair, broad noses, and a high likelihood of Rh blood type. Fourth, the genetic differences break down due to rampant migration and intergroup mating; although, it existed in the past, it is now widespread at a high rate.
Questions: Despite being informative, this article poses a few questions in a reader’s mind. What is the solution to the confusion about race? Does it mean that race is only biological and has no relationship to the s ...
Public speaking delivery persuasive speaking spring 2011
The document provides guidance on developing a persuasive speech, including choosing a topic, forming a thesis statement, researching supporting evidence, crafting an outline, and delivering the speech. It emphasizes selecting a clear position, appealing to the audience, incorporating primary and secondary research, citing sources, and creating an engaging introduction and conclusion.
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Two assignments
1. Watch the documentary “Inside Job”, narrated by Matt Daemon.
2. For each paper, must include two part, (a) write (roughly) one double-spaced page demonstrating a non-superficial understanding of an issue raised in the documentary, and (b) Write (roughly) one double-spaced page demonstrating a non-superficial understanding of how one of the readings from the course applies to the issue you discuss in part (a).
Each of the two must involve a different issue raised by the documentary, YOU NEED TO RAISE ANOTHER TWO ISSUES NOT THE TWO ISSUES YOU USED IN LAST TIME.
Each of the two must discuss a different reading from the following list:
First paper relates to “Decision Fatigue” and Ariely chapter 4 discussion.
Second paper relates to Ariely chapter 8 discussion.
Notes for Chapter 4 & 8:
Chapter 4: Why We Blow It When We Are Tired
Stressful days make us eat less healthy food
Cognitive load even if minimal makes us more liable to temptation
The tired brain
When deliberative brain occupied then instinctive part takes over
When judges get tired
Judges grant parole more frequently first thing in morning and right after lunch break
Willful cognitive work and denial of instincts lowers barriers to cheating in other parts of life
Months of studying causes students to lower morals and claim dead grandmothers before finals
Don't shop for groceries when tired or hungry
Give in to some known temptations like dessert to avoid bigger unknown temptations later
Do most challenging tasks in morning
Remove temptations or don't go to places where see them
Chapter 8: Cheating as an Infection
Spread of corporate dishonesty like infection
Observing dishonesty in ppl close to u makes u do it more
When do something questionable, the act of inviting our friends to join in makes us feel better because socially acceptable
Dishonesty defined by social norms not cost benefit analysis
When observer from outside group cheats then the signaling effect breaks
Wrong to view minor infractions as trivial because signal and then snowball
Broken windows theory: fix problems when they r small
Publicize the individuals stand up against Crime
Publicize outstanding moral acts
Research Paper
Each student will submit an eight- to ten-page paper (exclusive of title and reference page) on a topic from the list below. The student should be creative in choosing a topic that peaks their interest and can be sufficiently supported with research, data, and substantiated theory or application and allows them to illustrate their critical thinking and writing skills developed throughout the course.
· Problem-Oriented Policing
· Leadership Effectiveness in Community Policing
· Maximizing Law Enforcement Operation Effectiveness
· Building Community Support for Policing Efforts
· Community Policing Models
· Leadership Dilemmas Encountered in Community Policing
· The Effectiveness of Community Policing
· Organizational Development to Enhance Community Policing
· Budget C ...
Read the following information and understand the content, as you .docx
Read the following information and understand the content, as you are going to be required to apply this information to three different passages:
Paul-Elder Critical Thinking Framework
Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester:
The elements of thought (Links to an external site.)Links to an external site.
The intellectual standards (Links to an external site.)Links to an external site.
According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.
Elements of Thought (reasoning)
The "parts" or elements of thinking are as follows:
All reasoning has a purpose
All reasoning is an attempt to figure something out, to settle some question, to solve some problem
All reasoning is based on assumptions
All reasoning is done from some point of view
All reasoning is based on data, information and evidence
All reasoning is expressed through, and shaped by, concepts and ideas
All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
All reasoning leads somewhere or has implications and consequences
Universal Intellectual Standards
The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:
Clarity
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
Significance
Is this the most important problem to con.
Business Problem Memo Research ProposalStudents will write a pro.docx
Business Problem Memo Research Proposal
Students will write a proposal for a memo in which they request authorization to research a problem at their current, or past workplace- a problem with which they have first-hand experience. This might involve adopting a new organizational structure, policy, procedure, product line/piece of equipment; or pursuing a new mission, market, or line or research.
First, demonstrate that there is a problem (i.e., providing evidence of its existence and its impact on the company) and then summarize how you would study-- and eventually solve-- the problem if authorized to proceed. Be sure you request permission to find a research-based solution at the end of your proposal. Your proposal should not include any solutions. You will read reliable resources and cite them to propose a research-based solution in your final memo. You should not choose a problem that you already know how to solve. Your proposed solution in the final memo will need to be research-based.
Be sure to meet the following requirements:
1. Background and evidence that a problem or need for change exists
2. A research plan and timeline, including an indication of how and when you will present your findings
3. Some indication of what you will need (e.g., release time; support staff; budget; access to sensitive data) to complete research to find the best solution
4. Request permission to work on finding a solution to the outlined problem or need for change
This memo proposal should be no more than 250 words (1 page), double-spaced using APA citations (if necessary), and addressed to someone in a position to act on it.
Please note, this proposal will be turned in to a complete memo in the Final Business Memo that includes research-based solutions to the problem that you address in this proposal. There should be no solutions listed in this proposal. You do not actually have to conduct research and collect data for this assignment. Your research will be literary research where you find similar organizations who discuss how they solved similar issues or literature from academics or experts in the area. You will turn in the draft of the proposal (not graded, but required) for peer review (done in class Wednesday, November 16). You should also bring a hard paper copy to class for the peer review activity.
This is a proposal (not the actual memo itself).
You will be assessed according to the following rubric.
Criteria
Deficient
0< score <7
Adequate
7< score <8
Good
8< score <9
Excellent
9< score <10
Purpose:
makes the purpose clear at the onset with a strong thesis/purpose statement
Problem: defines a problem with clear evidence of its existence
Persuasion: addresses audience concerns, objections, and counterarguments
Organization:
uses unified, coherent, well-developed sections with effective introduction, transit.
inequality in your home country.docx
This document provides instructions and samples for writing a Stage 1 introduction for a sociological handbook assignment. It explains that the introduction should describe what the handbook aims to accomplish, identify the topic being analyzed and data source, and discuss how the data connects to classical sociological theories. It then provides 4 sample introductions analyzing topics such as criminal justice reform, drug prices, sexual habits of millennials, and home ownership among millennials. The introductions identify the data sources, explain why the topic was chosen, and preview how classical theories will be applied.
Bullshiters - Who Are They And What Do We Know About Their Lives
This document summarizes a research paper that analyzes data from the Programme for International Student Assessment (PISA) to study "bullshitters" - people who claim expertise in areas where they have little knowledge or skill. The study finds substantial differences in the tendency to bullshit across countries, genders, and socioeconomic groups. Bullshitters tend to be overconfident and believe they work hard, persevere at tasks, and are popular, providing new insight into who bullshitters are and the types of survey responses they give.
21115, 721 PMPublic Anthropology Yanomami The Fierce Con.docx
2/11/15, 7:21 PMPublic Anthropology | Yanomami: The Fierce Controversy and What We Can Learn From It
Page 1 of 7https://www.publicanthropology.net/pages/background/bys5ex/background-1st.php
Missing Plug-in
Instructions
For
Creating A
Student
Account
Help!
Solution
s
To Seven
Common
Problems
Frequently
Asked
Questions
OP-ED TOPIC FOR 2015 SPRING
Introduction. . .
_______________________________________________________________________________
Public Anthropology’s Community Action Website Project helps to provide students with key skills they need to be successful in
their future careers: critical thinking, effective communication, and active citizenship. The Project encourages (1) critical thinking
regarding an ethical issue, (2) a sharing of ideas among students from different universities, (3) improved writing skills, and (4) active citizenship
– a sense that students working together can facilitate change.
Let's begin. . .
_______________________________________________________________________________
THE ISSUE
The rules for regulating research are regularly updated. The U. S. Department of Health and Human Services, for example, is
presently trying to complete a new set of regulations (see e.g. http://chronicle.com/article/Overhaul-of-Rules-for-Human/137811/). After
reading the material below, you will be asked to address in your Op-Ed (or opinion piece) two questions regarding how much,
or how little, governmental regulation of research is appropriate. Good luck.
There are four steps to this skill development process:
(1) READ: You should carefully read the background material to gain an idea of the issue you will be writing about. If you rush
through the material, you will probably do poorly -- grade wise -- on this writing assignment.
(2) DECIDE: You will then take a stand on the issue discussed and, critically, develop an effective argument in support of your
position.
(3) PREPARE: Before you write your Op-Ed (or opinion) piece, you should carefully look at the criteria others will use in evaluating
your piece (see below) as well as examples of model Op-Eds from leading North American newspapers. These should provide a sense
of how to frame and phrase your own Op-Ed.
(4) WRITE: You should write your Op-Ed in a word processing program – such as WORD – and cut and paste your Op-Ed into the
space provided on the website.
RELATION TO READING: Why a Public Anthropology?
Why a Public Anthropology? begins with the sentence: "Cultural Anthropology has the potential to change the world." The first chapter highlights
three anthropologists who actively addressed important social concerns -- Franz Boas, Margaret Mead, and Paul Farmer. The second chapter then
describes in some detail cultural anthropology's potential for addressing a range of problems. But how does one proceed in an ethically positive
way in addressing these problems, in trying to bring change?
In sections 1.6, 1.7, and 1.8, the book asks whether cultural an.
Read the two peer-reviewed journal articles on eyewitness testimon.docx
Read the two peer-reviewed journal articles on eyewitness testimony that I have attached on memory eyewitness testimony. Read the articles, then in 750-1,000 words, do the following:
Briefly summarize the findings from each article.
Based upon the information read, discuss if eyewitness testimony is reliable or unreliable.
Connect your research to a memory theory discussed in Chapter 7 of your textbook.
When writing in APA style, it is important that your analysis is written in third person. Writing in third person, using support from the article to support your position, helps with clarity and conciseness throughout your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment for plagiarism.
Chapter 7 on memory
To understand the three processing phases of memory, consider that right now you are reading the information in this textbook. Presumably, you are trying to remember the information. In the encoding phase, your brain changes information—for example, what you see on the page when you are reading this text—into a meaningful neural code that it can use (Figure 7.2, Step 1). The storage phase is how you maintain the coded representation in a network of neurons in the brain. Storage can last a fraction of a second or as long as a lifetime. In retrieval, the third phase of memory, you re-access the information. Think of this phase as bringing to your mind a previously encoded and stored memory when it is needed, just as answers to an exam.
REVIEW ARTICLE
Consequences of False Memories in Eyewitness
Testimony: A Review and Implications for
Chinese Legal Practice
Jianqin Wang1, Henry Otgaar1,2, Tom Smeets1, Mark L. Howe1,2,
Harald Merckelbach1, and Chu Zhou3
1Department of Clinical Psychological Science, Maastricht University, The
Netherlands; 2Department of Psychology, City, University of London, UK;
and 3Department of Psychology, Fudan University, China
Abstract
False memories can result in severe legal consequences including the imprisonment of innocent people.
False memory in eyewitnesses is the largest factor contributing to miscarriages of justice in the United
States. To date, no study has focused on how false memories might play a role in the Chinese legal
system. The purpose of this review is to summarize the latest findings on false memory and eyewitness
testimony in the literature, and to shed some light on how the Chinese legal system may incorporate
these experiences into practice. Overall, false memories of eyewitnesses are generated either by external
misleading information or by internal cognitive processes; false memories may guide police
investigations in the wrong direction or cause eyewitnesses to misidentify an innocent perso ...
!!Business Ethics Rubric The paper should be 5 - 6 Pages.docx
!
!
Business Ethics Rubric
The paper should be 5 - 6 Pages. !
I will be looking for the following items in your Case Study Analysis. !
I. Developing a Practical Ethical Viewpoint (Theories to use to analyze the case study)
A. Utilitarianism
B. Universal Ethics
C. Ethical Relativism
D. Virtue Ethics !
II. To help you choose the ethical theory do the following (By looking at the moral
situations):
A. Interpret what is right and wrong according to each of the four theories
B. Give an argument that each theory might provide
C. State your own assessment of the strengths of each theory
D. State the weakness of each theory !
III. Step 1: Analyze the Consequences.
Who will be helped by what you do? Who will be harmed? What kind of benefits and harm are
we talking about? Who will be helped by what you do? Who will be harmed?
Step 2: Analyze the actions
Consider all the options from a different perspective, without thinking about the consequences.
How do the actions measure up against moral principles like honesty, fairness, equality,
respecting the dignity of others, and people’s rights? (Consider the common good.) Are any of
the actions at odds with those standards? If there’s a conflict between principles or between the
rights of different people involved, is there a way to see one principle as more important than the
others? Which option offers actions that are least problematic? !
Step 3: Make a decision
Make a decision. Take both parts of your analysis into account, and make a
decision. This strategy at least gives you some basic steps you can follow. !
1. What are the facts? Know the facts as best you can. If your facts are wrong, you’re liable
to make a bad choice.
2. 2. What can you guess about the facts you don’t know? Since it is impossible to know all
the facts, make reasonable assumptions about the missing pieces of information.
3. 3. What do the facts mean? Facts by themselves have no meaning. You need to interpret
the information in light of the values that are important to you.
4. 4. What does the problem look like through the eyes of the people involved? The ability to
walk in another’s shoes is essential. Understanding the problem through a variety of
perspectives increases the possibility that you will choose wisely.
5. 5. What will happen if you choose one thing rather than another? All actions have
consequences. Make a reasonable guess as to what will happen if you follow a
particular course of action. Decide whether you think more good or harm will come
of your action.
6. 6. What do your feelings tell you? Feelings are facts too. Your feelings about
ethical issues may give you a clue as to parts of your decision that your
rational mind may overlook.
7. 7. What will you think of yourself if you decide one thing or another? Some
call this your conscience. It is a form of self-appraisal. It helps you decide
whether you are the kind of person you would like to be. It h ...
Develop a 3–4 page research paper based on a selected case study rel.docx
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
Engl 202 Research Writing Feb 7th
This document summarizes the agenda and topics covered in an English 202 research writing class. It includes announcements about upcoming film screenings and an undergraduate conference. The class discusses Chapter 3 of Malcolm Gladwell's book The Tipping Point on the concept of stickiness factor. Students present on what makes a message memorable and examples. The class engages in guided writing and discussion questions about the chapter. They also discuss evaluating sources and the research process. The document provides guidance on developing research questions and strategies, evaluating sources, and considering audience when selecting sources. It previews assignments on the next chapter and an article on how Google may be impacting thinking.
Public speaking delivery persuasive speaking fall 2011
The document provides guidance on developing an effective persuasive speech, including establishing a clear standpoint, appealing to the audience, conducting research to support the standpoint, incorporating examples, facts, statistics and testimony, and properly citing sources. It emphasizes creating an introduction that states the standpoint and introduces supporting questions, as well as developing a conclusion that reviews the main points.
Project Media Essay Spring 2015 Professor BattyProject Med.docx
This document outlines the requirements and assignments for a project media essay course. Students will write an essay arguing that a public figure has been misrepresented by the media, either portraying a "good" person negatively or a "bad" person positively. They must choose 3 contemporary media sources to support their argument. The assignments include a proposal, annotated bibliography, outline, and final draft essay. The final draft must be 4-6 pages long making a clear thesis and using evidence and MLA style citations. Discussion board requirements and samples are also provided.
Watch the movie Dirt. Write a note. The notes do not have to be in .docx
Watch the movie: Dirt. Write a note. The notes do not have to be in sentence or paragraph form; bullet points work. They should make up 1.5 pages. In addition, half a page single space reflection on your reaction/thoughts/opinions on the movie. Last, make up 5 potential multiple choice questions with the answers for the movie.
.
Watch the PBS video, States Grapple with Funding Education amid Bu.docx
Watch the PBS video,
States Grapple with Funding Education amid Budget Shortfalls
. Locate a relevant article discussing current economic impacts on school funding for a federal education program.
Analyze the impact of budget shortfalls in meeting the goals of the program. Discuss the consequences for schools that are unable to meet policy or program outcomes due to lack of funds. Support your statement with information from a minimum of two credible resources. Respond to at least two of your classmates’ postings.
.
Watch the 1985 movie Fletch, starring Chevy Chase, and write.docx
Watch the 1985 movie
Fletch,
starring Chevy Chase
,
and write a paper that describes in detail at least six scenes and indicates the crimes depicted. Provide support for your analysis, arguing why each scene reflects the elements of a particular crime and what defenses might apply.
has to be 2 pages or more.
.
Watch the documentary and answer one or more of the following qu.docx
Watch the documentary and answer one or more of the following questions in a 2-3 pages paper:
- What is the relation between colonialism and the industrial revolution?
- What is the role played by missionaries, explorers, businessmen, local chiefs, colonial officers, journalists etc.?
- How were colonialism and exploitation justified?
Links to the documentary
https://www.youtube.com/watch?v=aUZLtkLA0VE
Here is some additional info:
http://www.africanfilm.com/Congo.htm
.
Watch one or more of the following videos discussing randomness, sta.docx
Watch one or more of the following videos discussing randomness, statistics, and the science of prediction, and then submit a brief (1/2 to 1-page) summary.
Upload the file in
doc
,
docx
, or
pdf
format
(if
pdf
, make sure you saved it or exported it as a
pdf
and did not scan or photograph it).
Tell me
in your own words
(DO NOT simply cut and paste)
what the overall video was about, describe 1 or 2 of the examples that you found most interesting/useful, and discuss if and how your view or acceptance of statistics/
probabilty
you hear in the media will change.
Leonard
Mlodinow
, author of "The Drunkard's Walk" talks at Google --
http
://
www
.
youtube
.com/watch?v=F0
sLuRsu
1Do
Charles
Wheelan
, author of "Naked Statistics" --
https
://
www
.
youtube
.com/watch?v=
cIbr
_
AksnAc
Nate Silver, 30+ year old engineer and forecasting superstar --
https
://
www
.
youtube
.com/watch?v=
eE
4
qCJBgfIk
He founded the data journalism website
FiveThirtyEight
.com (
http
://
fivethirtyeight
.com/
) where his team looks at, analyzes, and uses statistics and probability in the everyday areas of politics, economics, science, life, and sports. Check it out, I think you'll like it!
.
Watch one of the following moviesA Beautiful Mind (2001).docx
Watch one of the following movies:
A Beautiful Mind (2001)
Good Will Hunting (1997)
Peaceful Warrior (2006)
Rain Man (1988)
Girl Interrupted
One Flew Over the Cuckoo’s Nest
If you would like to use a different movie, you MUST get permission from your instructor first.
Using the main characters in the movie you chose, answer the following questions:
•Define cognition and provide a description of the cognitive processes.
•What is the relationship between cognition and personality development?
•Explain how biological and environmental factors can shape our cognitive processes.
•How do parents influence a child's personality according to each theory: evolutionary, biological/genetic, and behavioral?
•How does self-efficacy relate to personality?
•What “nature” and “nurture” factors contribute to one's self-efficacy?
Make sure you are using the reading materials as one of your resources as well as an additional three outside resources. Apply APA formatting and citations. The total amount of pages should be at least 6 pages.
.
More Related Content
Similar to TerranceExplain at least five elements of critical thinking th
Discussion Instructions· Due 114· Please make sure ALL quest.docx
This document provides instructions for 8 discussions on evaluating sources and reasoning. The initial posts must address specific questions and include citations from scholarly sources. For the first discussion, students choose a mural or monument that is controversial and analyze different viewpoints about how it should be handled. They are instructed to consider factors like the context of its creation and message. For the second, they research the Southern Poverty Law Center and evaluate a claim about it. Subsequent discussions involve distinguishing inductive and deductive arguments, examining opinion formation, comparing situations, and respectfully engaging with dissenting views.
Annotated Outline FormatTitle PageAbstractTable of Contents .docx
Annotated Outline Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Background to the Problem
· Explain how this topic is related to the learning outcomes outlined in this syllabus and/or to the policy related topics discussed in the textbook of this course
· Explain how the topic is related to criminal justice
Justification
· Explain why this topic is important, and to whom it is important.
· Explain how this research paper will have a practical effect on real world problems.
Delimitations and Scope
· Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND HYPOTHESES
Introduction
Review of the Literature
Synopsis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection Methods
Evaluation of Research Methods
Qualitative Methods
Quantitative Methods
CHAPTER FOUR: RESULTS
Sampling
Characteristics of the Measurement Instruments
Research Questions Hypothesis Testing
CHAPTER FIVE: DISCUSSION
Interpretations Characteristics of the Measurement
Research Questions
Hypotheses
Practical Implications
Conclusions
Limitations
Recommendations for Future Study
REFERENCES
BIBLIOGRAPHY
APPENDIXES
Annotated Outline
Format
Title Page
Abstract
Table of Contents
Use the sample table of contents provided as a guideline.
CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction and Backg
round to the Problem
·
Explain how this topic is related to the
learning outcomes outlined in this
syllabus and/or to the policy related topics discussed in the textbook of this
course
·
Explain how the topic is related to criminal justice
Justification
·
Explain
why
this topic
is important, and to whom it is important.
·
Explain how this research paper will have a practical effect on real world
problems.
Delimitations and Scope
·
Explain what this study can and cannot do.
CHAPTER TWO: REVIEW OF THE LITERATURE, THEORETICAL
FRAMEWORK, RESEARCH QUESTIONS AND
HYPOTHESES
Introduction
Review of the Literature
Synop
sis of the Literature Review
Theoretical Framework
Research Questions
Hypotheses
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Procedures: Ethical Considerations and Data Collection
Methods
Running head: RACIAL PROFILING VERSUS BEHAVIORAL PROFILING 1
Abstract
The topic that I choose to discuss as my final paper is Racial Profiling versus Behavioral Profiling. The reason for choosing this topic is because it is one of the most popular topics in Criminal Justice, and it is also something we face daily in our society. Racial Profiling is a discriminatory practice by law enforcement officials of.
Reading ResponseBy R.C. Lewontin, Confusions about Human Races.docx
Reading Response
By R.C. Lewontin, Confusions about Human Races,Published, Jun 07, 2006, http://raceandgenomics.ssrc.org/Lewontin/
The author used the prose form of writing, in which the article has paragraphs only, but no sections. While there is a flow of ideas, this essay is not easy to read because of the extensive writing, which makes the reader feel overloaded with information. In addition to that, the document does not have any chronology of events, and the author does not state how he intends to write his ideas.
The central claim of this article is the fact that many people confuse human races. He holds that “race” is a biological aspect of variations in the human species, but the world takes it for a social construct of classifying people.
Lewontin holds that “As a biological construct rather than a social one, people cease to see “race” as a significant reality that characterizes the species of humans.”
Keywords – race, genetics, human, biological, and variations
New Vocabulary: Australian Aborigines, Negritos, Inuit, Tay-Sachs disease, Ashkenazi Jew.
Summary: Lewontin’s Confusions about Human Races is a reminder to the people about the concept of human race. Widely touted as a social construct, “race” is a biological concept that outlines the realities that characterize the human species. Lewontin argues that researchers and scholars produce many objective natural divisions confirming that racial categories are representations of genetic differences and not social or historical factors. He uses Leroi Armand Marie’s essay in the Op-Ed section of The New York Times - March 14, 2005, as evidence for his argument. Lewontin adds that Leroi’s work points out the confusion about the factors of racial categorization as well as the recent erroneous deductions about the relevance of such identifications of the race for medical practice.
The author holds the four facts about the variation of humans upon which the world seems to agree are the ultimate evidence for the understanding of race as a biological concept. First, the species of human have immense variations of genetics from one individual to another. Second, the largest chunk of human variation (nearly 85 percent) is a representation of people within local linguistic or national populations. Examples include the French, Mexican, and Japanese. Third, some genetic traits such as skin color, the form of hair, shape of the nose, and some blood proteins like the Rhesus, vary together such that people with dark skin color are also likely to have dark, curled hair, broad noses, and a high likelihood of Rh blood type. Fourth, the genetic differences break down due to rampant migration and intergroup mating; although, it existed in the past, it is now widespread at a high rate.
Questions: Despite being informative, this article poses a few questions in a reader’s mind. What is the solution to the confusion about race? Does it mean that race is only biological and has no relationship to the s ...
Public speaking delivery persuasive speaking spring 2011
The document provides guidance on developing a persuasive speech, including choosing a topic, forming a thesis statement, researching supporting evidence, crafting an outline, and delivering the speech. It emphasizes selecting a clear position, appealing to the audience, incorporating primary and secondary research, citing sources, and creating an engaging introduction and conclusion.
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Two assignments
1. Watch the documentary “Inside Job”, narrated by Matt Daemon.
2. For each paper, must include two part, (a) write (roughly) one double-spaced page demonstrating a non-superficial understanding of an issue raised in the documentary, and (b) Write (roughly) one double-spaced page demonstrating a non-superficial understanding of how one of the readings from the course applies to the issue you discuss in part (a).
Each of the two must involve a different issue raised by the documentary, YOU NEED TO RAISE ANOTHER TWO ISSUES NOT THE TWO ISSUES YOU USED IN LAST TIME.
Each of the two must discuss a different reading from the following list:
First paper relates to “Decision Fatigue” and Ariely chapter 4 discussion.
Second paper relates to Ariely chapter 8 discussion.
Notes for Chapter 4 & 8:
Chapter 4: Why We Blow It When We Are Tired
Stressful days make us eat less healthy food
Cognitive load even if minimal makes us more liable to temptation
The tired brain
When deliberative brain occupied then instinctive part takes over
When judges get tired
Judges grant parole more frequently first thing in morning and right after lunch break
Willful cognitive work and denial of instincts lowers barriers to cheating in other parts of life
Months of studying causes students to lower morals and claim dead grandmothers before finals
Don't shop for groceries when tired or hungry
Give in to some known temptations like dessert to avoid bigger unknown temptations later
Do most challenging tasks in morning
Remove temptations or don't go to places where see them
Chapter 8: Cheating as an Infection
Spread of corporate dishonesty like infection
Observing dishonesty in ppl close to u makes u do it more
When do something questionable, the act of inviting our friends to join in makes us feel better because socially acceptable
Dishonesty defined by social norms not cost benefit analysis
When observer from outside group cheats then the signaling effect breaks
Wrong to view minor infractions as trivial because signal and then snowball
Broken windows theory: fix problems when they r small
Publicize the individuals stand up against Crime
Publicize outstanding moral acts
Research Paper
Each student will submit an eight- to ten-page paper (exclusive of title and reference page) on a topic from the list below. The student should be creative in choosing a topic that peaks their interest and can be sufficiently supported with research, data, and substantiated theory or application and allows them to illustrate their critical thinking and writing skills developed throughout the course.
· Problem-Oriented Policing
· Leadership Effectiveness in Community Policing
· Maximizing Law Enforcement Operation Effectiveness
· Building Community Support for Policing Efforts
· Community Policing Models
· Leadership Dilemmas Encountered in Community Policing
· The Effectiveness of Community Policing
· Organizational Development to Enhance Community Policing
· Budget C ...
Read the following information and understand the content, as you .docx
Read the following information and understand the content, as you are going to be required to apply this information to three different passages:
Paul-Elder Critical Thinking Framework
Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester:
The elements of thought (Links to an external site.)Links to an external site.
The intellectual standards (Links to an external site.)Links to an external site.
According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.
Elements of Thought (reasoning)
The "parts" or elements of thinking are as follows:
All reasoning has a purpose
All reasoning is an attempt to figure something out, to settle some question, to solve some problem
All reasoning is based on assumptions
All reasoning is done from some point of view
All reasoning is based on data, information and evidence
All reasoning is expressed through, and shaped by, concepts and ideas
All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
All reasoning leads somewhere or has implications and consequences
Universal Intellectual Standards
The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:
Clarity
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
Significance
Is this the most important problem to con.
Business Problem Memo Research ProposalStudents will write a pro.docx
Business Problem Memo Research Proposal
Students will write a proposal for a memo in which they request authorization to research a problem at their current, or past workplace- a problem with which they have first-hand experience. This might involve adopting a new organizational structure, policy, procedure, product line/piece of equipment; or pursuing a new mission, market, or line or research.
First, demonstrate that there is a problem (i.e., providing evidence of its existence and its impact on the company) and then summarize how you would study-- and eventually solve-- the problem if authorized to proceed. Be sure you request permission to find a research-based solution at the end of your proposal. Your proposal should not include any solutions. You will read reliable resources and cite them to propose a research-based solution in your final memo. You should not choose a problem that you already know how to solve. Your proposed solution in the final memo will need to be research-based.
Be sure to meet the following requirements:
1. Background and evidence that a problem or need for change exists
2. A research plan and timeline, including an indication of how and when you will present your findings
3. Some indication of what you will need (e.g., release time; support staff; budget; access to sensitive data) to complete research to find the best solution
4. Request permission to work on finding a solution to the outlined problem or need for change
This memo proposal should be no more than 250 words (1 page), double-spaced using APA citations (if necessary), and addressed to someone in a position to act on it.
Please note, this proposal will be turned in to a complete memo in the Final Business Memo that includes research-based solutions to the problem that you address in this proposal. There should be no solutions listed in this proposal. You do not actually have to conduct research and collect data for this assignment. Your research will be literary research where you find similar organizations who discuss how they solved similar issues or literature from academics or experts in the area. You will turn in the draft of the proposal (not graded, but required) for peer review (done in class Wednesday, November 16). You should also bring a hard paper copy to class for the peer review activity.
This is a proposal (not the actual memo itself).
You will be assessed according to the following rubric.
Criteria
Deficient
0< score <7
Adequate
7< score <8
Good
8< score <9
Excellent
9< score <10
Purpose:
makes the purpose clear at the onset with a strong thesis/purpose statement
Problem: defines a problem with clear evidence of its existence
Persuasion: addresses audience concerns, objections, and counterarguments
Organization:
uses unified, coherent, well-developed sections with effective introduction, transit.
inequality in your home country.docx
This document provides instructions and samples for writing a Stage 1 introduction for a sociological handbook assignment. It explains that the introduction should describe what the handbook aims to accomplish, identify the topic being analyzed and data source, and discuss how the data connects to classical sociological theories. It then provides 4 sample introductions analyzing topics such as criminal justice reform, drug prices, sexual habits of millennials, and home ownership among millennials. The introductions identify the data sources, explain why the topic was chosen, and preview how classical theories will be applied.
Bullshiters - Who Are They And What Do We Know About Their Lives
This document summarizes a research paper that analyzes data from the Programme for International Student Assessment (PISA) to study "bullshitters" - people who claim expertise in areas where they have little knowledge or skill. The study finds substantial differences in the tendency to bullshit across countries, genders, and socioeconomic groups. Bullshitters tend to be overconfident and believe they work hard, persevere at tasks, and are popular, providing new insight into who bullshitters are and the types of survey responses they give.
21115, 721 PMPublic Anthropology Yanomami The Fierce Con.docx
2/11/15, 7:21 PMPublic Anthropology | Yanomami: The Fierce Controversy and What We Can Learn From It
Page 1 of 7https://www.publicanthropology.net/pages/background/bys5ex/background-1st.php
Missing Plug-in
Instructions
For
Creating A
Student
Account
Help!
Solution
s
To Seven
Common
Problems
Frequently
Asked
Questions
OP-ED TOPIC FOR 2015 SPRING
Introduction. . .
_______________________________________________________________________________
Public Anthropology’s Community Action Website Project helps to provide students with key skills they need to be successful in
their future careers: critical thinking, effective communication, and active citizenship. The Project encourages (1) critical thinking
regarding an ethical issue, (2) a sharing of ideas among students from different universities, (3) improved writing skills, and (4) active citizenship
– a sense that students working together can facilitate change.
Let's begin. . .
_______________________________________________________________________________
THE ISSUE
The rules for regulating research are regularly updated. The U. S. Department of Health and Human Services, for example, is
presently trying to complete a new set of regulations (see e.g. http://chronicle.com/article/Overhaul-of-Rules-for-Human/137811/). After
reading the material below, you will be asked to address in your Op-Ed (or opinion piece) two questions regarding how much,
or how little, governmental regulation of research is appropriate. Good luck.
There are four steps to this skill development process:
(1) READ: You should carefully read the background material to gain an idea of the issue you will be writing about. If you rush
through the material, you will probably do poorly -- grade wise -- on this writing assignment.
(2) DECIDE: You will then take a stand on the issue discussed and, critically, develop an effective argument in support of your
position.
(3) PREPARE: Before you write your Op-Ed (or opinion) piece, you should carefully look at the criteria others will use in evaluating
your piece (see below) as well as examples of model Op-Eds from leading North American newspapers. These should provide a sense
of how to frame and phrase your own Op-Ed.
(4) WRITE: You should write your Op-Ed in a word processing program – such as WORD – and cut and paste your Op-Ed into the
space provided on the website.
RELATION TO READING: Why a Public Anthropology?
Why a Public Anthropology? begins with the sentence: "Cultural Anthropology has the potential to change the world." The first chapter highlights
three anthropologists who actively addressed important social concerns -- Franz Boas, Margaret Mead, and Paul Farmer. The second chapter then
describes in some detail cultural anthropology's potential for addressing a range of problems. But how does one proceed in an ethically positive
way in addressing these problems, in trying to bring change?
In sections 1.6, 1.7, and 1.8, the book asks whether cultural an.
Read the two peer-reviewed journal articles on eyewitness testimon.docx
Read the two peer-reviewed journal articles on eyewitness testimony that I have attached on memory eyewitness testimony. Read the articles, then in 750-1,000 words, do the following:
Briefly summarize the findings from each article.
Based upon the information read, discuss if eyewitness testimony is reliable or unreliable.
Connect your research to a memory theory discussed in Chapter 7 of your textbook.
When writing in APA style, it is important that your analysis is written in third person. Writing in third person, using support from the article to support your position, helps with clarity and conciseness throughout your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment for plagiarism.
Chapter 7 on memory
To understand the three processing phases of memory, consider that right now you are reading the information in this textbook. Presumably, you are trying to remember the information. In the encoding phase, your brain changes information—for example, what you see on the page when you are reading this text—into a meaningful neural code that it can use (Figure 7.2, Step 1). The storage phase is how you maintain the coded representation in a network of neurons in the brain. Storage can last a fraction of a second or as long as a lifetime. In retrieval, the third phase of memory, you re-access the information. Think of this phase as bringing to your mind a previously encoded and stored memory when it is needed, just as answers to an exam.
REVIEW ARTICLE
Consequences of False Memories in Eyewitness
Testimony: A Review and Implications for
Chinese Legal Practice
Jianqin Wang1, Henry Otgaar1,2, Tom Smeets1, Mark L. Howe1,2,
Harald Merckelbach1, and Chu Zhou3
1Department of Clinical Psychological Science, Maastricht University, The
Netherlands; 2Department of Psychology, City, University of London, UK;
and 3Department of Psychology, Fudan University, China
Abstract
False memories can result in severe legal consequences including the imprisonment of innocent people.
False memory in eyewitnesses is the largest factor contributing to miscarriages of justice in the United
States. To date, no study has focused on how false memories might play a role in the Chinese legal
system. The purpose of this review is to summarize the latest findings on false memory and eyewitness
testimony in the literature, and to shed some light on how the Chinese legal system may incorporate
these experiences into practice. Overall, false memories of eyewitnesses are generated either by external
misleading information or by internal cognitive processes; false memories may guide police
investigations in the wrong direction or cause eyewitnesses to misidentify an innocent perso ...
!!Business Ethics Rubric The paper should be 5 - 6 Pages.docx
!
!
Business Ethics Rubric
The paper should be 5 - 6 Pages. !
I will be looking for the following items in your Case Study Analysis. !
I. Developing a Practical Ethical Viewpoint (Theories to use to analyze the case study)
A. Utilitarianism
B. Universal Ethics
C. Ethical Relativism
D. Virtue Ethics !
II. To help you choose the ethical theory do the following (By looking at the moral
situations):
A. Interpret what is right and wrong according to each of the four theories
B. Give an argument that each theory might provide
C. State your own assessment of the strengths of each theory
D. State the weakness of each theory !
III. Step 1: Analyze the Consequences.
Who will be helped by what you do? Who will be harmed? What kind of benefits and harm are
we talking about? Who will be helped by what you do? Who will be harmed?
Step 2: Analyze the actions
Consider all the options from a different perspective, without thinking about the consequences.
How do the actions measure up against moral principles like honesty, fairness, equality,
respecting the dignity of others, and people’s rights? (Consider the common good.) Are any of
the actions at odds with those standards? If there’s a conflict between principles or between the
rights of different people involved, is there a way to see one principle as more important than the
others? Which option offers actions that are least problematic? !
Step 3: Make a decision
Make a decision. Take both parts of your analysis into account, and make a
decision. This strategy at least gives you some basic steps you can follow. !
1. What are the facts? Know the facts as best you can. If your facts are wrong, you’re liable
to make a bad choice.
2. 2. What can you guess about the facts you don’t know? Since it is impossible to know all
the facts, make reasonable assumptions about the missing pieces of information.
3. 3. What do the facts mean? Facts by themselves have no meaning. You need to interpret
the information in light of the values that are important to you.
4. 4. What does the problem look like through the eyes of the people involved? The ability to
walk in another’s shoes is essential. Understanding the problem through a variety of
perspectives increases the possibility that you will choose wisely.
5. 5. What will happen if you choose one thing rather than another? All actions have
consequences. Make a reasonable guess as to what will happen if you follow a
particular course of action. Decide whether you think more good or harm will come
of your action.
6. 6. What do your feelings tell you? Feelings are facts too. Your feelings about
ethical issues may give you a clue as to parts of your decision that your
rational mind may overlook.
7. 7. What will you think of yourself if you decide one thing or another? Some
call this your conscience. It is a form of self-appraisal. It helps you decide
whether you are the kind of person you would like to be. It h ...
Develop a 3–4 page research paper based on a selected case study rel.docx
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
Engl 202 Research Writing Feb 7th
This document summarizes the agenda and topics covered in an English 202 research writing class. It includes announcements about upcoming film screenings and an undergraduate conference. The class discusses Chapter 3 of Malcolm Gladwell's book The Tipping Point on the concept of stickiness factor. Students present on what makes a message memorable and examples. The class engages in guided writing and discussion questions about the chapter. They also discuss evaluating sources and the research process. The document provides guidance on developing research questions and strategies, evaluating sources, and considering audience when selecting sources. It previews assignments on the next chapter and an article on how Google may be impacting thinking.
Public speaking delivery persuasive speaking fall 2011
The document provides guidance on developing an effective persuasive speech, including establishing a clear standpoint, appealing to the audience, conducting research to support the standpoint, incorporating examples, facts, statistics and testimony, and properly citing sources. It emphasizes creating an introduction that states the standpoint and introduces supporting questions, as well as developing a conclusion that reviews the main points.
Project Media Essay Spring 2015 Professor BattyProject Med.docx
This document outlines the requirements and assignments for a project media essay course. Students will write an essay arguing that a public figure has been misrepresented by the media, either portraying a "good" person negatively or a "bad" person positively. They must choose 3 contemporary media sources to support their argument. The assignments include a proposal, annotated bibliography, outline, and final draft essay. The final draft must be 4-6 pages long making a clear thesis and using evidence and MLA style citations. Discussion board requirements and samples are also provided.
Similar to TerranceExplain at least five elements of critical thinking th (16)
Discussion Instructions· Due 114· Please make sure ALL quest.docx
Discussion Instructions· Due 114· Please make sure ALL quest.docx
Annotated Outline FormatTitle PageAbstractTable of Contents .docx
Annotated Outline FormatTitle PageAbstractTable of Contents .docx
Reading ResponseBy R.C. Lewontin, Confusions about Human Races.docx
Reading ResponseBy R.C. Lewontin, Confusions about Human Races.docx
Public speaking delivery persuasive speaking spring 2011
Public speaking delivery persuasive speaking spring 2011
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Read the following information and understand the content, as you .docx
Read the following information and understand the content, as you .docx
Business Problem Memo Research ProposalStudents will write a pro.docx
Business Problem Memo Research ProposalStudents will write a pro.docx
Bullshiters - Who Are They And What Do We Know About Their Lives
Bullshiters - Who Are They And What Do We Know About Their Lives
21115, 721 PMPublic Anthropology Yanomami The Fierce Con.docx
21115, 721 PMPublic Anthropology Yanomami The Fierce Con.docx
Read the two peer-reviewed journal articles on eyewitness testimon.docx
Read the two peer-reviewed journal articles on eyewitness testimon.docx
!!Business Ethics Rubric The paper should be 5 - 6 Pages.docx
!!Business Ethics Rubric The paper should be 5 - 6 Pages.docx
Develop a 3–4 page research paper based on a selected case study rel.docx
Develop a 3–4 page research paper based on a selected case study rel.docx
Public speaking delivery persuasive speaking fall 2011
Public speaking delivery persuasive speaking fall 2011
Project Media Essay Spring 2015 Professor BattyProject Med.docx
Project Media Essay Spring 2015 Professor BattyProject Med.docx
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Watch the movie Dirt. Write a note. The notes do not have to be in .docx
Watch the movie: Dirt. Write a note. The notes do not have to be in sentence or paragraph form; bullet points work. They should make up 1.5 pages. In addition, half a page single space reflection on your reaction/thoughts/opinions on the movie. Last, make up 5 potential multiple choice questions with the answers for the movie.
.
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Watch the PBS video,
States Grapple with Funding Education amid Budget Shortfalls
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Watch the 1985 movie
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and write a paper that describes in detail at least six scenes and indicates the crimes depicted. Provide support for your analysis, arguing why each scene reflects the elements of a particular crime and what defenses might apply.
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Watch the documentary and answer one or more of the following qu.docx
Watch the documentary and answer one or more of the following questions in a 2-3 pages paper:
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- How were colonialism and exploitation justified?
Links to the documentary
https://www.youtube.com/watch?v=aUZLtkLA0VE
Here is some additional info:
http://www.africanfilm.com/Congo.htm
.
Watch one or more of the following videos discussing randomness, sta.docx
Watch one or more of the following videos discussing randomness, statistics, and the science of prediction, and then submit a brief (1/2 to 1-page) summary.
Upload the file in
doc
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Leonard
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http
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sLuRsu
1Do
Charles
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A Beautiful Mind (2001)
Good Will Hunting (1997)
Peaceful Warrior (2006)
Rain Man (1988)
Girl Interrupted
One Flew Over the Cuckoo’s Nest
If you would like to use a different movie, you MUST get permission from your instructor first.
Using the main characters in the movie you chose, answer the following questions:
•Define cognition and provide a description of the cognitive processes.
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•Explain how biological and environmental factors can shape our cognitive processes.
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War and Peace"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Identify and discuss a specific event in the U.S. where social upheaval occurred.
Analyze specific reasons why developed nations do not experience the same kinds of social upheaval.
Discuss substantive ways in which armed conflict can contribute to or distract a developing economy and infrastructure.
Note
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The
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The Johnson administration's poor handling of this event and lack of honesty in addressing the American public gave momentum to the anti-war movement.
Both
Martin Luther King
Jr. and Democratic presidential candidate
Robert Kennedy
were assassinated in the spring of 1968.
Also in the spring of 1968, student activists organized campus protests, rallies,
sit-ins
, and marches, culminating in the largest student strike in U.S. history on April 26.
The Democratic National Convention was disrupted by anti-war demonstrations.
.
Wang, Woo, Choon, Quek, Yang, and Liu (2012) found that using Facebo.docx
A study found that using Facebook groups for learning led to student satisfaction but also frustration with privacy issues and a lack of functionality for important tasks like threaded discussions and sharing documents. The document asks how Magro et al. is using the work of the authors from that study in their own example.
W4 Assignment DeterrenceIntroduction to CriminologyCrime and C.docx
This document provides instructions for a 500+ word essay comparing and contrasting general and specific deterrence. Students are asked to write a well-constructed one page essay with an introduction, body, and conclusion discussing the differences between general deterrence, which aims to deter criminal behavior in society generally, and specific deterrence, which aims to deter individuals who have already committed a crime from reoffending. While not required, using APA style citations is suggested.
Vulnerable Population Summary and Proposed ProgramThe first of you.docx
Vulnerable Population Summary and Proposed Program
The first of your two written assignments for the course will provide a beginning framework that you will utilize in the development of your
Final Project: a proposal for a community-based program in your area. For this first written assignment, you will select one of the vulnerable groups identified in the text that will serve as your target population of interest throughout the duration of your next written assignment and Final Project.
Select one among the following groups from Chapter 1:
Vulnerable mothers and children
Abused individuals
Chronically ill and disabled people
People diagnosed with HIV/AIDS
People diagnosed with mental conditions
Suicide- and homicide-liable people
People affected by alcohol and substance abuse
Indigent and homeless people
Immigrants and refugees
Groups for special consideration (you may propose a different vulnerable population at the consent of the instructor)
Once you have selected a group of interest, write a three page paper that covers the following:
Discuss the impact that at least two of the factors below have on the vulnerability of your chosen group:
Age
Gender
Culture/Ethnicity
Income
Analyze the intersection of social, political, and economic factors affecting vulnerability (must address all three factors).
Draft the design of a new model program, not currently existent within your community. Provide a two- to- three paragraph statement that introduces your proposed community program. This section is tentative and might change as you conduct more research. At a minimum, however, items to address should include:
An explanation of the issues and risk factors experienced by the selected population.
An evaluation of the health needs of the group and a proposed continuum of care level (preventive, treatment, or long-term care) based on the group’s issues, risk factors, and needs. Justify the proposed level with supportive research/evidence.
A description of one to two proposed services your program will include.
Your assignment should be a minimum of three pages in length (excluding title and reference pages), and should include a minimum of three scholarly sources cited according to APA guidelines as outlined in the Ashford Writing Center.
.
Voices of DemocracyThe documents created at the inception of Ameri.docx
Voices of Democracy
The documents created at the inception of American democracy trace their lineage to the Magna Carta signed by King John of England in 1215. The Magna Carta was written by King John’s Barons to protect their rights and property from the King. They forced the King to affix his seal to the document under threat of civil war. The American colonists believed they were the inheritors of those rights from the King of England and as a result the Magna Carta was an inspiration for the American Revolution. Thomas Jefferson, in the Declaration of Independence, wrote about every man’s fundamental right to life, liberty, and the pursuit of happiness. The framers of the United States Constitution sought to design a system of government that would help make the ideals of the Declaration of Independence a reality. Today, United States Supreme Court justices refer to the Constitution as “the supreme law of the land” for guidance as they attempt to adjudicate modern-day conflicts. Much of the influence and authority of the Supreme Court rests in the interpretation of the original concepts and principles of the Constitution.
To prepare for this Discussion:
Review the Declaration of Independence in this week’s Learning Resources. Focus on the democratic principles outlined in the document.
Review the transcript of the Constitution of the United States in this week’s Learning Resources. Consider the relationship between the principles summarized in the Constitution and those detailed in the Declaration of Independence.
Review the article “Magna Carta and Its American Legacy” in this week’s Learning Resources. Think about how the Magna Carta influenced concepts and principles in founding documents of democracy.
Peruse the Supreme Court of the United States website and review arguments for current cases.
Select a democratic concept or principle that is represented in the Declaration of Independence and/or the Constitution.
Think about where and how your selection appears in the Declaration of Independence or the Constitution, and how it might be used by a Supreme Court justice in a Supreme Court case. If you live outside the United States, how do you think this democratic principle might affect the court system in your country?
With these thoughts in mind:
Post by Day 4
an analysis of the democratic concept or principle represented in the Declaration of Independence and/or the Constitution you selected for this Discussion and an explanation of why you selected it.Explain how the concept or principle might be used by a Supreme Court justice in a modern-day Supreme Court case to adjudicate a current conflict.
Be sure to support your postings and responses with specific references to the Learning Resources.
.
Vital statistics collected by federal, state, & local governments ar.docx
Vital statistics collected by federal, state, & local governments are the raw data used for research in epidemiology, environmental health, social & behavioral factors in health, and the medical care system. List 3 ways these vital statistics are used as part of public health's assessment function. Explain why this data is necessary (be specific).
Define what is meant by chronic disease and chronic disease management. Give an example of how Public Health/Epidemiology has impacted chronic disease management. List 2 strategies to mitigate/limit the effects of an identified 'chronic disease'.
Each question 100 -200 word , please provide refrence
.
Visual Representation and Analysis of DataStateTotal.docx
Visual Representation and Analysis of Data
State
Total
murders
1
Total
firearms
Handguns
Rifles
Shotguns
Firearms
(type
unknown)
Knives or
cutting
instruments
Other
weapons
Hands, fists,
feet, etc.
2
Alaska
29
16
5
0
3
8
6
5
2
Arizona
339
222
165
14
9
34
49
59
9
Arkansas
153
110
52
4
6
48
22
17
4
California
1,790
1,220
866
45
50
259
261
208
101
Colorado
147
73
39
3
5
26
22
31
21
Connecticut
128
94
54
1
1
38
18
10
6
Delaware
41
28
18
0
3
7
8
2
3
District of Columbia
108
77
37
0
1
39
21
9
1
Georgia
522
370
326
16
16
12
61
83
8
Hawaii
7
1
0
1
0
0
2
1
3
Idaho
32
17
15
1
0
1
4
8
3
Illinois
3
452
377
364
1
5
7
29
29
17
Indiana
284
183
115
9
12
47
36
43
22
Iowa
44
19
7
0
2
10
10
10
5
Kansas
110
73
31
3
5
34
11
16
10
Kentucky
150
100
77
6
5
12
13
24
13
Louisiana
485
402
372
10
8
12
28
29
26
Maine
25
12
3
1
1
7
4
7
2
Maryland
398
272
262
2
5
3
75
34
17
Massachusetts
183
122
52
0
1
69
30
22
9
Michigan
613
450
267
29
15
139
43
89
31
Minnesota
70
43
36
3
3
1
12
12
3
Mississippi
187
138
121
6
4
7
26
14
9
Missouri
364
276
158
13
9
96
28
42
18
Montana
18
7
2
3
1
1
4
5
2
Nebraska
65
42
35
2
1
4
7
9
7
Nevada
129
75
46
2
1
26
20
25
9
New Hampshire
16
6
1
2
1
2
4
6
0
New Jersey
379
269
238
1
5
25
51
41
18
New Mexico
121
60
45
2
2
11
21
32
8
New York
774
445
394
5
16
30
160
143
26
North Carolina
489
335
235
26
19
55
60
57
37
North Dakota
12
6
3
0
0
3
4
0
2
Ohio
488
344
187
8
13
136
44
80
20
Oklahoma
204
131
99
8
9
15
26
21
26
Oregon
77
40
13
1
2
24
22
10
5
Pennsylvania
636
470
379
8
19
64
73
66
27
Rhode Island
14
5
1
0
0
4
5
4
0
South Carolina
319
223
126
10
12
75
38
40
18
South Dakota
15
5
3
1
0
1
4
3
3
Tennessee
373
244
172
7
13
52
51
62
16
Texas
1,089
699
497
37
48
117
175
134
81
Utah
51
26
15
4
1
6
5
9
11
Vermont
8
4
2
0
0
2
2
2
0
Virginia
303
208
110
10
15
73
33
41
21
Washington
161
79
58
1
3
17
29
36
17
West Virginia
74
43
23
10
3
7
11
13
7
Wisconsin
135
80
60
7
3
10
21
13
21
Wyoming
15
11
7
0
0
4
0
1
3
Virgin Islands
38
31
27
0
0
4
5
2
0
1
Total number of murders for which supplemental homicide data were received.
2
Pushed is included in hands, fists, feet, etc.
3
Limited supplemental homicide data were received.
(FBI, 2011)
The table above for murders by weapon types is from the FBI’s Criminal Justice Services Division and represents the reported murders in each state for the year 2011. (Please see
http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/crime-in-the-u.s.-2011/tables/table-20
for the referenced table.)
Complete the following and insert the required responses and descriptions in a Word document.
Submit your Word documents in the Unit 5 IP Submissions area.
From the data in the table above, using the top 7 states for number of murders, construct a table showing the number of murders by each category of firearms.
From the data in the table above, using the top 7 states for number of murders, construct a pie chart representing the number of murders in each state committed with handguns; use percentage.
Vladimir Putin was recently reelected to another term as President o.docx
Vladimir Putin was recently reelected to another term as President of Russia (2012). Based on your readings and your knowledge, do you feel that Russia is ready to resume its role as superpower much like they did during the Cold War as a result of Putin’s continued leadership? Does Russian aggression in Ukraine since 2013 constitute the first incident of a “new Cold War” whereby Russia will seek to reacquire the former Soviet Republics, such as Lithuania, Estonia, and Latvia, amongst others.
.
Vissing (2011) explains culture as an organized system of living an.docx
Vissing (2011) explains culture as “an organized system of living and thinking. It contains shared attitudes, values, goals, and behaviors that are present in individuals, groups, organizations, or regions of the world” (p. 24). After reading Chapter 3 in the text and “The Relation Between Culture and Social Structure,” summarize some of the ways that the role of culture can shape our expectations about how people are supposed to behave. Moreover, discuss how culture is involved in the consequences when a person does not behave as one is supposed to. Be sure to use the following terms in your explanation:
values
,
norms
,
material
,
status
,
groups
, and
roles
.
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.
Reference:
Vissing, Y. (2011).
Introduction to sociology
. San Diego, CA: Bridgepoint Education, Inc.
.
Visit the Endeavour Space Shuttle (I Already went there) at the .docx
Visit the
Endeavour Space Shuttle
(I Already went there) at the Science Center. It's near USC in downtown LA.
Instructions:
2-page report, single spaced, font 12 pts. Times New Roman, and 1 inch margins. Your report should contain a discussion of how
any
aspect of what you learned in your visit about (Endeavour Space Shuttle) connects to any class material (Ch. 1 thru 14) covered. Tell me what you learned and how it connects to class.
In other words, describe a specific space mission, project, or instrument and describe how the technology, science, or engineering connects to the material in our class. Be very specific for full credit.
Note: "Consider this a technical research project; basic equations are helpful and expected"
.
Visit the Endeavour Space Shuttle (any day) at the Science Cente.docx
Visit the
Endeavour Space Shuttle
(any day) at the Science Center. Fees vary so visit the
Reservation Desk
for info. For
directions click here
. It's near USC in downtown LA.
Instructions:
2-page report, single spaced, font 12 pts. Times New Roman, and 1 inch margins. Your report should contain a discussion of how
any
aspect of what you learned in your visit(s) connects to any class material (Ch. 1 thru 14) covered. Tell me what you learned and how it connects to class. In other words,describe a specific space mission, project, or instrument and describe how the technology, science, or engineering connects to the material in our class. Be very specific for full credit.
Consider this a technical research project; basic equations are helpful and expected.
.
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- 1. Terrance Explain at least five elements of critical thinking that you found in the reading material. QualiaSoup (2009) lists nine elements to critical thinking which are: (1) analyzing, (2) conceptualizing, (3) defining, (4) examining, (5) inferring, (6) listening, (7) questioning, (8) reasoning, and (9) synthesizing. I consider analyzing and examining as the first two steps to critical thinking. Analyzing and examining breaks down the research as a whole into separate pieces to determine their purpose. Using these two elements, you can determine if a source is credible, if the content pertains to what you are researching, and if the author is biased. Questioning does not mean rejecting an idea or claim but to withhold personal judgement until a review of all the factual information can be done before making a decision. This allows a critical thinker to remain unbiased and not jump to conclusions based on their assumptions. Inferring is the ability to draw conclusion based on the factual information obtained by assessing the raw data as a whole and discover probable outcomes (QualiaSoup, 2009). One thing to remember is, new information is always being presented and your original inference may not be correct. Finally, the reasoning used to draw your conclusions should be made based on facts and not emotions. Reasoning allows the critical thinker to make sound decisions backed by logic and not emotions or social pressure.
- 2. Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills. One article I found on international drug trafficking and law enforcements failure on the war on drugs is by German Lopez on Vox.com. Lopez (2016) analyzes the United States current drug problem and the cost it has on the United States trying to combat it through criminalization. In the article Lopez(2016) explains how the war on drugs, which started in 1971, has done little to stop illicit drug use in the United States. In the last forty years the drug war has cost taxpayers over $1 trillion while straining the criminal justice system and doing little as to drug use, production, and trafficking. I believe Lopez used critical thinking in his claim because as he presents in information he backs it up through research and statistics provided by reputable sources. He quotes many individuals in the article and provides both sides arguments to keeping or removing the criminal aspect of drug abuse. Additionally, Lopez does not just look at those outcomes as the only two options avoiding a false dichotomy. He offers other solutions such as reducing the level of criminality associated to drug trafficking and reducing drug schedules for certain drugs such as marijuana. Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills. During my research I found a website called Debate.org (n.d.)
- 3. that posed the question, “should all drugs be legalized?” On this site people are allowed to post anything they want to either side of the purposed question and offer examples, statistics, opinions, experiences, etc. about the issue. Based on individual’s votes 70% of the people commenting believe all drugs should be legalized. The content on this site lacks critical thinking because many of individuals who commented based their decision on emotions vs. facts. They offered no citations for their claims, show bias based on the vocabulary used, and lacks inference to define potential outcomes. By purposing only keep things the way they are or legalize all drugs the website provides a false dichotomy, seeing the issue in only black and white. Resources Debate.org. (n.d.). Should all drugs be legalized? Debate.org. https://www.debate.org/opinions/should-all-drugs- be-legalized Lopez, G. (2016, May 8). The war on drugs, explained. Vox. https://www.vox.com/2016/5/8/18089368/war-on-drugs- marijuana-cocaine-heroin-meth QualiaSoup. (2009, December 24). Critical thinking . YouTube. https://youtu.be/6OLPL5p0fMg Brittany Explain at least five elements of critical thinking that you found
- 4. in the reading material. 1. Identify the situation, problem, and audience you are addressing. 2. Independently research the issue to create a persuasive argument 3. Recognize and eliminate biases when evaluating information; appreciate various perspectives. 4. Analyze and draw conclusions based on the information provided. 5. Consider the relevancy of the information presented as it applies to your topic. Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills. In the scholarly article, Uncertainty in artificial intelligence, Parsons summarizes the first conference on Uncertainty in Artificial Intelligence. During this conference, people were able to express their views on AI and communicate with the AI community. The goal of this conference was to promote research in technological advancements, while learning from the uncertainty of it. The author does a great job of incorporating critical thinking skills for many reasons. First, Parsons identifies a level of bias ["non-probabilist ( pg 65 para. 3)"] in the opening statements, but includes many relevant points of research that debunk his biases from the concern of the paper.
- 5. Next, there are multiple levels of identifying the topic, audience, and other factors that could influence the credibility of the paper. There are also many references to evidence-based research, which allows Parsons to make inferences relevant to the paper. Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills. In the next article found, the author is a journalist that is reporting on the rise of artificial intelligence. This article gives a brief history of AI and how beneficial it is to advancements in computer sciences. The article continues to briefly discuss both sides of the AI debate: good vs. bad. I chose a news article to compare to the previous scholarly article because it's a great example of scholarly vs. popular sources. The author has some good information included, but lacks critical thinking skills. The length of the article is much shorter than the previous and incorporates biases and almost promote fear mongering. To summarize, the "bad" side of AI is referred to through "Doomsday" references and can only create the inference of eradication of the human population. The article, to me, is promoting the negative aspects of AI and does not create a credible argument for the "good" side of AI. References: Remnick, D. (2019, October 13). Sunday Reading: The Rise of Artificial Intelligence. The New Yorker. Retrieved from https://www.newyorker.com/books/double-take/sunday-reading- the-rise-of-artificial-intelligence
- 6. Parsons, S. (1994). Uncertainty in artificial intelligence. The Knowledge Engineering Review, 9 (1), 65-66. doi:10.1017/S0269888900006597