Total Possible Score: 3.00
General Content/Subject Knowledge
Total: 1.50
Distinguished - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the post does not address the discussion prompt at all.
Critical Thinking
Total: 0.30
Distinguished - Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.
Written Communication
Total: 0.15
Distinguished - Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.
Below Expectations - Displays limited control o ...
1/30/2020 Waypoint - Feedback
https://au.waypointoutcomes.com/Engage/Dropbox/Feedback?evaluationId=16959951 1/1
Assignment:
Course:
1/27/2020 7:06:18 PM
Week 1 - Assignment
PSY326 PSY326: Research Methods (COL2004A)
Steven Schneider
View markup for Week1_Assignment.docx
View markup for thirdpdf.PDF
Casey, please see the feedback within your paper and in the scoring rubric.
Describe the chosen research topic. You made a good start, but did not fully address all the below parts detailed in the instructions and grading criteria.
Remember, come up with a specific subject you want to study? In other words, what about your topic do you want to study? What is it about the topic that
interests you the most?
Evaluate how each article relates to your topic.
Important: I found that your paper has some parts that are similar to your Turnitin report and are not in your own words. Even more important, by not citing and
quoting your sources in correct APA format, it can be considered plagiarized. Please work on avoiding copying from your sources. You can't earn credit for
plagiarized material. Please see what I attached below. It will help explain the grade you received.
Please work on correcting the writing errors throughout your paper. See the examples I gave.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Please let me know if you have any questions,
Dr. S
( 0.64 / 1.00) Describes the Chosen Research Topic
Below Expectations - Attempts to describe the research topic; however, significant details are missing and unclear.
Comments:
Can you take what you started and come up with a specific subject you want to study? In other words, what about your topic do you want to study? What is it
about the topic that interests you the most?
( 0.64 / 1.00) Evaluates how Each Article Relates to the Topic
Below Expectations - Attempts to evaluate the relevance of the articles; however, does not include evidence that supports the position, and/or significant details
are missing.
Comments:
While you discussed what was in these articles, you did not provide an evaluation of how useful each article would be in studying your topic.
( 0.32 / 0.50) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which
distract the reader.
Comments:
Some of this paper is copied from your sources.
( 0.16 / 0.25) Written Communication: APA Formatting
Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
( 0.22 / 0.25) Written Communication: Page Requirement
Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages.
( 1.76 / 2.00) Written Communication: Resource Requirement
Proficient - ...
2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
PSY 560 Final Project Student-Authored Article Guidelines a.docxamrit47
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Research in Social Psychology [WLOs 1, 3, 4, 5, 6] [CLOs 1, 2, 3.docxverad6
Research in Social Psychology [WLOs: 1, 3, 4, 5, 6] [CLOs: 1, 2, 3, 4, 5]
To prepare for this discussion, please read
Chapter 1: Studying Social Psychology
of your textbook and
Exploring the Ethics and Psychological Impact of Deception in Psychological Research
article.
In this discussion, you will consider principles of scientific research, including methodology and ethical considerations.
First, visit the
Online Social Psychology Studies (Links to an external site.)
web page and select any study from the list. (Note that some links may be broken; if you choose a study that is unavailable, simply pick another option.) Participate in the research by following the instructions. After you have completed the study, answer the following questions (see Chapter 1 and Boynton, Portnoy, & Johnson, 2013):
Indicate
the study you completed, including the web link.
Describe
the research that was conducted. What did you do? What type of method do you think the researcher was utilizing? Can you identify the hypothesis and/or theory?
Appraise
the study based on your understanding of research gained from the reading. What elements of the study “worked” and what would you suggest the researchers do to improve their study? Mention at least three specific elements.
Indicate
any relevant ethical concerns. Was deception utilized?
Identify
situational factors and/or social and cultural influences that may impact the phenomenon being studied.
Illustrate
how this insight may be relevant to your personal or professional life through specific examples.
To fully demonstrate content knowledge and critical thinking in your Research in Social Psychology discussion
Interpret
course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
Be thorough and specific
, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
Use personal examples
to illustrate as appropriate, but do be sure to provide an objective analysis too,
referencing required materials
and using additional sources as needed to support your insight.
Use your own
Academic Voice
(Links to an external site.)
and apply in-text citations
appropriately throughout your post.
Review
APA: Citing Within Your Paper (Links to an external site.)
for more information.
Your original post should be a
minimum of 300 words
.
Social Thinking [WLOs: 1, 2, 3, 4, 5, 6] [CLOs: 1, 2, 3, 5]
To prepare for this discussion, please read
Chapter 4: Attitudes, Attributions, and Behaviors
;
Chapter 5: Making Judgments
; and
Chapter 6: Prejudice
of your textbook, and
Judgment Under Uncertainty: Heuristics and Biases
and
Intergroup Contact Theory
articles. In addition, watch
A Class Divided
.
In this discussion, you will consider theoretical perspectives on the formation, maintenance, .
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxsamuel699872
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxrosemariebrayshaw
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
Improving Writing and Critical Thinking Competence in Psychology: A Primer a...James Tobin, Ph.D.
This manual was composed to support psychology students' ability at the undergraduate and graduate levels to write more effectively in a variety of contexts within academic and applied settings. The primer is not meant to be a comprehensive writing guide, but focuses instead on the core components of scholarly writing, critical thinking, and the formulation and execution of original ideas. The relevance of these competencies for clinical psychology training is emphasized throughout the manual. Exercises are provided to help the instructor and/or student with practice experiences to support the refinement of the ideas and skills presented.
1/30/2020 Waypoint - Feedback
https://au.waypointoutcomes.com/Engage/Dropbox/Feedback?evaluationId=16959951 1/1
Assignment:
Course:
1/27/2020 7:06:18 PM
Week 1 - Assignment
PSY326 PSY326: Research Methods (COL2004A)
Steven Schneider
View markup for Week1_Assignment.docx
View markup for thirdpdf.PDF
Casey, please see the feedback within your paper and in the scoring rubric.
Describe the chosen research topic. You made a good start, but did not fully address all the below parts detailed in the instructions and grading criteria.
Remember, come up with a specific subject you want to study? In other words, what about your topic do you want to study? What is it about the topic that
interests you the most?
Evaluate how each article relates to your topic.
Important: I found that your paper has some parts that are similar to your Turnitin report and are not in your own words. Even more important, by not citing and
quoting your sources in correct APA format, it can be considered plagiarized. Please work on avoiding copying from your sources. You can't earn credit for
plagiarized material. Please see what I attached below. It will help explain the grade you received.
Please work on correcting the writing errors throughout your paper. See the examples I gave.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Please let me know if you have any questions,
Dr. S
( 0.64 / 1.00) Describes the Chosen Research Topic
Below Expectations - Attempts to describe the research topic; however, significant details are missing and unclear.
Comments:
Can you take what you started and come up with a specific subject you want to study? In other words, what about your topic do you want to study? What is it
about the topic that interests you the most?
( 0.64 / 1.00) Evaluates how Each Article Relates to the Topic
Below Expectations - Attempts to evaluate the relevance of the articles; however, does not include evidence that supports the position, and/or significant details
are missing.
Comments:
While you discussed what was in these articles, you did not provide an evaluation of how useful each article would be in studying your topic.
( 0.32 / 0.50) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which
distract the reader.
Comments:
Some of this paper is copied from your sources.
( 0.16 / 0.25) Written Communication: APA Formatting
Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
( 0.22 / 0.25) Written Communication: Page Requirement
Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages.
( 1.76 / 2.00) Written Communication: Resource Requirement
Proficient - ...
2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
PSY 560 Final Project Student-Authored Article Guidelines a.docxamrit47
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Research in Social Psychology [WLOs 1, 3, 4, 5, 6] [CLOs 1, 2, 3.docxverad6
Research in Social Psychology [WLOs: 1, 3, 4, 5, 6] [CLOs: 1, 2, 3, 4, 5]
To prepare for this discussion, please read
Chapter 1: Studying Social Psychology
of your textbook and
Exploring the Ethics and Psychological Impact of Deception in Psychological Research
article.
In this discussion, you will consider principles of scientific research, including methodology and ethical considerations.
First, visit the
Online Social Psychology Studies (Links to an external site.)
web page and select any study from the list. (Note that some links may be broken; if you choose a study that is unavailable, simply pick another option.) Participate in the research by following the instructions. After you have completed the study, answer the following questions (see Chapter 1 and Boynton, Portnoy, & Johnson, 2013):
Indicate
the study you completed, including the web link.
Describe
the research that was conducted. What did you do? What type of method do you think the researcher was utilizing? Can you identify the hypothesis and/or theory?
Appraise
the study based on your understanding of research gained from the reading. What elements of the study “worked” and what would you suggest the researchers do to improve their study? Mention at least three specific elements.
Indicate
any relevant ethical concerns. Was deception utilized?
Identify
situational factors and/or social and cultural influences that may impact the phenomenon being studied.
Illustrate
how this insight may be relevant to your personal or professional life through specific examples.
To fully demonstrate content knowledge and critical thinking in your Research in Social Psychology discussion
Interpret
course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
Be thorough and specific
, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
Use personal examples
to illustrate as appropriate, but do be sure to provide an objective analysis too,
referencing required materials
and using additional sources as needed to support your insight.
Use your own
Academic Voice
(Links to an external site.)
and apply in-text citations
appropriately throughout your post.
Review
APA: Citing Within Your Paper (Links to an external site.)
for more information.
Your original post should be a
minimum of 300 words
.
Social Thinking [WLOs: 1, 2, 3, 4, 5, 6] [CLOs: 1, 2, 3, 5]
To prepare for this discussion, please read
Chapter 4: Attitudes, Attributions, and Behaviors
;
Chapter 5: Making Judgments
; and
Chapter 6: Prejudice
of your textbook, and
Judgment Under Uncertainty: Heuristics and Biases
and
Intergroup Contact Theory
articles. In addition, watch
A Class Divided
.
In this discussion, you will consider theoretical perspectives on the formation, maintenance, .
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxsamuel699872
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxrosemariebrayshaw
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
Improving Writing and Critical Thinking Competence in Psychology: A Primer a...James Tobin, Ph.D.
This manual was composed to support psychology students' ability at the undergraduate and graduate levels to write more effectively in a variety of contexts within academic and applied settings. The primer is not meant to be a comprehensive writing guide, but focuses instead on the core components of scholarly writing, critical thinking, and the formulation and execution of original ideas. The relevance of these competencies for clinical psychology training is emphasized throughout the manual. Exercises are provided to help the instructor and/or student with practice experiences to support the refinement of the ideas and skills presented.
Throughout this course, you have explored an array of theoriesmarilynnhoare
Throughout this course, you have explored an array of
theories
and models and the ways in which theories provide a framework to view and conceptualize the problem, the therapeutic change process, your role within this change process, and assessment and interventions.
By now, you may be asking what your own theoretical orientation is. Before you determine your theoretical orientation, you should be aware that your personal values, worldviews, life experiences, spiritual or religious perspectives, personality, and biases influence your choice of theoretical orientations. At the same time, remember that your choice of a theoretical orientation is not static. It can change and evolve as you continue your professional and personal life journey. And, if you choose to conduct research and pursue doctoral education, you may even contribute to the body of knowledge upon which
theories
are built.
Reflecting on Your Theoretical Orientation
Readings
Pruitt, N.T. (2014). From dodo bird to mindfulness: The effect of theoretical orientation on work and self.
Journal of Clinical Psychology
,
70
(8), 753–759. doi: 10.1002/jclp.22110
Coleman, D. (2008). Theoretical evaluation self-test: an interactive test of theoretical orientation for mental health clinicians or graduate students. Retrieved from http://web.pdx.edu/~dcoleman/test.html where to go to do the test
Discussion: Reflection
Developing self-awareness starts with taking time to reflect on your own strengths and weaknesses, what distresses you, and what you find most comfortable in social work practice with your clients and colleagues. You have read about many
theories
and models at this point. There may have been theories and models that you were more inclined to use. Or there may have been theories and models you were not comfortable using.
The Theoretical Evaluation Self-Test (TEST) was developed by Daniel Coleman. It is a quantitative instrument that measures a therapist's theoretical orientation. It consists of 30 close-ended statements with a 7-point Likert scale, asking the extent of agreement about “psychotherapy, the human psyche, and the therapeutic process” (Coleman, 2003, p. 74). The seven theoretical orientations that are measured are psychodynamic, biological, family systems, ecosystems, cognitive, pragmatic, and humanistic.
Coleman (2003) cautions that the TEST is not meant to give therapists a conclusive and definitive sense of their theoretical orientation. Rather, the goal is to promote self-reflection about their personal tendencies toward approaching therapy.
For this Discussion, you take the TEST to stimulate self-reflection. You will also take some time to reflect on all the different
theories
and models covered in this course.
To prepare: Take the TEST. There is both a web-based version, noted in the Learning Resources, and a paper version of the TEST.
·
Discussion
· After taking the TEST, post your results. I have posted my test results
Ex ...
PSY 560 Final Project Student-Authored Article Guidelines a.docxpotmanandrea
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Assignment 9 Answer the following questions. 1. Review the lis.docxrock73
Assignment 9
Answer the following questions.
1. Review the list of Freud’s defense mechanisms discussed in your textbook. Choose three and describe instances when you observed yourself or someone else utilizing them. Explain how the use of defense mechanisms can be both healthy and unhealthy.
2. Your textbook highlights several different types of psychological tests. Identify three types of tests and explain what they are used for. Do you think these types of tests would be useful for human resources departments to use to determine personnel decisions, such as hiring, promotion and termination? Explain your answer.
3. Define stress, including the role of cognitive appraisal and coping strategies.
350 words per question and use the outline paper attached for the format.
Reflection Paper
INTRODUCTION
One of the main goals in this course is for you to develop personally through knowledge of psychology. This assignment will give you the opportunity to apply psychological principles to your own life, to your relationships, and to your life in society.
For this assignment you will write a reflection paper detailing the personal development you feel you have achieved.
Your paper should adhere to the following guidelines:
Content: See paper description below.
Length: Approximately 1200 to 1800 words in length (about 5 to 7 pages long)
Typography: Use a size 12 Times New Roman or Arial font, double-spaced
Citation style: Include APA style references to the textbook and other course materials. Please note: While APA style doesn’t usually allow the writer to refer to her/himself in the first person (i.e., using “I” or “me” to refer to yourself), this paper will require the use of first person language.
Due date and grade weighting: The paper is due no later than the final day of the term and will account for 10% of your final grade.
PAPER DESCRIPTION
During this term you have learned about, discussed, and written about the following topics:
Research methods
Neuroscience and behavior
States of consciousness
Learning and memory functions
Thinking, language, and intelligence
Motivation and emotion
Human development
Health psychology: understanding stress and coping
Personality
As you review the topics in this list, reflect on how a better understanding of these topics in psychology has impacted you in four areas:
Personal: How has taking this course allowed you to better understand yourself? What insights have you gained? In what ways has this course helped you to understand your thoughts, feelings or behaviors? In what areas of your life do you still struggle and need help with?
Social: How has taking this course allowed you to better understand your relationship(s) with someone else? Think about a significant relationship, and discuss how topics studied in this course have allowed you to gain a better understanding of that relationship.
Organizational and Societal: How has taking this cour ...
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
Psy 326 Effective Communication / snaptutorial.comBaileyabe
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-QualCritiques written o.docxwhittemorelucilla
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-Qual
Critiques written on articles that are not research articles will receive no points (0). If you are not sure if your article is a quantitative research article, check with your instructor.
· Students must provide copies of the articles (If a copy of the article is not provided, no grade will be given, resulting in no points (0) for that critique.
· Critiques should be double-spaced, with 12 point font, and 1 inch margins on all sides. Do NOT use a cover sheet.
· Organize your paper into paragraphs using the subsections and headings listed below.
· Total length of the critique should not be longer than 4 pages.
SPECIFIC DIRECTIONS and SCORING CRITERIA
(1) Identify the research article using the APA reference format (2 points)
(2) Summarize BRIEFLY (no more than ¾ page) (10 points)
· Research problem
· Research design
· Sample
· Instruments
· Method of analysis
· Conclusion
Critique:
(3) Introduction and Literature Review (4 points)
Use the criteria to evaluate the article. Prepare a written critique according to the criteria set. You do not need to answer each specific question. Summarize and cover the relevant points.
Criteria
Is the general purpose of the study clear?
Is the study significant? Will it make a practical or theoretical contribution?
Is the introduction well organized and clear?
Is the review comprehensive?
Is the review up to date?
Is there an emphasis on primary sources?
Is there a critical review or summary of findings?
Is the review well organized? Does it contain extraneous information?
Does the review clearly relate previous studies to the current research problem?
Does the review help establish the importance of the research?
(4) Research Problem or Question (2 points)
Is the problem or question clear and concise?
Does the problem communicate the type of research and population?
Is the context clearly delineated?
Methodology: Sampling (4 points)
Is the population described adequately?
Is the sample clearly described?
Is the method of selecting the sample clear?
Could the method of selection affect the results?
Are subjects likely to be motivated to give biased responses?
Is the sample known to the researcher? Could this result in researcher bias?
Methodology: Data Collection(5 points)
For each method of collection used in the study consider the following:
Is there a clear description of the instrument and how it was used?
Is there a clear description if how the instrument was administered?
Is it likely that subjects would fake their responses?
Are interviewers and observers trained?
Design/Theoretical Framework (8 points)
What kind of approach is being used?
Is there a stated theoretical viewpoint?
Are there any clear weaknesses in the design of the study?
Are the procedures for collecting information described fully?
Is it likely that the researcher is biased?
Is there evidence of trustworthiness built ...
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
The assignment for this module is split into two components. 1.docxrtodd17
The assignment for this module is split into two components.
1. Assessment will be based on the students’ participation in Asynchronous Discussions hosted on the Virtual Learning Environment – Moodle (40% of total mark)
2. A case study of 3,000 words critically discussing issues in health and social care in relation to a person with co-morbid long-term conditions (60% of total mark)
Assessed discussions
There are 3 Assessed discussions for you to participate (the first one of these is a practice).
Everyone should make an initial posting in each of the discussions which lays out your point of view, then you should all read a selection of your fellow students’ initial postings and respond to at least one of these, giving your opinion on their contribution supported by what you have already learnt and your own experience. Review follow-up comments to your own original posting and respond to these. As this is an academic discussion you will need to support your points or arguments. You will do this by citing textbook/journal references and online resources to support your point of view. Critical reading of the sources identified in individual posts will be required as not all sources will be academically sound.
Each of these will be open for 6 days to enable full participation.
Please note that these are tracked and form part of the monitoring of student engagement.
Practice assessed discussion
Discuss the impact that having over 15 million people in the United Kingdom with a long-term condition might have on our communities?
Suggested resources and reading for Practice assessed discussion (these are not the only resources available, but they will give you a start)
Bajorek, Z. Hind, A. Bevan, S (2016) The impact of long term conditions on employment and the wider UK economy The Work Foundation, London [Available http://www.theworkfoundation.com/wp-content/uploads/2016/11/397_The-impact-of-long-term-conditions-on-the-economy.pdf] [Accessed 18th August 2017]
Campbell, D. (2014) NHS could be 'overwhelmed' by people with long-term medical conditions. The Guardian [online https://www.theguardian.com/society/2014/jan/03/nhs-overwhelmed-long-term-medical-conditions] [accessed 20th August 2017]
Suggested resources and reading for Assessed discussion 1 (these are not the only resources available, but they will give you a start)
Assessed discussion 1
Living with a long-term condition will affect many areas of a person’s life. These areas may include family relationships, ability to work, housing, educational needs and finances. Choose one of these and discuss how this might affect a person and their family.
Kurien, K (2014), Meeting the needs of people with long-term conditions', Primary Health Care, 24, 5, pp. 30-32, CINAHL Complete, EBSCOhost, [Accessed 18 August 2017]
You can access basic information to start you thinking from the Patient info website https://patient.info/health/living-with-a-long-term-condition but please be a.
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
PSY 326 Week 1 Quiz (2 Set -- 100% Score)
Create an 11-slide presentation with a proposed solution for a works.docxstarkeykellye
Create an 11-slide presentation with a proposed solution for a workshop scenario.
Professionals in psychology rely on theory as the underpinning of a proposed solution to a real-world problem. For this assessment, you will be applying theory to explore a problem and solution. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1:
Apply foundational theories in psychology to current issues in the field of psychology.
Summarize the identified problem(s) in a selected scenario.
Demonstrate how a proposed solution is based in theory.
Competency 2:
Describe scientific research methods presented in scholarly psychology literature.
Describe the research methods outlined in scholarly research articles.
Competency 3:
Apply research findings from scholarly literature to current issues in the field of psychology.
Apply findings from scholarly research to develop proposed solution(s) to the problem(s).
Summarize psychology research findings that have been applied to solve a specific problem or to make a specific improvement.
Competency 4:
Examine how human thoughts and behaviors can impact mental health and well-being.
Speculate how a proposed solution, based on theory and research, could impact mental health and well-being through behavior changes.
Competency 5:
Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Develop speaker's notes to explain every slide, with references from scholarly sources to support positions.
Write coherently to support a central idea with correct grammar, usage, and mechanics, as expected of a psychology professional.
Use current APA format and style.
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-FP1000 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.
Theory and Application
American Psychological Association (APA). (n.d.).
Research in action
. Retrieved from http://www.apa.org/research/action
American Psychological Association (APA). (n.d.).
Undoing dyslexia via video games
. Retrieved fromhttp://www.apa.org/research/action/dyslexia.aspx
Linke, S. E., Robinson, C. J., & Pekmezi, D. (2014).
Applying psychological theories to promote healthy lifestyles
.
American Journal of Lifestyle Medicine, 8
(1), 4–14.
Coon, D., & Mitterer, J. O. (2016).
Introduction to psychology: Gateways to mind and behavior
(14th ed.). Belmont, CA: Wadsworth.
Available from the
bo.
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Throughout this course, you have explored an array of theoriesmarilynnhoare
Throughout this course, you have explored an array of
theories
and models and the ways in which theories provide a framework to view and conceptualize the problem, the therapeutic change process, your role within this change process, and assessment and interventions.
By now, you may be asking what your own theoretical orientation is. Before you determine your theoretical orientation, you should be aware that your personal values, worldviews, life experiences, spiritual or religious perspectives, personality, and biases influence your choice of theoretical orientations. At the same time, remember that your choice of a theoretical orientation is not static. It can change and evolve as you continue your professional and personal life journey. And, if you choose to conduct research and pursue doctoral education, you may even contribute to the body of knowledge upon which
theories
are built.
Reflecting on Your Theoretical Orientation
Readings
Pruitt, N.T. (2014). From dodo bird to mindfulness: The effect of theoretical orientation on work and self.
Journal of Clinical Psychology
,
70
(8), 753–759. doi: 10.1002/jclp.22110
Coleman, D. (2008). Theoretical evaluation self-test: an interactive test of theoretical orientation for mental health clinicians or graduate students. Retrieved from http://web.pdx.edu/~dcoleman/test.html where to go to do the test
Discussion: Reflection
Developing self-awareness starts with taking time to reflect on your own strengths and weaknesses, what distresses you, and what you find most comfortable in social work practice with your clients and colleagues. You have read about many
theories
and models at this point. There may have been theories and models that you were more inclined to use. Or there may have been theories and models you were not comfortable using.
The Theoretical Evaluation Self-Test (TEST) was developed by Daniel Coleman. It is a quantitative instrument that measures a therapist's theoretical orientation. It consists of 30 close-ended statements with a 7-point Likert scale, asking the extent of agreement about “psychotherapy, the human psyche, and the therapeutic process” (Coleman, 2003, p. 74). The seven theoretical orientations that are measured are psychodynamic, biological, family systems, ecosystems, cognitive, pragmatic, and humanistic.
Coleman (2003) cautions that the TEST is not meant to give therapists a conclusive and definitive sense of their theoretical orientation. Rather, the goal is to promote self-reflection about their personal tendencies toward approaching therapy.
For this Discussion, you take the TEST to stimulate self-reflection. You will also take some time to reflect on all the different
theories
and models covered in this course.
To prepare: Take the TEST. There is both a web-based version, noted in the Learning Resources, and a paper version of the TEST.
·
Discussion
· After taking the TEST, post your results. I have posted my test results
Ex ...
PSY 560 Final Project Student-Authored Article Guidelines a.docxpotmanandrea
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Assignment 9 Answer the following questions. 1. Review the lis.docxrock73
Assignment 9
Answer the following questions.
1. Review the list of Freud’s defense mechanisms discussed in your textbook. Choose three and describe instances when you observed yourself or someone else utilizing them. Explain how the use of defense mechanisms can be both healthy and unhealthy.
2. Your textbook highlights several different types of psychological tests. Identify three types of tests and explain what they are used for. Do you think these types of tests would be useful for human resources departments to use to determine personnel decisions, such as hiring, promotion and termination? Explain your answer.
3. Define stress, including the role of cognitive appraisal and coping strategies.
350 words per question and use the outline paper attached for the format.
Reflection Paper
INTRODUCTION
One of the main goals in this course is for you to develop personally through knowledge of psychology. This assignment will give you the opportunity to apply psychological principles to your own life, to your relationships, and to your life in society.
For this assignment you will write a reflection paper detailing the personal development you feel you have achieved.
Your paper should adhere to the following guidelines:
Content: See paper description below.
Length: Approximately 1200 to 1800 words in length (about 5 to 7 pages long)
Typography: Use a size 12 Times New Roman or Arial font, double-spaced
Citation style: Include APA style references to the textbook and other course materials. Please note: While APA style doesn’t usually allow the writer to refer to her/himself in the first person (i.e., using “I” or “me” to refer to yourself), this paper will require the use of first person language.
Due date and grade weighting: The paper is due no later than the final day of the term and will account for 10% of your final grade.
PAPER DESCRIPTION
During this term you have learned about, discussed, and written about the following topics:
Research methods
Neuroscience and behavior
States of consciousness
Learning and memory functions
Thinking, language, and intelligence
Motivation and emotion
Human development
Health psychology: understanding stress and coping
Personality
As you review the topics in this list, reflect on how a better understanding of these topics in psychology has impacted you in four areas:
Personal: How has taking this course allowed you to better understand yourself? What insights have you gained? In what ways has this course helped you to understand your thoughts, feelings or behaviors? In what areas of your life do you still struggle and need help with?
Social: How has taking this course allowed you to better understand your relationship(s) with someone else? Think about a significant relationship, and discuss how topics studied in this course have allowed you to gain a better understanding of that relationship.
Organizational and Societal: How has taking this cour ...
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
Psy 326 Effective Communication / snaptutorial.comBaileyabe
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-QualCritiques written o.docxwhittemorelucilla
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-Qual
Critiques written on articles that are not research articles will receive no points (0). If you are not sure if your article is a quantitative research article, check with your instructor.
· Students must provide copies of the articles (If a copy of the article is not provided, no grade will be given, resulting in no points (0) for that critique.
· Critiques should be double-spaced, with 12 point font, and 1 inch margins on all sides. Do NOT use a cover sheet.
· Organize your paper into paragraphs using the subsections and headings listed below.
· Total length of the critique should not be longer than 4 pages.
SPECIFIC DIRECTIONS and SCORING CRITERIA
(1) Identify the research article using the APA reference format (2 points)
(2) Summarize BRIEFLY (no more than ¾ page) (10 points)
· Research problem
· Research design
· Sample
· Instruments
· Method of analysis
· Conclusion
Critique:
(3) Introduction and Literature Review (4 points)
Use the criteria to evaluate the article. Prepare a written critique according to the criteria set. You do not need to answer each specific question. Summarize and cover the relevant points.
Criteria
Is the general purpose of the study clear?
Is the study significant? Will it make a practical or theoretical contribution?
Is the introduction well organized and clear?
Is the review comprehensive?
Is the review up to date?
Is there an emphasis on primary sources?
Is there a critical review or summary of findings?
Is the review well organized? Does it contain extraneous information?
Does the review clearly relate previous studies to the current research problem?
Does the review help establish the importance of the research?
(4) Research Problem or Question (2 points)
Is the problem or question clear and concise?
Does the problem communicate the type of research and population?
Is the context clearly delineated?
Methodology: Sampling (4 points)
Is the population described adequately?
Is the sample clearly described?
Is the method of selecting the sample clear?
Could the method of selection affect the results?
Are subjects likely to be motivated to give biased responses?
Is the sample known to the researcher? Could this result in researcher bias?
Methodology: Data Collection(5 points)
For each method of collection used in the study consider the following:
Is there a clear description of the instrument and how it was used?
Is there a clear description if how the instrument was administered?
Is it likely that subjects would fake their responses?
Are interviewers and observers trained?
Design/Theoretical Framework (8 points)
What kind of approach is being used?
Is there a stated theoretical viewpoint?
Are there any clear weaknesses in the design of the study?
Are the procedures for collecting information described fully?
Is it likely that the researcher is biased?
Is there evidence of trustworthiness built ...
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
The assignment for this module is split into two components. 1.docxrtodd17
The assignment for this module is split into two components.
1. Assessment will be based on the students’ participation in Asynchronous Discussions hosted on the Virtual Learning Environment – Moodle (40% of total mark)
2. A case study of 3,000 words critically discussing issues in health and social care in relation to a person with co-morbid long-term conditions (60% of total mark)
Assessed discussions
There are 3 Assessed discussions for you to participate (the first one of these is a practice).
Everyone should make an initial posting in each of the discussions which lays out your point of view, then you should all read a selection of your fellow students’ initial postings and respond to at least one of these, giving your opinion on their contribution supported by what you have already learnt and your own experience. Review follow-up comments to your own original posting and respond to these. As this is an academic discussion you will need to support your points or arguments. You will do this by citing textbook/journal references and online resources to support your point of view. Critical reading of the sources identified in individual posts will be required as not all sources will be academically sound.
Each of these will be open for 6 days to enable full participation.
Please note that these are tracked and form part of the monitoring of student engagement.
Practice assessed discussion
Discuss the impact that having over 15 million people in the United Kingdom with a long-term condition might have on our communities?
Suggested resources and reading for Practice assessed discussion (these are not the only resources available, but they will give you a start)
Bajorek, Z. Hind, A. Bevan, S (2016) The impact of long term conditions on employment and the wider UK economy The Work Foundation, London [Available http://www.theworkfoundation.com/wp-content/uploads/2016/11/397_The-impact-of-long-term-conditions-on-the-economy.pdf] [Accessed 18th August 2017]
Campbell, D. (2014) NHS could be 'overwhelmed' by people with long-term medical conditions. The Guardian [online https://www.theguardian.com/society/2014/jan/03/nhs-overwhelmed-long-term-medical-conditions] [accessed 20th August 2017]
Suggested resources and reading for Assessed discussion 1 (these are not the only resources available, but they will give you a start)
Assessed discussion 1
Living with a long-term condition will affect many areas of a person’s life. These areas may include family relationships, ability to work, housing, educational needs and finances. Choose one of these and discuss how this might affect a person and their family.
Kurien, K (2014), Meeting the needs of people with long-term conditions', Primary Health Care, 24, 5, pp. 30-32, CINAHL Complete, EBSCOhost, [Accessed 18 August 2017]
You can access basic information to start you thinking from the Patient info website https://patient.info/health/living-with-a-long-term-condition but please be a.
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
PSY 326 Week 1 Quiz (2 Set -- 100% Score)
Create an 11-slide presentation with a proposed solution for a works.docxstarkeykellye
Create an 11-slide presentation with a proposed solution for a workshop scenario.
Professionals in psychology rely on theory as the underpinning of a proposed solution to a real-world problem. For this assessment, you will be applying theory to explore a problem and solution. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1:
Apply foundational theories in psychology to current issues in the field of psychology.
Summarize the identified problem(s) in a selected scenario.
Demonstrate how a proposed solution is based in theory.
Competency 2:
Describe scientific research methods presented in scholarly psychology literature.
Describe the research methods outlined in scholarly research articles.
Competency 3:
Apply research findings from scholarly literature to current issues in the field of psychology.
Apply findings from scholarly research to develop proposed solution(s) to the problem(s).
Summarize psychology research findings that have been applied to solve a specific problem or to make a specific improvement.
Competency 4:
Examine how human thoughts and behaviors can impact mental health and well-being.
Speculate how a proposed solution, based on theory and research, could impact mental health and well-being through behavior changes.
Competency 5:
Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Develop speaker's notes to explain every slide, with references from scholarly sources to support positions.
Write coherently to support a central idea with correct grammar, usage, and mechanics, as expected of a psychology professional.
Use current APA format and style.
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-FP1000 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.
Theory and Application
American Psychological Association (APA). (n.d.).
Research in action
. Retrieved from http://www.apa.org/research/action
American Psychological Association (APA). (n.d.).
Undoing dyslexia via video games
. Retrieved fromhttp://www.apa.org/research/action/dyslexia.aspx
Linke, S. E., Robinson, C. J., & Pekmezi, D. (2014).
Applying psychological theories to promote healthy lifestyles
.
American Journal of Lifestyle Medicine, 8
(1), 4–14.
Coon, D., & Mitterer, J. O. (2016).
Introduction to psychology: Gateways to mind and behavior
(14th ed.). Belmont, CA: Wadsworth.
Available from the
bo.
Similar to Total Possible Score 3.00General ContentSubject Knowledge To.docx (20)
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docxturveycharlyn
ework
Market
45
13
5.0
(441)
admin
New bid from Madam Cathy
here is my bid
admin
TJ2021 accepted the bid and paid the down payment
Im about to post the second one
okay dear
Do you know how to do power point videos
the powerpoint document or videos?
Let me see. One min
okaydear
Prior to beginning work on this video presentation, read Fourth Amendment: Search and Seizure (Links to an external site.), The Difference Between the 5th and 6th Amendment Right to Counsel (Links to an external site.), Probable Cause and Reasonable Suspicion (Links to an external site.), Saul Ornelas and Ismael Ornelas Ledesma, Petitioners v. United States (Links to an external site.), and Pre-Trial Motions (Links to an external site.). The fourth, fifth and sixth amendments are the most important of the Bill of Rights which affect criminal law, prosecutions, and defenses in the United States. Consider the protections against unreasonable searches and seizures, the right to remain silent, the right to due process, the right to counsel, and the right to a speedy trial as the “Holy Grail” of constitutional protections for those accused of a crime. Part 1: Your PowerPoint (or equivalent) presentation: If your last name begins with the letters A through G (fourth amendment). Create a five- to eight-slide PowerPoint explaining the fourth amendment. Additionally, provide 50 to 75 words of explanations for each of your PowerPoint slides in the discussion area, just as you would present an oral presentation explaining the slides on the topics listed. In your PowerPoint slides and discussions, List the requirements of the fourth amendment. Define the key term warrant, and provide exceptions to the warrant requirement. Examine what the remedy is for a defendant when a motion granted to suppress is granted for a fourth amendment violation. In all presentations, support your observations using a minimum of two scholarly and/or credible sources either from the required readings this week or from independent research that you conduct in the University of Arizona Global Campus Library or online, and properly cite any references. Making your PowerPoint (or equivalent) Presentation You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the University of Arizona Global Campus Writing Center’s Tables, Images, & Appendices (Links to an external site.) resource.) The Where to Get Free (and Legal) Images (Links to an external site.) guide provides assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access the University of Arizona Global Campus Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.
Evolving Technology Please respond to the following Analyze t.docxturveycharlyn
"Evolving Technology"
Please respond to the following:
Analyze the various technological improvements over the last 100 years and determine which has been the most significant for both guests and hotel owners. Explain your rationale.
Determine how evolving communications technology (i.e., cell phones and Wi-Fi) has changed guest expectations regarding communications, as well as how the lodging industry should respond.
WRITE MINUMUM 4 SENTENCES FOR EACH PARAPGRAPH. PROVIDE ORGINAL WORK. WRITE THEM ON YOUR OWN WORDS. GONNA USE TURNITIN TO CHECK PLAGARISIM. TYPE EACH QUESTION BEFORE ANSWER THEM.
.
Evolving Health Care Environment and Political ActivismRead and .docxturveycharlyn
Evolving Health Care Environment and Political Activism
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Black, B. P. (2017). Chapter 14 and 15
Online Materials & Resources
Lucas, A. & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.
Johnson, J. E. & Billingsley, M. (2014). Convergence: How nursing unions and Magnet are advancing nursing. Nursing Forum, 49(4), 225-232
Berg, J. G. & Dickow, M. (2014). Nurse role exploration project: The Affordable Care Act and new nursing roles. Nurse Leader, 12(5), 40-44
Vincent, D. & Reed, P. G. (2014). Affordable Care Act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(4), 254-259.
QUESTION
What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Your assignment will be graded according to the grading rubric.
.
Evolving Families PresentationPrepare a PowerPoint presentatio.docxturveycharlyn
Evolving Families Presentation
Prepare a PowerPoint presentation to explore how families have changed over time. Be sure to include the contributors to the various changes. The presentation should consist of at least eight (not to exceed 10) slides as described below:
Slide 1: Introduction
Slide 2: A
narrative
discussing
how the family has changed
over time? Explicitly note what changes have occurred.
Slide 3:
Visual depictions
of what the
"typical" family used to look like
. You are welcomed to use a range of media resources.
Slide 4:
Visual depictions
of what the
"typical" family looks like now
. (i.e., how do you perceive or define the typical family, how does society perceive or define the typical family, etc.) You are welcomed to use a range of media resources.
Slide 5: A
narrative
discussing and analyzing the
individual factors
that have contributed to the changing family. (See your textbook. You may use external resources as well.)
Slide 6: A
narrative
discussing and analyzing the
systemic or structural factors
that have contributed to the changing family over time. (See your textbook. You may use external resources as well.)
Slide 7:
Conclusions
Slide 8:
Citations/Resources
.
EvolutionLets keep this discussion scientific! I do not want .docxturveycharlyn
"Evolution"
Let's keep this discussion scientific! I do not want to have a debate about anyone's religious views on this topic.
Please respond to one of the following discussion topics with a primary post of at least 125 words. Additionally, please make a substantive reply to a fellow student.
•
(1) Read the
article
by Marris (2014) on “How a few species are hacking climate change”. Based on this article, explain the difference between “phenotypic plasticity” and “genetic evolution”. When species change over time, how can we tell the difference between these two mechanisms?
.
Evolutionary Theory ApproachDiscuss your understanding of .docxturveycharlyn
Evolutionary Theory Approach
Discuss your understanding of the theory of evolution. Explain how the concept of natural selection might be applied to the development of personality
Genetic/biological Approach
Develop two goals for a client with ADHD using the genetic and biological theories of personality development. Explain how these goals utilize the genetic and/or biological theories.
Explain how Eysenck’s approach compares with the other theories related to genetic and biological aspects of personality development. What are the benefits of each of these theories?
.
Evolution or change over time occurs through the processes of natura.docxturveycharlyn
Evolution or change over time occurs through the processes of natural and sexual selection. In response to problems in our environment, we adapt both physically and psychologically to ensure our survival and reproduction. Sexual selection theory describes how evolution has shaped us to provide a mating advantage rather than just a survival advantage and occurs through two distinct pathways: intrasexual competition and intersexual selection. Gene selection theory, the modern explanation behind evolutionary biology, occurs through the desire for gene replication. Evolutionary psychology connects evolutionary principles with modern psychology and focuses primarily on psychological adaptations: changes in the way we think in order to improve our survival. Two major evolutionary psychological theories are described: Sexual strategies theory describes the psychology of human mating strategies and the ways in which women and men differ in those strategies. Error management theory describes the evolution of biases in the way we think about everything. Learning Objectives • Learn what “evolution” means. • Define the primary mechanisms by which evolution takes place. • Identify the two major classes of adaptations. • Define sexual selection and its two primary processes. • Define gene selection theory. • Understand psychological adaptations. • Identify the core premises of sexual strategies theory. • Identify the core premises of error management theory, and provide two empirical examples of adaptive cognitive biases. Introduction If you have ever been on a first date, you’re probably familiar with the anxiety of trying to figure out what clothes to wear or what perfume or cologne to put on. In fact, you may even consider flossing your teeth for the first time all year. When considering why you put in all this work, you probably recognize that you’re doing it to impress the other person. But how did you learn these particular behaviors? Where did you get the idea that a first date should be at a nice restaurant or someplace unique? It is possible that we have been taught these behaviors by observing others. It is also possible, however, that these behaviors— the fancy clothes, the expensive restaurant —are biologically programmed into us. That is, just as peacocks display their feathers to show how attractive they are, or some lizards do push-ups to show how strong they are, when we style our hair or bring a gift to a date, we’re trying to communicate to the other person: “Hey, I’m a good mate! Choose me! Choose me!" However, we all know that our ancestors hundreds of thousands of years ago weren’t driving sports cars or wearing designer clothes to attract mates. So how could someone ever say that such behaviors are “biologically programmed” into us? Well, even though our ancestors might not have been doing these specific actions, these behaviors are the result of the same driving force: the powerful influence of evolution. Yes, evolution—certain trait.
Evolution, Religion, and Intelligent DesignMany people mistakenl.docxturveycharlyn
Evolution, Religion, and Intelligent Design
Many people mistakenly believe that a belief in evolution precludes a belief in God or intelligent design; in other words, some people falsely think that one must be an atheist or agnostic to believe in evolution and the Big Bang. The Catholic Church is one example of a religious institution that has long held the view that evolution and the Big Bang explain ‘how we got here.’ Read the below article from the
Catholic Herald
, and then answer the following questions: Why do you think so many people are mistaken about the ability to believe in God as well as evolution and the Big Bang? Do you find anything problematic about combining religious and scientific explanations of the universe? Explain.
NB: In this discussion, students often misuse the word ‘theory’, saying things such as “the Big Bang/evolution are ‘just’ theories.” But to say this is a misuse of the word 'theory' as it applies to scientific theory. Many people misunderstand the word as it is used in the realm of science, thinking it to mean a guess, a hypothetical, untested idea. However, in science, 'theory' means something different. Please read the article below:
"Just a Theory": 7 Misused Science Words - Scientific American
Article from the
Catholic Herald
By Patrick Cusworth October 31, 2014
Pope Francis's comments on the Big Bang are not revolutionary. Catholic teaching has long professed the likelihood of human evolution
Perhaps it was inevitable that Pope Francis’ comments on the Church’s position on scientific theories such as the Big Bang and evolution would cause a stir. In his address to the Pontifical Academy of Sciences, the Pope cautioned against the image of God the creator as “a magician, with a magic wand”, arguing that belief in both theories around the beginnings of the universe and the birth of humankind are consistent with the Catholic faith.
“The Big Bang, which is today posited as the origin of the world, does not contradict the divine act of creation; rather, it requires it”, he stated. Similarly, he argued, “evolution of nature is not inconsistent with the notion of creation because evolution pre-supposes the creation of beings which evolve.”
Yet despite further murmurings that Pope Francis was beginning (yet another) revolution in Catholic doctrine, it must be pointed out – the Pope’s declaration on either theory has not broken with established Catholic belief in the slightest.
The Big Bang theory, originally hypothesised in 1927 by Jesuit priest and physicist Georges Lemaître, is based on the central proposition that the universe is continually expanding. As a preposition, the universe was originally contained within a single point, in a highly intense state of heat and density. As the universe began to expand it cooled, allowing the formation of subatomic particles, which began a series of physical cosmological processes, which led eventually to the known universe. While this has become the most co.
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docxturveycharlyn
Evolution and Its Processes
Figure 1: Diversity of Life on Earth
The diversity of life on Earth is the result of evolution, a continuous process that is still occurring.
“wolf”: modification of work by Gary Kramer, USFWS; “coral”: modification of work by William Harrigan, NOAA; “river”: modification of work by Vojtěch Dostál; “protozoa”: modification of work by Sharon Franklin, Stephen Ausmus, USDA ARS; “fish” modification of work by Christian Mehlführer; “mushroom”, “bee”: modification of work by Cory Zanker; “tree”: modification of work by Joseph Kranak
Chapter Outline
1. Discovering How Populations Change
2. Mechanisms of Evolution
3. Evidence of Evolution
4. Speciation
5. Common Misconceptions about Evolution
Introduction
All species of living organisms—from the bacteria on our skin, to the trees in our yards, to the birds outside—evolved at some point from a different species. Although it may seem that living things today stay much the same from generation to generation, that is not the case: evolution is ongoing. Evolution is the process through which the characteristics of species change and through which new species arise.
The theory of evolution is the unifying theory of biology, meaning it is the framework within which biologists ask questions about the living world. Its power is that it provides direction for predictions about living things that are borne out in experiment after experiment. The Ukrainian-born American geneticist Theodosius Dobzhansky famously wrote that "nothing makes sense in biology except in the light of evolution" (Dobzhansky 1964, 449). He meant that the principle that all life has evolved and diversified from a common ancestor is the foundation from which we understand all other questions in biology. This chapter will explain some of the mechanisms for evolutionary change and the kinds of questions that biologists can and have answered using evolutionary theory.
Discovering How Populations Change
By the end of this section, you will bbe able to:
· Explain how Darwin’s theory of evolution differed from the current view at the time.
· Describe how the present-day theory of evolution was developed.
· Describe how population genetics is used to study the evolution of populations
The theory of evolution by natural selection describes a mechanism for species change over time. That species change had been suggested and debated well before Darwin. The view that species were static and unchanging was grounded in the writings of Plato, yet there were also ancient Greeks that expressed evolutionary ideas.
In the eighteenth century, ideas about the evolution of animals were reintroduced by the naturalist Georges-Louis Leclerc, Comte de Buffon and even by Charles Darwin’s grandfather, Erasmus Darwin. During this time, it was also accepted that there were extinct species. At the same time, James Hutton, the Scottish naturalist, proposed that geological change occurred gradually by the accumulation of small changes from pr.
Evolution in Animals and Population of HumansHumans belong t.docxturveycharlyn
"Evolution in Animals and Population of Humans"
Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes show that chimpanzees and humans are more closely related to one another than each is to any other animals. In light of this result, some researchers suggest that chimpanzees should be renamed as members of the genus Homo. Discuss at least three (3) practical, scientific, and / or ethical issues that might be raised by such a change in naming.
.
Evolution of Seoul City in South KoreaHow the City changed s.docxturveycharlyn
Evolution of Seoul City in South Korea
How the City changed since it was first created. Describe the changes over time up to the present day.
Note
: Insert Citations at the final slide
include pictures of city (not the people in the city)
and you should have enough information ( only takes about the city, Don't talk about the people)!!!!
6 slides
.
evise your own definition of homegrown terrorism. Then using t.docxturveycharlyn
evise your own definition of homegrown terrorism. Then using the e-Activity, provide one example of what you believe to be a specific homegrown terrorist attack that occurred in the United States. Provide a rationale for your response.
There are many agencies, including private security, directly involved in defending against homegrown terrorism that are not part of the Department of Homeland Security (DHS). Examine at least three agencies that are not part of the DHS but play a direct role in homeland security. Hypothesize the key reasons why you believe these three agencies are not part of the DHS. Justify your response.
.
eview the Paraphrasing tutorial here (Links to an external sit.docxturveycharlyn
eview the Paraphrasing tutorial
here (Links to an external site.)
. There's also a helpful video
here (Links to an external site.)
.
Directions
: Paraphrase the quote below by putting into your own words
"I am most willing to answer all questions about myself. I have nothing to hide from your committee and there is nothing in my life of which I am ashamed. I have been advised by counsel that under the fifth amendment I have a constitutional privilege to decline to answer any questions about my political opinions, activities, and associations, on the grounds of self-incrimination. I do not wish to claim this privilege. I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself."
Excerpt from Lillian Hellman,
Letter to HUAC (Links to an external site.)
, May 19, 1952.
you need to put this in your own words. So, take it out of the quote. Don't forget to cite!
Type your answer into the text box below.
.
Evidenced-Based Practice- Sample Selection and Application .docxturveycharlyn
Evidenced-Based Practice- Sample Selection and Application
Description: Professional nursing practice is grounded in the translation of current evidence
into practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 5) Evaluate data from
relevant sources, including technology, to inform the delivery of care to culturally and
ethnically diverse populations. 6) Collaborate with health team members to collect, interpret,
synthesize and disseminate evidence to improve patient outcomes in complex health care
environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Fully detail how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes how
research and
sampling affect
generalizability of
findings but does
not identify
specific
populations in
Sentinel City®
Superficially
describes
sampling but does
not connect to
generalizability of
research findings
to practice
Identifies
populations of
interest but does
not relate to
research
applicability
Fully detail, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes, with
specific
example(s) inter
professional
evidence-based
practice guidelines
but does not
develop outcomes
specific to a
population
Superficially
describes with
what evidence-
based practice
guidelines are
available but does
not address
interprofessional
nature or
outcomes
Provides
suggestions to
improve care for
population but
provides no
research/evidence
to support
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three errors
in APA, Spelling,
and Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Include a PICO
model that clearly
labels specific
.
Evidenced-Based Practice- Evaluating a Quantitative Research S.docxturveycharlyn
Evidenced-Based Practice- Evaluating a Quantitative Research Study
Description: The baccalaureate graduate nurse will demonstrate an understanding of the basic
elements of the research process and models for applying evidence to clinical practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 3) Differentiate between
ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate
reliable evidence from multiple ways of knowing, to inform practice and make clinical
judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery
of care to culturally and ethnically diverse populations. 6) Collaborate with health team
members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes
in complex health care environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
research design
of study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
res and results of
the study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
methods/procedu
res and results of
the study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research and how
the study may
contribute to
EBP in general
but not how the
specific study
contributes to
current clinical
practice.
Provides simple
definitions of
research and
evidence but
does not delve
into the
relationship
among research,
evidence-based
practice and
Does not address
section
impr.
eview the Captain Edith Strong case study in Ch. 6 of Organi.docxturveycharlyn
eview
the Captain Edith Strong case study in Ch. 6 of
Organizational Behavior and Management in Law Enforcement
.
Answer
the questions in column one.
This is not an opinion paper, SO DO NOT USE FIRST OR SECOND PERSON;
your answers should be supported with the textbook readings and outside research; you need a minimum of two references and citations.
Format
your references consistent with APA guidelines.
.
Evidenced based practice In this writing, locate an article pert.docxturveycharlyn
Evidenced based practice
In this writing, locate an article pertaining to the topic below. Choose your article wisely, because you will be incorporating the article into all three of your writing assignments this session. In this writing, please discuss how this (one) article will be beneficial to your assigned topic. (The article should be a research conducted in United states.) Also state what you will be focusing on.
Topic: Preventing Healthcare Associated Infections.
This should be a page. Do not use direct quotes, but paraphrase. Also, cite the article you chose in APA 6th edition format.
Research Design: Observational
and Correlational Studies
Video Title: Research Design: Observational and Correlational Studies
Originally Published: 2011
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks, USA
ISBN: 9781483397108
DOI: https://dx.doi.org/10.4135/9781483397108
(c) SAGE Publications, Inc., 2011
This PDF has been generated from SAGE Research Methods.
https://dx.doi.org/10.4135/9781483397108
NARRATOR: Research Design-- Observational and Correlational Studies. Since the moment you
were born, you've been exploring the world around you. In a sense, you've been conducting research.
You've noticed the ways people interact with each other, the relative sizes of objects,
NARRATOR [continued]: and how the colors of nature change with the seasons. Each of us is an
amateur researcher, observing, analyzing, and drawing conclusions about everything we see. In order
to conduct a more formal study whose conclusions you can share with others, you need to apply
scientific methods to your research.
NARRATOR [continued]: Knowing about scientific research methods will also help you understand,
interpret, and be more analytical in your thinking about studies you read about in textbooks, journals,
newspapers, or online. To make sure your research is as strong as possible, let's talk about designing
your study and interpreting your results.
NARRATOR [continued]: Specifically, we'll focus on some overarching types of research studies,
when to use an observational design, along with some advantages and disadvantages, two different
types of observational design, those that you conduct in the field and those that you conduct in a
laboratory,
NARRATOR [continued]: analyzing data from an observational study, including some statistical
methods, when to use a correlational design, along with some advantages and disadvantages, how
to design and implement one, and analyzing data from a correlational study.
NARRATOR [continued]: Before we begin to explore research designs, it is important to understand
the terms "variable" and "construct." These terms are used interchangeably and are found throughout
scientific literature.
NICOLE CAIN: A "construct," which can also be called a "variable," is a topic of interest that varies
from person to person. Some examples of constructs that researchers .
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Total Possible Score 3.00General ContentSubject Knowledge To.docx
1. Total Possible Score: 3.00
General Content/Subject Knowledge
Total: 1.50
Distinguished - Addresses all aspects of the prompt in
accordance with the parameters of the discussion and
demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance
with the parameters of the discussion and demonstrates
knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with
the parameters of the discussion and demonstrates basic
knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the
prompt in accordance with the parameters of the discussion and
demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the
post does not address the discussion prompt at all.
Critical Thinking
Total: 0.30
Distinguished - Comprehensively explores the ideas, thoughts,
and elements of the topic and provides relevant evidence and
information that demonstrates all of the following as applicable
to the discussion prompt: clarity, relevance, depth, breadth, use
of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the
topic and provides relevant evidence and information that
demonstrates most of the following as applicable to the
discussion prompt: clarity, relevance, depth, breadth, use of
information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic
and provides relevant evidence and information that
demonstrates some of the following as applicable to the
discussion prompt: clarity, relevance, depth, breadth, and use of
2. information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts,
and elements of the topic and provide relevant evidence and
information, but demonstrates few of the following as
applicable to the discussion prompt: clarity, relevance, depth,
breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas,
thoughts, and elements of the topic and provide relevant
evidence and information in either the original post or
subsequent response posts within the discussion, or no post is
present.
Written Communication
Total: 0.15
Distinguished - Displays clear control of syntax and mechanics.
The organization of the work shows appropriate transitions and
flow between sentences and paragraphs. Written work contains
no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The
organization of the work shows transitions and/or flow between
sentences and paragraphs. Written work contains only a few
errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The
work is not organized with appropriate transitions and flow
between sentences and paragraphs. Written work contains
several errors, making it difficult to fully understand.
Below Expectations - Displays limited control of syntax or
mechanics. The work does not include any transitions and does
not flow easily between sentences and paragraphs. Written work
contains major errors.
Non-Performance - Fails to display control of syntax or
mechanics, within the original post and/or responses.
Organization is also not present.
Engagement/ Participation
Total: 1.05
3. Distinguished - Contributes to classroom conversations with at
least the minimum number of replies, all of which were
thoughtful, relevant, and contributed meaningfully to the
conversation. Fully engages in the conversation with
appropriate topic-based responses.
Proficient - Contributes to classroom conversations with the
minimum number of replies that are somewhat thoughtful,
relevant, and contributed meaningfully to the conversation.
Attempts to fully engage in the conversation with appropriate
topic-based responses.
Basic - Contributes to the classroom conversations with the
minimum number of replies. Attempts to fully engage in the
conversation, but the responses are not relevant or fully aligned
with the discussion topic.
Below Expectations - Attempts to contribute to the classroom
conversations with fewer than the minimum number of replies;
however, the replies are not thoughtful and relevant, or they do
not contribute meaningfully to the conversation.
Non-Performance - There is no contribution to the discussion.
Powered by
Running head: PTSD RESEARCH OUTLINE
1
PTSD RESEARCH OUTLINE
2
PTSD Research Outline
name
school
4. 26 February 2017
PTSD Research Outline
1. Introduction
a) The topic of Post Trauma Stress Disorder (PTSD) is
important and appropriate for research because it clarifies the
means through which people can prepare to avoid becoming
stress victims after attaining a psychological shock.
b) The paper based on this topic will be guided by the thesis
statement that, “The Unique factors of PTSD.”
c) Terms that are important to explain in the review among
others include trauma, stress, shock and social psychology.
d) The explanations and provision of the review will be based
upon four major areas. These include:
i. Social Psychology
ii. Contemporary issues in psychology
iii. Crisis and emergency intervention
iv. Psychopathology
e) Each of the areas relates significantly to the theme of the
paper as follows.
i. Social Psychology will help in studying an individual’s
relationship with others, and means through which the
individuals can reduce stress.
ii. Contemporary issues in psychology explain about the many
issues of psychology that arise regularly
iii. Crisis and emergency intervention explain the means
through which emergency can be managed.
5. iv. Psychopathology help in understanding the behaviors of
individuals.
2. Literature Review
a) Many literal sources exist which provide information
concerning PTSDs. The majority of these sources are research
studies that have been carried out by other scholars. Examples
include:
i. Posttraumatic Stress Disorder (PTSD) study article, authored
by Michele Spoont.
ii. Psychological treatment of post-traumatic stress disorder
(PTSD), authored by Jonathan Bisson and Martin Andrew.
iii. Pharmacotherapy for post-traumatic stress disorder (PTSD),
authored by Dan J Stein, Jonathan C Ipser, Soraya Seedat, Carli
Sager and Taryn Amos.
b) Each of these studies have both similarities and differences.
Different research studies are focused and address different
research areas within the study. The difference in research
purpose and scope causes the difference in the research study
findings (Stein, Ipser, Seedat, Sager, & Amos, 2006).
c) Facts concerning a topic cannot change, and thus all facts
that the researchers identify about the PTSD condition consists
of the similarities of the study.
d) Conclusion; All literal sources explain that individuals in
different situations attain the PTSD disorder while others do
not. The aspect of people attaining the disorder is not only
caused by the factors of people attaining a physical or
psychological shock, although in many occasions this aspect is
the trigger of the disorder occurrence.
6. 3. Discussion
a) The first main understanding from the literature of others is
the fact that PTSD disorder is never attained by an individual
without any form of trauma occurring in the life of that
individual.
b) People’s capability to resist trauma is the determiner of
whether an individual will attain the PTSD disorder after
attaining a physical or psychological shock or whether they will
not.
c) The determiner factors include both internal capabilities of
an individual or life experiences that the individual has passed
through.
d) The literature review of the many literal sources provided a
significant understanding of the disorder and how it is obtained.
e) I also attained the understanding of the many ways through
which I can help individuals suffering from the disorder recover
from the shock and stress brought by the disorder
4. Conclusion
a) Explanation of the significant difference between individuals
suffering from the disorder and those who manage to resists it.
b) Pointing out the many ways through which people can
manage to resist and recover from the disorder after thy have
attained it.
c) Reflecting on the thesis and explaining how the paper has
managed to provide an explanation on its establishment.
7. References
Andrew, M. & Bisson, J. (2013). Psychological treatment of
post-traumatic stress disorder (PTSD): Cochrane Depression,
Anxiety and Neurosis Group. Retrieved from
http://yw6vq3kb9d.search.serialssolutions.com.ezproxy2.apus.e
du/
Spoont, M. (2015). Posttraumatic Stress Disorder (PTSD) study
article: JAMA Patient Page. Retrieved from
http://jamanetwork.com.ezproxy.pc.maricopa.edu/journals/jama/
fullarticle/2422544
Stein, D., Ipser, J., Seedat, S., Sager, C. & Amos, T. (2006).
Pharmacotherapy for post-traumatic stress disorder (PTSD):
Cochrane Common Mental Disorders Group. Retrieved from
http://yw6vq3kb9d.search.serialssolutions.com.ezproxy2.apus.e
du/
Running head: PTSD ANNOTATED BIBLIOGRAPHY
1
PTSD ANNOTATED BIBLIOGRAPHY
2
PTSD Annotated Bibliography
NAME
school
4 March 2017
PTSD Annotated Bibliography
Post-Trauma Stress Disorder (PTSD) happens in some
instances after a traumatic event. Traumatic events are defined
as something that happens to you that is considered to be scary
or horrible. Traumatic events can include sexual
trauma/violence, serious accidents, combat, terrorist attacks,
and natural disasters such as fire, floods, and eathquakes. An
8. individual may feel during the event that they are in danger for
their lives. Sometimes the individual may feel out of control of
what is happening. However, going thru a traumatic event does
not always mean that you will have signs and symptoms of
PTSD.
i. Social Psychology
ii. Contemporary issues in psychology
iii. Crisis and emergency intervention
iv. Psychopathology
This paper provides articles and their explanations grouped
within these four main topics, which provides information
relating to the condition of PTSD.
Social Psychology Topic
Kaczmarek, M., & Zawadzki, B. (2012). Exposure to trauma,
emotional reactivity, and its interaction as predictors of the
intensity of PTSD symptoms in the aftermath of motor vehicle
accidents. Journal of Russian & East European Psychology,
50(3), 47. doi:10.2753/RPO1061-0405500303
This article provides information on post-traumatic stress
disorder obtained from individuals that have been involved in
car accidents. The individuals utilized for this article were
individuals that experienced there stress full situation during a
car accident. The authors of the article explain that majority of
the individuals attain the condition due to the situation that they
believe they were in during the occurrence of the accident. The
article involves an original study that involves experimentation
of how the individuals were exposed to trauma due to the
occurrence of the accident.
O'connor, M., Lasgaard, M., Spindler, H., & Elklit, A. (2007).
9. The impact of different diagnostic criteria on PTSD prevalence:
A comparison of PTSD prevalence using the DSM-IV and ICD-
10 PTSD-criteria on a population of 242 danish social work
students. Nordic Psychology, 59(4), 317-331. doi:10.1027/1901-
2276.59.4.317
This article explains that a large number of individuals show
signs of PTSD for many different reasons and situations. Unlike
many other diseases, an individual can obtain the PTSD
condition from accidents, an action that is committed to him or
her by another individual like rape, or even a bad decision that
he or she makes. The impact that these diseases and conditions
have on such individuals are significantly different. Trauma that
is brought about by rape, for example, is significantly different
with the trauma that is brought about by events like accidents.
The author examines the causes of trauma and in their article
explains the difference in effect that the individuals from
various sources of the condition obtain. This article is thus
significantly important and beneficial for this topic.
Horesh, D., Solomon, Z., & Ein-Dor, T. (2013). DELAYED-
ONSET PTSD AFTER COMBAT: THE ROLE OF SOCIAL
RESOURCES: Delayed-onset PTSD after combat. Journal of
Community Psychology, 41(5), 532-548.
doi:10.1002/jcop.21555
This source provides information concerning soldiers who
obtain the PTSD condition due to the effect of their
involvement in the war. It provides information obtained from
research activities that involved about 675 Israeli veterans that
obtained the PTSD condition and 369 individuals.
Ullman, S. E., & Peter‐Hagene, L. (2014). social reactions to
sexual assault disclosure, coping, perceived control, and ptsd
symptoms in sexual assault victims. Journal of Community
Psychology, 42(4), 495-508. doi:10.1002/jcop.21624
The source was provided with an aim of providing information
concerning victims of sexual assault. Among others, this event
10. is considered to be the most significant cause of the PTSD
condition and thus the authors to the article provided this article
to cover the condition and the means through which it affects
individuals. The authors utilized path analysis to provide
information concerning it and a large number of individuals
who have survived the victimization of sexual assault.
Gros, D. F., Flanagan, J. C., Korte, K. J., Mills, A. C., Brady,
K. T., & Back, S. E. (2016). Relations among social support,
PTSD symptoms, and substance use in veterans. Psychology of
Addictive Behaviors, 30(7), 764-770. doi:10.1037/adb0000205
The article provides information concerning the means through
which veterans deal with the problem of PSTD. They explain
that PTSD is among the most common conditions and problems
that veterans face. They then provide the most important and
appropriate way that these individuals can manage to handle the
problem and condition of PTSD before it occurs and the most
appropriate treatment strategies that they can utilize for
treatment.
Freedman, S. A., Gilad, M., Yael L E Ankri, Roziner, I., &
Shalev, A. Y. (2015). Social relationship satisfaction and PTSD:
Which is the chicken and which is the egg? European Journal of
Psychotraumatology, 6(1), Article 28864-Article 28864.
doi:10.3402/ejpt.v6.28864
This article specifically provides information concerning the
effect that individuals with PTSD individuals experience due to
the condition. The authors involve in a research study through
which thy aim to determine the means through which
individuals with PTSD are impacted by this condition. The
individuals explain the impact of this condition and the means
through which they can manage to improve these conditions.
The individuals whose conditions are utilized by this study are
trauma survivors among other individuals who have experienced
traumatizing experiences. After the study, the authors explain
that SRS effect was significant for the majority of the
11. individuals with PTSD. Thys conclude that both the conditions
of SRS and PTSD have a significant relationship.
Contemporary Issues in Psychology
This topic provides information concerning the issues that are
currently occurring involving psychology. Since the topic under
study is PTSD, the following articles provide information of
occurring issues of PTSD.
Asmundson, G. J. G., & Hadjistavropolous, H. D. (2006).
Addressing shared vulnerability for comorbid PTSD and chronic
pain: A cognitive-behavioral perspective. Cognitive and
Behavioral Practice, 13(1), 8-16.
doi:10.1016/j.cbpra.2005.03.001
This article provides information concerning an emerging issue,
which was recently discovered about PTSD. The authors carry
out a research that is aimed at determining an existing
relationship between the Comorbid PTSD and Chronic Pain. The
authors explain that it is common for the individuals who attain
the PTSD to also have other issues that emerge. Among others,
the issues include chronic pain. The authors provide information
and explanation concerning the reasons why the chronic pain
occurs for these individuals.
Risbrough, V. B., & Stein, M. B. (2012;2011;).
Neuropharmacology special issue on posttraumatic stress
disorder (PTSD): Current state of the art in clinical and
preclinical PTSD research [editorial]. Neuropharmacology,
62(2), 539-541. doi:10.1016/j.neuropharm.2011.08.021
This article provides information concerning a recent research
study based on traumatic occurrences that cause PTSD and the
means through which the individuals who attain this disorder
can be treated effectively and completely. The information is
aimed at helping individuals avoid involvement in certain
12. activities, which may lead to their attaining of this condition.
The article provides significant information concerning research
findings of much better and simplified ways through which
individuals with this condition can be treated.
Vujanovic, A. A., Bonn-Miller, M. O., & Petry, N. M. (2016).
Co-occurring posttraumatic stress and substance use: Emerging
research on correlates, mechanisms, and treatments—
Introduction to the special issue. Psychology of Addictive
Behaviors, 30(7), 713-719. doi:10.1037/adb0000222
This article provides an explanation that recent research has
shown that certain condition like PSTD and substance abuse are
co-occurring. This research provides significant information
concerning the means through which treatment of these
conditions should be enhanced in order to ensure that
individuals who attain them manage to be completely cured of
the condition. The authors propose a long-term therapy to
address this issue completely and ensure that all individuals
manage to improve completely without having to obtain those
conditions again.
Gilbert, K. S., Kark, S. M., Gehrman, P. R., & Bogdanova, Y.
(2015). Sleep disturbances, TBI and PTSD: Implications for
treatment and recovery. Clinical Psychology Review, 40, 195-
212. doi:10.1016/j.cpr.2015.05.008
This article explains about the emerging issues of PTSD in
relation to other conditions that include the traumatic brain
injury (TBI) and sleeping problems, which affect military
individuals significantly. The authors to this article explain the
relationship that exists between these conditions and the extent
to which individuals who attain one condition also obtain the
other conditions. This information help individuals to
understand the importance of involving in early treatment after
obtaining one condition, in order to ensure that they improve.
Street, A. E., Vogt, D., & Dutra, L. (2009). A new generation of
13. women veterans: Stressors faced by women deployed to iraq and
afghanistan. Clinical Psychology Review, 29(8), 685-694.
doi:10.1016/j.cpr.2009.08.007
The authors to this article explain that for a long time, majority
of the veteran that are the well-known regardless of the country
which they fight for are men. Recently however, Asian freedom
fighting organizations like the Operation Iraqi Freedom (OIF)
and Operation Enduring Freedom (OEF) involve a large number
of women. The authors of the article explain that these
individuals have the need to be well treated and understood in a
much better way.
Cukor, J., Spitalnick, J., Difede, J., Rizzo, A., & Rothbaum, B.
O. (2009). Emerging treatments for PTSD. Clinical Psychology
Review, 29(8), 715-726. doi:10.1016/j.cpr.2009.09.001
This article provides information concerning the recently
explained and proven methods through which individuals can be
treated PTSD effectively. This condition has been in existence
for a long time. The authors of the article explain that a large
number of individuals have been suffering from the condition
for a long time. Due to this reason, treatment of the condition
has been developed over time. The article thus provides
information concerning the most recent treatment procedures
that are different from the procedures that physicians were
utilizing earlier.
Crisis and Emergency Intervention
Crisis and emergency intervention simply refers to a process
through which individuals manage to implement strategies that
help in managing incidences. With regard to PTSD victims, the
majority of them involved in actions that cause them require
intervention and emergency strategies. This section provides
articles that explain about crisis and emergency intervention
strategies related to the PTSD management.
Coldiron, M. E., Llosa, A. E., Roederer, T., Casas, G., & Moro,
M. (2013). Brief mental health interventions in conflict and
14. emergency settings: An overview of four médecins sans
frontières - france programs. Conflict and Health, 7(1), 23-23.
doi:10.1186/1752-1505-7-23
This article provides information concerning interventions that
are based on all forms of mental health issues. Mental health
issues among others include issues that relate to the brains of an
individual. Among other conditions, include the condition of
PTSD, since stress is among the many mental aspects that
individuals face. This article therefore provides important
information on the strategies through which individuals
suffering from PTSD can utilize in cases of emergency.
Mills, L. D., Mills, T. J., Macht, M., Levitan, R., Wulf, A. D.,
& Afonso, N. S. (2012). Post-traumatic stress disorder in an
emergency department population one year after hurricane
katrina. Journal of Emergency Medicine, 43(1), 76-82.
doi:10.1016/j.jemermed.2011.06.124
This article simply provide information concerning cases of
individuals that have faced the condition of PTSD. After
analyzing the various diverse cases of different individuals, the
authors then provide information concerning the most
appropriate way through which these individuals can improve
their conditions and manage to obtain better lives despite the
conditions through the utilization of certain interventions and
medical assistance.
Rothbaum, B. O., Kearns, M. C., Price, M., Malcoun, E., Davis,
M., Ressler, K. J., . . . Houry, D. (2012). Early intervention may
prevent the development of posttraumatic stress disorder: A
randomized pilot civilian study with modified prolonged
exposure. Biological Psychiatry, 72(11), 957-963.
doi:10.1016/j.biopsych.2012.06.002
This source provides information concerning the strategy of
early intervention, which individuals can utilize to improve
their conditions. The authors begin by explaining that PTSD is a
condition that majority of the individuals attain without any
15. form of expectation and thus due to that reason, they do not
have time to prepare for the condition. The authors then explain
that despite this reason, people can manage to establish early
intervention mechanism through which they can protect
themselves from obtaining PTSD condition. This mechanism
should be established immediately individual experiences any
form of a condition that might cause trauma, even before he or
she attains any side effects of the event.
Price, M., Kearns, M. C., Houry, D., & Rothbaum, B. O. (2014).
Emergency department predictors of posttraumatic stress
reduction for trauma-exposed individuals with and without an
early intervention. Journal of Consulting and Clinical
Psychology, 82(2), 336-341. doi:10.1037/a0035537
This article provides the information concerning the importance
of establishing strategies through which stress can be reduced
from an individual after he or she involves in any form of
experience that might cause trauma. The information provided
by the article is thus important and provides information
concerning the way people can protect themselves from
attaining PTSD after they involve in a traumatic activity.
Senneseth, M., Alsaker, K., & Natvig, G. K. (2012). Health-
related quality of life and post-traumatic stress disorder
symptoms in accident and emergency attenders suffering from
psychosocial crises: A longitudinal study: HRQoL and PTSD
symptoms in A & E attenders. Journal of Advanced Nursing,
68(2), 402-413. doi:10.1111/j.1365-2648.2011.05752.x
The authors to this source provide information concerning the
quality of life of the individuals and the means through which
those individuals manage to improve. Aspects of psychological
crises cause a large number of people to visit emergency units.
The article provide information concerning the quality of life of
these individuals with regard to health. This article is important
because it helps individuals attain an understanding of the kind
of life that individuals who have had PTSD face.
16. Broussard, B., McGriff, J. A., Demir Neubert, B. N., D’Orio,
B., & Compton, M. T. (2010). Characteristics of patients
referred to psychiatric emergency services by crisis intervention
team police officers. Community Mental Health Journal, 46(6),
579-584. doi:10.1007/s10597-010-9295-3
This source provides information about crisis intervention
training, which is important and appropriate for individuals that
involve in operations involving offering help to people that
need forms of emergency response assistance. This information
is appropriate because people who have PTSD also requires
similar response and intervention strategies to help their cases
and manage to avoid significant and permanent effects of the
condition.
Psychopathology
This topic involves research studies concerning diseases that
cause stress to people, and the many diversified ways through
which individuals attempt to deal with them. Many literal
articles have been authored with an aim of explaining this issue.
Some of these sources are as listed.
Pacella, M. L., Armelie, A., Boarts, J., Wagner, G., Jones, T.,
Feeny, N., & Delahanty, D. L. (2012;2011;). The impact of
prolonged exposure on PTSD symptoms and associated
psychopathology in people living with HIV: A randomized test
of concept. AIDS and Behavior, 16(5), 1327-1340.
doi:10.1007/s10461-011-0076-y
This article provides information concerning a method through
which individuals utilize to treat PTSD and the impact that this
treatment has on individuals who attain the disorder. This
information is appropriate and involves the experimentation of
how a certain individuals are impacted by the disorder and the
method of treatment. The authors explain the method of
treatment as prolonged Exposure. They utilize a large number of
17. test subjects, who are individuals that have been confirmed to
contain PTSD. The large number of the individuals help to
ensure that the information obtained is accurate.
Wingenfeld, K., Driessen, M., Adam, B., & Hill, A. (2007).
Overnight urinary cortisol release in women with borderline
personality disorder depends on comorbid PTSD and depressive
psychopathology. European Psychiatry, 22(5), 309-312.
doi:10.1016/j.eurpsy.2006.09.002
This article provides information about the body organs that
attain stress and other aspects that contribute towards an
individual attaining the mental conditions like stress and
depression. This information is important because through it, on
can simply understand the science of attaining the PTSD
condition. For people and other experts to formulate appropriate
and effective treatment strategies, they need a clear
understanding of the aspects and science involved in the
attainment of these disorders. This article provides this
information with high-level clarity.
Tahaney, K., Xi, P., Delgado, N., Grant, M., Kremen, W.,
Franz, C., & Lyons, M. (2013). The effect of trauma on risk of
PTSD is modified by parental psychopathology. Comprehensive
Psychiatry, 54(1), e11. doi:10.1016/j.comppsych.2012.07.049
This source begin by explaining to the readers that other
significant aspects apart from the immediate incidence that
triggers them cause the causes of PTSD among other forms of
mental disorders. A certain situation may, for example, occur,
an aspect that could cause majority of individuals to attain the
PTSD, but when some people attain this condition, others do
not. This is simply because of the significant difference that
exists between the individuals. The authors then explain that
parental psychopathology is among the factors that influence
the risk of an individual attaining the PTSD disorder.
Engelhard, I. M., Arntz, A. R., & Hout, v. d., M.A. (2007). Low
18. specificity of symptoms on the post-traumatic stress disorder
(PTSD) symptom scale: A comparison of individuals with
PTSD, individuals with other anxiety disorders and individuals
without psychopathology. British Journal of Clinical
Psychology, 46(4), 449-456. doi:10.1348/014466507X206883
This source provides research of PTSD and other mental
disorders that individuals attain and the similarity of their
symptoms. The symptoms of a certain condition are the main
determiners of the treatment that an individual takes for the
condition. They determine clearly the condition that the
individual can simply be the. This article then provides clarity
to physicians on the specific symptoms that, with PTSD and the
difference between those symptoms and the symptoms of others
mental conditions.
Harpaz-Rotem, I., Tsai, J., Pietrzak, R. H., & Hoff, R. A.
(2014). The dimensional structure of posttraumatic stress
symptomatology in 323,903 U.S. veterans. Journal of
Psychiatric Research, 49, 31-36.
doi:10.1016/j.jpsychires.2013.10.020
This article provides information concerning the recent
understanding of the structure of posttraumatic stress disorder
symptomatology. The information that the article provides
based on this information is significantly beneficial and could
help individuals understand better the causes of PTSD and the
means through which they can improve the treatment of other
and with the condition. Such information would significantly
benefit a large number of people, who have suffered and are
victims to the providers of PTSD.
Elhai, J. D., Contractor, A. A., Palmieri, P. A., Forbes, D., &
Richardson, J. D. (2011). Exploring the relationship between
underlying dimensions of posttraumatic stress disorder and
depression in a national, trauma-exposed military sample.
Journal of Affective Disorders, 133(3), 477-480.
doi:10.1016/j.jad.2011.04.035
19. This article provides comparison information of experimental
results with an aim of establishing the relationship that exists
provides symptoms and effect on an individual’s life between
the conditions of PTSD and depression. Most of the treatment
procedures are formulated similarly for both conditions due to
the similarity of the symptoms utilized to establish and provide
medication.
References
Kaczmarek, M., & Zawadzki, B. (2012). Exposure to trauma,
emotional reactivity, and its interaction as predictors of the
intensity of PTSD symptoms in the aftermath of motor vehicle
accidents. Journal of Russian & East European Psychology,
50(3), 47. doi:10.2753/RPO1061-0405500303
O'connor, M., Lasgaard, M., Spindler, H., & Elklit, A. (2007).
The impact of different diagnostic criteria on PTSD prevalence:
A comparison of PTSD prevalence using the DSM-IV and ICD-
10 PTSD-criteria on a population of 242 danish social work
students. Nordic Psychology, 59(4), 317-331. doi:10.1027/1901-
2276.59.4.317
Horesh, D., Solomon, Z., & Ein-Dor, T. (2013). DELAYED-
ONSET PTSD AFTER COMBAT: THE ROLE OF SOCIAL
RESOURCES: Delayed-onset PTSD after combat. Journal of
Community Psychology, 41(5), 532-548.
doi:10.1002/jcop.21555
Ullman, S. E., & Peter‐Hagene, L. (2014). social reactions to
sexual assault disclosure, coping, perceived control, and ptsd
symptoms in sexual assault victims. Journal of Community
Psychology, 42(4), 495-508. doi:10.1002/jcop.21624
Gros, D. F., Flanagan, J. C., Korte, K. J., Mills, A. C., Brady,
K. T., & Back, S. E. (2016). Relations among social support,
20. PTSD symptoms, and substance use in veterans. Psychology of
Addictive Behaviors, 30(7), 764-770. doi:10.1037/adb0000205
Freedman, S. A., Gilad, M., Yael L E Ankri, Roziner, I., &
Shalev, A. Y. (2015). Social relationship satisfaction and PTSD:
Which is the chicken and which is the egg? European Journal of
Psychotraumatology, 6(1), Article 28864-Article 28864.
doi:10.3402/ejpt.v6.28864
Asmundson, G. J. G., & Hadjistavropolous, H. D. (2006).
Addressing shared vulnerability for comorbid PTSD and chronic
pain: A cognitive-behavioral perspective. Cognitive and
Behavioral Practice, 13(1), 8-16.
doi:10.1016/j.cbpra.2005.03.001
Risbrough, V. B., & Stein, M. B. (2012;2011;).
Neuropharmacology special issue on posttraumatic stress
disorder (PTSD): Current state of the art in clinical and
preclinical PTSD research [editorial]. Neuropharmacology,
62(2), 539-541. doi:10.1016/j.neuropharm.2011.08.021
Vujanovic, A. A., Bonn-Miller, M. O., & Petry, N. M. (2016).
Co-occurring posttraumatic stress and substance use: Emerging
research on correlates, mechanisms, and treatments—
Introduction to the special issue. Psychology of Addictive
Behaviors, 30(7), 713-719. doi:10.1037/adb0000222
Gilbert, K. S., Kark, S. M., Gehrman, P. R., & Bogdanova, Y.
(2015). Sleep disturbances, TBI and PTSD: Implications for
treatment and recovery. Clinical Psychology Review, 40, 195-
212. doi:10.1016/j.cpr.2015.05.008
Street, A. E., Vogt, D., & Dutra, L. (2009). A new generation of
women veterans: Stressors faced by women deployed to iraq and
afghanistan. Clinical Psychology Review, 29(8), 685-694.
doi:10.1016/j.cpr.2009.08.007
21. Cukor, J., Spitalnick, J., Difede, J., Rizzo, A., & Rothbaum, B.
O. (2009). Emerging treatments for PTSD. Clinical Psychology
Review, 29(8), 715-726. doi:10.1016/j.cpr.2009.09.001
Coldiron, M. E., Llosa, A. E., Roederer, T., Casas, G., & Moro,
M. (2013). Brief mental health interventions in conflict and
emergency settings: An overview of four médecins sans
frontières - france programs. Conflict and Health, 7(1), 23-23.
doi:10.1186/1752-1505-7-23
Mills, L. D., Mills, T. J., Macht, M., Levitan, R., Wulf, A. D.,
& Afonso, N. S. (2012). Post-traumatic stress disorder in an
emergency department population one year after hurricane
katrina. Journal of Emergency Medicine, 43(1), 76-82.
doi:10.1016/j.jemermed.2011.06.124
Rothbaum, B. O., Kearns, M. C., Price, M., Malcoun, E., Davis,
M., Ressler, K. J., . . . Houry, D. (2012). Early intervention may
prevent the development of posttraumatic stress disorder: A
randomized pilot civilian study with modified prolonged
exposure. Biological Psychiatry, 72(11), 957-963.
doi:10.1016/j.biopsych.2012.06.002
Price, M., Kearns, M. C., Houry, D., & Rothbaum, B. O. (2014).
Emergency department predictors of posttraumatic stress
reduction for trauma-exposed individuals with and without an
early intervention. Journal of Consulting and Clinical
Psychology, 82(2), 336-341. doi:10.1037/a0035537
Senneseth, M., Alsaker, K., & Natvig, G. K. (2012). Health-
related quality of life and post-traumatic stress disorder
symptoms in accident and emergency attenders suffering from
psychosocial crises: A longitudinal study: HRQoL and PTSD
symptoms in A & E attenders. Journal of Advanced Nursing,
68(2), 402-413. doi:10.1111/j.1365-2648.2011.05752.x
22. Broussard, B., McGriff, J. A., Demir Neubert, B. N., D’Orio,
B., & Compton, M. T. (2010). Characteristics of patients
referred to psychiatric emergency services by crisis intervention
team police officers. Community Mental Health Journal, 46(6),
579-584. doi:10.1007/s10597-010-9295-3
Pacella, M. L., Armelie, A., Boarts, J., Wagner, G., Jones, T.,
Feeny, N., & Delahanty, D. L. (2012;2011;). The impact of
prolonged exposure on PTSD symptoms and associated
psychopathology in people living with HIV: A randomized test
of concept. AIDS and Behavior, 16(5), 1327-1340.
doi:10.1007/s10461-011-0076-y
Wingenfeld, K., Driessen, M., Adam, B., & Hill, A. (2007).
Overnight urinary cortisol release in women with borderline
personality disorder depends on comorbid PTSD and depressive
psychopathology. European Psychiatry, 22(5), 309-312.
doi:10.1016/j.eurpsy.2006.09.002
Tahaney, K., Xi, P., Delgado, N., Grant, M., Kremen, W.,
Franz, C., & Lyons, M. (2013). The effect of trauma on risk of
PTSD is modified by parental psychopathology. Comprehensive
Psychiatry, 54(1), e11. doi:10.1016/j.comppsych.2012.07.049
Engelhard, I. M., Arntz, A. R., & Hout, v. d., M.A. (2007). Low
specificity of symptoms on the post-traumatic stress disorder
(PTSD) symptom scale: A comparison of individuals with
PTSD, individuals with other anxiety disorders and individuals
without psychopathology. British Journal of Clinical
Psychology, 46(4), 449-456. doi:10.1348/014466507X206883
Harpaz-Rotem, I., Tsai, J., Pietrzak, R. H., & Hoff, R. A.
(2014). The dimensional structure of posttraumatic stress
symptomatology in 323,903 U.S. veterans. Journal of
Psychiatric Research, 49, 31-36.
23. doi:10.1016/j.jpsychires.2013.10.020
Elhai, J. D., Contractor, A. A., Palmieri, P. A., Forbes, D., &
Richardson, J. D. (2011). Exploring the relationship between
underlying dimensions of posttraumatic stress disorder and
depression in a national, trauma-exposed military sample.
Journal of Affective Disorders, 133(3), 477-480.
doi:10.1016/j.jad.2011.04.035
9 Word Walls
A classroom that fosters word learning looks the part. Words
are everywhere—labels, children’s writing, chart stories, and
other displays. Sometimes children’s attention is purposefully
drawn to all this print. Other times, the print is a literate
backdrop while children engage in other activities. It’s been
said that interest in words is caught, not taught. We agree, and
we think that the physical environment in the classroom can
encourage children to catch an interest in words.
Within these word-laden classrooms, several principles drive
word recognition instruction (Rasinski, Padak, and Fawcett
2010). Word recognition instruction is an inherent part of,
rather than separate from, meaningful reading and other reading
activities. Instruction takes on a playful, problem-solving feel,
so children think about words actively and develop a thorough
understanding of how words work. Children need lots of
opportunities to see words and word parts within the context of
meaningful activity, a notion that Sandy McCormick (1994)
calls multiple contexts/multiple exposures. The teacher’s role is
to help children see their options for word recognition and to
encourage word recognition practice in real reading situations
(National Reading Panel 2000).
Word walls can help to achieve these goals. Moreover, word
walls send significant messages to students and classroom
visitors: “Words and reading are important in this room,” “We
celebrate words here!” In this chapter, we describe word walls
and offer lots of examples of word wall activities.
24. 9.1 What Is a Word Wall?
Think of a word wall as a working bulletin board that focuses
on words. That’s essentially what it is—and more. A word wall
can also be thought of as a billboard or advertisement to
students about words. To create a word wall, the teacher first
places a large sheet of chart paper or butcher paper on the wall.
Either alone or in discussion with students, the teacher decides
on the focus of the word wall. From that point on, anything
goes. Students may add several words to the word wall each
day, and the teacher may add words as well. Students may look
for and make connections between and among words. The
teacher may ask students to read the words on the word wall for
practice or may use the words as a source of quick guessing
games: “Find a word on the word wall that _______.” And of
course, the words are easily visible for other student uses, such
as checking on spelling.
Although the teacher and children may write directly on the
word wall, we advise making word cards that can be
manipulated. Words can be printed on large sticky notes or
cutup pieces of newsprint; masking tape or sprayon adhesive
can be used to affix the word cards, which should be large
enough for easy viewing.
All students should watch and listen when word wall words are
added. The teacher should say the word and comment briefly on
it. These comments may connect to the word’s meaning, its
relevance to the focus of the word wall, or even some aspect of
word study, such as “What vowel sound do you hear?” or “How
many syllables does this word have?” These quick conversations
provide just the sort of multiple exposures essential for
successful word learning.
Most word walls are temporary; after a few days or weeks, new
word walls replace old ones. You might want to keep the old
word walls available to children, however; one teacher noted
that her students enjoyed adding new words to old word walls as
the school year progressed: “These were actually living word
walls, and I, and the kids, used them and loved them and loved
25. watching them grow” (Blachowicz and Obrochta 2007, p. 148).
Word walls are meant to be used not just viewed.
9.2 Sources of Words
Word wall words can come from any area of the curriculum.
One caution, though: don’t include too many totally unfamiliar
words on a word wall. Learning new words in isolation is very
challenging for most children. New words or concepts should
first be encountered in the context of reading or discussion.
After students have gained some familiarity with new words,
they will be able to think about them apart from context. This is
the time for word wall activity.
Beyond this general guideline, teachers will find many uses for
word walls. In reading, for example, a word wall might focus on
synonyms, particular word families or roots, or vowel or
consonant sounds. Word walls are a good choice for vocabulary
development activities as well. Bi or trilingual word walls can
provide names for common objects (or other areas of study) in
English and other languages spoken by members of the class.
Including pictures of these objects will support all children’s
learning but is especially important for English language learner
(ELL) students (Helman and Burns 2008). In writing, word
walls may be used to collect powerful verbs, similes, or
metaphors. A math word wall might offer synonyms for addition
or examples of geometric figures (perhaps accompanied by
sketches). Figure 9.1 provides several websites that have lots of
additional word wall activities and ideas.
Word walls are adaptable. In essence, teachers may use them in
any way that supports students’ learning, either about words and
word parts or about new concepts. This versatility is one of
their instructional strengths. Students quickly become
accustomed to what word walls are and how they work, so
teachers have a useful routine for addressing lots of curricular
goals.
Figure 9.1 Online Resources for Word Walls
http://www.teachnet.com/lesson/langarts/wordwall062599.html
26. Information about goals, construction, and possible uses of
word walls
http://www.teachingfirst.net/wordwallact.htm
Word wall activities
http://abcteach.com/directory/teaching_extras/word_walls/
Some starter lists of possible word wall words
www.scholastic.com/teachers/article/word-walls-work
An article called “Word Walls That Work”
http://specialed.about.com/od/wordwalls/a/morewordwalls.htm
Lots of quick word wall activities
9.3 Using Word Walls
In this section, we offer ways to construct and use word walls.
By no means is this an exhaustive list. Our intent is to help you
think about possibilities.
Name Walls
Early in the school year, most kindergarten/early primary
teachers focus on children’s names. The children get to know
one another through an immediately meaningful reading
activity. Word walls of students’ names are a handy
instructional tool. Children can read the names each day, with
teacher assistance as needed. Names can be sorted into
categories such as boys or girls, present or absent, or school
lunch or brought lunch. Later in the year, the name wall can be
used to introduce alphabetical order or draw children’s attention
to letters within words. The latter could involve simply
counting letters within each person’s name, grouping names by
numbers of letters, or arranging the entire list from least to most
letters (or vice versa). Even quick guessing games, such as
“Who has more letters? [Student A or Student B]?” or “How
many of us have a B in our names?” provide quick, game-like
practice thinking about letters as parts of words. “Who has more
letters?” is also a way to teach the mathematical concepts more
and less.
Hall and Cunningham’s (1997) “ABC and You” activity is
easily adapted to word wall format. First, children’s names are
listed in alphabetical order; next, each child selects at least one
27. word that begins with the same letter as his or her name. These
are added to the alphabetical list:
A . . . Adorable Annie
E . . . Energetic Emily
M . . . Merry Matt
. . . Mysterious Mike
Children’s interest in these name walls sometimes leads to their
finding new words to go along with their names. If moveable
word cards are used, “Adorable Annie” can easily become
“Active, adorable Annie” and so forth. “Hey!” one child said to
Mike. “You could add munching to yours.”
Figure 9.2 Sam’s Name Wall
Student of the Week is another feature in many classrooms.
Why not create a word wall about the featured student? It might
contain words that are special to and descriptive of the student:
names of family members, pets, favorite foods, personal
characteristics. Or it might be a sort of name poem that includes
words other children think are related to the featured child.
Figure 9.2 shows an example of this kind of word wall. At the
end of the week, the featured student can take the word wall
home for further celebration.
Environmental Print Walls
Attention to environmental print is a staple in many early
literacy classrooms because of children’s interest and
familiarity in the words that surround them outside of school.
An environmental print word wall may be general—for example,
“Words We See.” Another option is to select some category of
environmental print—for instance, cereal or sneakers—and
challenge children to find as many examples as possible. They
may even want to bring in logos from empty boxes or look
through old newspapers and magazines for homework, to find
additions to the wall. Since the logos are often more salient than
the print for beginning readers, teachers should also print the
words separately, apart from the logos, to provide children with
a context-free look at the words.
28. The resulting wall can be used for practicing words and
developing other early literacy notions, such as letter
recognition. Depending on the focus of the wall, children’s
concepts of print can also be addressed. Think of fast-food
restaurants, for example, that have one-word names (or two-
word names), or a math activity in which children select their
favorite fast-food restaurants and create a class bar graph
entitled “where we like to eat.”
Word Webs
Word webs (Fox 1996) is a small-group instructional activity
that focuses students’ attention on particular word parts. To
engage students in word webbing, the teacher selects a
meaningful word part for focus, such as a prefix or Greek or
Latin root, and assembles dictionaries, paper, pencils, chart
paper, and markers. To begin, the teacher introduces the word
part—for example, port—and invites students to brainstorm
words that contain it. (See Chapter 8 for more on derivations.)
These are written on the chalkboard; after a few have been
suggested, the teacher asks students to speculate on the meaning
of the word part.
Next, small groups assemble. One person in each group circles
the word part in the center of a sheet of paper. Now group
members search their memories and the dictionary for other
words containing the word part. The goal is to find as many
words as possible. They list these, talk about word meanings,
and ultimately group related words in ways that make sense to
them. These word groups are added to the word web as clusters
or mini-webs (see Figure 9.3). Finally, groups share their webs
with the rest of the class.
After the whole-class discussion, small groups reconvene, make
changes in their initial word webs if they desire, and prepare a
final copy of their webs using chart paper and markers. These
final copies are combined on a word web wall, which is a large
sheet of chart paper labeled with the word part that children
studied. Another alternative, perhaps a bit more challenging, is
to ask different groups to create webs for different word parts,
29. such as prefixes. The resulting word wall, then, would be a
compilation of webs about different prefixes.
Figure 9.3 A Word Web
Word webbing is probably most appropriate for intermediate-
level students, but the same idea could be used in primary
classrooms to create word family walls. Here, students would
brainstorm about words that contain a given word family—for
example, ant—then proceed as described earlier. Reading a
book like Cathi Hepworth’s (1992) Antics! to children
beforehand may spark their imaginations.
Content Area Walls
A content area word wall can record words that students believe
to be important to some unit of study. As a new unit begins, the
teacher can ask students to brainstorm words associated with the
topic of the unit: “We’re going to study electricity. What words
do you think of when I say the word electricity?” This brief
activity serves two important purposes. First, since it gets
students thinking about the topic of the unit, it’s a quick and
effective prereading activity. A second benefit is the diagnostic
value of the resulting list, since teachers can learn about
students’ prior topical knowledge by examining the quantity and
variety of words.
Occasionally throughout the unit, the teacher can invite children
to add more words to the content area wall. Word walls can also
provide content area cohesion for teachers who use trade books
to augment conceptual learning. Here’s how Bonnie, an
intermediate-grade teacher, explains it:
Our textbooks are pretty boring and much too difficult for some
of my students, so I try to supplement with a few library books.
When we started studying electricity last fall, I read Nikola
Tesla: Spark of Genius [Dommermuth-Costa 1994] to the
children, one chapter each day. In addition to learning about
this fascinating man’s life, the students jotted down words
related to electricity as I read, then they talked in small groups
to decide which words to add to our electrifying word wall.
30. Sometimes these were interesting and lively discussions—I
remember quite a chat about gigantic streaks of light, which
ended up on the word wall, and nature’s secrets, which didn’t.
Finding important words to add to the wall is a comprehension
activity—students must understand the content and select words
that are important to the topic under study. The content area
wall provides a good record of what children have learned,
especially if new additions are written with different colors of
markers. A semantic web (like a word web) of all the words is
an effective culminating activity.
Sight Word Walls
Sight words are those students recognize instantly and
effortlessly. Common, high-frequency words (see Appendix B)
are good candidates for learning by sight. Sight words are best
learned by lots of contextual reading because students will
encounter these high-frequency words often. A sight word wall
can reinforce this learning. Five words can be added to the word
wall every week and practiced occasionally during spare
moments. In one year over 100 words can be added to a sight
word wall. Although this may not seem like much, the first 100
words in Fry’s Instant Word List (Fry 1980) represent 50
percent of all words elementary students encounter in their
reading!
Games can keep children’s practice with the words fresh. For
example, children can say the first five words in soft voices, the
next five in loud voices, and so on. Or one student might read
the first word, two the second, three the third—a sort of word
symphony! Children also enjoy reading in different voices (e.g.,
grumpy or happy) or as different characters (e.g., Donald Duck
or Superman).
Story Word Walls
Teaching has been described as the process of making visible
for learners that which is often invisible to them. When being
read to (or reading on their own) students are so involved in the
story that they often do not notice the interesting words that the
author has used. Yet it is the author’s choice of interesting
31. words that makes stories so engaging. When you read to your
students (or when they read independently) ask students to take
note of any interesting words that the author may have used. Put
these words on a story word wall. Talk about the meaning of the
words and why the author may have chosen those words over
alternatives that may be more common. You may also want to
have students add the chosen words to their personal word
banks (see Chapter 11) . Then, encourage students to use the
words in their oral and written language over the next several
days. As the teacher, you should take the lead in this and try to
use the words yourself. Be sure to point out to students when
you do use these words. When they begin to use literary words
in their own writing, their writing (and reading comprehension)
will certainly improve.
Word Walls for ELL Students
Word walls are an instructional bonanza for ELL students.
Meier (2004) outlines several principles and strategies for
promoting second language development. Among them are the
following:
· Use of visuals and graphics
· Careful introduction and teaching of key vocabulary
· Informal attention to patterns and regularities in English
spelling
· Use of concrete objects and handson literacy activities.
Word walls are useful for achieving all these purposes. Words
might be illustrated with pictures of the objects they represent.
These may even be presented conceptually, as seen in Figure
9.4. Moreover, if children’s first languages are included along
with the English words, the word wall can be used to draw
children’s attention to important phonetic contrasts between
their first language and English (Helman and Bear 2007), which
supports spelling development in English. A bilingual word wall
also shows ELLs that their teacher values their first language;
other students can learn some about the first language as well.
Figure 9.4 An Illustrated Word Wall
32. Writing Word Walls
Drawing children’s attention to effective aspects of others’
writing can help them see their own options as writers. Word
walls are useful here, too (Ziebicki and Grice 1997). For
example, the teacher might ask children to collect especially
descriptive words, good character descriptions, or powerful
sentences from their independent reading. As they find these
features, children can write them on strips of newsprint and
affix them to a writing word wall. These examples can be used
instructionally. Discussions can focus on drawing conclusions
based on the examples: What can we learn about effective
character descriptions? What makes a powerful sentence?
The notion that students can choose and add words to such walls
challenges and empowers them to be on the lookout for good
writing—whether words, phrases, or sentences. Students are
more likely to be fully engaged in an activity when we give
them choice and ownership.
Spelling Word Walls
Certain words—because, of, and they, to name three—seem to
cause universal problems for young spellers. At least part of a
child’s spelling ability depends on visual memory. In fact, we
teach children to inspect their writing to see if the words look
right. A spelling word wall consisting of a few of these
troublesome words may provide additional spelling support for
children. Words can be collected from children’s unaided
writing; good candidates would be common words that many
children misspell. The teacher can remind children to check the
wall if they are unsure of spelling; some teachers even require
word wall words to be spelled properly. In time, when most
children have mastered the first group of troublesome words, a
new spelling word wall can be created.
A spelling word wall can be a useful instructional prop for
lessons that focus on common rules, such as when to double a
consonant before adding a suffix. Children and the teacher can
33. collect words, decide about whether the consonant should be
doubled before adding the ending, and put both the base word
and its inflected forms in one of two columns on the spelling
word wall: Double or Do Not Double. In addition to providing
visual reinforcement of the rule, the decisions about where to
place the words involve problem solving aimed at the spelling
rule of interest.
Manipulating words on the spelling word wall can encourage
students to use what they have learned in their own writing. In a
review of four research studies about developing word
knowledge in K–2 classrooms, Williams (2009) concluded that
many children don’t naturally apply what they have learned
about words to their independent writing. She also found that
“students were more likely to use the word wall as a resource
for their writing when their teacher used it as a teaching tool
and also encouraged her students to use it strategically to
support their independent writing endeavors” (p. 577).
Quick Word Wall Games
The presence of word walls in the classroom offers lots of
incidental word learning and word play opportunities. Jasmine
and Schiesl (2009) used these activities in a study with first-
graders. They found that word wall games such as the following
promoted sight word acquisition:
· Be the Teacher: Children use all words to develop word
quizzes or spelling “tests” for peers to solve.
· Guess That Word: Children ask others to guess words they
have selected; they offer clues based on the words’ formations.
· Let’s Be Creative: Partners write a text using as many word
wall words as possible.
· Letters in Words: Teacher calls out a letter within a word wall
word; students find as many other words as possible that
contain the target letter.In Conclusion
One goal of word recognition instruction is to create a physical
environment that invites exploration and play with words. The
many possible word wall formats described in this chapter can
34. help to achieve this goal. No matter the variation selected, all
these activities meet the criteria we established at the beginning
of the chapter for effective instruction about words. Students
are free to explore and play with words; thinking and sharing
are featured. Developing a word wall is a meaningful way for
children to work with words, and using the word wall becomes a
joint venture that interests all children. As such, word walls are
an easy and effective addition to the classroom.