Write a letter to the editor in which you identify a specific and current issue (possibly within the field of education, criminal justice, or government) through which to explore the relationship between psychology and society.
Psychotherapy is what many people think of when they hear the word psychology. Psychologists represent only a segment of the people offering mental health services. Other professions whose members do have training in psychotherapy include psychiatry, social work, and counseling (including pastoral counselors). The word psychotherapist is not a state-regulated word, so anyone may call himself or herself a psychotherapist, regardless of training. Furthermore psychologists engage in many activities in research and industry not at all related to mental health services, but contribute to different areas of society. For instance:
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B.F. Skinner\’s principles of operant conditioning were applied in the classroom to increase performance of elementary school students, and also to reduce delinquency.
The lessons from Phil Zimbardo\’s Stanford Prison Experiment give new insights to prison administrators and others in the justice system in understanding the effects of incarceration.
Irving Janis\’ notions of Groupthink helped elucidate contrasting decision-making processes in the Kennedy administration in their handling of the Bay of Pigs Invasion and the Cuban missile crisis. This has led to a variety of recommendations for future group processes in crisis situations.
As you select your topic for this assessment, think about how these examples illustrate the link between findings in psychology and how these findings have helped to shape solutions for business, educational, health, and social problems
After extensive reading of various psychology journal articles, you decide to write a letter to the editor of an article that has captured your interest and attention. Identify a specific and current issue (possibly within the field of education, criminal justice, or government) through which to explore the relationship between psychology and society.
Prepare a well-constructed letter to the editor that considers the following questions:
Identify a specific, current issue (possibly within the field of education, criminal justice, or government) through which to explore these questions.
How might knowledge, practices, and acceptance (or nonacceptance) of psychological research, concepts, and trends be helpful or harmful to society?
How does psychology influence social, cultural, and political issues?
Additional Requirements
Written communication: Written communication should be free of errors that detract from the overall message.
APA formatting: Ensure that resources and citations are formatted according to current APA style and formatting guidelines.
Font and font size: Times New Roman, 12 point.
Length of assessment: 3–4 pages (excluding title and reference pages, abstract not required).
What Is Business
Do Intelligence and Creativity Decline with Age?
UHHS365 Discussion 3
Controversy 3
Do Intelligence and Creativity Decline with Age?
Do Intelligence and Creativity Decline with Age?
Do Intelligence and Creativity Decline with Age?
Moody, Aging 9e. SAGE Publishing, 2018.
The view that intelligence and creativity decline with age is widely shared
A common stereotype is that older people take longer to learn new things.
Chronological age alone doesn’t explain much about learning ability and speed
Lack of practice, differences in learning styles, motivation, and cognitive complexity explain much more
2
Moody, Aging 9e. SAGE Publishing, 2018.
The view that intelligence and creativity decline with age is widely shared
A common stereotype is that older people take longer to learn new things.
Chronological age alone doesn’t explain much about learning ability and speed
Lack of practice, differences in learning styles, motivation, and cognitive complexity explain much more
2
Do Intelligence and Creativity Decline with Age? (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Many obstacles hinder scientific research on intellectual and creative functioning in late life
Especially agreeing on a basic definition of creativity
3
Moody, Aging 9e. SAGE Publishing, 2018.
Many obstacles hinder scientific research on intellectual and creative functioning in late life
Especially agreeing on a basic definition of creativity
3
Elements of Cognitive Function
Moody, Aging 9e. SAGE Publishing, 2018.
Fluid Intelligence: intelligence applied to new tasks or the ability to come up with novel or creative solutions to unforeseen problems
Creativity has been linked to fluid intelligence
4
Moody, Aging 9e. SAGE Publishing, 2018.
Fluid Intelligence: intelligence applied to new tasks or the ability to come up with novel or creative solutions to unforeseen problems
Creativity has been linked to fluid intelligence
4
Elements of Cognitive Function (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Crystallized intelligence: reflects accumulated past experience and the effects of socialization
Crystallized intelligence reflects gains made in practical, everyday life expertise, often associated with wisdom
5
Moody, Aging 9e. SAGE Publishing, 2018.
Crystallized intelligence: reflects accumulated past experience and the effects of socialization
Crystallized intelligence reflects gains made in practical, everyday life expertise, often associated with wisdom
5
Elements of Cognitive Function (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
In some societies around the world (particularly in the East), old age is viewed as an appropriate time for spiritual exploration and artistic development
This may be enhanced by the fact that the sources of creativity and productivity in later life are complex and result from many different factors
6
Moody, Aging 9e. SAGE Publishing, 2018.
In some societies around the world (particularly in the East), old age is viewed as an appropriate time for spiritual exploration and artistic development
This may be enhanced by the fact that the sources of creativity and productivity in later life are complex and result from many different factors
6
Elements of Cognitive Function (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Many examples of creativity in later life focus on extraordinary older people
But “ordinary” people also show increased abilities in new ways of thinking and acting with innovation and creativity
7
Moody, Aging 9e. SAGE Publishing, 2018.
Many examples of creativity in later life focus on extraordinary older people
But “ordinary” people also show increased abilities in new ways of thinking and acting with innovation and creativity
7
The “Classic Aging Pattern”
Moody, Aging 9e. SAGE Publishing, 2018.
Creativity is difficult to define or measure
But social scientists have been researching and measuring intellect for a long time
Wechsler Adult Intelligence Scale (WAIS): the best measure of global or general intelligence in use today; includes verbal and performance scales
Verbal scores tend to remain stable; performance scores tend to decline
8
Moody, Aging 9e. SAGE Publishing, 2018.
Creativity is difficult to define or measure
But social scientists have been researching and measuring intellect for a long time
Wechsler Adult Intelligence Scale (WAIS): the best measure of global or general intelligence in use today; includes verbal and performance scales
Verbal scores tend to remain stable; performance scores tend to decline
8
The “Classic Aging Pattern” (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
“Classic aging pattern”: the persistent difference in scores on measures of verbal and performance intelligence with increasing age
9
Moody, Aging 9e. SAGE Publishing, 2018.
“Classic aging pattern”: the persistent difference in scores on measures of verbal and performance intelligence with increasing age
9
Measures of Late-Life Intelligence
Moody, Aging 9e. SAGE Publishing, 2018.
The validity problem—the problem of measuring “real” intelligence
Has helped fuel the debate over whether any positive cognitive developments come with age
10
Moody, Aging 9e. SAGE Publishing, 2018.
The validity problem—the problem of measuring “real” intelligence
Has helped fuel the debate over whether any positive cognitive developments come with age
10
Measures of Late-Life Intelligence (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Everyday intelligence—aka “common sense”; involves pragmatic or social judgment, which is more than abstract reasoning
Everyday problem solving—aka expertise in life planning
Wisdom—an expert knowledge system derived from experience and capability of dealing with pragmatic problems
11
Moody, Aging 9e. SAGE Publishing, 2018.
Everyday intelligence—aka “common sense”; involves pragmatic or social judgment, which is more than abstract reasoning
Everyday problem solving—aka expertise in life planning
Wisdom—an expert knowledge system derived from experience and capability of dealing with pragmatic problems
11
Measures of Late Life Intelligence (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Research on intelligence in later life often conflates (confuses) intelligence, wisdom, and creativity
There aren’t agreed on definitions of wisdom and creativity, nor agreed upon ways of measuring these capacities
Results of research depend on the design—longitudinal or cross-sectional
12
Moody, Aging 9e. SAGE Publishing, 2018.
Research on intelligence in later life often conflates (confuses) intelligence, wisdom, and creativity
There aren’t agreed on definitions of wisdom and creativity, nor agreed upon ways of measuring these capacities
Results of research depend on the design—longitudinal or cross-sectional
12
Studies of Age and Cognitive Function
Moody, Aging 9e. SAGE Publishing, 2018.
Cross-sectional studies—look at groups of young and old people at a single point in time
Longitudinal studies—follow the same individuals over many years
Make more sense in this area because cross-sectional studies tend to overestimate the impact of chronological age
Have found the steepest average intellectual declines come after age 60 – buy the explanations for declines are inconclusive
13
Moody, Aging 9e. SAGE Publishing, 2018.
Cross-sectional studies—look at groups of young and old people at a single point in time
Longitudinal studies—follow the same individuals over many years
Make more sense in this area because cross-sectional studies tend to overestimate the impact of chronological age
Have found the steepest average intellectual declines come after age 60 – buy the explanations for declines are inconclusive
13
Studies of Age and Cognitive Function (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Young people taking IQ tests may do better than older people for several reasons:
Tend to be more familiar with test taking from recent experience in school and have less test anxiety
Many older people have internalized ageist beliefs that cognitive functioning declines as a normal part of aging, and thus expect to do poorly—a self-fulfilling prophesy?
Current cohorts of older adults have different educational experiences and exposure to technology
Longitudinal studies have found that few people show any “global” declines in intelligence as they age
14
Moody, Aging 9e. SAGE Publishing, 2018.
Young people taking IQ tests may do better than older people for several reasons:
Tend to be more familiar with test taking from recent experience in school and have less test anxiety
Many older people have internalized ageist beliefs that cognitive functioning declines as a normal part of aging, and thus expect to do poorly—a self-fulfilling prophesy?
Current cohorts of older adults have different educational experiences and exposure to technology
Longitudinal studies have found that few people show any “global” declines in intelligence as they age
14
Studies of Age and Cognitive Function (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Cognitive reserve capacity: the degree of unused potential for learning that exists at any given time
Aging is accompanied by a clear loss in cognitive reserve capacity most likely because of neurological and biophysical changes
15
Moody, Aging 9e. SAGE Publishing, 2018.
Cognitive reserve capacity: the degree of unused potential for learning that exists at any given time
Aging is accompanied by a clear loss in cognitive reserve capacity most likely because of neurological and biophysical changes
15
Studies of Age and Cognitive Function (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
Although fluid intelligence shows declines with age, crystallized intelligence abilities increase
Decrement with compensation: declines in cognitive ability among older people can often be compensated for by the expertise acquired from living a long time.
16
Moody, Aging 9e. SAGE Publishing, 2018.
Although fluid intelligence shows declines with age, crystallized intelligence abilities increase
Decrement with compensation: declines in cognitive ability among older people can often be compensated for by the expertise acquired from living a long time.
16
Correlates of Cognitive Stability
Moody, Aging 9e. SAGE Publishing, 2018.
Difference between “realists” and “optimists” in the debate over the causes and meanings of the measured declines in IQ scores with age
There continues to be a question about whether or not basic personality and temperament change in adulthood
When intelligence is defined as “the ability to think and learn new things,” there is a lot of plasticity, or potential for growth, even at advanced ages
17
Moody, Aging 9e. SAGE Publishing, 2018.
Difference between “realists” and “optimists” in the debate over the causes and meanings of the measured declines in IQ scores with age
There continues to be a question about whether or not basic personality and temperament change in adulthood
When intelligence is defined as “the ability to think and learn new things,” there is a lot of plasticity, or potential for growth, even at advanced ages
17
Creativity in an Aging Population
Moody, Aging 9e. SAGE Publishing, 2018.
Discussions of creativity, wisdom, and intelligence as we age should remind us how little we know about what is possible in later life.
Studies of previous cohorts of older people may not be a good basis for judging what older people are capable of today or in the future.
18
Moody, Aging 9e. SAGE Publishing, 2018.
Discussions of creativity, wisdom, and intelligence as we age should remind us how little we know about what is possible in later life.
Studies of previous cohorts of older people may not be a good basis for judging what older people are capable of today or in the future.
18
Reading 11: Age and Achievement
Moody, Aging 9e. SAGE Publishing, 2018.
Lehman posits that creativity declines as a normal part of aging, starting as early as the third decade of life. What are some of his underlying assumptions about creativity and aging? Do you think these assumptions are valid?
19
Moody, Aging 9e. SAGE Publishing, 2018.
Lehman posits that creativity declines as a normal part of aging, starting as early as the third decade of life. What are some of his underlying assumptions about creativity and aging? Do you think these assumptions are valid?
19
Reading 12: Age and Achievement: A Critique
Moody, Aging 9e. SAGE Publishing, 2018.
Dennis takes exception with many of Lehman’s findings regarding aging and creativity. He states, “Clearly the relationship of age to achievement is a topic in regard to which conclusions should be drawn with extreme care.”
20
Moody, Aging 9e. SAGE Publishing, 2018.
Dennis takes exception with many of Lehman’s findings regarding aging and creativity. He states, “Clearly the relationship of age to achievement is a topic in regard to which conclusions should be drawn with extreme care.”
20
Reading 12: Age and Achievement: A Critique (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
What are some of the reasons why we should be careful about the ways in which the relationship between aging and creativity is studied and the conclusions that are drawn from such studies?
21
Moody, Aging 9e. SAGE Publishing, 2018.
What are some of the reasons why we should be careful about the ways in which the relationship between aging and creativity is studied and the conclusions that are drawn from such studies?
21
Reading 13: Growing Old or Living Long
Moody, Aging 9e. SAGE Publishing, 2018.
In discussing aging-related intellectual changes, Carstensen asserts, “although there is ample evidence for cognitive deficits with age, the story about aging is not a simple story of decline . . . it is a qualified and more nuanced story. . . . Even in areas where there is decline, there is also growing evidence that performance can be improved in relatively simple ways.”
22
Moody, Aging 9e. SAGE Publishing, 2018.
In discussing aging-related intellectual changes, Carstensen asserts, “although there is ample evidence for cognitive deficits with age, the story about aging is not a simple story of decline . . . it is a qualified and more nuanced story. . . . Even in areas where there is decline, there is also growing evidence that performance can be improved in relatively simple ways.”
22
Reading 13: Growing Old or Living Long (cont.)
Moody, Aging 9e. SAGE Publishing, 2018.
What are some of the ways that intellectual performance in later life can be improved discussed in the reading?
23
Moody, Aging 9e. SAGE Publishing, 2018.
What are some of the ways that intellectual performance in later life can be improved discussed in the reading?
23
Reading 14: The Mature Mind
Moody, Aging 9e. SAGE Publishing, 2018.
What does Cohen mean by the concept “developmental intelligence”? How does this concept challenge traditional definitions of intelligence in later life?
24
Moody, Aging 9e. SAGE Publishing, 2018.
What does Cohen mean by the concept “developmental intelligence”? How does this concept challenge traditional definitions of intelligence in later life?
24
Reading 15: Aging and Creativity
Moody, Aging 9e. SAGE Publishing, 2018.
How do Levy and Langer define creativity?
What are the key features of the life span developmental model of creativity?
25
Moody, Aging 9e. SAGE Publishing, 2018.
How do Levy and Langer define creativity?
What are the key features of the life span developmental model of creativity?
25
cognitive activity
We are reading about intelligence and cognitive function in older adults. Research findings challenge the idea of inevitable, global intellectual decline for all individuals. Now that we know that it is not appropriate to classify all older adults as incapable of learning, how do you think that we, as young people, can honor and recognize the intellectual capacities of the older adults in our lives? And, have these readings changed your personal perception of older adults and their capacity to learn new things?
Scope of Consequence Management
assingment 1
Assignment 1 – Definition and Scope of Consequence Management
Prepare a 500-750-word essay in which you:
Examine Consequence Management (CM) in the context of response planning. You should:
Recount the doctrine of tiered response as emphasized within the National Response Framework (NRF).
Outline the key tasks related to the three phases of effective response (prepare, respond, and recover); and then Select an event having occurred on US soil in which CM was evidenced.
Synopsize the event and use it as a backdrop to illustrate the application of two of the three phases of response. Be specific, support your assertions. Of those phases of response addressed, which did you find the most critical in the given event? Why?
Your work should be a minimum of 500 words and should utilize APA 6th Ed. formatting.
Assignment 2- Real-life Ethical Dilemmas
Examine the case of Baby Boy Doe (Darr, 2011, p. 16.) The objective of this assignment is to get you to think critically about real-life ethical dilemmas and the moral principals involved. There is no right or wrong answer, just try to look at this case subjectively. Most of the time, resolving ethical dilemmas is not so “black and white.” Discuss arguments for and against the issues below
1. Discuss what makes this an ethical dilemma (read pp. 3 and 4).
2. Discuss the implications of this study in terms of the moral principles described in chapter 1.
Here are some questions that may guide your thinking:
Respect for persons: Did the hospital/ physicians allow the parents to be autonomous in their decision-making? Do you see any elements of paternalism on behalf of the physicians?
Beneficence: Did the hospital/ physicians act beneficently?
Nonmaleficence: Did the hospital/ physicians consider nonmaleficence?
Justice: Did the hospital act in a just way?
3. Finally, do you think that the hospital did all that it could in this situation? Did it act appropriately? Explain.
Assignments are to be a minimum of 2 full pages of text and 3 reputable references in proper APA format.
Reference: Darr, K. (2011). Ethics in Health Services Management. (5th Edition). Baltimore, MD: Health Professions Press, Inc.
Prepare a 500-750-word essay in which you:
Examine Consequence Management (CM) in the context of response planning. You should:
Recount the doctrine of tiered response as emphasized within the National Response Framework (NRF).
Outline the key tasks related to the three phases of effective response (prepare, respond, and recover); and then Select an event having occurred on US soil in which CM was evidenced.
Synopsize the event and use it as a backdrop to illustrate the application of two of the three phases of response. Be specific, support your assertions. Of those phases of response addressed, which did you find the most critical in the given event? Why?
Your work should be a minimum of 500 words and should utilize APA 6th Ed. formatting.
Assignment 2- Real-life Ethical Dilemmas
Examine the case of Baby Boy Doe (Darr, 2011, p. 16.) The objective of this assignment is to get you to think critically about real-life ethical dilemmas and the moral principals involved. There is no right or wrong answer, just try to look at this case subjectively. Most of the time, resolving ethical dilemmas is not so “black and white.” Discuss arguments for and against the issues below
1. Discuss what makes this an ethical dilemma (read pp. 3 and 4).
2. Discuss the implications of this study in terms of the moral principles described in chapter 1.
Here are some questions that may guide your thinking:
Respect for persons: Did the hospital/ physicians allow the parents to be autonomous in their decision-making? Do you see any elements of paternalism on behalf of the physicians?
Beneficence: Did the hospital/ physicians act beneficently?
Nonmaleficence: Did the hospital/ physicians consider nonmaleficence?
Justice: Did the hospital act in a just way?
3. Finally, do you think that the hospital did all that it could in this situation? Did it act appropriately? Explain.
Assignments are to be a minimum of 2 full pages of text and 3 reputable references in proper APA format.
Reference: Darr, K. (2011). Ethics in Health Services Management. (5th Edition). Baltimore, MD: Health Professions Press, Inc.
Materials/Methods and Results
Write the materials and methods section AND the results section of your paper. These sections work hand in hand. IN materials and methods, you explain what you used to conduct your study ( materials) and how you conducted your study (methods). In results, you present the data that you collected by conducting your study. Usually, this takes the form of graphs and/or tables.
First lay out the materials you used in your study. Depending on your study, these may include equipment, animals, surveys, humans, etc. Be detailed. If you used rats, what kind of rats? If you used people, what age range? How many were men? Do they need a similar socio-economic status? If so, why? etc etc etc….
Next provide a step-by-step account of your techniques used to collect data. Again, be detailed. If you’re trying to determine whether one group had more likelihood of tumor development than another, how are you testing for tumors? Are you counting numbers of tumors or measuring size of tumors or both? What unit of measurement are you using? Are you including both benign and malignant tumors or only malignant? Don’t leave any gaps in explaining your process.
Materials and methods should be written in past tense because you’re PRETENDING you already conducted the study. Here is the only time the first person is allowed.
Results. You will actually want to decide what you intend to show in your results before you work through your materials and methods. you have to first ask yourself “What am I trying to prove?” before you can work out, “Heres how i’m going to go about proving it.” You will need at least two graphs for your results, which means that you need at least two dependent variables. For each graph, write a detailed description of what the graph shows. Do not interpret the data yet, thats what your conclusion is for. Simply explain in black and white what the graph shows.
National and world economy impact
Need this done by Sunday February 11, 2018 by 5 pm.
Write a conclusion and the following topics for your paper.
Impact of economic and outside influences to SHANDS HOSPITAL- UNIVERSITY OF FLORIDA http://jax.shands.org/
• National and world economy impact
• Explanation of the sustainability of this organizational care model
• Healthcare reform
• Regulations
• Summarize the info regarding SHANDS HOSPITAL- UNIVERSITY OF FLORIDA in your conclusion.
• Provide a glimpse into the future for SHANDS HOSPITAL- UNIVERSITY OF FLORIDA based on your learning.
• Combine all parts into a narrative, using APA formatting and citation style.
This narrative report is essentially a detailed, comprehensive assessment of your capstone experience.
You will need to cite at least 4 references (your organization’s web page counts as 1 even though you will reference many pages of the web site in your paper) in the complete report. Prepare this Assignment according to APA formatting and citation style and 2,000 words minimum. Provide all references used and cite in text where used. NO PLAGIARISM!
summarizing the approach you would take to the citations and penalties
1. You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
· steps you are required to take,
· options available to you,
· contacts you would make, and
· documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
Click here to access the OSHA citation document for this assignment.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
https://online.waldorf.edu/CSU_Content/Waldorf_Content/ZULU/EmergencyServices/OSH/OSH3525/W15Bc/Unit_III_OSHA_Citation.pdf
Online Global terrorism
Online Global terrorism class
| School of Security and Global Studies Security Management Program SCMT319 Global Terrorism 3 Credit Hours 8 Weeks Prerequisite(s): All lower level general education and career planning coursework necessary to develop research, writing, and critical thinking skills. |
| Table of Contents |
| Instructor Information | Evaluation Procedures |
| Course Description | Grading Scale |
| Course Scope | Course Outline |
| Course Objectives | Policies |
| Course Delivery Method | Online Library |
| Course Resources | Selected Bibliography |
| Instructor Information |
Instructor:
Bio:
Email: Please use the internal classroom messaging system (Messages). Use mycampus email for after class communication only.
Table of Contents
| Course Description (Catalog) |
This course examines various elements and aspects of International and Domestic Terrorism. Students explore the cultural and ideological philosophies, as well as the social, economic, political, and religious conditions of select states, groups, and individuals that comprise the phenomena of terrorism. By examining the historical and contemporary aspects of terrorism students develop a working knowledge of the current Global War on Terror and are better prepared to comprehend terrorist motives and ideologies. Topics include: History and Development, Types of Terrorism, Conventional and Unconventional terrorist tactics, the Media’s impact on terrorism including the US Counterterrorism Policies. Particular attention is addressed to the Al-Qaeda terrorist network.
Table of Contents
| Course Scope |
SCMT319 Global Terrorism is a comprehensive undergraduate course in terrorism studies. It is an academic course suitable for both practitioners in the various anti and counter-terrorism fields, but also those students who have no previous knowledge or grounding in the study of terrorism. This is accomplished by standard undergraduate learning methodology. Primarily, most of the course amounts to the assimilation of basic facts and concepts. To facilitate this, each individual aspect of terrorism is systematically isolated, dissected and examined in turn.
Secondly, this assimilation of facts and concepts is supplemented by a more advanced study method, which consists of examining differing and sometimes conflicting perspectives and comparisons of terrorism. This secondary method is calculated to stimulate analytical, comparative, critical, logic and integrative skills, in strict keeping with Undergraduate study methodology. It is provided by appropriate assignments partly involving published books on terrorism and a limited amount of guided and self-initiative led research of given topics.
Table of Contents
| Course Objectives |
After completing this course, you will be able to:
· Explain terrorism, the history of terrorism, and the dilemmas in defining of terrorism.
· Describe international terrorism and the problems concerning international cooperation on counter-terrorism.
· Summarize homegrown terrorism and difficulties in deterrence of terrorists.
· Assess media coverage and challenges concerning media coverage of terrorist attacks.
· Analyze counter-terrorism and problems in defining counter-terrorism.
· Examine terrorist tactics around the globe.
· Appraise technology in relation to terrorism.
· Explain women terrorists and issues concerning offensive and defensive counter-terrorism actions.
Table of Contents
| Course Delivery Method |
This course, delivered via distance learning, will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Responses to Discussion prompts (submitted for review by the Faculty Member) are posted in Forums and are due every Friday of discussion weeks (weeks 1 – 3 and 5 – 7). Classmate (or instructor, if a follow-up question is asked) Discussion “Responses” (2) are due the last day (Sunday) of each discussion week (weeks 1 – 3 and 5 – 7). Midterm and final examinations, respectively, are due by the last day (Sunday) of week four and eight and available in these weeks under “Tests & Quizzes.” A terrorism event research project is posted under Assignments and due on Sunday of week seven. Assigned faculty will support the students throughout this eight-week course.
Table of Contents
| Course Resources |
Textbook
Ganor, B. (2005). The counter-terrorism puzzle: A guide for decision makers. New Brunswick, NJ: Transaction Publishers.
Selected Open Educational Resources
Blakeley, R. (2011). Dirty Hands, Clean Conscience? The CIA Inspector General’s Investigation of “Enhanced Interrogation Techniques” in the War on Terror and the Torture Debate. Journal of Human Rights, 10(4), 544–561.
Bloom, M. (2011). Bombshells: Women and Terror. Gender Issues; New York, 28(1–2), 1–21.
Cottee, S., & Hayward, K. (2011). Terrorist (E)motives: The Existential Attractions of Terrorism. Studies in Conflict & Terrorism, 34(12), 963–986.
Gregg, H. S. (2014). Defining and Distinguishing Secular and Religious Terrorism. Perspectives on Terrorism, 8(2). Retrieved from
Gunaratna, R., & Haynal, C. (2013). Current and Emerging Threats of Homegrown Terrorism: The Case of the Boston Bombings. Perspectives on Terrorism, 7(3), 44–63.
Gerhards, J., & Schäfer, M. S. (2014). International terrorism, domestic coverage? How terrorist attacks are presented in the news of CNN, Al Jazeera, the BBC, and ARD. International Communication Gazette, 76(1), 3–26.
Howcroft, James. (2017). Utilizing Society’s Forgotten Half: The Essential Role of Women in Counter Terrorism. Small Wars Journal.
Kruglanski, A. W., Chen, X., Dechesne, M., Fishman, S., & Orehek, E. (2009). Fully Committed: Suicide Bombers’ Motivation and the Quest for Personal Significance. Political Psychology, 30(3), 331–357.
Rapoport, D. C. (1984). Fear and Trembling: Terrorism in Three Religious Traditions. The American Political Science Review, 78(3), 658–677.
Sinai, J. (2010). How to Define Terrorism. Perspectives on Terrorism, 2(4). Retrieved from Smith, A. G. (2008). The Implicit Motives of Terrorist Groups: How the Needs for Affiliation and Power Translate into Death and Destruction. Political Psychology, 29(1), 55–75.
Table of Contents
| Evaluation Procedures |
FORUMS:
There are six forums in this course. Grading is based on six responses to forum prompt responses; 12 classmate (or instructor, if a follow-up question is asked) forum responses; untimed and open book midterm and final examinations; and a research project.
EXAMINATIONS:
The midterm (week four) and final (week eight) examinations are untimed open book assessments. Each is valued at 12.5% of your final grade. The examinations will be comprised of essay questions that cover selected sections of the textbook and additional assigned readings.
Penalties: Late examinations will be penalized 10 points “per day.”
RESEARCH PROJECT:
A Terrorism Event Research Project is due in week seven and is valued at 12.5% of your final grade. Project details can be found under “Assignments.”
Penalties: Late projects will be penalized 10 points “per day.”
Table of Contents
| Grading Scale |
The points earned on discussions, classmate/instructor responses, assessments, and the field project will determine your final course grade on will be based on the following grading table:
| Grade Instruments | Points Possible | Course Weight |
| Forum Discussion Prompt Responses (6) & Responses (2 per discussion week – 12 in total) | 100/600 | 62.5% |
| Midterm Examination | 100 | 12.5% |
| Terrorism Event Research Project | 100 | 12.5% |
| Final Examination | 100 | 12.5% |
| TOTAL | 100 | 100% |
Please see the Student Handbook to reference the University’s grading scale.
Table of Contents
| 8 – Week Course Outline |
| Week | Topic(s) | Learning Objectives | Reading(s) | Assignments |
| 1 | What is Terrorism, History of Terrorism, & Dilemmas in Defining the Threat | Explain terrorism, the history of terrorism, and the dilemmas in defining of terrorism. | Ganor, The Counter-Terrorism Puzzle, Preface & Chapter 1 Selected Weekly Open Educations Resources in Lessons 1 Lesson 1 lecture notes located inside Lessons tab (click on LESSONS to access). |
Introduction: Post to Introduction – Week 1 Forum Forum Prompt & Responses (2): Post to Week 1 Forum |
| 2 | International Terrorism & Dilemmas Concerning International Cooperation on Counter-Terrorism | Describe international terrorism and the problems concerning international cooperation on counter-terrorism. | Ganor, The Counter-Terrorism Puzzle, Chapter 10 Selected Weekly Open Education Resources in Lessons 2 Lecture notes, Lesson 2. Document inside Forum #2 folder. |
Forum Prompt & Responses (2): Post to Week 2 Forum |
| 3 | Homegrown Terrorism in the U.S. & Dilemmas in Deterrence of Terrorists | Summarize homegrown terrorism and difficulties in deterrence of terrorists. | Ganor, The Counter-Terrorism Puzzle, Chapter 3 Selected Weekly Open Educational Resources in Lessons 3 Documents inside Forum #3 folder. Lecture notes, Lesson 3. Video located inside Lessons tab entitled: Battle of Ideas: Terrorism. |
Forum Prompt & Responses (2): Post to Week 3 Forum |
| 4 | Media Coverage of Terrorism & Dilemmas Concerning Media Coverage of Terrorist Attacks | Assess media coverage and challenges concerning media coverage of terrorist attacks. | Ganor, The Counter-Terrorism Puzzle, Chapter 8 Selected Weekly Open Educational Resources in Lessons 4 Lecture notes, Lesson 4. Video located inside Lesson tab entitled: The Face of Terrorism. |
Midterm Examination – Due Sunday |
| 5 | Counter-terrorism & Dilemmas in Defining Counter-terrorism | Analyze counter-terrorism and dilemmas in defining counter-terrorism. | Ganor, The Counter-Terrorism Puzzle, Chapter 2 Selected Weekly Open Educational Resources Lessons 5 Documents inside Forum #5 folder. Lecture notes, Lesson 5. Video located inside Lesson tab entitled: Anti-Semitism and Jihad. |
Forum Prompt & Responses (2): Post to Week 5 Forum |
| 6 | Terrorist Tactics Around the Globe | Examine terrorist tactics around the globe. | Selected Weekly Open Educational Resources Lessons 5 Documents inside Forum #6 folder. Lecture notes, Lesson 6. Video located inside Lesson tab entitled: The Rise of Al Qaeda and the Long Road to 9/11. |
Forum Prompt & Responses (2): Post to Week 6 Forum |
| 7 | Technology & Terrorism | Appraise technology in relation to terrorism. | Selected Open Educational Resources in Lessons 7 Documents inside Forum #7 folder. Lecture notes, Lesson 7. Video located inside Lesson tab entitled: Al Qaeda and the Media. |
Forum Prompt & Responses (2): Post to Week 7 Forum Terrorism Event Research Project: Submit via Assignments – Due Sunday |
| 8 | Women Terrorists & Dilemmas Concerning Offensive & Defensive Counter-terrorism Actions | Explain women terrorists and issues concerning offensive and defensive counter-terrorism actions. . |
Ganor, The Counter-Terrorism Puzzle, Chapter 5, Summary and Conclusion Selected Weekly Open Educational Resources in Lessons 8 Lecture notes, Lesson 8. |
Final Examination – Due Sunday |
| Policies |
Please see the Student Handbook to reference all University policies. Quick links to frequently asked question about policies are listed below.
Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
Disability Accommodations
Writing Expectations
All written submissions should be submitted in a font and page set-up that is readable and neat. It is recommended that students try to adhere to a consistent format, which is described below.
1. Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
1. Arial 11 or 12-point font or Times New Roman styles.
1. Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances.
Citation and Reference Style
Students will follow the APA Style as the sole citation and reference style used in written work submitted as part of coursework to the University. Assignments completed in a narrative essay or composition format must follow the citation style cited in the APA Style.
Late Assignments
Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals, I understand you must manage competing demands on your time. Should you need additional time to complete an assignment, please contact me before the due date so we can discuss the situation and determine an acceptable resolution.
Netiquette
Online universities promote the advancement of knowledge through positive and constructive debate – both inside and outside the classroom. Forums on the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not acceptable in a university setting – basic academic rules of good behavior and proper “Netiquette” must persist. Remember that you are in a place for the rewards and excitement of learning which does not include descent to personal attacks or student attempts to stifle the Forum of others.
· Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers, keep e-mail layouts simple. The Sakai classroom may not fully support MIME or HTML encoded messages, which means that bold face, italics, underlining, and a variety of color-coding or other visual effects will not translate in your e-mail messages.
· Humor Note: Despite the best of intentions, jokes and especially satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : ),
Disclaimer Statement
Course content may vary from the outline to meet the needs of this particular group.
Table of Contents
| Online Library |
The Online Library is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Online Library provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to librarian@apus.edu .
1. Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles from other libraries.
1. Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format.
1. Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services.
1. Tutor.com: AMU and APU Civilian & Coast Guard students are eligible for 10 free hours of tutoring provided by APUS. Tutor.com connects you with a professional tutor online 24/7 to provide help with assignments, studying, test prep, resume writing, and more. Tutor.com is tutoring the way it was meant to be. You get expert tutoring whenever you need help, and you work one-to-one with your tutor in your online classroom on your specific problem until it is done.
Request a Library Guide for your course ( http://apus.libguides.com/index.php )
The AMU/APU Library Guides provide access to collections of trusted sites on the Open Web and licensed resources on the Deep Web. The following are specially tailored for academic research at APUS:
· Program Portals contain topical and methodological resources to help launch general research in the degree program. To locate, search by department name, or navigate by school.
· Course Lib-Guides narrow the focus to relevant resources for the corresponding course. To locate, search by class code (e.g., SOCI111), or class name.
If a guide you need is not available yet, please email the APUS Library: librarian@apus.edu.
Table of Contents
| Turnitin.com |
Turnitin.com is a web-based plagiarism prevention application licensed, for campus use, through the APUS Online Library. Your assignments will be automatically submitted for review and requires no action on your part.
Turnitin.com analyzes electronic submissions of student writing, compares them to the contents of a huge online database, and generates a customized Originality Report. The database used to produce this analysis contains a massive collection of documents available on the Internet from both free and commercial sources, as well as the full texts of all other papers that have been previously submitted to Turnitin.com.
Table of Contents
School of Security and Global Studies
Security
Management
Program
SCMT319
Security
Management
Program
SCMT319
Stress in the Workplace: A costly epidemic
In preparation for this discussion, review the following resources:
- Emotional Labor Study at the University of Memphis (Links to an external site.)Links to an external site.
- Job Stress (Clark, 1995)
You may also want to read, “Stress in the Workplace: A costly epidemic (Links to an external site.)Links to an external site..”
There are many stressors in the workplace that affect employees. Emotional stressors are no different. As our economy has moved from a manufacturing to a service-based economy, there are many more workers in a variety of occupational fields that are expected to manage their emotions according to employer demands. Emotional labor refers to a form of emotion regulation that creates a publicly visible facial and bodily display within the workplace. The increasing prevalence of this type of work introduces a new set of stressors in the workplace.
In your initial post
- Teachers
- Nursing
- Human Resources
- Give a suggestion of what employers can do to help employees address the personal impact of emotional labor?
Your initial post should be at least 250 words in length.