COL 240-Research Outline

 
COL 240        Research Outline
 
Your Research Outline shows how you will organize your final COL 240 essay. 
 
Your Research Outline should contain the following sections;

  • the thesis you will use for your argumentative essay
  • notes to show the main idea of each support section as well as your counterarguments
  • notes to show the supporting points you will have in each support section as well as some ideas you will use for rebuttal
  • information from your sources (quoted or paraphrased) connected to your supporting points
  • a full APA references list, containing at least 8 reliable sources.

 
Word limit;                            there is no word limit, as your outline is written in note form
Format:                                  APA
Deadline:                           Thursday March 1,  11:59 pm (submit on Safeassign)
 
 
 
 

LAW-Identify all legal barriers and obstacles or backlash the company may encounter in forming a policy regarding animals in the workplace.

Your Missouri employer wants to be on the forefront of addressing the needs of its employees and providing them with all of the comforts necessary to create productive engagement. With the influx of military veterans into the talent pool, your manager is acutely aware of some individuals need and desire to bring service animals to work. However, some people have already objected to the idea of animals in the work place, ranging from distraction and unwanted noise to allergies and where the animal uses the bathroom. There is also apparently a concern between emotional support animals and service animals. Your manager wants to you write a memo addressing the legal and practical barriers and issues, along with making a recommendation on how the policy should read regarding the company allowing animals into the workplace..
Your assignment:
Review the following materials (that have been posted to the Week 5 Module):
The New Yorker – How to Bring Your Dog Everywhere
Dept. of Justice – Commonly Asked Questions
National Service Animal Registry – Do You Qualify For A Disability?
http://www.nsarco.com/list-of-disabilities.html (Links to an external site.)Links to an external site.
ADA Service Animal Regulations
Mo.Rev.Stat. 209.150
Mo.Rev.Stat. 209.200
Mo.Rev.Stat. 209.204
Identify all legal issues facing the company when they craft policies related to animals in the workplace and specifically what animals (if any) we are required to allow access to the workplace.
Identify all legal barriers and obstacles or backlash the company may encounter in forming a policy regarding animals in the workplace.
Identify all practical barriers and obstacles or backlash the company may encounter in allowing or barring animals from the workplace.
Provide your reaction and position to the case study by thoroughly analyzing the materials and connect the various sources to form a cohesive analysis. Notably, this is your position, but I am looking for a well formed position that is supported by facts, arguments or insights from all of the materials.

Collaborating With Human Services Professionals

Collaborating With Human Services Professionals

For this assignment, review the collaboration scenarios in the presentations Collaboration Scenarios – School Counselor Scatterdesk and Collaboration Scenarios – Mental Health Counselor Scatterdesk in this unit’s study, and select one of the scenarios.
Complete the following for the scenario you selected:

  • Describe how and with whom each of the professionals might collaborate to respond to legal or ethical issues described in the scenario. How does the quality of the interaction impact the service provided to the clients or students?
  • Describe the role and function each professional would serve in terms of assessing or responding to any of the legal or ethical issues that may arise when working with this client or student.
  • Imagine that you are the counselor working with this student or client, and you will be serving as the lead person to coordinate efforts among the team of professionals at this setting.
    • What are some ways in which you might initiate collaboration efforts to resolve the legal and ethical issues?
    • What methods will you use to communicate?
    • How will you know if these strategies are effective?
  • Include in your response references to at least two specific state laws and two specific codes from the 2014 ACA Code of Ethics and/or or the 2016 ASCA Ethical Standards for School Counselors that relate to your case.
  • Develop an effective communication to one of the professionals assisting your client:
    • For the student in the school counselor scenario: Compose a letter that you would send, with the student’s and his or her parents’ permission, to the school psychologist who will be seeing the student for an evaluation. In the letter, describe the reason for your referral, the relevant information you would like the psychologist to have about the student, and the information you would like to receive after the evaluation is completed. (You may need to make up some of the details about the student and your work with him.)
    • For the client in the mental health counselor scenario: You and the client agree she would meet with a new psychiatrist for an evaluation. Compose a letter that you would send, with the client’s permission, to the psychiatrist. In the letter, describe the reason for your referral, the relevant information you would like the psychiatrist to have about the client, and the information you would like to receive after the evaluation is completed. (You may need to make up some of the details about the client and your work with her.)

Submission Requirements

Your paper should meet the following requirements:

  • Written communication: Develop accurate written communication and thoughts that convey the overall goals of the assignment and do not detract from the overall message. Your paper should demonstrate graduate-level writing skills.
  • References: Your reference list must include at least two sources from current peer-reviewed journals. You must use APA sixth edition style to list your references. Refer to the iGuide page APA Style and Format for more information.
  • Number of pages: The length of your paper should be 3–5 double-spaced pages. Note: Page count does not include cover page or references.
  • Formatting: Use APA sixth edition formatting, including correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding, and no bullets. Refer to the iGuide page APA Style and Format for more information.

THIS IS THE SCENARIO I WANT YOU TO WRITE ABOUT
 

COLLABORATION SCENARIOS – MENTAL HEALTH COUNSELOR SCATTERDESK

Case Description Document

A community mental health center includes a licensed clinical social worker, a psychologist who provides testing and other assessments, a child therapist and a staff of five counselors. The center also has a relationship with a psychiatrist at a nearby Free Clinic. A 31-year-old single mother of three children (ages 9, 5 and 3), has been seeing her counselor for four months and has become increasingly anxious over the past weeks.
In the last few sessions she has disclosed that she feels frightened all of the time, is unable to sleep through the night, and worries that “something horrible is going to happen.” She admits to having a “couple of drinks” during the evening several times a week. She’s met with the social worker on two occasions to help her secure food stamps and get her children appointments at the local dental clinic.
The children are now meeting for play therapy sessions with the child therapist during the time the mother is seeing her own counselor. She had met with the psychologist for an initial visit, but has not returned to complete any of the testing. At the end of the last appointment, the client disclosed that was very worried that she’s a horrible mother and is afraid that her children will be taken away and placed in foster care.

Memo From Child Therapist

I wanted you to know that I’ve been working with this client’s children for three sessions and the mother has granted permission for you to see the notes of the last session. Let me know if you want to talk about it.

Notes From Child Therapist’s Session

Jane, age 9, Johnny, age 5, and Emma, age 3, met with me for their third counseling session. All children were dressed in clean clothing but Johnny was missing his socks and Emma’s shoes were falling apart. We spent the first half of the session working in the sand tray; the children then wanted to draw pictures. Themes that emerged for Jane centered on control and order; she appears to feel overly responsible for her siblings and very protective of her mother.
Johnny’s play included themes of “secrets” and “hiding” – he is wary in the room and reluctant to engage in spontaneous play. Emma is very shy and has not spoken more than a few words in each of the sessions. During this session she was very tearful, which I have not previously observed. I believe it would be useful to consult with Jane’s and Johnny’s teachers.

Note from another counselor at the clinic

Hi – I wanted to let you know that your client showed up during the week thinking she had an appointment with you. I spoke with her for about 20 minutes – she was very anxious about some things a neighbor had said to her – but calmed down during our meeting. She appeared to have been drinking. I told her that I’d let you know she had been here.

Note from Psychologist

The client has still not returned to complete the assessment battery. I’d like to rule out Bipolar Disorder and further evaluate what I believe to be either paranoid or delusional thinking. There may be some Personality Disorder features. Do you want me to write up a report now based on my meeting with her or should I wait until the full battery is complete?

Voicemail From Social Worker

Jane Greunke
This is Jane, the social worker. Your client called to ask if I could get her 3-year old girl enrolled in a day care program. She sounded very disoriented during the call. I’m considering asking Child Protective Services to evaluate the home. What do you think?

The Big Five Personality Test

Prior to beginning work on this assignment, read Chapter 8 in your text as well as the article by Allemand, Steiger, and Hill (2013) (Links to an external site.)Links to an external site.. In addition to the required resources, go to the Ashford University Library and research a minimum of one scholarly source on the trait model of personality and one scholarly resource on the big five theory of personality.
It is recommended that you go to the The Big Five Personality Test (Links to an external site.)Links to an external site. and complete the free, confidential personality test that is based on the big five theory. The results of this test may be used to aid in the completion of this assignment. Please note that you do not need to register or give any personal information to obtain your results from this website. After you have completed the assessment, click on the “No, just give me my results” link. This link will take you to a page that will tell you how you scored on each of the five traits in this theory.
In the first part of this assignment, you will provide an overview of the trait model of personality in which you identify at least one principal theorist associated with the model. Briefly compare and contrast the basic assumptions of this model and the psychodynamic model of personality regarding the difference between healthy and unhealthy personalities. Use your research as well as this week’s required resources to support your statements.
The Big Five Model (also known as the Five Factor Model) is the prevailing theory in the trait model of personality. In the second part of your paper, identify and describe each of the five traits included in the big five model: extroversion, agreeableness, conscienciousness, neuroticism, and openness to experience. If you chose to take the online The Big Five Personality Test (Links to an external site.) (Links to an external site.)Links to an external site., reflect on your results from the test and discuss how you scored on each of the five traits. If you chose not to take the online test, use the assigned readings, video, and your research to explain how the five trait theory describes your personality.
The assignment:

  • Title of       paper
  • Student’s       name
  • Course name       and number
  • Instructor’s       name
  • Date       submitted
  • Must use at least two scholarly      sources from the Ashford University Library in addition to the required      resources for the assignment.

https://www.truity.com/test/big-five-personality-test

differential diagnosis

Prior to posting to this discussion, read Chapter 15 in the  course text.  For this discussion you will pick one of the cases  available in the Week Five Discussion – Case Studies document (Links to an external site.)Links to an external site. and  take on the role of the clinician. Review the patient’s symptoms and  the available demographic and historical data.  Discuss your  differential diagnosis and provide a thorough basis for any diagnoses you have included. Also discuss what (if any) additional testing you would order  and how this would be helpful in clarifying the diagnosis. Finally,  discuss recommendations for the patient/family for ongoing functioning  (social, occupational and academic, if applicable). You must use a  minimum of two peer-reviewed articles in your discussion to support your  diagnostic conclusions.

Higher Level of Visual Processing

I hope that after this lesson you will never take your brain and mind’s amazing ability to recognize objects and process vision for granted again. We all take it for granted because almost all of the processing is occurring in the unconscious part of our mind. Doing this work in the unconscious allows us to do parallel processing which means that we can do a bunch of different types or pathways of processing at the same time. This is necessary for us to recognize objects in real time. One of the reasons that scientists have realized how amazing our object recognition skills are has to do with trying to make computers that can do the same thing. Watch this 4 minute lecture from an artificial intelligence course about why object recognition is so hard. Remember that brains are also using the intensity and color of light detected by individual photoreceptors, and somehow putting it together and recognizing objects.
http://www.youtube.com/watch?v=uJIyRwGAv_Y (Links to an external site.)Links to an external site.
Minimize Video
Now read module 5.3 (module 6.3 in the 11th edition).
Another way that helps us understand what the brain normally does is to study people who have a deficit. You read a little about visual agnosia in the textbook. Now listen to a fascinating story on Radiolab (one of my favorite radio shows to use in class!) about prosopagnosia (inability to recognize faces) with Oliver Saks and a famous portrait painter. It is about 25 minutes long, if you are rushed for time just listen to the first 10 minutes or so. Feel free to download it as a podcast and listen to it on your phone or ipod during your commute or while you make dinner!
http://www.radiolab.org/story/91967-strangers-in-the-mirror/ (Links to an external site.)Links to an external site.
Now answer the following questions:
1.What practical difficulties (in their daily lives) occur to people with agnosias? Note: do not just define what an agnosia is, say how that problem affects people.
2. How do people with visual agnosias adapt?

Religious debate over "objective morality"

10: The Religious debate over “objective morality”
One of the most heated and famous debates in Western philosophy, still quite relevant today in seminaries, philosophy departments, and in the public debate about religion and atheism, is whether or not God is necessary for morality.  God, for the purposes of a philosophy course regarding this topic, is treated as an entity which objectively grounds morality.  It is necessary at this point to define objective vs. subjective.
This is what the God of Abrahamic (Judaism, Christianity, Islam) religion provides: a basis to make moral claims into objective claims, because an eternal God who exists outside of time, and who created all time and all matter with a moral purpose in mind, is clearly not simply another subject.  “I think that capital punishment is wrong,” is a subjective claim.  “Capital punishment is wrong,” takes the structure of an objective claim but (see readings) Hargrave would argue that it only can be believed to be objective for religious people.  This is what they mean when they claim that there is no morality without God.
So…”there is no morality without God.”  This is the challenge issued from religion.  A number of atheist writers have responded to these religious perspectives, which form the other part of this topic (see Discussion Forum #11 on forums on Nietzsche and Sartre, and #12 on Hitchens and the New Atheists).
 
For the religious side of the debate, I opted to focus in on Hargrave because it is short and sweet, so to speak, and he specifically focus on why morality, as such, can be the cornerstone premise for the existence of God, and therefore of an essentially spiritual humanity.  Their argument is not so much, “God is real, therefore morality is real,” but rather, “we all agree that morality is real; God is the only explanation.”  I am interested in anyone who wants to start forums on other religions regarding this issue.
 
Hargrave’s most intriguing point is a proposed difference between moral behavior and morality.  Atheists, he argues, have moral behavior, and have various practical reasons for it, but have no morality, defined as an objective reality.  Atheists may feel like killing babies is wrong, but it is not actually, objectively speaking, wrong.  Perhaps an atheist can believe that, “it is impractical; it does not promote human survival,” or, “as a healthy adult human, I am repulsed by it, because that is my genetic and cultural programming,” but neither of these statements amount to the same thing as saying that it is wrong, regardless of our opinions of it.
 
C.S. Lewis develops this point in more detail (no required reading).  One of his most quoted ideas on the subject:  “Think of a country where people were admired for running away in battle, or where a man felt proud of double-crossing all the people who had been kindest to him. You might just as well try to imagine a country where two and two made five.”  What are other values that might be universal?  Lewis is claiming that the laws of morality are as absolute as the laws of math; you cannot imagine a human society who contradicted the laws he alludes to in this quote.  Thoughts?
What are some reasons that moral values might be universal other than the claims of religion being true?  What are the logical implications of moral values are not universal?  Is that something that we can simply give up on?
11:  Sartre and Nietzsche
Forums # 10, 11, and 12 go together, in terms of themes.  One way of framing this issue is that we have the “challenge” from religion: there is no morality without God.  Then we are exploring three different styles of atheist response: existentialist (Sartre), nihilist (Nietzsche), and the New Atheists, which have their own forum.
 
I will confess a bias towards what I’m choosing to call the the “old” atheists (Sartre and Nietzsche) rather than the new; I think that what Nietzsche and Sartre had to say about the implications of atheism is more interesting than all of Dawkins, Hitchens, and Harris put together.  I have put a lot of effort into trying to explain the Sartre excerpt.  This is because Sartre attempts to criticize the relevance of religion, whereas the New Atheist writers (see Hitchens) tend to focus on the truth of religion.  If something is irrelevant, it no longer matters whether it is true, allowing Sartre’s perspective to circumvent the endless debates on whether or not this or that miracle happened, or whether to trust the feeling one might have when one prays.
 
Sartre’s objections to religion are obvious; it is important to note that Sartre did NOT believe that he could prove that God did not exist, but rather that if He did exist, God, gods, or anything else supernatural is simply irrelevant to our moral situation, our moral plight.
Sartre’s objection to other atheists is more subtle.  Sartre’s mission in his 1946 speech is predominately to, as the title implies, defend the idea that existentialism is a form of humanism, that it is not nihilism.  Another way of putting this is that Sartre was trying to argue that there was at least one form of atheism (existentialist) that was NOT nihilistic.  All of which begs several questions, but let’s start with: what’s nihilism?
Nihilism, frequently defined glibly as, “belief in nothing,” is most associated with the German Philosopher Frederich Nietzsche.  Nihilism is what most Abrahamic religious folks argue all atheism leads to: we are nothing but intelligent animals who disappear into oblivion when we die, and all claims, all thoughts and experiences, involving good/bad, right/wrong, true/false, or beautiful/ugly have no lasting value; they do not refer to anything real, but instead to shifting purely subjective norms.  Life, in the ultimate sense, in the objective sense, is meaningless.
 
A humanist is someone who believes that a, “man is the measure of all things,” and takes joy in this, feels like the potential of the human being to create art, ideas, community, values, etc. is beautiful, is sublime, and can give life true meaning.  At the heart of Sartre argument is a very simple, very idealistic claim: that if we only made all decisions in total freedom, if we only thoughts of these decisions in terms of complete responsibility, then the world would be a much better place.  There is a right and wrong way of making decisions, but no absolutely right or wrong decision.
What do you think of this claim (if it is confusing and you have not done the reading, please do.  The Nietzsche is imposing, the the Sartre is shorter and hopefully more accessible)?  Is it possible to freely decide, admitting that you could freely decide to do otherwise, to be a killer, or to be depressed and anti-social, or to be a hateful, bitter person?
What do you guys think of Sartre’s foundational premise that existence precedes essence, that there is no human nature?  Are we blank slates, or is this idea a bit dated?
 
What (be honest) do you think of the fantasful dialogue I wrote at the end of the Sartre reading?
A little more on Nietzsche:
Nietzsche is more of a ranting critic than a philosopher, but man oh man, could that man critique.  His concepts of Master Morality and Slave Morality were were a major upheavel of thought for me in terms of how I had thought of the concepts “good” and “bad”.  I’ve come to think of his schema of Master and Slave moralities in terms of a Ferrari vs. a Toyota Prius:
Meet Jack and Jill; Jack buys a Prius, because he is convinced that it is better for the air quality, better for his children and grandchildren.  “Better” meaning more healthy, more helpful; in a word, useful.  In choosing between dozens of models of car, he is a utilitarian, choosing the car with the best consequences for the greater good, like Peter Singer would say he should.
Jack feels great about himself until he reads some article about how the batteries for the Prius are manufactured.  They are so environmentally harmful as to cancel out the benefits of low emissions, so he decides that buying a used Honda Civic would, by a clear margin, be even better environmentally.  He exchanges cars, only to read yet ANOTHER article about how clean diesel is probably best.  His head spins in circles…he wants to do what is best, but what is that?
 
Jill laughs at people like Jack; her choice is between a Ferrari, a Humvee, and (why not?) a flying car prototype.  She goes with the Ferrari.  ALL her considerations have to do with her own enjoyment, both in terms of immediate pleasure and in terms of aesthetic appreciation for the designers.  After all, many rich people who spend money on fine cars or expensive art feel good about doing these things.  Morality is about human flourishing, not just about how much we should help the poor.
Master morality is the morality of lust and vanity; Nietzsche’s idea is that if an ethical system were written by masters, by aristocrats and dictators and larger-than-life artists, by the truly powerful and exemplary people among us, what would they write?  What would they value?  They would glorify themselves, and that is an essential part of morality.  Try to imagine a world where no-one did anything, created anything, out of simple lust, self-glorification, pleasure seeking, and vanity.  It would be a terribly dull place.
But what if slaves produced moral codes?  They would go with what is useful.  The notion that almost everything called, “morality,” is basically slave morality, is basically simply asking, “how can I be useful?” is a devastating critique of mainstream morality.  Peter Singer asks us to answer the question: in terms of dollars and cents, how can I be most useful to the largest number of people?  Nietzsche’s critique of all such notions is: why are you asking that?  There is no reason why we ought to be useful to one another.  Self-glorification mostly drives culture forward, for good as well as for ill.
What are some examples (either as categories, or in terms of specific people) of master morality?  Of people doing things, and thinking of these things as good, even though (or perhaps because) they are driven by lust, vanity, and self-glorification?  Fictional characters welcome.
What do you think of Nietzsche’s apparent preference for master over slave?  Is slave morality, the morality of utility, really that dull and uninteresting?  Can you see why nihilists would claim that, if we all made decisions as Jack did, our consumer lives and out cultural lives would become somewhat inhuman?
Nihilists are sometimes accused of being elitist; after all, Nietzsche’s “superman,” the perfect embodiment of Master Morality, is presented as being extremely rare.  Very few of us can stare the essential bleakness of life in the face and not only accept it, but glory in it, become Masters.  Thoughts?
12: The New Atheists 
 
Who are the New Atheists?  Just what is “new” about them?
Wired Magazine has done a series of profiles and articles about the New Atheists, have indeed help codify them as a group, as a movement.  A decent introduction to their project is found here, although it doesn’t include Hitchens (no, this is not required reading):
http://www.wired.com/wired/archive/14.11/atheism.html (Links to an external site.)Links to an external site.
Dawking helpfully gave a recent interview with cnn.com:
http://globalpublicsquare.blogs.cnn.com/2013/09/27/dawkins-religion-no-moral-compass/?hpt=hp_bn2 (Links to an external site.)Links to an external site.
Search wired.com for Hitchens, Dawkins, or anyone else, and you’ll find some interesting coverage.
What is “new”?  I’d say it’s two things, which overlap:
(1) New Atheist authors are sarcastically, ascerbically outspoken in their critique of all of religion.  Nietzsche and Sartre both believed, albeit it in rather different ways, that atheists should not exhaust themselves in proofs that God or gods did not exist; instead, present your own theory, which assumes atheism as a premise, and hopefully the truth of atheism will sink in.  Whereas New Atheist authors believe that showing that the claims of religion are false, that religion itself is mostly of great harm to the world, is a deeply important project in-and-of itself.  We atheists, they are saying, must speak the truth about religion, regardless of which atheist theory we subscribe to.  And the truth they see about religion is shocking and dismaying.
(2) The New Atheists are populist, this being the opposite of elitist.  They believe that atheists ought to, “come out of the closet.”  It is difficult to overstate how radical this is in the history of ideas.  There were atheists among ancient Greeks and Hindus, but they did not believe, as far as we know, that it was important to stand proud and say, “I am an atheist,”; indeed, almost all intellectual movements surrounding atheist writing have assumed, until this latest crop, that most people would probably remain religious, because most people cannot handle the truth.  Not so, say the New Atheists; that is insulting to, “most people.”  Your average Joe can become an atheist.  Your average soccer mom can handle it, would indeed be better off.
Questions for discussion: People who geek out about these authors are often enamored of the Pastafarian movement, AKA, the church of his noodly appendage.  These are people who claim (and they are an officially registered religion with the US Federal gov, with the right to marry people and register houses of worship as non-profits) to worship the Flying Spaghetti Monster.  Their mantra: “We’ll stop believing in our God when you stop believing in yours.”
The FGM website and movement centers around a fascinating, simple argument, begun, perhaps, by the philosopher David Hume, who suggested that the world might have been created by a loving God, or it might have been laid as an egg by a gigantic chicken floating in outer space; neither claim was any more or less verifiable or rational.  Similarly, the FGM crowd’s argument can be summarized in two forms:
(1) So some of you believe in God, and some of you believe in karma and reincarnation.  Well, guess what!  I believe that the there are two Gods; one is Butterfinger wrapper that’s in my kitchen trash can, and the other is the sweater I’m wearing.  My claims are no more or less verifiable or rational than yours.  Mock me, and you mock yourself.
(2)  The extreme diversity of religious belief about the origin of the universe and the purpose of existence, the world, and mankind is such that the most logical conclusion is not that one belief system is right, but that they are all wrong.  If any particular supernatural narrative were true, it would have become manifest or dominant by now.  The rational person either accepts one religion, or rejects them all, because religions make factual claims about the world that directly contradict one another, so you can ‘tolerate’ and ‘respect’ as many as you like, but you cannot accept them.
Both arguments have a common strategy: that all claims about the supernatural are on equal footing by definition, so therefore we may as well just make up our own ‘god’ or else stop believing in all spiritual narratives.  This basic, sarcastic, total dismissal of all religious experience is quite effective and popular among a growing number of people.  Just in San Francisco, several groups with Pastafarian pamphlets picket religious events at AT&T park to hand out atheist literature.  What do you think of these arguments?
A few caveats for discussion:
 
The most common response to this topic, especially for students who look up a bunch of quotes by Daniel Dennet and Richard Dawkins, is something akin to, “Well, I think we should respect everyone’s religious belief, so I just don’t know why these writers and their fans are being so intolerant.”  It’s important to note that all these authors and probably all their followers respect the legal right of anyone to believe anything they want.  They’re not trying to take the ‘right to believe’ away from anyone.  Their attitude is that being forthright and aggressive (aggressive in terms of argument and intellectual engagement) in trying to spread their belief system is no different from any religious missionary, and ought to be taken seriously.  In other words, try to engage with the arguments, instead of simply pointing out that they are rude.

Knowledge Acquisition and Memory Development

Knowledge Acquisition and Memory Development
Prior to beginning work on this assignment, please read all the required readings and the Instructor Guidance, as well as view all required multimedia. It is suggested that you also review the recommended resources for this week as a number of them may assist you in creating this written assignment with links to applicable articles.
Too often, when we learn about memory development, we forget that this has a direct relationship to effectively learning. Knowledge is essentially a memory and how well we process information affects our performance at many levels. For this paper, you will be explaining some of the cognitive-based ideologies that explain how memory development works, how it is affected by outside variables, and strategies for improving one’s own information processing effectively. You will demonstrate an understanding of psychological research methods and skeptical inquiry by correctly utilizing support resources within your writing.
Discuss the following in your paper:

  • What is memory development and how does it relate to acquiring new knowledge?
  • Why is it important to successfully move information from working (short-term) memory to long-term memory (effective information processing)?
  • What strategies can be utilized to move knowledge from working memory to long-term memory more effectively? (List a minimum of three strategies.)
  • How much does attention and perception play a role in successful development of schema?
  • How do the types of memories (knowledge) affect how we effectively process information?
  • Consider the following:
  • Semantic memories
  • Episodic memories
  • Autobiographical memories
  • How does false memory development affect how we learn effectively? Is anyone immune?

 

  • Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use headings and sub-headings.
  • Must use appropriate research methods to support the content inclusions.
  • Must begin with an introductory paragraph that has a succinct thesis statement. [Explain the topic of this paper and succinctly summarize the elements you will discuss.]
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that summarizes your topic and findings.
  • Must use at least one scholarly source from the Ashford University Library, in addition to the required e-book.
  • Must not use quoted material.
    • Please synthesize the information you have read.
  • Must document all sources in APA style.
  • Must include a separate reference page that is formatted according to APA style

Template:
 
[Write introduction]
Memory Development [heading]
[content]
Effective Processing [sub-heading]
[content]
Attention and Perception [sub-heading]
[content]
Types of Knowledge [sub-heading]
[content]
Potential strategies. [content]
False Memory Development [sub-heading]
[content]
Conclusion [heading]
[content]
 
References
[List of references]
Example of formatting:
Rosser-Majors, M.L. (2017). Theories of learning: An exploration. San Diego, CA: Bridgepoint Education.
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory and Language, 28, 127–154. doi:10.1016/0749-596X(89)90040-5

write three limericks about neuroscience

For this assignment, you’ll write three limericks about neuroscience.  A limerick is a miniature poem. Here’s an example, about neuroplasticity:
It’s a fortunate person whose brain
Is trained early, again and again,
And who continues to use it
To be sure not to lose it,
So the brain, in old age, may not wane.
(in Rosenzweig & Bennett (1996). Behavioral Brain Research, 78, 57-65)
Each of your three limericks should be five lines long, and should obey the conventional limerick rhyming structure (AABBA; the first, second, and fifth lines should rhyme with each other, and the third and fourth should rhyme as well).  Usually the first, second, and fifth lines are a little longer than the third and fourth lines.
One of your limericks should be about neurons, one of your limericks should be about a neurotransmitter of your choice, and one of your limericks should be about a brain structure, region, or lobe of your choice.  Your limericks should each present accurate and thoughtful descriptions of their biological functions, and their role in psychology.
Your submission, like all reflection assignments, will be graded according to the following rubric:

  • ONE POINT: Consistently addresses assignment instructions with irrelevant information, ignores instructions, or provides superficial, incomplete, or unwarranted responses to the instructions.
  • TWO POINTS: Mostly addresses the assignment instructions, but includes misinterpretations of evidence, faulty conclusions, or presents claims that are not consistent.  Two points will be given if the submission is reasonably complete, but still appears to have been given minimal thought and critical analysis.
  • THREE POINTS: Consistently addresses the assignment instructions with accurate interpretations of evidence, identifies the most important aspects of the topic, and presents conclusions that demonstrate thoughtful analysis and evaluation.

Your limericks must be written originally, by you.  Submissions will be processed through TurnItIn.com to ensure their originality.