Rosie’s mother has a drug problem and often sleeps well past the time her children need to get up for school. Rosie takes it upon herself to get her siblings up, give them breakfast, and get ready for school. She, being the oldest child, has been assuming more and more responsibility for tasks around the house.
Answer the following:
Which of the four most common roles in family systems do you think Rosie is taking on?
What are the potential long-term consequences for Rosie in taking on these heavy responsibilities?
What message do you think Rosie’s role as “second mom” sends to her siblings about Rosie and their mother?
how powerful race and gender are in defining our identities
we saw how powerful race and gender are in defining our identities. Despite advances towards equality, racism and sexism continue to exist in our society.
Thinking about these ideas, describe how race and gender shape a person’s life. Which is most powerful in a person’s life: race, gender, or class? How do all three intersect in your life? How are your own experiences different (or the same) as your parents’ experiences? Be sure to support your answer with the text, appropriate outside resources, and your own personal experiences.
Create a response in 3 paragraphs to the discussion question. Cite sources and include references in your response. Submit your response to the Discussion Area by the due date assigned. Through the end of the module, review and comment on at least two peers’ responses.
the future of the innovation
Need a paper about this article https://www.forbes.com/sites/lbsbusinessstrategyreview/2017/10/16/uber-a-story-of-destructive-creation/#4999a4c77c87
Innovation in the News
(IITN):
Making the Connection, link to and a brief summary of a recent article related to innovation and innovation management to the class discussion forum.
Publications you may find useful include the NY Times, Sloan Management Review, Harvard Business Review, Business Week’s Innovation section, Wired, Inc., Strategy+Business, Technovation, and MIT Technology Review.
Your posting should highlight the important issues and clearly establish fit with the
course.
Forecast the future of the innovation
summary of the film“The Deadly Deception”
summary of the film“The Deadly Deception”
Video Information
Lookup the video on YouTube using the following information-
Title: The Deadly Deception
Run Time: 56:27
Content Provider: YouTube; MNK HIST
Ideas have Consequences:
Deception in Research Writing Assignment. (15 pts)
Due: MWF (Mon. 2/12/18, by at the beginning of class) or TR (Tues. 2/13/18 at the beginning of class)
Length: Minimum 1-1 1/2 pages typed. Double Spaced.
Any outside sources must be included in an APA style reference page. Points will be deducted for lack of citation/reference of sources.
Option 1: Turn in a Typed, Double-spaced, response to the original option questions regarding research ethics and the video “The Deadly Deception”
Option 2: Turn in a Typed, Double-spaced, summary of the film “The Deadly Deception”. I.E., who, what, where, etc.
Option 1 Questions:
1) What did you think about the film? Why?
2) Do ethics (morals in professional fields) matter? Why or Why not?
3) In your own words, what is the Eugenics movement?
4) Do you think the methods of Eugenics are still practiced today? Why or Why not?
5) Do you think the assumptions (presuppositions), behind the beliefs, methods, and theories, about some races/classes of individuals being “lesser” people influenced the methods of deception in the Tuskegee Experiments? Why or why not?
6) Was the view that these were “lesser” people just about racism? Why or Why not?
7) Should deception be used in experimental research? Why or Why not?
8) Can ideas (scientific, unscientific, etc.) be neutral (Neither good nor bad, right nor wrong)? Why or Why not?
Quotes to prompt your writing (disregard or use as you see fit):
About the prominent assumptions in logic and theory used by researchers involved in the Tuskegee Experiments and movements like Eugenics:
“At some future period, not very distant as measured by centuries, the civilised races of man will almost certainly exterminate and replace throughout the world the savage races.”
—Charles Darwin, The Descent of Man (1871 edition, J. Murray, London), Part I, Chapter VI, p. 201
“The most merciful thing that the large family does to one of its infant members is to kill it.”
—Margaret Sanger, Woman and the New Race (1920), Chapter V, “The Wickedness of Creating Large Families,” available at http://www.bartleby.com/1013/5.html.
“Natural selection’s death rate of the jungle helped to purify the primitive race by destroying the weak and permitting only the strong to live and reproduce. Eugenicists hope to arrive at the same result by the selective birth rate.”
— Lena K. Sadler, “Is the Abnormal to Become Normal?” in A Decade of Progress in Eugenics, Scientific Papers of the Third International Congress of Eugenics(Baltimore: Williams and Wilkins Co., 1934), p. 198.
“The life of a newborn baby is of less value than the life of a pig, a dog, or a chimpanzee.”
—Peter Singer, Practical Ethics (New York: Cambridge University Press, 1979), pp. 122-123
About the connection between the assumptions behind certain components of Darwinian Theory and methods of Eugenics seen in the Nazi Regime.
– “Anytime one wants to come to… the ideology of the Nazis and say ‘Where does it come from? What gave these people these ideas?’ that’s already crossing into a forbidden zone. Nobody really wants to talk about it unless it can be discussed in terms that are completely inoffensive, innocuous, and uninteresting. [However], if one wants to say, ‘look the Nazis may have been fairly primitive in their thinking’, I think that’s true, these were not profound sophisticated intellects. [One might ask], ‘just where did they take their ideas from?’ and one place that’s obvious for anyone who reads the German sources and knows that whole milieu in Germany is that they were profoundly influenced by events taking place fifty, sixty, seventy years ago in England and then with the publication of Charles Darwin’s The Origin of the Species. This does not mean, of course, it does not mean that Darwin was a member of the SS or that Hitler had Origin of the Species at his bedside table. It could well be that Hitler’s ignorance of the details of evolutionary biology was profound. [When] we talk about the association between the Darwinian idea of evolution and the development of Nazi and Communist ideologies, we don’t have a direct connection in mind. We have necessary, but not necessarily sufficient conditions.” Dr. David Berlinski, What Hath Darwin Wrought?
Lookup the video on YouTube using the following information-
Title: The Deadly Deception
Run Time: 56:27
Content Provider: YouTube; MNK HIST
Ideas have Consequences:
Deception in Research Writing Assignment. (15 pts)
Due: MWF (Mon. 2/12/18, by at the beginning of class) or TR (Tues. 2/13/18 at the beginning of class)
Length: Minimum 1-1 1/2 pages typed. Double Spaced.
Any outside sources must be included in an APA style reference page. Points will be deducted for lack of citation/reference of sources.
Option 1: Turn in a Typed, Double-spaced, response to the original option questions regarding research ethics and the video “The Deadly Deception”
Option 2: Turn in a Typed, Double-spaced, summary of the film “The Deadly Deception”. I.E., who, what, where, etc.
Option 1 Questions:
1) What did you think about the film? Why?
2) Do ethics (morals in professional fields) matter? Why or Why not?
3) In your own words, what is the Eugenics movement?
4) Do you think the methods of Eugenics are still practiced today? Why or Why not?
5) Do you think the assumptions (presuppositions), behind the beliefs, methods, and theories, about some races/classes of individuals being “lesser” people influenced the methods of deception in the Tuskegee Experiments? Why or why not?
6) Was the view that these were “lesser” people just about racism? Why or Why not?
7) Should deception be used in experimental research? Why or Why not?
8) Can ideas (scientific, unscientific, etc.) be neutral (Neither good nor bad, right nor wrong)? Why or Why not?
Quotes to prompt your writing (disregard or use as you see fit):
About the prominent assumptions in logic and theory used by researchers involved in the Tuskegee Experiments and movements like Eugenics:
“At some future period, not very distant as measured by centuries, the civilised races of man will almost certainly exterminate and replace throughout the world the savage races.”
—Charles Darwin, The Descent of Man (1871 edition, J. Murray, London), Part I, Chapter VI, p. 201
“The most merciful thing that the large family does to one of its infant members is to kill it.”
—Margaret Sanger, Woman and the New Race (1920), Chapter V, “The Wickedness of Creating Large Families,” available at http://www.bartleby.com/1013/5.html.
“Natural selection’s death rate of the jungle helped to purify the primitive race by destroying the weak and permitting only the strong to live and reproduce. Eugenicists hope to arrive at the same result by the selective birth rate.”
— Lena K. Sadler, “Is the Abnormal to Become Normal?” in A Decade of Progress in Eugenics, Scientific Papers of the Third International Congress of Eugenics(Baltimore: Williams and Wilkins Co., 1934), p. 198.
“The life of a newborn baby is of less value than the life of a pig, a dog, or a chimpanzee.”
—Peter Singer, Practical Ethics (New York: Cambridge University Press, 1979), pp. 122-123
About the connection between the assumptions behind certain components of Darwinian Theory and methods of Eugenics seen in the Nazi Regime.
– “Anytime one wants to come to… the ideology of the Nazis and say ‘Where does it come from? What gave these people these ideas?’ that’s already crossing into a forbidden zone. Nobody really wants to talk about it unless it can be discussed in terms that are completely inoffensive, innocuous, and uninteresting. [However], if one wants to say, ‘look the Nazis may have been fairly primitive in their thinking’, I think that’s true, these were not profound sophisticated intellects. [One might ask], ‘just where did they take their ideas from?’ and one place that’s obvious for anyone who reads the German sources and knows that whole milieu in Germany is that they were profoundly influenced by events taking place fifty, sixty, seventy years ago in England and then with the publication of Charles Darwin’s The Origin of the Species. This does not mean, of course, it does not mean that Darwin was a member of the SS or that Hitler had Origin of the Species at his bedside table. It could well be that Hitler’s ignorance of the details of evolutionary biology was profound. [When] we talk about the association between the Darwinian idea of evolution and the development of Nazi and Communist ideologies, we don’t have a direct connection in mind. We have necessary, but not necessarily sufficient conditions.” Dr. David Berlinski, What Hath Darwin Wrought?
consequences of racial discrimination in terms of household net worth and prison sentencing
1.What are some consequences of racial discrimination in terms of household net worth and prison sentencing?
2. What is colorblindness? Is it a positive value to have or not? Explain your position.
3. Yer Vang, a Hmong student, complained that her social studies teacher never called upon her in class. She told the principal, “I know the answers, but the teacher won’t call upon me because he doesn’t want me to show up the white students.” The teacher admits that he didn’t call upon Yer too often, but the reason was that he didn’t want her to be embarrassed in front of the other students. “I know how lonely she must feel as the only Hmong student in class,” he explained, “so I don’t want to put any more pressure on her than I need to. And since this is an accelerated class, I was trying to be sensitive to the fact that it could be terribly embarrassing for her if I did call on her and she didn’t know the answer. I just didn’t want to put her in that position.”
Questions for discussion:
What is the problem?
How would you have handled it differently?
What does the situation say about teachers being extra sensitive or insensitive?
Psychological Assessment
Psychological Assessment Report
A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.
Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.
Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:
The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.
Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.
Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.
General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.
Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.
Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.
Summary and Recommendations
In this section, students will summarize the test results. They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.
Writing the Psychological Assessment Report
The report:
- Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
- Must include a title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must include the required headings and content as listed above.
- Must address the topic of the paper with critical thought.
- Must utilize assessment manuals as necessary to support the inclusion and results of the assessments.
- Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
- Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Naturalistic observation or interview
Part 1: Naturalistic observation or interview
Students will be expected to engage in a naturalistic observation of one of the stages of the lifespan to gain a first-hand view of the developmental issues and milestones encountered during this stage. You have the following two options for this assignment:
Option 1:
Observe infants, toddlers, school-aged children, or adolescents. This could be done in a daycare setting, in school, in church, or even in a public place such as at the playground. Note the child’s biological, cognitive, and psychological development using the theories and information outlined in your text. If possible, also pay attention to how the child interacts with other children and any interaction between the child and caregivers. Consider what social and cultural factors appear to be impacting the child’s development. Identify challenges in development for your observed age group. You need to spend enough time in your observations to be able to understand the points outlined above.
Option 2:
Interview someone currently in late adulthood about their life; allow him or her to share the story of their family, faith, career and memories with you. Note information about this person’s physical, cognitive, and psychological health. What major events seemed to shape his or her development? Does this person seem to express Ego Integrity or Despair according to Erikson? In what ways has this person coped with loss? What role has religion played in his or her life?
Part 2: Reflective Journal
The paper for this assignment will be a written description of your observations. Although the journal should report your personal experiences, impressions, and emotional reactions to your experience, it should also clearly integrate specific concepts from the text and from research, and should be written in an academic style of language, rather than a conversational or informal style. You are expected to reference a minimum of 2 scholarly sources in your journal.
The journal should be 3-5 pages (in addition to a cover and reference page), should be in proper APA format
ways of managing stress
Give one way of managing stress
Understanding Memory Loss
Memory loss is frightening. The purpose of this assignment is to make you think of memory loss realistically. Complete the steps listed below:
Watch the video, Living Without a Memory, which provides an overview of memory and discusses actual cases of memory loss.
Select a movie that has featured a character with memory loss. Describe the main features of the impairment exhibited by the movie character.
Engage your critical thinking skills. How accurately is memory loss featured in the selected movie? Specifically, does the memory loss in the movie resemble actual cases? Is appropriate terminology used? Is the prognosis realistic?
Note that statements regarding the accuracy or inaccuracy of the memory loss illustrated in the movie are to be supported by evidence collected by cognitive psychologists and neuroscientists (i.e., experts). Thus, review the literature on memory loss and use at least two peer-reviewed articles that can answer the questions above. Although your opinion is valuable and always welcome, it needs to be supported by scientific evidence.
Express your thoughts about how the movie could have more realistically depicted memory loss, its cause(s), time-course, and prognosis.
Describe the memory loss featured in the selected movie as well as discussing its accuracy Keep in mind that accuracy refers to the description of symptoms, potential cause(s), prognosis and actual time-course.
Your paper must begin with an introduction to the selected topic in which you define all concepts that will be discussed in the paper. You must also include a conclusion expressing your thoughts about how the movie could have more realistically depicted memory loss, its causes, time-course, and prognosis.
The Understanding Memory Loss Paper:
Must be four to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
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 at least two peer-reviewed source in addition to the course text.
The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Waypoint Assignment Submission
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment.
Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open in a new browser window.
Browse for your assignment.
Click Upload.
Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.
For more detailed instructions, refer to the Waypoint Tutorial.
Theories Of Personality
Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper. The following content and headings must be included in your paper.
Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below.
Instructions:
Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs.
Major Concepts
In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings. For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model. This completed section will be approximately four to five pages.
Excluded Concepts
In this section, present the concepts you have chosen to exclude in your theory of personality development. Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course. For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use. This section will be approximately one to two pages.
The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory. This completed section will be approximately one page.
The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page.
Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and discuss those measures you think are most applicable and effective. This completed section will be approximately one page.
Self-Reflection
In this section of the paper, review the self-reflection you wrote in Week One of this class and describe how and in what ways your views have or have not changed. Analyze your Week One self-assessment using the concepts that you have included in your integrative theory and describe how your theory explains your personality. This section will be approximately one page.
Provide a brief conclusion that summarizes the ideas presented in your integrative theory of personality. This section will not feature a heading and it will be approximately two to four paragraphs.
Allport, G. W. (1968). The person in psychology: Selected essays. Boston, MA: Beacon Press.
The Integrative Personality Theory paper:
- Must be eight to ten double-spaced pages in length (not including the title page and references page) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
- 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 at least eight scholarly sources in addition to the course text.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
- Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center