Psychology Philosophy and Education

Showing 28–36 of 466 results

  • Patient Case Study Profiles – Cancer Causes

    $10.00
    Patient Profile – Cancer Causes Patient Recommendation
    Mary

    ·     She is a 64-yea-old woman in generally good health.

    ·     She had her first child when she was 20.

    ·     She entered menopause at the age of 58.

    ·     She has been on hormone replacement therapy since entering menopause (for the past 6 years).

    ·     She has gained some weight since menopause.

    ·     Her mother had breast cancer diagnosed at age 37.

    ·     She had her first period at 13.

     

    		 Mary’s Recommendation:

    Click or tap here to enter text.
    Paula

    ·     She is 71 years of age, and currently has a urinary bladder tumor, with metastases in the ovaries and possible involvement of one lymph node.

    ·     She had her first period at 13.

    ·     Paula’s sister was diagnosed with breast cancer three years ago, then ovarian cancer two-and-a-half years ago.

    ·     Paula’s mother died of lung cancer.

    ·     Two maternal uncles had pancreatic cancer.

    ·     Her maternal aunt had myeloma.

    ·     Her maternal grandmother has uterine cancer.

    ·     Paula’s sister had genetic testing, and was found to have a BRCA1 mutation.

    		 Paula’s Recommendation:

    Click or tap here to enter text.

     
    June

    ·     June is 58 years old.

    ·     She has been having “regular” mammograms (at two- to three-year intervals).

    ·     Her first period was at age 13.

    ·     She has had two pregnancies, resulting in two children, the first of which was at age 27.

    ·     She experienced menopause at age 51. She did not take hormone replacement therapy (HRT), but she used oral contraceptives for a total of four years in the past.

    ·     She has high blood pressure and high cholesterol.  She has low levels of thyroid hormones.

    ·     She also has “weak bones.”

    ·     Her maternal aunt died of breast cancer in her 30s.

    ·     Her mother died of a brain tumor at age 39.

    ·     Her father is alive and well at age 84.

    		 June’s Recommendation:

    Click or tap here to enter text.
    Nora

    ·     She is a 51-year-old, pre-menopausal woman.

    ·     Her last bilateral mammogram showed no evidence of a mass.

    ·     She had her first period at the age of 13.

    ·     She has had two pregnancies, each resulting in the birth of a child, the first of which was at age 32.

    ·     She used oral contraceptives for six years.

    ·     She has not taken any hormone-replacement therapy (HRT).

    ·     She smoked until age 26.

    ·     She consumes between 1 and 4 alcoholic drinks per week.

    ·     Her mother had breast cancer at 48 years of age, and now has lymphoma (at age 72).

    ·     Her maternal grandmother had breast cancer at age 47, and died of lung cancer.

    ·     Her paternal first cousin presently has breast cancer.

    ·     Her paternal aunt died “at a young age” from breast cancer.

    ·     Her father was of Ashkenazi Jewish heritage, and died of colon cancer at 66 years of age.

    		 Nora’s Recommendation:

    Click or tap here to enter text.

    Assessment 6 Instructions:
    Homework: Patient Case Study
    Profiles – Cancer Causes
    This assignment focuses on cancer risks and causes.
    Breast Cancer Risks, Genetics, and the
    Environment
    Cancer is a nonselective disease. Cancer can occur at any age, and although
    treatments have been improved, cancer still can be a deadly disease. Some
    cancer is linked to environmental causes such as cigarette smoke or UV
    radiation. Other causes may be genetic, such as inheriting the gene for breast
    cancer. Early detection can impact the outcome of cancer; therefore, it is
    important to recognize early symptoms and tests for prevention.
    Tanya has received some troubling results from her “23 and Me” DNA test. She
    has inherited BRCA1 gene for breast cancer.
    Even though Tanya has the breast cancer gene, it does not necessarily mean
    she will ever develop breast cancer. However, she does have a chance. In this
    unit, you are going evaluate the medical histories and breast cancer risks of
    Tanya’s friends and estimate how they might reduce their risks. You will learn
    about the various risk factors, both genetic and lifestyle related, as well as
    prevention methods for breast cancer.
    Overview
    With advancements in medicine, genetic testing can be used to determine if you
    have gene for a specific type of cancer. For example, the BRAC1 is a gene for
    breast cancer, but just because you have the gene you may not develop cancer;
    however, it still gives a person a greater risk. In this assignment, you are going to
    evaluate the medical histories and breast cancer risks of Tanya’s friends and
    estimate how they might reduce their risks. You will learn about the various risk
    factors, both genetic and lifestyle related, as well as prevention methods for
    breast cancer.

    Instructions
    For this assignment, you will use a     Patient Case Study Profile Form [DOCX] to
    evaluate four patient profiles and their medical histories. Refer to the resources
    listed in the Breast Cancer Risks, Genetics, and the Environment section.
    • Examine the four patient profiles and medical histories of Tanya’s friends (Mary,
    Paula, June, and Nora) with respect to their breast cancer risk.
    • Use the various resources presented to help you analyze the cancer causes for each
    profile.
    • Use the National Cancer Institute’s     Breast Cancer Risk Assessment Risk Calculator
    Tool     to estimate the patient’s risks of developing breast cancer.
    • Provide recommendations for each patient profile as to how they might reduce their
    cancer risk.
    • Enter your recommendations in the Patient Case Study Profile Form next to each
    patient.
    • Make sure that you read the Homework: Patient Case Study Profile Scoring Guide
    prior to submitting your document to ensure you have met all of the expectations
    for this assignment.
    • It is recommended to review the scoring guide prior to downloading your
    document, or documents, to your computer, since all work must be completed
    within the lab.
    Competencies Measured
    By successfully completing this assignment, you will demonstrate your
    proficiency in the following course competencies and assessment criteria:
    • Competency 2: Apply concepts of human biology to the social sciences.
    o Examine each patient profile and cancer risks.
    o Analyze each patient profile cancer risks and causes using provided resources.
    o Use the risk calculator to estimate the patient’s risks of developing breast cancer.
    o Recommend how each patient might reduce their risk of cancer.

    Download File

  • Diagnosing Using the DSM

    $25.00

    Assessment 2 Instructions:

    Diagnosing Using the DSM
    Write a 5–6 page assessment in which you identify disorders in three case
    vignettes based on DSM criteria. Select one of the cases to present evidence–
    based treatment recommendations, and support your recommendations with
    findings from research.
    Introduction
    For both children and adults, the exact diagnosis and treatment will vary
    depending on how long after the event symptoms appeared and what those
    symptoms are. However, timeliness and preciseness of the diagnosis is of
    utmost importance. The Diagnostic and Statistical Manual is a tool used to
    diagnose and treat disorders.
    For example, determining when anxiety is so severe that it constitutes a disorder
    will depend on several factors, including:
    • Other causes of anxiety are not identified. The anxiety is not caused by a medical
    problem, or drug or substance abuse
    • The anxiety is distressing
    • The anxiety interferes with daily functioning
    • The anxiety does not stop on its own with a few days
    Traumatic life events are not always as extreme as those that occur in a war, but
    these events are often associated with psychiatric disorders. Trauma–and
    stressor–related disorders now fall under the trauma umbrella and include
    posttraumatic stress disorder (PTSD), reactive attachment disorder, disinhibited
    social engagement disorder, acute stress disorder, and adjustment disorders.
    Sadly, children are too often exposed to traumatic events and lack the coping
    skills to deal with them. Violence, abuse, accidents, natural disasters, and
    serious illness are all traumatic events children experience. With the DSM, both
    children and adults can receive the proper treatment necessary to continue being
    functional members in society.
    The DSM is a classification manual used by professionals in the field of
    psychology. For this assessment, you will diagnose three clients. Read the
    vignettes for each client in the     Case Study Vignettes. In your paper, for each client,
    indicate:
    • The diagnosis, discussing each criterion the client fits and does not fit for that
    diagnosis from the     DSM–5 (which you should cite).
    Select one of the clients and in a separate, final section of the paper,
    complete the following:

    • Analyze two recommended treatments for the client and explain why they
    would be recommended (one or both of these treatments should come from a
    current peer–reviewed journal article).
    • Support your analysis with a peer–reviewed journal article about the
    diagnosis you chose for this client.
    • How well does the article’s discussion of the diagnosis compare to the behaviors the
    client displays?
    • As a professional in the field of psychology, how would you use the information
    from the article to inform your professional behavior?
    Additional Requirements
    • Title page: Include your name, course, date, and faculty.
    • References: DSM–5 and two or more peer–reviewed journal articles.
    • Written communication: Written communication is free of errors that detract from
    the overall message.
    • APA formatting: Resources and citations are formatted according to APA style and
    formatting.
    • Length of paper: 5–6 typed, double–spaced pages.
    • Font and font size: Times New Roman, 12 point.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies:
    • Competency 2: Analyze research findings from within the field of abnormal
    psychology.
    o Apply research findings from the professional literature to support the analysis of
    treatment.
    • Competency 3: Apply the current edition of the Diagnostic and Statistical Manual of
    Mental Disorders (DSM) to psychological disorders.
    o Identify the appropriate diagnosis from the DSM for each client.
    o Assess how each client evidences the criteria of the given diagnosis.
    • Competency 4: Apply psychological theory and research in abnormal psychology to
    inform professional behavior.
    o Assess how research findings inform professional behavior.
    • Competency 5: Analyze treatment of psychological disorders.
    o Analyze two treatments for one of the psychological disorders.
    • Competency 6: Communicate in a manner that is scholarly, professional, and
    consistent with expectations for professionals in the field of psychology.
    o Use well–developed written communication by writing in a manner that is generally
    concise, logically organized, and utilizes correct punctuation, spelling, grammar, and
    mechanics.
    o Apply scholarly writing skills and use proper APA formatting and style in all papers
    and reference lists.

    Case Study Vignettes

    Anxiety, Trauma, Stressor, and Obsessive Compulsive Related Disorders

    1. Fred

    Fred was raised in Houston. His father and mother were both successful realtors. He is the middle of three brothers, who remain close. He remembers, “We never wanted for anything.” Fred was an A student in high school and college and a top athlete. He completed medical school and now practices as an anesthesiologist at a local hospital.

    Fred experienced some emotional distress a number of years ago as he considered coming out and letting his family know he is homosexual. His father initially struggled with the news but came to accept it. Fred’s father is quite amiable towards Fred’s partner. Fred’s oldest brother was nonplussed by the news. Fred and his partner are welcomed in his brother’s home. Fred’s mother’s response was “I don’t believe it. Please never mention this again.” The youngest brother’s response was to accuse Fred of hurting mom.

    Fred has again been experiencing emotional distress this past year as he and his partner discuss the idea of either marrying or having a commitment ceremony. Fred is certain that he wants to do this but struggles with the question of what to tell family members and whether to even invite his mother and youngest brother.

    In this context Fred complains of daily panic attacks. These generally occur when he is getting ready for work or near the end of the work day. The panic attacks started several weeks after Fred was robbed at gunpoint at a subway station. This occurred four months ago. He stated he does not think he was particularly affected by the attack but wonders because the panic attacks started soon after. Following the attack, Fred decided he is not going to use the subway anymore because it is too dangerous. Fred has been commuting by bicycle even though it is often difficult to negotiate the city streets by bike.

    Fred reports that there is no mental illness that he is aware of in his immediate family. He strongly suspects that his mother’s father was an alcoholic because he remembers his grandfather smelling of alcohol during his (Fred’s) childhood and because his mother refuses to have any alcohol in her home.

    1. Phil

    Phil is 20. He comes in because he is “stressed” now that he is not working. Phil reports that his first job was at a restaurant, but he quit because it was “too messy.” After work he would shower for hours to get the food smells out of his hair. Even after showering he would feel greasy and dirty. He next found work at a clothing store. Phil reports that he was initially very well regarded by his boss at the clothing store at which he worked. He worked hard, always making sure displays were orderly and the clothes were perfectly folded and arranged in order by size. His boss so appreciated the attention that he took with the displays that she made him the assistant manager and put him in charge of the other employees. She was relieved that she had a second in command so that she could leave the store under his supervision.

    However, the boss soon became frustrated with Phil. He did little to help manage the employees or problem-solve difficulties. He did not seem able to field customer complaints. He did a poor job on some of the managerial tasks assigned to him. But he did continue to neatly fold the clothes and arrange them by size, even after the boss told him he should delegate this to another employee so he could focus on his role. After several warnings about this, Phil was eventually terminated.

    Phil reported he had been married for a year but his wife left him because she found him controlling. He is not sure what this means but notes that they often argued because he got frustrated that she did not put things away where they belonged. She would especially get upset because he would try to clean up the kitchen when she was cooking, so “things wouldn’t get too messy.”

    1. Stacey

    Stacey is 35 years old and lives alone.  Stacey was married when she was 20 and was married for 4 years. The couple did not have any children. Stacey’s mother describes that Stacey was shy when she was little and tended to play alone with her dolls and stuffed animals. She had a brother who was ten years older than her. The family lived in the country and had a lot of pets and other animals, such as horses and chickens. Stacey loved the animals and was good at helping to care for them.

    Stacey had a close childhood friend named Anna who she met in the first grade. The two girls would sometimes get to play at each other’s houses and sometimes would spend the night. When they were in the fourth grade, Anna’s family moved out of state. Stacey was small for her age and wore glasses. She became a target for other kids to make fun.

    Following Stacey’s divorce, she became more reclusive. Stacey’s former husband, Chad, was critical of Stacey and left because in his words she “was a doormat with no personality.” She currently maintains a job as a cashier at a local grocery store. She has worked there for seven years and her employers are happy with her performance. She is highly accurate and efficient at her job. When she is off of work, she tends to stay home alone with her pets.

    Four years ago Stacey enrolled in college thinking she might like to become a nurse. Several of her classes required her to give presentations in front of the class, and Stacey described that she was “paralyzed with fear” in thinking about public speaking. She was afraid she would not be able to get through her speech and that her classmates and teachers would make fun of her. She dropped those classes, and therefore was unable to move forward in her education.

    Stacey says that she is content with her job and with living alone with her pets. She has three dogs, two cats, and several birds. All of the pets came to her through a pet rescue agency.  She states that pets are accepting and loving and don’t criticize.

    Download File

  • Theories of Abnormal Behavior

    $15.00

    Assessment 1 Instructions:

    Theories of Abnormal
    Behavior
    Write 3–4 pages in which you examine an abnormal behavior through the lens of
    a selected biological or psychological theory and compare and contrast the
    behavior from the point of view of the selected theory with the sociocultural
    viewpoint.
    Introduction
    There are many origins of abnormal behavior, and the development of abnormal
    behavior can be understood differently from different points of view. Theories in
    psychology can help us to understand various aspects of how behaviors develop.
    Defining Abnormality
    For some behaviors there is a great deal of controversy as to whether a behavior
    can be defined as abnormal.
    In psychology, abnormal is defined by “the four Ds” (Nolen–Hoeksema, 2014, pp.
    6–7). If the behavior fits all of the four Ds, it can be categorized as abnormal, or
    maladaptive, from a psychological standpoint.
    The four Ds are:
    1. Dysfunctional – Interferes with daily functioning or the ability to form relationships.
    2. Distressing – Causes distress to self or others.
    3. Deviant – Far outside of cultural norms or potentially harmful to self or others.
    4. Dangerous – Causes harm to self or others.
    Various theories in psychology have different views on how abnormal or
    maladaptive behavior develops. For psychology professionals, it is important to
    have an understanding of how various theories help us to recognize, explain, and
    treat the origins of maladaptive behavior. Through this process, we can
    recognize our own biases and better explore options for assisting those who
    exhibit abnormal behaviors.

    Reference
    Nolen–Hoeksema, S. (2014). Abnormal psychology. McGraw–Hill.
    Preparation
    There are a variety of views that postulate the causes of abnormal behavior. To
    begin this assessment:
    • Select a theory from the biological or psychological point of view and use it to
    describe the cause of an abnormal behavior.
    • Support your discussion of the theory with at least three resources, two of them
    peer–reviewed journal articles.
    Potential biological points of view could include:
    • Neurotransmitter or hormone imbalance.
    • Genetic vulnerabilities.
    Potential psychological points of view could include:
    • Psychoanalytic theory.
    • Ego psychology.
    • Objects–relations theory.
    • Classical conditioning.
    • Instrumental conditioning.
    • Humanistic perspective.
    • Existential perspective.
    • Cognitive–behavioral perspective.
    Instructions
    Write a 3–4 page paper that addresses the following:
    • Describe your theory in detail and how the theory views behavior in general.
    • Explain how your theory describes the cause of your selected abnormal behavior.
    • Compare and contrast the point of view you chose with the sociocultural viewpoint.
    o How might they view the abnormal behavior similarly?
    o How might they view the abnormal behavior differently?
    • Describe the benefits or drawbacks to applying multiple theories to defining
    abnormal behavior.
    References should be included and cited. Review the scoring guide prior to
    submission so that you address all required grading criteria.

    Additional Requirements
    • Title page: Include your name, course, date, and instructor.
    • Reference: Use at least 3 resources, including 2 peer–reviewed journal articles.
    Additional references may be used.
    • Written communication: Written communication is free of errors that detract from
    the overall message.
    • APA formatting: Resources and citations are formatted according to APA style and
    formatting.
    • Length of paper: 3–4 typed, double–spaced pages.
    • Font and font size: Times New Roman, 12 point.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies and assessment criteria:
    • Competency 1: Apply relevant theories to issues in mental health.
    o Describe how a theory views behavior in general.
    o Explain how the theory describes the cause of a selected abnormal behavior.
    o Compare and contrast the view point of your theory with the sociocultural
    viewpoint.
    o Describe the benefits or drawbacks to applying multiple theories to defining
    abnormal behavior.
    • Competency 6: Communicate in a manner that is scholarly, professional, and
    consistent with expectations for professionals in the field of psychology.
    o Use well–developed written communication by writing in a manner that is generally
    concise, logically organized, and utilizes correct punctuation, spelling, grammar, and
    mechanics.
    o Apply scholarly writing skills and use proper APA formatting and style in all papers
    and reference lists.

    Download File

  • Assessment 4 Diversity Presentation

    $25.00
    CULTURE, ETHNICITY, AND DIVERSITY

     


    Assessment 4 Instructions:
    Diversity Presentation
    Develop a 10–15–slide presentation with speaker’s notes on a diversity topic of
    your choice that could ultimately be used as a basis for a staff development
    session.
    Introduction
    Diversity training has been a part of U.S. organizational life since the passage of
    Title VII of the federal Civil Rights Act of 1964, which prohibits employers from
    discriminating against employees on the basis of sex, race, color, national origin,
    and religion. Early diversity training dealt with improving race relations,
    addressing racism and anti–Semitism. The 1970s diversity training focused
    primarily on affirmative action and compliance.
    In the 1980s, much diversity training centered on increasing cultural sensitivity
    and fostering respect for differences, emphasizing gender and race. Today,
    diversity training encompasses a wide range of groups (including white men) and
    is derived from social justice and inclusion approaches that value differences,
    encourage treating everyone with respect, and creating fair and equitable work
    and school environments.
    While this assessment is not designed to be a diversity training, it lays the
    foundation for an evidence–based staff development activity that could be part of
    a larger training initiative.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies and scoring guide criteria:
    • Competency 1: Describe the effects of culture, ethnicity, and diversity on the human
    experience.
    o Describe the strengths and other positive aspects of a social group.

    • Competency 3: Analyze psychological research findings related to culture, ethnicity,
    and diversity.
    o Analyze the challenges faced by a social group.
    o Analyze solutions and supportive strategies to help combat challenges faced by a
    social group.
    • Competency 5: Communicate in a manner that is scholarly, professional, and
    consistent with expectations for professionals in the field of psychology.
    o Describe the presentation in an overview including title, outline, population, and key
    terms.
    o Cite scholarly evidence.
    o Create a presentation that articulates meaning relevant to the main topic, scope, and
    purpose of the prompt.
    Instructions
    You may determine the work setting for your presentation, such as educational
    institutions, businesses, nonprofit organizations, hospitals, or mental health care
    facilities. After selecting the presentation setting, choose your topic that may
    include any area covered in this course.
    Sample topics:
    • Racial stereotypes and racism (select one racial or ethnic group).
    • Immigration.
    • Religion and spirituality.
    • Gender stereotypes and sexism.
    • Sexual orientation and heterosexism.
    • Age stereotypes and ageism.
    • Mental disabilities.
    • Physical disabilities.
    • Other topic of your choice related to culture, ethnicity, and diversity.
    o Note: if you choose this option, you must get instructor approval.
    Using the course readings and other scholarly literature as a basis, develop a
    presentation on the topic of your choice using PowerPoint, Prezi, or other
    courseroom–compatible format as follows:
    Part 1
    Provide an overview of the topic that includes areas that will be covered in the
    presentation, a brief description of the population or social group you chose, and
    key definitions and terms.

    Download File

  • Debate Preparation and Summary Workshee

    $10.00
    CULTURAL, ETHNICITY and DIVERSITY

     

    Assessment 3 Instructions:
    Debate Preparation
    Choose a position and then prepare to support it as if you were going to
    participate in a debate.
    Introduction
    In the field of psychology, just about everything is controversial, and you’ll need
    to develop your ability to look at things from multiple perspectives. Do disparities
    exist between diverse groups? Are certain diverse groups exposed to more
    negative results than others? Whether you agree or disagree with a particular
    stance, it’s important to not just understand the evidence being used to support
    the argument, but to be conversant in it and weigh it with other arguments and
    evidence.
    This assessment asks you to choose a position and then prepare to support it as
    if you were going to participate in a debate. Preparing for debates is a way of
    steeping oneself in a topic and all the evidence available. While there won’t be an
    actual debate in the assessment, the act of preparing for one gives you in–depth
    practice at building arguments, counterarguments, and rebuttals that you only get
    a start at when writing a short paper.
    This activity builds on critical thinking skills.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies and scoring guide criteria:
    • Competency 2: Apply psychological theories to issues affecting culture, ethnicity,
    and diversity.
    o State position on the causes of a chosen debate topic using at least three well–
    developed arguments supported by psychological theories or research.
    o Assess the strength of the original position using psychological theories or research
    in culture, ethnicity, and diversity to support own views.

    • Competency 3: Analyze psychological research findings related to culture, ethnicity,
    and diversity.
    o Identify counterarguments to the original argument, using psychological theories or
    research in culture, ethnicity, and diversity to support the counterarguments.
    o Identify rebuttals to counterarguments using psychological theories or research in
    culture, ethnicity, and diversity to support the rebuttals.
    • Competency 5: Communicate in a manner that is scholarly, professional, and
    consistent with expectations for professionals in the field of psychology.
    o Cite scholarly evidence.
    o Compose a text that articulates meaning relevant to the main topic, scope, and
    purpose of the prompt.
    Preparation
    • Select a debate topic from the     Debate Topics [PDF] document.
    • You may choose to watch this video on building arguments:
    o Reading Pioneers Academy. (2015, December 13).     Debate skill: Argument
    building [Video]    . YouTube. https://www.youtube.com/watch?v=1zZ4YEuThRw
    • Preview the     Debate Preparation and Summary Worksheet [DOCX] that you will use
    complete for the assessment.
    • Research your topic to gather the sources you’ll need to complete the worksheet.
    Instructions
    Choose a position and then prepare to support it, using the Debate Preparation
    and Summary Worksheet, as if you were going to participate in a debate.
    In the worksheet, present your position and arguments for the debate topic,
    counterarguments to your position and arguments, and rebuttals to those
    counterarguments. The worksheet will finish with a conclusion on the strength of
    your position. Before submitting the worksheet, be sure to review the assessment
    scoring guide to ensure that you meet all criteria, including the following:
    • Your position.
    • At least three well–developed arguments.
    • Evidence to support your arguments (that is, data and research), including how the
    evidence supports the arguments.
    • Counterarguments to your points.
    • Rebuttals to the counterarguments that oppose your arguments.
    • Evidence to support your rebuttals (data and research), including how the evidence
    supports the rebuttals.

    • A conclusion that asserts why your position is strong.
    • In–text citations and references for all sources of information.
    Submission Requirements
    Submit the completed worksheet as your deliverable for the assessment.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies and scoring guide criteria:
    • Competency 2: Apply psychological theories to issues affecting culture, ethnicity,
    and diversity.
    o State position on the causes of a chosen debate topic using at least three well–
    developed arguments supported by psychological theories or research.
    o Assess the strength of the original position using psychological theories or research
    in culture, ethnicity, and diversity to support own views.
    • Competency 3: Analyze psychological research findings related to culture, ethnicity,
    and diversity.
    o Identify counterarguments to the original argument, using psychological theories or
    research in culture, ethnicity, and diversity to support the counterarguments.
    o Identify rebuttals to counterarguments using psychological theories or research in
    culture, ethnicity, and diversity to support the rebuttals.
    • Competency 5: Communicate in a manner that is scholarly, professional, and
    consistent with expectations for professionals in the field of psychology.
    o Cite scholarly evidence.
    o Compose a text that articulates meaning relevant to the main topic, scope, and
    purpose of the prompt.

    Debate Topics
    Choose one of the following topics from the Taking Sides text to prepare as if you were going to
    engage in a debate.
    Issue: Is affirmative action an effective way to reverse racial inequality?     Yes: Chauncey DeVega, from “White America’s Toxic Ignorance: Abigail Fisher, Antonin Scalia
    and the Real Privilege That Goes Unspoken,” Salon (2015).
    No: Richard Sander and Stuart Taylor, Jr., from “The Painful Truth About Affirmative Action,”
    The Atlantic (2012).     Chauncey DeVega, a political essayist and cultural critic, presents a significant review of the
    history of racial discrimination and exclusion that African Americans have experienced
    throughout the history of the nation. Given this history and the prevalence of white skin privilege
    throughout history, DeVega views affirmative action as a modest attempt to foster equal
    opportunity. According to DeVega, opposition to affirmative action is often informed by
    ignorance and racism.     Richard Sander, a UCLA law professor and economist, and Stuart Taylor Jr., contributing editor
    for National Journal and a contributing editor at Newsweek, are concerned that affirmative
    action in college admissions has evolved into a program of racial preferences that do harm to
    both minority students and the colleges that they attend. Sander and Taylor are also concerned
    that colleges are not responding to the need to reform such programs.
    Issue: Is “stand your ground” legislation race neutral?     Yes: Patrik Jonsson, from “Racial Bias and ‘Stand Your Ground’ Laws: What the Data Show,”
    The Christian Science Monitor (2013).
    No: Sabrina Strings, from “Protecting What’s White: A New Look at Stand Your Ground Laws,”
    The Feminist Wire (2014).     Patrik Jonsson, a staff writer for The Christian Science Monitor who writes about race and gun
    rights, argues that “stand your ground” laws are not racially biased. He believes that such
    legislation is a response to the increasing concern with self-defense that has been generated by
    events such as 9/11 and the high rate of crime.     Sabrina Strings, a sociologist at the University of California who teaches in the School of Public
    Health and Sociology, believes that “stand your ground” laws are not racially neutral and are
    primarily directed at African Americans. To Strings, “stand your ground” laws are reflective of an
    historical tendency to protect whites and their property from a perceived threat from African
    Americans, especially black males.
    Issue: Should children of undocumented immigrants have a birthright to U.S.
    citizenship?     Yes: Eric Foner, from “Birthright Citizenship Sets America Apart,” The Cap Times (2010).
    No: George F. Will, from “An Argument to Be Made about Immigrant Babies and Citizenship,”
    The Washington Post (2010).     1

    Distinguished professor of history at Columbia University, Eric Foner, examines the legal and
    constitutional basis for granting birthright citizenship and argues that this right illuminates the
    strength of American society.     Conservative newspaper columnist and commentator, George F. Will, is troubled by the facile
    tendency to grant birthright citizenship to the children of undocumented immigrants. He views
    this practice as reflecting a misinterpretation of the Bill of Rights and the Fourteenth
    Amendment. He vigorously opposes this policy.
    Issue: Is there a need for a permanent voting rights act?     Yes: Linda Greenhouse, from “The More Things Change…,” The New York Times (2013).
    No: Abigail Thernstrom, from “Redistricting, Race, and the Voting Rights Act,” National Affairs
    (2010).     Linda Greenhouse writes about the Supreme Court for the New York Times. She expresses
    concern about the Court’s attempts to invalidate Section 5 of the Voting Rights Act. She leaves
    us with the implication that this development is due to the ascendency of conservatism in
    American politics and the continuing impact of race in legal and political decision making.     Abigail Thernstrom, a political scientist, is a senior fellow at the Manhattan Institute in New York.
    She has written extensively on race and voting rights. She argues that it is time to end race-
    driven districting and that certain sections, especially Section 5, of the Voting Rights Act of 1965
    are no longer needed.     2

    Download File

  • Video games are harmful or helpful to children and adolescents.

    $10.00

    Assessment 3 Instructions:

    Argument Paper
    Write a 3–page paper on the topic of video games and aggressive or violent
    behavior, including a thesis, arguments to support your thesis, and evidence to
    support your arguments.
    Introduction
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies and assessment criteria:
    • Competency 2: Apply foundational psychological principles to relevant topics in
    psychology.
    o Apply psychological principles to the creation of arguments and counterarguments.
    • Competency 3: Apply critical thinking to problems in the field of psychology.
    o Write a conclusion with a statement of point of view and implications.
    • Competency 6: Demonstrate effective oral or written communication skills.
    o Write an introduction with a clear thesis statement to introduce the arguments.
    o Address assessment purpose in well–organized paragraphs, incorporating credible
    sources, accurate paraphrasing, tone, and citations
    Overview
    For this assessment, you will write a paper that clearly states your thesis,
    introduces two or more arguments that support your thesis, and uses evidence to
    support your arguments. Remember that your thesis should be taking a stance
    on one side of the issue; your reader should be able to clearly be able to tell how
    you feel about video games and aggressive or violent behavior.
    Assessment Instructions
    Use the     Argument Template [DOCX] to guide your work. Be sure to delete any
    explanatory instructional text before inserting your writing.
    In your paper, address the following:
    • Write an introduction with a clear thesis statement to introduce the arguments.

    • Apply psychological principles to the creation of arguments and counterarguments.
    • Write a conclusion with a statement of point of view and implications.
    • Address assessment purpose in well–organized paragraphs, incorporating credible
    sources, accurate paraphrasing, tone, and citations.
    Refer to the scoring guide to ensure that your work meets the grading criteria for
    this assessment.
    Submission Requirements
    Save the completed Argument Template as a Word document (.doc or .docx) on
    your computer. Then, attach a copy of this document as your assessment
    submission.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies:
    • Competency 2: Apply foundational psychological principles to relevant topics in
    psychology.
    o Apply psychological principles to the creation of arguments and counterarguments.
    • Competency 3: Apply critical thinking to problems in the field of psychology.
    o Write a conclusion with a statement of point of view and implications.
    • Competency 6: Demonstrate effective oral or written communication skills.
    o Write an introduction with a clear thesis statement to introduce the arguments.
    o Address assessment purpose in well–organized paragraphs, incorporating credible
    sources, accurate paraphrasing, tone, and citations.

    Download File

  • CRAAP Test and complete Library Worksheet

    $10.00

    CRAAP Test Directions: Imagine you are researching the topic of how vaccines may affect autism. Go to the following Web page and answer the questions in the CRAAP Test Worksheet below.

     

    Use the following questions to help you evaluate the above source of information. Answer the questions and then score each category from 1-10 (1=unreliable, 10=excellent). Add up the score to help you decide whether you should use that source for your coursework.

     

    Currency: The timeliness of the information. Currency Score
    1.       Is the information current enough (in psychology, usually within 5 years)?

    2.       Has the information or website been revised or updated in the past 6 months?

    3.       Are the links functional?

    		  
    Relevance: The importance of the information for your needs. Relevance Score
    1.       Does the information relate to your topic or answer your question?

    2.       Is the information at an appropriate level (i.e., not too elementary or too advanced for your needs?

    3.       Have you looked at a variety of sources before choosing this one?

    		  
    Authority: The source of the information Authority Score
    1.       Are you able to determine who is the author publisher of the information?

    2.       Can you verify the author or publisher’s credentials as a respected expert on the topics?

    3.       Does the URL help you determine the source? (.edu; .com; .gov; .org)

    		  
    Accuracy: The reliability, truthfulness, and correctness of the content. Accuracy Score
    1.       Did the author back up his/her statements with credible evidence and list/link to verifiable sources?

    2.       Is the information free of spelling, grammar, or other typographical errors?

    3.       Does the language or tone seem unbiased and free of emotion?

    		  
    Purpose: The reason the information exists. Purpose Score
    1.       Is the purpose to inform? (And not to sell, entertain, or persuade)

    2.       Is the information fact? (And not opinion or propaganda)

    3.       Is the source free of ideological, cultural, religious, institutional, or personal biases?

    		  
    Scoring: 

    ·         45-50 Excellent

    ·         40-44 Good

    ·         35-39 Average

    ·         30-34 Borderline Acceptable (Below 30 Not an acceptable source)

    Adapted from the CRAAP Test created at the Meriam Library at the California State University at Chico.

    		 Total Score

     

    Library Worksheet Directions: Locate the article below in the Capella Library using Summon. Use the Database Guide Summon: The Basics to help you create your search for this article.

     

    Dr. Arch Mainous published an article in 2018 about primary care physicians sharing scientific findings (key word: research) in an era of fake news.

     

    After you have located the article and read it, answer the following questions:

    1. What is the full title of the article Dr. Mainous published in 2018?
     

     

    1. What is the name of the professional journal in which this article appears?
     

     

    1. What volume and issue of the journal contains this article?
     

     

    1. What pages from that journal contain this article?
     

     

    1. What is the DOI of this article?
     

     

    1. Is this a scientific research article or an editorial/commentary about research?
    [   ] scientific research article

    [   ] editorial/commentary

     

    1. Briefly, summarize in a paragraph of your own words (paraphrase) what is the primary purpose of the Mainous article?
     

     

    1. Summarize in a paragraph of your own words what Mainous recommends primary care researchers do when publishing future scientific studies to overcome science denial and claims of “fake news”.
     

     

    1. What is the in-text citation for this journal article using APA style?
     

     

    1. What is the reference for this journal article using APA-style?
     

     

    1. How much time did it take you to complete this exercise and worksheet? Select one answer.
    [   ] About what I planned or expected

    [   ] More time than I planned or expected

    [   ] Less time than I planned or expected

     

    1. If this took more or less time than expected, what changes do you intend to make in your future time management planning? Be specific.
     

     

    Save this completed worksheet as a Word document (.doc, .docx) on your computer. Then, attach a copy of this document as your submission for Assessment 2.

    Introduction
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies and assessment criteria:
    • Competency 1: Apply information literacy skills.
    o Assess the credibility of an online source of information.
    o Locate correct journal article in library search when provided with minimal search
    information.
    • Competency 2: Apply foundational psychological principles to relevant topics in
    psychology.
    o Apply psychological principle of denial to the topic of scientific research findings.
    • Competency 3: Apply critical thinking to problems in the field of psychology.
    o Develop the skills of paraphrasing and summarizing to represent the purpose of an
    external source.
    • Competency 4: Apply self–regulation skills to online learning.
    o Assess personal time management plan for this assessment.
    • Competency 6: Demonstrate effective oral or written communication skills.
    o Communicate using a well–organized paragraph with a clear main idea.
    o Integrate appropriate use of scholarly sources, evidence, and citation style.
    Overview
    This assessment will help you build skills in evaluating and finding resources—
    essential tasks to master whenever you need information for your day–to–day life
    or in school. We start with the Internet as familiar a source of information and
    where you’ll evaluate a provided website to apply the CRAAP Test. From the
    Internet, we move to an information source you will want to get to know: the
    Capella library. You will be asked to find a specific article and share some of
    what you find. As you complete this exercise, reflect on the differences between
    Internet and library sources. Can you guess which ones your instructors will
    prefer you to use?
    Assessment Instructions
    For this assessment, begin with locating the Internet article identified in
    the     CRAAP Test and Library Worksheet [DOCX]. Note: Additional guidance can be
    found on the     Library Research and Information Literacy Skills page.
    Use the questions on the CRAAP Test to evaluate the Internet article and score
    each category: Currency, Relevance, Authority, Accuracy and Purpose. Add up

    your scores to determine the article’s total score. The assessment worksheet
    provides a rating and guidance with how acceptable the source is for your use.
    After evaluating the Internet article using the CRAAP Test, move to the second
    section of the worksheet to explore a different type of resource. Locate the article
    (using the little information provided) from the     Capella library using Summon and
    respond to the questions using complete sentences. Note: Use the     Database
    Guide: Summon     to help you create your search for this article. Complete the
    following:
    • Locate the correct journal article in library search when provided with minimal
    search information.
    • Evaluate the credibility of an online source of information.
    • Apply the psychological principle of denial to the topic of scientific research
    findings.
    • Develop the skills of paraphrasing and summarizing to represent the purpose of an
    external source.
    • Evaluate personal time management plan for this assessment.
    o Did the time to complete this assessment take less time, more time, or about what
    you expected to complete?
    o What future changes can you make based on your first assessment’s time
    management planning? 
    • Communicate using a well–organized paragraph with a clear main idea.
    • Integrate appropriate use of scholarly sources, evidence, and citation style.
    Refer to the scoring guide to ensure that your work meets the grading criteria for
    this assessment.
    Submission Requirements
    Save the completed     CRAAP Test and Library Worksheet [DOCX] as a Word
    document (.doc or .docx) on your computer. Then, attach a copy of this
    document as your assessment submission.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your
    proficiency in the following course competencies:
    • Competency 1: Apply information literacy skills.
    o Assess the credibility of an online source of information.
    o Locate correct journal article in library search when provided with minimal search
    information.

    • Competency 2: Apply foundational psychological principles to relevant topics in
    psychology.
    o Apply psychological principle of denial to the topic of scientific research findings.
    • Competency 3: Apply critical thinking to problems in the field of psychology.
    o Develop the skills of paraphrasing and summarizing to represent the purpose of an
    external source.
    • Competency 4: Apply self–regulation skills to online learning.
    o Evaluate personal time management plan for this assessment.
    • Competency 6: Demonstrate effective oral or written communication skills.
    o Communicate using a well–organized paragraph with a clear main idea.
    o Integrate appropriate use of scholarly sources, evidence, and citation style.

    Download File

  • The Theology of an Emerging Church

    $7.00

    A Select Issue in Contemporary Theology: The Theology of an Emerging Church

    Which of the contemporary theology topics researched by Enns would be considered the most relevant to the contemporary church? Explain why you believe this to be so. Based on cultural trends, what do you anticipate to be the next “major” issue the contemporary church will need to address?

                Introduction…………………………………………………..………..…1

    Origin of Emergent………………………………………………………2

                The Major Differences In The Emergent Church……..………………4

    The Emerging Church Compare To Other Denominations……….4

                The Theological Beliefs of The Emergent Church…………………..…5

    The Future of The Emergent Church…………………………………..8

    Conclusion………………………………………………………..………9

    Bibliography……………………………………………………………..12

    Download File

  • REBT COGNITIVE THEORY COUNSELING LAB

    $5.00

    REBT COGNITIVE THEORY

    CNDV 5311 Individual Counseling Theories and Techniques

    Lamar University

    Assignment 3 in My Counseling Lab: 18.1

    Defining the Core Constructs Central in REBT; 18.2 Describing the Therapeutic Goals of REBT; 18.3 Understanding How REBT is Used in Treatment; 18.4 Using REBT with Varied Populations

    Download File

Showing 28–36 of 466 results