First, post your response to the following discussion question. Then, Reply to at least two classmates’ responses by the date indicated in the Course Calendar.
Question- What, do you think, is the most important aspect of programs designed to prevent or intervene in gang growth?
In this paper you will pick ONE of the following theories: Bentham/Mill’s utilitarianism, Kant’s deontological ethics, or Aristotle’s virtue ethics and apply it to ONE of the issues covering in the class: Euthanasia, Environmental Ethics, Global Economic Justice, Immigration.
Module 6 pages 167-182
1.How does the statement on page 169 “I think the idea is that every person has to live for his or her own life and then make the choice to share it with other people” relate to Charlie’s life?
2.How has Charlie matured over the course of this book? Refer to his cognitive, social-emotional, moral, and personal development.
3.Why did Bill invite Charlie to his townhouse and tell him how smart he was? Was Charlie’s reaction characteristic of his personality?
Module 7 pages 183-213
1.Predict what Charlie’s next few years of high school will be like without his friends. Why did Charlie get along better with kids three years older than him?
2.Why did Charlie write letters to a stranger?
3.What did Charlie realize about Aunt Helen and his childhood? How did this experience affect him as a person and who he is?
4.What impact did Charlie’s mom, dad, brother, and sister have on his life? What about Sam, Patrick, and Bill?
5.How might Charlie’s life been different if he hadn’t met Sam and Patrick?
“Conformity is going along with the crowd” (Chapter 9, pg. 310). “Like obedience, conformity has had a bad reputation among social psychologists, and this stems in part from influential early studies that depicted people doing foolish, irrational, or bad things in order to conform” (pg. 310).
Why do we conform and obey? Of course we know and our text points out that obedience can also be a good thing, a “prosocial behavior” (pg. 293-294) and that it is a necessary part of our cooperative daily living.
Your discussion post:
Describe a scenario in which you were persuaded to do something that you did not really want to do. (Of course you do not have to use any example that is too personal or makes you uncomfortable.)
For example:
Instructions
Your goal is to demonstrate understanding of the 4 elements associated with designing an effective warning label. These 4 elements are described on pages 542 – 544 of the class textbook (Lee, Wickens, Liu, & Boyle, 2017) as follows:
In this assignment a problem statement is presented. You are expected to design two versions of a warning statement to help prevent the problem from reoccurring. Use the template below, replace the red text with your own.
Extra Notes for Part 1:
Problem Statement: Company X produces practice IV solution bags for clinicians in training. These practice IV bags are never to be used on real patients as they contain fake or non-sterile solution. In 2014, several of these bags were inadvertently given to patients through a drip line leading to serious harm and one potential death. A description of this real-world problem can be found in the following link: www.protectpatientsblog.com/training_ivs_used_by_mistake_p
Consider the labeling on the sample product pictured below:
Summarize the Behavior to be improved: review the problem statement, the sample image, and summarize the behavior to be improved. Provide enough context for the reader to understand the root-cause of the problem so that your design intervention can be evaluated.
Design Activity: create 2 original versions (short version and long version) of the same warning label. Use any design tool you feel comfortable with (e.g., MS Word, MS Power Point, hand draw it and scan it).
Warning Label Design
Description of Behavior to be Improved: < Replace your response with black text specifically from the problem statement indicated on pg. 2: sample statement – Some students may try to take short cuts by copying work from online reseaources. These short cuts tend to occur in situations of procrastination or low motivation leading to insufficient time to fully review instructions. This warning label is intended to alert students that they should use original designs to get full credit.>
Part 2:
Instructions: An example submission is provided below.
Compose a new and thought-provoking haiku on any aspect of brain, main, and behavior. This should relate to at least one topic we covered in class, but any topic is appropriate. Conventional haiku are composed of three phrases of 5,7, and 5 phenetic elements (i.e., syllables). Haiku will be graded on quality and relationship to the course material.
Can you do a haiku about psychoactive drugs?
50 points total
Due Date: April 21th by the end of the day.
Requirements for Commentary/Personal Reflection Paper submission:
Questions you should answer through your reflection paper:
Given Chapter: Ethical Issues in Behavior Research and Topic: Physical and Mental Stress
1.Why did this chapter (and topic) mentioned above, felt the easiest to learn and understand? Explain why. (Please refer to the attachment before answering)
Given Chapter: The Measurements of Behavior and Topic: Scales of Measurement
2.Why did this chapter (and topic) mentioned above, felt the most challenging to learn and understand? Explain. (Please refer to the attachment before answering)
3.Reflect on your understanding of research methods before starting this course and at this point of the course; what has changed? What progress have you made?
4.If you could study anything in the world (does not have to be psychology related), what would you choose to research? and why? What seems exciting about it?
5. How do you see yourself, if at all, utilizing research methods or conducting research one day? Could be in any type of job, setting, etc.
INTRODUCTION
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
Throughout the course, you have been exploring various concepts and building your skills in statistical analysis. In this assessment, you will discuss the steps taken to complete a data analysis report focused on analyzing correlations between a set of assigned variables.
OVERVIEW
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
Throughout the course, you have been exploring various concepts and building your skills in statistical analysis. In this final assessment, you will complete a data analysis report focused on analyzing correlations between a set of assigned variables.
Exploring the associations between some variables in the courseroom using correlations might provide some important information about learner success. You’ll need to pay attention to both magnitude, which is the strength of the association, and directionality, which is the direction (positive or negative) of the association. During this assessment, you’ll start learning about how to best approach correlational analyses like these and start getting some answers. You’ll explore the relationships that may or may not exist in your courseroom data.
PREPARATION
In this course, you will be using statistical software. Refer to the Statistical Software page on Campus for general information. Make sure that your statistical software is downloaded, installed, and running properly on your computer.
For this assessment, you will use the Grades [JASP] file. For information on the data set, refer to the Data Set Instructions [PDF] file.
Be sure to visit the Resources for this assessment to help you with the steps of your analysis, such as information on correlations, what statistical test to run, and writing your results in APA style.
INSTRUCTIONS
Throughout the course, you have been exploring various concepts and building your skills in statistical analysis. This week, you will complete a data analysis report to analyze the correlation between assigned variables.
Exploring the associations between some variables in the courseroom using correlations might provide some important information about learner success. You’ll need to pay attention to both magnitude, which is the strength of the association, and directionality, which is the direction (positive or negative) of the association. During this assignment, you’ll start learning about how to best approach correlational analyses like these and start getting some answers. You’ll explore the relationships that may or may not exist in your courseroom data.
In this assignment, you’ll get a chance to run and interpret an inferential statistics analysis: correlations.
You will complete this assessment using the Data Analysis and Application Template [DOC] (also known as the DAA Template).
The grades.jasp file is a sample data set. The data represent a teacher’s recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of 35 students (N = 105). There are 21 variables in grades.jasp. This assignment is on correlations.
You will analyze the following variables in the grades.jasp data set:
| Variable | Definition |
|---|---|
| Quiz 1 | Quiz 1: Number of correct answers |
| GPA | Previous grade point average |
| Total | Total number of points earned in class |
| Final | Final exam: Number of correct answers |
The Data Analysis and Application Template has five sections:
In Step 1:
Test for one of the assumptions of correlation—normality.
In Step 3:
In Step 4:
In Step 5:
Submit your completed Data Analysis and Application Template as an attached Word document in the assessment area.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Learning Goal: Working on a psychology writing question and need the explanation and answer to help me learn.
Your assignment should also meet the following requirements:
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