What future changes do you foresee in personality assessment instruments and procedures? What changes to do you foresee in the functions and/or applications of personality assessment?
Category: Organization
Being a field slave or house slave
What you rather be a field slave or house slave?” Debate this issue using the content from the text book. Is there even a “better” scenario? Be sure to address positives and negatives from either role in the slave system. For instance, what rights or privileges may be given to a skill slave? How could this be a negative?
Learning styles
Some have considered learning styles to be a factor influencing the L2 learning process, while others consider learning styles to be a neuromyth, pointing to a lack of evidence that students learn better through a self-identified learning style.
Research the topic of learning styles. Will you address learning styles in your instruction of ELLs? Why or why not? Cite resources to support your response.
Research methods in psychology and the important role they play in understanding the world around us.
For the past seven weeks, we have been thinking about research methods in psychology and the important role they play in understanding the world around us. Reflect on what you have learned in responding to these questions:
· What impact might research methods have on the future of the field of psychology?
· What is the most important concept you have learned in our time together in class?
· As you consider your personal narrative, what tools and insights can you apply from the course to become a more educated consumer of psychological research in your daily life?
Research methods in psychology and the important role they play in understanding the world around us.
For the past seven weeks, we have been thinking about research methods in psychology and the important role they play in understanding the world around us. Reflect on what you have learned in responding to these questions:
· What impact might research methods have on the future of the field of psychology?
· What is the most important concept you have learned in our time together in class?
· As you consider your personal narrative, what tools and insights can you apply from the course to become a more educated consumer of psychological research in your daily life?
Evaluating A Longitudinal Developmental Study
Dr. Judy Brewster, long interested in the effects of exposure to maladaptive environments on development, designed a study to examine resilience. Jewish youth were assessed at six-month intervals for a period of four years. Psychological tests were being conducted in school through group-administered written surveys and individual interviews of approximately one to two hours in length. The amount and frequency of exposure to community violence will be measured, as well as short- and long-term psychological (anxiety, depression, perception of social support), behavioral (academic achievement, risk engagement) and adaptational (psychological and behavioral coping) responses. Aside from assessment interviews, participants will have no contact with the researcher.
Ms. Rosen, the principal of a private Jewish school, has agreed to allow her school to participate in the study. She is eager to assist her students and suggests that Judy begin at once. When Judy asks for advice on how to approach parents for their permission, the principal says that it is not necessary, as the school supports the study.
Approximately two years into her study, Judy notices two distinct patterns of adaptation. Some of the children exhibit signs of distress, anxiety and depression, and report that they have begun to engage in multiple risk behaviors such as substance use, delinquency, violence and sexual promiscuity. Other children show no signs of distress, or have outgrown and discontinued such behaviors. Judy is concerned about the acting-out youth, but she notes that many children have engaged in such behaviors and later discontinued engagement. Judy is not clinically trained; she is not competent to diagnose or treat distressed participants. She is, however, competent to teach students adaptive skills such as anger management and conflict resolution, which have been shown to have limited success in altering behavior.
1a. Identify the key developmental issues experienced by the adolescents in this longitudinal study.
1b. Identify and explain the ethical issues related to this research study that was conducted.
1c. In retrospect, discuss and explain how you might have modified this study to protect the rights and welfare of research participants and the parents.
Evaluating A Longitudinal Developmental Study
Dr. Judy Brewster, long interested in the effects of exposure to maladaptive environments on development, designed a study to examine resilience. Jewish youth were assessed at six-month intervals for a period of four years. Psychological tests were being conducted in school through group-administered written surveys and individual interviews of approximately one to two hours in length. The amount and frequency of exposure to community violence will be measured, as well as short- and long-term psychological (anxiety, depression, perception of social support), behavioral (academic achievement, risk engagement) and adaptational (psychological and behavioral coping) responses. Aside from assessment interviews, participants will have no contact with the researcher.
Ms. Rosen, the principal of a private Jewish school, has agreed to allow her school to participate in the study. She is eager to assist her students and suggests that Judy begin at once. When Judy asks for advice on how to approach parents for their permission, the principal says that it is not necessary, as the school supports the study.
Approximately two years into her study, Judy notices two distinct patterns of adaptation. Some of the children exhibit signs of distress, anxiety and depression, and report that they have begun to engage in multiple risk behaviors such as substance use, delinquency, violence and sexual promiscuity. Other children show no signs of distress, or have outgrown and discontinued such behaviors. Judy is concerned about the acting-out youth, but she notes that many children have engaged in such behaviors and later discontinued engagement. Judy is not clinically trained; she is not competent to diagnose or treat distressed participants. She is, however, competent to teach students adaptive skills such as anger management and conflict resolution, which have been shown to have limited success in altering behavior.
1a. Identify the key developmental issues experienced by the adolescents in this longitudinal study.
1b. Identify and explain the ethical issues related to this research study that was conducted.
1c. In retrospect, discuss and explain how you might have modified this study to protect the rights and welfare of research participants and the parents.
Speaking Truth to Power
Overview
As American citizens, we can use our voices to communicate to our authority figures about how their decisions can impact society. One of the ways that we as citizens can participate in the creation of a future where all citizens are treated equitably is to voice our collective needs to those that we have placed in positions of authority. Before we do so, we should understand the relationship among power, privilege, and other socio-structural factors and the life circumstances of individuals from different groups. This paper will give you space to think through these ideas and to better prepare you to make your voice heard and have a positive impact on the world.
Requirements
Read the chapter Privilege, Power, Difference, and Us, pp. 69–78.
Answer the following in a 2–3 page paper:
Summarize the chapter:
Define the concepts of power and privilege and how they relate.
Discuss the chapter in light of your textbook readings (especially Chapter 2: Analyzing Economic Inequalities):
What is your perspective on the relationship between power and privilege and social problems? Use specific examples to support your ideas.
If you could have a conversation with a person in a position of authority about the relationship between power, privilege, and current social problems, what would you discuss? What advice or tools would you suggest to help them gain more social intelligence in this area?
Speaking Truth to Power
Overview
As American citizens, we can use our voices to communicate to our authority figures about how their decisions can impact society. One of the ways that we as citizens can participate in the creation of a future where all citizens are treated equitably is to voice our collective needs to those that we have placed in positions of authority. Before we do so, we should understand the relationship among power, privilege, and other socio-structural factors and the life circumstances of individuals from different groups. This paper will give you space to think through these ideas and to better prepare you to make your voice heard and have a positive impact on the world.
Requirements
Read the chapter Privilege, Power, Difference, and Us, pp. 69–78.
Answer the following in a 2–3 page paper:
Summarize the chapter:
Define the concepts of power and privilege and how they relate.
Discuss the chapter in light of your textbook readings (especially Chapter 2: Analyzing Economic Inequalities):
What is your perspective on the relationship between power and privilege and social problems? Use specific examples to support your ideas.
If you could have a conversation with a person in a position of authority about the relationship between power, privilege, and current social problems, what would you discuss? What advice or tools would you suggest to help them gain more social intelligence in this area?
Child Development Theories And The Classroom
There are multiple influences on early development and learning. Knowing the theories is not enough for teachers; they need to have a deep understanding of how to apply them to the classroom and in the home.
Imagine you are an early childhood educator, and your director has asked you to give a 12-15 slide digital presentation to your students’ families on child development theories. After giving this presentation, families should have a better understanding of their child’s development and ways to support their learning throughout early childhood.
Be sure your presentation addresses the following:
The importance of understanding cognitive, behavioral, and social development theories for the early childhood classroom and their connections to learning. Include at least one theorist to support each theory.
Discuss at least one strategy per theory type to implement the theory in your classroom environment in order to create a healthy, respectful, supportive, and challenging learning environment for young children. Explain how this directly connects to motivation.
Provide at least one strategy per theory type for families to consider and implement in the home that reflects the theory.