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Category: Psychology

  • [Solved] Lorem

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    In-depth study guidance and analytical solution covering Lorem.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Research Methodwk1 PSY003

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    – ## researchmethodwk1.docx **## researchmethodwk1.docx** 2 | | | — | | You must choose <br>**ONE** of the following questions/topics below to answer/address. Make sure you answer/address ALL parts of the question/topic. <br>**If you quote directly from the text in your answer please indicate so b…

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    – ## researchmethodwk1.docx

    **## researchmethodwk1.docx**

    2

    | |
    | — |
    | You must choose <br>**ONE** of the following questions/topics below to answer/address.  Make sure you answer/address ALL parts of the question/topic.  <br>**If you quote directly from the text in your answer please indicate so by using quotation marks.  When using material from the text you must list page numbers.**  Remember, grammar counts, this is an upper level course so I expect you to communicate your ideas clearly and to appropriately cite material.  DO NOT copy and paste from websites.  During the first week of class I will do my best to prompt students and give feedback so you can get a feel for exactly what is expected.  Don't forget that a portion of your participation score comes from responding to posts from other students (you must have at least 2 comments/asides to student main posts in addition to your main response) for each discussion.<br> <br>It is important that you provide enough detail so it is clear to me that you understand the material and provide a reference and citations for ANY information that is not your own.<br>See your syllabus and the rubric for more details. |

    1. An important part of research is separating the good from the bad. Research shows that even the best and brightest students may hold some beliefs in pseudoscience. It also shows that if discussions about pseudoscience are not handled correctly, there can be a backfire effect where the example of pseudoscience is remembered but not that the claim is actually false (Impey, Buxner, & Antonellis, 2012; Lewandowsky et al., 2012). Describe pseudoscience and give a detailed example (PLEASE DO NOT USE ASTROLOGY AS AN EXAMPLE). Explain how you would teach about your example so that it is clear that it is pseudoscience.

    2. People sometimes suggest that psychology cannot be a science because either a) human behavior cannot be predicted with perfect accuracy, or b) most of its subject matter (e.g., thoughts and feelings) cannot be observed directly. Explain how the use of the scientific method and empirical questions helps to dispute those claims. In your response, define and give an example of empirical and nonempirical questions and the scientific method. Do we need to be able to directly observe and predict human behavior with accuracy for psychology to be a science? Why or why not?

    3. Define basic and applied research in terms of research in psychology. Pick a topic that is interesting to you and provide three basic research questions for that topic. Then, expand on that to include three applied questions related to your basic research questions. Identify specific variables in each example. Finally, find an article in a research journal related to your topic. Does the research question in that article fit as a basic or applied research question. Why?

    4. If we look at science as a general way of understanding the natural world, there are three fundamental features to the scientific approach. Define those features and provide specific examples of each. How are these features related to one another? Include at least one published work from a research journal in your response.

    **## researchmethodwk1.docx**

    2

    | |
    | — |
    | You must choose <br>**ONE** of the following questions/topics below to answer/address.  Make sure you answer/address ALL parts of the question/topic.  <br>**If you quote directly from the text in your answer please indicate so by using quotation marks.  When using material from the text you must list page numbers.**  Remember, grammar counts, this is an upper level course so I expect you to communicate your ideas clearly and to appropriately cite material.  DO NOT copy and paste from websites.  During the first week of class I will do my best to prompt students and give feedback so you can get a feel for exactly what is expected.  Don't forget that a portion of your participation score comes from responding to posts from other students (you must have at least 2 comments/asides to student main posts in addition to your main response) for each discussion.<br> <br>It is important that you provide enough detail so it is clear to me that you understand the material and provide a reference and citations for ANY information that is not your own.<br>See your syllabus and the rubric for more details. |

    1. An important part of research is separating the good from the bad. Research shows that even the best and brightest students may hold some beliefs in pseudoscience. It also shows that if discussions about pseudoscience are not handled correctly, there can be a backfire effect where the example of pseudoscience is remembered but not that the claim is actually false (Impey, Buxner, & Antonellis, 2012; Lewandowsky et al., 2012). Describe pseudoscience and give a detailed example (PLEASE DO NOT USE ASTROLOGY AS AN EXAMPLE). Explain how you would teach about your example so that it is clear that it is pseudoscience.

    2. People sometimes suggest that psychology cannot be a science because either a) human behavior cannot be predicted with perfect accuracy, or b) most of its subject matter (e.g., thoughts and feelings) cannot be observed directly. Explain how the use of the scientific method and empirical questions helps to dispute those claims. In your response, define and give an example of empirical and nonempirical questions and the scientific method. Do we need to be able to directly observe and predict human behavior with accuracy for psychology to be a science? Why or why not?

    3. Define basic and applied research in terms of research in psychology. Pick a topic that is interesting to you and provide three basic research questions for that topic. Then, expand on that to include three applied questions related to your basic research questions. Identify specific variables in each example. Finally, find an article in a research journal related to your topic. Does the research question in that article fit as a basic or applied research question. Why?

    4. If we look at science as a general way of understanding the natural world, there are three fundamental features to the scientific approach. Define those features and provide specific examples of each. How are these features related to one another? Include at least one published work from a research journal in your response.

  • [Solved] Prof Double R

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    For your initial post, we will answer the same questions presented to you in Module One. Create a theory that reflects your growth in this course by answering the following questions in about 10 to 15 sentences. – How can you observe personality? – Where does personality come from? – What is the val…

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    For your initial post, we will answer the same questions presented to you in Module One. Create a theory that reflects your growth in this course by answering the following questions in about 10 to 15 sentences.
    – How can you observe personality?
    – Where does personality come from?
    – What is the value of studying personality in yourself and others?
    – Is personality changeable? Does it shift over time?
    – Have your thoughts and opinions changed from the beginning of the course? Why or why not?
    – If your thoughts have changed, share what theories or theorists had the most impact on you.
    Next, describe how studying personality connects to one of the following programmatic themes:
    – Self-care
    – Social justice
    – Emotional intelligence
    – Career connections
    – Ethics

  • [Solved] Prof Double R

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    respond to Ezri and JOSEPH while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways: – Post an article, video, or additional research to reinforce a peer's idea or challenge them to see their point from a different perspective. – Consider a…

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    respond to Ezri and JOSEPH while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways:
    – Post an article, video, or additional research to reinforce a peer's idea or challenge them to see their point from a different perspective.
    – Consider asking a content-relevant question or discussing your personal experiences.
    EZRI POST
    If I could pick only one factor of emotional intelligence, I would argue that the most important in a professional setting is self-regulation, it is the most critical. In a workplace, you’re bound to face many challenges like stress, and interpersonal conflicts. Having the ability to manage one’s emotions, especially when you’re under pressure can be the difference between escalating a situation and being able to resolve it in a professional manner. It is important as a professional to have self-regulation and healthy coping skills to keep yourself calm, so you can think clearer instead reacting impulsively.
    One effective strategy to promote an increase in emotional intelligence related to self-regulation is practicing being mindful and reflecting before responding to a situation. This would involve, taking a brief moment to assess your emotional state and situation before reacting. It’s especially important when you’re stressed and your emotional state is high. Taking a brief moment so you can breathe, identify your feeling, and consider the potential impact of your response, is so important and as time goes on and you’re working on healthier ways to control your emotions, it can strengthen your emotional control, reduce impulsive behavior, and help maintain professionalism.
    If I could sit down with any theorist that we covered in this course to discuss and debate my choice with, I would choose Abraham Maslow. Maslow’s hierarchy of needs emphasizes the importance of chiseling self-actualization, but he also recognized that in order to reach that level, individuals must first develop inner control, which is closely tied to self-regulation. I would be interested in discussing with him how he views emotional self-control and how it is a foundational part of personal growth.
    Emotional regulation in the workplace or in a job interview is important because it helps an individual stay calm, think clearer, and respond in a professional manner especially when put on the spot. This not only leaves the person that is hiring you or an employer a positive impression but it also builds trust, and reduces miscommunication/conflict.
    In my experience especially in the past two years working in Applied behavioral analysis/healthcare, healthy workplace structure tends to be the exception rather than the norm. I started working for a new company this year and I can see why they had such a reputable background even though the company has only been running for about three years. When you actually prioritize your employees over-all well being, have positivity, consistent communication etc. it makes such a great difference in work performance when everyone is working as a team, and that, I’m not used too and it is nice being able to actually experience it.
    JOSEPH POST
    Although all four factors could make a case for being the most important, I would suggest the most important would be awareness of self. The main reason being is that the other four factors hinge on this factor. Especially in the realm being a manager, it is important for awareness of self and an understanding of one's own role. It would suggested it would be challenging to assign roles to others if there was not first an awareness of one's own role. Regarding self-regulation, it is very challenging to manage one's own triggers when they are unknown. The article Emotional Intelligence and Managerial Communication said this when speaking about self regulation "This factor may be the hardest part of EI to achieve especially in stressful situations. In a professional setting, it is always best to exercise self-restraint…" (Nguyen, 2019). It become almost impossible to practice self-restraint if there is no awareness of self. Lastly, connecting with other individuals and developing relationships often require individuals to first have an awareness of self or the development of the relationship will likely have a shallow ceiling and be limited.
    A few strategies are given on how to grow in awareness of self here "Write a list of things that make
    you upset as well as happy and explain why they make you feel that way. Figure out what your triggers
    are and why these things get under your skin. " (Nguyen, 2019). Sometimes the only strategy an individual needs to grow is time and self-reflection.
    I would thoroughly enjoy sitting down with either Sigmund Freud. Freud had a strong emphasis on the unconscious and the power it has in driving our behavior. With his focus on looking at what individuals are doing when they are not consciously making decisions could bring about a deeper level of understanding of oneself.
    To use my quote above "This factor may be the hardest part of EI to achieve especially in stressful situations. In a professional setting, it is always best to exercise self-restraint…" (Nguyen, 2019). Self-regulation is not only important for the professionalism that comes with regulating one's emotions but also because it is a difficult trait to develop. Combing the challenge of developing the trait, which shows high EI(Emotional Intelligence) and rare trait, and the ability to manage emotions in stressful situations, employers will know they are likely getting a reliable and rare employee that will assist in creating a healthy team culture.
    From my experience healthy workplace cultures tend be more of an exception. I have experienced both and worked in a handful of different workplaces. However, it is not far from being about half and half. Recently I have noticed there has been a greater emphasis for developing a healthy work environment by the majority though. There are still plenty of workplaces that struggle to maintain healthy cultures, but I have progression in a positive direction

  • [Solved] Psychology Assignment 1

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    – ## Assignment1.docx **## Assignment1.docx** Task First, you will select one of the major early developmental stages: infancy/toddlerhood (0-3 years), early childhood (3-6 years), middle childhood (7-12 years), or [adolescence](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72040&…

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    – ## Assignment1.docx

    **## Assignment1.docx**

    Task

    First, you will select one of the major early developmental stages: infancy/toddlerhood (0-3 years), early childhood (3-6 years), middle childhood (7-12 years), or
    [adolescence](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72040&displayformat=dictionary) (12-18 years). You will then explain the developmental stage in terms of major developmental milestones.

    Next, you will describe your significant event in developmental context by explaining what happened and any impacts on your development during this time.

    Then, you will define and apply two major concepts of development (1:
    [nature and nurture](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71694&displayformat=dictionary), 2: continuity and discontinuity) to your significant event.

    Finally, you will define and apply one major theory of development (Erikson’s theory, Piaget’s theory, Vygotsky’s theory, information processing theory,
    [attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory, behavioral theory,
    [observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory) to your significant event.

    Please use this chart to help you organize your capstone:

    | | | |
    | — | — | — |
    | **Part** | **Description** | **Top Tips for Success** |
    | **Part I. Developmental Stage**<br>Reflect on your development thus far. What stage of your development is most interesting to you?<br>· Infancy/Toddlerhood (0-3 years)<br>· Early Childhood (3-6 years)<br>· Middle Childhood (7-12 years)<br>· <br>[Adolescence](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72040&displayformat=dictionary) (12-18 years)<br> <br>Choose ONE stage to focus on for this capstone. | First, create a header for this section (e.g., Developmental Stage).<br>Then, in one paragraph:<br>Articulate your selected developmental stage using a strong topic sentence. Then, in 3-4 sentences that follow, explain the major developmental milestones (i.e., biological, physical, cognitive, emotional, and social milestones) that occur during your selected stage. | Be specific in this paragraph—make sure to be very clear when articulating and explaining your chosen developmental stage.<br>Define and give concrete examples of each type of milestone (biological, physical, cognitive, emotional, and social). |
    | **Part 2. Significant Event**<br>Think about your own experiences during your chosen developmental period (see Part 1).<br>What memorable events occurred during this time?<br>Select ONE significant event during this developmental period. | First, create a header for this section (e.g., Significant Event).<br>Then, in one or two paragraphs:<br>Explain the significant event in detail. What happened? Tell the story of the event in 3-4 sentences. Then, in another 3-4 sentences, explain why this event was important to your own development during this time by answering the question, What impact(s) did it have on your biological, physical, cognitive, emotional, and/or social growth? | This part of the capstone asks you to do two things. Be sure to fully explain the event AND discuss how it impacted several parts of your development during this time.<br>Be sure that the effects you discuss make sense in the context of your chosen developmental stage. |
    | **Part 3. Major Concepts in Development**<br>Consider two major concepts in development:<br>· <br>[Nature and Nurture](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71694&displayformat=dictionary)<br>· Continuity and Discontinuity<br>What do these concepts mean? How are these concepts illustrated in your significant event and/or its important effects on your development? | First, create a header for this section (e.g., Major Concepts in Development).<br>Then, in one or two paragraphs:<br>Define both major concepts as they pertain to developmental psychology. After defining each, discuss how each concept is illustrated in the event you described and/or the effects of this event on your development. | The definition of each major concept AND discussion of how it is illustrated in your significant event will require at least 3-4 sentences.<br>You may wish to write one paragraph of 3-4 sentences for EACH major concept. |
    | **Part 4. Developmental** [**Theory**](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)<br>Think about the major theories of development you have learned about so far in this course:<br>Erikson’s theory, Piaget’s theory, Vygotsky’s theory, information processing theory, <br>[attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory, behavioral theory, and <br>[observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory.<br> <br>Which theory seems to have the most relevance for your developmental stage and the significant event you have discussed? Do any of the theories help you understand why this significant event was so important to your development? | First, create a header for this section (e.g., Developmental <br>[Theory](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)).<br> <br>Then, in one paragraph:<br>Describe the major ideas of your chosen theory in 3-4 sentences.<br>Then, in another 3-4 sentences, discuss how this theory (and its major ideas) relates to your significant event. Be specific in your discussion. | Like Part 3, remember that Part 4 requires you to define AND discuss a theory.<br>Your theory definition will be academic and will rely on textbook content. Your discussion of how the theory applies to your experience will require your own creative thinking. |

    Requirements

    · Type your capstone using a word processing software program.

    · Use a basic font (e.g., Arial, Calibri, Times New Roman, etc.), 12-point size, and 1-inch margins.

    · Use full and complete sentences. Do not include bullet points or incomplete sentences.

    · Do not use ANY artificial intelligence (AI) program to generate text for your assignment. Use your own voice to explain the concepts.

    · Do read your textbook to gather information for your assignment.

    · Do not directly copy ANY information from your textbook or online sources.

    · Cite the textbook for any information in your assignment that you did not discover yourself. Use parenthetical (in-text) citations in APA style. A reference page is NOT required.

    · Successful assignments will be between 500-750 words.

    Resources

    Make sure to review these helpful resources associated with this capstone:

    · Capstone Rubric: Developmental Science and Me

    · Example Capstone Outline: Developmental Science and Me

    · APA Style Guidance for parenthetical (in-text) citations:
    [APA Formatting and Style Guide (7th Edition) – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

    Capstone Rubric: Developmental Science and Me

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | **0** | **1** | **2** | **3** | **4** | **5** |
    | **Part 1. Developmental Stage (20%)** | The developmental stage of interest for the essay is not clearly identified at the beginning of the essay (section is missing). | The essay names the developmental stage, but provides no other information about major developmental milestones within it. | The essay names the developmental stage and provides limited details about biological, physical, cognitive, emotional, and/or social developmental milestones. | The essay names the developmental stage and provides minimally adequate details about biological, physical, cognitive, emotional, and/or social developmental milestones. | The essay names the developmental stage and provides moderately developed details about biological, physical, cognitive, emotional, and social developmental milestones. | The essay names the developmental stage and provides well-developed details about biological, physical, cognitive, emotional, and social developmental milestones. |
    | **Part 2. Significant Event (20%)** | The essay does not include a description of an event (section is missing). | The essay describes an event, but it is not sufficiently detailed and/or clearly linked with the developmental stage of interest. | The essay describes an event, with minimal details to place the subject in developmental context. | The essay describes an event, with adequate details of a significant event to place the subject in developmental context. | The essay names the developmental stage and provides good contextual details about the subject in developmental context. | The essay names the developmental stage and provides a well-developed, detailed description of the subject in developmental context. |
    | **Part 3. Major Concepts (20%)** | The essay does not address the 2 major concepts (section is missing)<br>-or-<br>The section does not include accurate information. | The essay discusses only 1 issue with minimal accuracy and clarity. <br>-or- <br>The discussion of each issue is vague and/or unclear and no linkage to the anecdotal event is provided. | The essay discusses 2 issues with minimal accuracy and clarity.<br>-or- <br>The discussion of each issue includes only minimal description and no linkage to the anecdotal event. | The essay discusses 2 issues with accuracy and clarity.<br>-and-<br>Linkage to the anecdotal event is minimal and/or missing. | The essay discusses 2 issues with accuracy and clarity.<br>-and-<br>Linkage to the anecdotal event is moderately developed, including some detail. | The essay discusses 2 issues with accuracy and clarity.<br>-and-<br>Linkage to the anecdotal event is well developed and detailed. |
    | **Part 4. Developmental** [**Theory**](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary) **(20%)** | The essay does not identify a developmental theory from the list provided (section is missing). | The essay identifies a theory, but does not describe it accurately. | The essay identifies a theory and provides a minimal or only partially accurate description. | The essay identifies a theory and provides an adequate or moderately accurate description. | The essay identifies a theory and provides a good or mostly accurate description. | The essay identifies a theory and provides an excellent, fully accurate description. |
    | **Writing, Citations, and Formatting (20%)** | The writer gives no or very little apparent attention to language use, syntax/grammar, spelling, punctuation, citations, and/or formatting. Contains numerous errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors greatly detract from the paper. Contains many errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors detract from the paper. Contains errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors somewhat detract from the paper. Contains some errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors minimally detract from the paper. Contains few errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors do not detract from the paper. Contains only very minor or no errors throughout. |

    **## Assignment1.docx**

    Task

    First, you will select one of the major early developmental stages: infancy/toddlerhood (0-3 years), early childhood (3-6 years), middle childhood (7-12 years), or
    [adolescence](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72040&displayformat=dictionary) (12-18 years). You will then explain the developmental stage in terms of major developmental milestones.

    Next, you will describe your significant event in developmental context by explaining what happened and any impacts on your development during this time.

    Then, you will define and apply two major concepts of development (1:
    [nature and nurture](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71694&displayformat=dictionary), 2: continuity and discontinuity) to your significant event.

    Finally, you will define and apply one major theory of development (Erikson’s theory, Piaget’s theory, Vygotsky’s theory, information processing theory,
    [attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory, behavioral theory,
    [observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory) to your significant event.

    Please use this chart to help you organize your capstone:

    | | | |
    | — | — | — |
    | **Part** | **Description** | **Top Tips for Success** |
    | **Part I. Developmental Stage**<br>Reflect on your development thus far. What stage of your development is most interesting to you?<br>· Infancy/Toddlerhood (0-3 years)<br>· Early Childhood (3-6 years)<br>· Middle Childhood (7-12 years)<br>· <br>[Adolescence](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72040&displayformat=dictionary) (12-18 years)<br> <br>Choose ONE stage to focus on for this capstone. | First, create a header for this section (e.g., Developmental Stage).<br>Then, in one paragraph:<br>Articulate your selected developmental stage using a strong topic sentence. Then, in 3-4 sentences that follow, explain the major developmental milestones (i.e., biological, physical, cognitive, emotional, and social milestones) that occur during your selected stage. | Be specific in this paragraph—make sure to be very clear when articulating and explaining your chosen developmental stage.<br>Define and give concrete examples of each type of milestone (biological, physical, cognitive, emotional, and social). |
    | **Part 2. Significant Event**<br>Think about your own experiences during your chosen developmental period (see Part 1).<br>What memorable events occurred during this time?<br>Select ONE significant event during this developmental period. | First, create a header for this section (e.g., Significant Event).<br>Then, in one or two paragraphs:<br>Explain the significant event in detail. What happened? Tell the story of the event in 3-4 sentences. Then, in another 3-4 sentences, explain why this event was important to your own development during this time by answering the question, What impact(s) did it have on your biological, physical, cognitive, emotional, and/or social growth? | This part of the capstone asks you to do two things. Be sure to fully explain the event AND discuss how it impacted several parts of your development during this time.<br>Be sure that the effects you discuss make sense in the context of your chosen developmental stage. |
    | **Part 3. Major Concepts in Development**<br>Consider two major concepts in development:<br>· <br>[Nature and Nurture](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71694&displayformat=dictionary)<br>· Continuity and Discontinuity<br>What do these concepts mean? How are these concepts illustrated in your significant event and/or its important effects on your development? | First, create a header for this section (e.g., Major Concepts in Development).<br>Then, in one or two paragraphs:<br>Define both major concepts as they pertain to developmental psychology. After defining each, discuss how each concept is illustrated in the event you described and/or the effects of this event on your development. | The definition of each major concept AND discussion of how it is illustrated in your significant event will require at least 3-4 sentences.<br>You may wish to write one paragraph of 3-4 sentences for EACH major concept. |
    | **Part 4. Developmental** [**Theory**](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)<br>Think about the major theories of development you have learned about so far in this course:<br>Erikson’s theory, Piaget’s theory, Vygotsky’s theory, information processing theory, <br>[attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory, behavioral theory, and <br>[observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory.<br> <br>Which theory seems to have the most relevance for your developmental stage and the significant event you have discussed? Do any of the theories help you understand why this significant event was so important to your development? | First, create a header for this section (e.g., Developmental <br>[Theory](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)).<br> <br>Then, in one paragraph:<br>Describe the major ideas of your chosen theory in 3-4 sentences.<br>Then, in another 3-4 sentences, discuss how this theory (and its major ideas) relates to your significant event. Be specific in your discussion. | Like Part 3, remember that Part 4 requires you to define AND discuss a theory.<br>Your theory definition will be academic and will rely on textbook content. Your discussion of how the theory applies to your experience will require your own creative thinking. |

    Requirements

    · Type your capstone using a word processing software program.

    · Use a basic font (e.g., Arial, Calibri, Times New Roman, etc.), 12-point size, and 1-inch margins.

    · Use full and complete sentences. Do not include bullet points or incomplete sentences.

    · Do not use ANY artificial intelligence (AI) program to generate text for your assignment. Use your own voice to explain the concepts.

    · Do read your textbook to gather information for your assignment.

    · Do not directly copy ANY information from your textbook or online sources.

    · Cite the textbook for any information in your assignment that you did not discover yourself. Use parenthetical (in-text) citations in APA style. A reference page is NOT required.

    · Successful assignments will be between 500-750 words.

    Resources

    Make sure to review these helpful resources associated with this capstone:

    · Capstone Rubric: Developmental Science and Me

    · Example Capstone Outline: Developmental Science and Me

    · APA Style Guidance for parenthetical (in-text) citations:
    [APA Formatting and Style Guide (7th Edition) – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

    Capstone Rubric: Developmental Science and Me

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | **0** | **1** | **2** | **3** | **4** | **5** |
    | **Part 1. Developmental Stage (20%)** | The developmental stage of interest for the essay is not clearly identified at the beginning of the essay (section is missing). | The essay names the developmental stage, but provides no other information about major developmental milestones within it. | The essay names the developmental stage and provides limited details about biological, physical, cognitive, emotional, and/or social developmental milestones. | The essay names the developmental stage and provides minimally adequate details about biological, physical, cognitive, emotional, and/or social developmental milestones. | The essay names the developmental stage and provides moderately developed details about biological, physical, cognitive, emotional, and social developmental milestones. | The essay names the developmental stage and provides well-developed details about biological, physical, cognitive, emotional, and social developmental milestones. |
    | **Part 2. Significant Event (20%)** | The essay does not include a description of an event (section is missing). | The essay describes an event, but it is not sufficiently detailed and/or clearly linked with the developmental stage of interest. | The essay describes an event, with minimal details to place the subject in developmental context. | The essay describes an event, with adequate details of a significant event to place the subject in developmental context. | The essay names the developmental stage and provides good contextual details about the subject in developmental context. | The essay names the developmental stage and provides a well-developed, detailed description of the subject in developmental context. |
    | **Part 3. Major Concepts (20%)** | The essay does not address the 2 major concepts (section is missing)<br>-or-<br>The section does not include accurate information. | The essay discusses only 1 issue with minimal accuracy and clarity. <br>-or- <br>The discussion of each issue is vague and/or unclear and no linkage to the anecdotal event is provided. | The essay discusses 2 issues with minimal accuracy and clarity.<br>-or- <br>The discussion of each issue includes only minimal description and no linkage to the anecdotal event. | The essay discusses 2 issues with accuracy and clarity.<br>-and-<br>Linkage to the anecdotal event is minimal and/or missing. | The essay discusses 2 issues with accuracy and clarity.<br>-and-<br>Linkage to the anecdotal event is moderately developed, including some detail. | The essay discusses 2 issues with accuracy and clarity.<br>-and-<br>Linkage to the anecdotal event is well developed and detailed. |
    | **Part 4. Developmental** [**Theory**](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary) **(20%)** | The essay does not identify a developmental theory from the list provided (section is missing). | The essay identifies a theory, but does not describe it accurately. | The essay identifies a theory and provides a minimal or only partially accurate description. | The essay identifies a theory and provides an adequate or moderately accurate description. | The essay identifies a theory and provides a good or mostly accurate description. | The essay identifies a theory and provides an excellent, fully accurate description. |
    | **Writing, Citations, and Formatting (20%)** | The writer gives no or very little apparent attention to language use, syntax/grammar, spelling, punctuation, citations, and/or formatting. Contains numerous errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors greatly detract from the paper. Contains many errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors detract from the paper. Contains errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors somewhat detract from the paper. Contains some errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors minimally detract from the paper. Contains few errors throughout. | [Language](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71830&displayformat=dictionary) use, syntax/grammar, spelling, punctuation, citation, and/or formatting errors do not detract from the paper. Contains only very minor or no errors throughout. |

  • [Solved] Psychology Assignment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Assignment2.docx **## Assignment2.docx** Task First, you will select and explain a specific stage (early or middle adulthood) in terms of its typical age range and major developmental milestones (biological, physical, cognitive, emotional, and social). Then, you will identify a construct that i…

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    Assignment Prompt & Instructions

    – ## Assignment2.docx

    **## Assignment2.docx**

    Task

    First, you will select and explain a specific stage (early or middle adulthood) in terms of its typical age range and major developmental milestones (biological, physical, cognitive, emotional, and social).

    Then, you will identify a construct that is relevant to your chosen stage. A construct is a behavior,
    [emotion](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71885&displayformat=dictionary), or experience that can be studied in more detail. For example, key constructs in adulthood could include (but are not limited to) career development,
    [romantic relationship](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72088&displayformat=dictionary) formation, and parenting. You will explain what the construct is and how it is important to your chosen developmental stage.

    Next, you will select a theory that helps to explain your chosen construct in your chosen developmental stage. You may choose from Erikson’s theory, information processing theory,
    [attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory, behavioral theory, or
    [observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory. Do not choose Piaget or Vygotsky for this capstone. Explain the major ideas in your chosen theory, and discuss how this theory helps to explain why your construct is important during your selected developmental stage.

    Finally, you will design a new study of your construct that could be conducted in your selected developmental stage. Use theory to guide the articulation of your research question and
    [hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary). Describe your population and how you would select the sample, the study design and general procedure, as well as what variables you would like to measure. You will also discuss the importance of conducting this new research and what it will add to our understanding of adult development.

    Please use this chart to help you organize your capstone:

    | | | |
    | — | — | — |
    | **Part** | **Description** | **Top Tips for Success** |
    | **Part I. Developmental Stage**<br>Reflect on which phase of adult development is most interesting to you:<br>· Early adulthood<br>· Middle adulthood<br>Choose ONE stage to focus on for this capstone. | First, create a header for this section (e.g., Developmental Stage).<br>Then, in one paragraph: Articulate your selected developmental stage using a strong topic sentence. Then, in 3-4 sentences that follow, explain the major developmental milestones (i.e., biological, physical, cognitive, emotional, and social milestones) that occur during your selected stage. | Be specific in this paragraph–make sure to be very clear when articulating and explaining your chosen developmental stage.<br>Define and give concrete examples of each type of milestone (biological, physical, cognitive, emotional, and social). |
    | **Part 2. Construct of Interest**<br>Think about the key characteristics of your chosen developmental stage. What aspect is most interesting to you (biological, physical, cognitive, emotional, social)? Now consider a construct (e.g., a specific behavior, <br>[emotion](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71885&displayformat=dictionary), or experience) that piques your curiosity. Select ONE construct that has relevance to your chosen developmental stage. | First, create a header for this section (e.g., Construct of Interest).<br>Then, in one or two paragraphs: Explain the construct in detail. Define and discuss your chosen construct in 3-4 sentences. Then, in another 3-4 sentences, explain why this construct is important to your chosen developmental stage by exploring how it relates to biological, physical, cognitive, emotional, and/or social growth during this time. | This part of the capstone asks you to do two things. Be sure to fully explain the construct AND discuss how it impacts development during this time.<br>Be sure your construct is not too vague or general. “Physical development” would be too general, but “declining physical strength” may be specific and interesting enough to design a study about. |
    | **Part 3. Developmental** [**Theory**](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)<br>Think about the major theories of development you have learned about so far in this course:<br>· Erikson’s theory<br>· Information processing theory<br>· <br>[Attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory<br> <br>· Behavioral theory<br>· <br>[Observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory<br> <br>(Remember: do not choose Piaget or Vygotsky). Which theory seems to have the most relevance for your developmental stage and the construct of interest you have selected? Do any of the theories help you understand why this construct is so important to development during this time? | First, create a header for this section (e.g., Developmental <br>[Theory](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)).<br> <br>Then, in one paragraph: Describe the major ideas of your chosen theory in 3-4 sentences. Then, in another 3-4 sentences, discuss how this theory (and its major ideas) relates to your construct of interest. Be specific in your discussion. | Remember that Part 3 requires you to define AND discuss a theory.<br>Your theory definition will be academic and will rely on textbook content. Your discussion of how the theory applies to your experience will require your own creative thinking as an extension of the textbook content you review.<br>Feel free to leverage a theory that may point you to new research questions about your construct. |
    | **Part 4. A New Research Study**<br>Considering your stage, construct, and theory, reflect on what you do NOT yet know about the construct from the textbook. Let your creativity emerge, and allow yourself to wonder. What are you curious about? What does your selected theory tell you (or not tell you) about the construct?<br>Create a research question and <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary). Think about the type of participant sample you would need to recruit. What characteristics do you want them to have? How will you recruit them?<br> <br>Look at your research question and <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary). What variables do you need to measure in order to answer this question?<br> <br>Finally, think about why this study is important to conduct and what it will add to the scientific literature on your topic. | First, create a header for this section (e.g., A New Research Study).<br>Then, in 2-3 paragraphs (of at least 3 sentences each): Articulate your research question as an actual question. Explain your <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary) (what is your expectation about the study results?). Discuss the type of research design you will use to address your question. Describe the sample and how it will be recruited. Explain the variables you will measure (and how you will measure them). Discuss why the study is important and what it will add to the literature. | Read the instructions carefully! Do not skip any aspect of this section.<br>If you are unclear about what a research question, <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary), study design, sample, and/or variable is, look up this information in your textbook.<br> <br>Be sure to get specific about why the study is important to conduct and what it will add. Just “because it’s interesting” or “new” is not sufficient. |

    Requirements

    · Type your capstone using a word processing software program.

    · Use a basic font (e.g., Arial, Calibri, Times New Roman, etc.), 12-point size, and 1-inch margins.

    · Use APA style in preparing your document and using parenthetical citations.

    · Do not include a cover page or abstract.

    · Do include a references page.

    · Use full and complete sentences. Do not include bullet points or incomplete sentences.

    · Do not copy ANY information directly from your textbook or online sources.

    · Do not use ANY artificial intelligence (AI) program to generate text for your assignment.

    · Do read your textbook and use your own voice to explain the concepts.

    · You MUST use parenthetical (in-text) citations throughout your essay, with at least one citation per paragraph.

    · Successful capstone essays will be 1000-1200 words.

    Resources

    Make sure to review these helpful resources associated with this capstone:

    · Capstone Rubric: Designing a Research Study

    · Example Capstone: Designing a Research Study

    · APA Style Guidance for headings, reference page, and parenthetical (in-text) citations:
    [APA Formatting and Style Guide (7th Edition) – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

    **## Assignment2.docx**

    Task

    First, you will select and explain a specific stage (early or middle adulthood) in terms of its typical age range and major developmental milestones (biological, physical, cognitive, emotional, and social).

    Then, you will identify a construct that is relevant to your chosen stage. A construct is a behavior,
    [emotion](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71885&displayformat=dictionary), or experience that can be studied in more detail. For example, key constructs in adulthood could include (but are not limited to) career development,
    [romantic relationship](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=72088&displayformat=dictionary) formation, and parenting. You will explain what the construct is and how it is important to your chosen developmental stage.

    Next, you will select a theory that helps to explain your chosen construct in your chosen developmental stage. You may choose from Erikson’s theory, information processing theory,
    [attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory, behavioral theory, or
    [observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory. Do not choose Piaget or Vygotsky for this capstone. Explain the major ideas in your chosen theory, and discuss how this theory helps to explain why your construct is important during your selected developmental stage.

    Finally, you will design a new study of your construct that could be conducted in your selected developmental stage. Use theory to guide the articulation of your research question and
    [hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary). Describe your population and how you would select the sample, the study design and general procedure, as well as what variables you would like to measure. You will also discuss the importance of conducting this new research and what it will add to our understanding of adult development.

    Please use this chart to help you organize your capstone:

    | | | |
    | — | — | — |
    | **Part** | **Description** | **Top Tips for Success** |
    | **Part I. Developmental Stage**<br>Reflect on which phase of adult development is most interesting to you:<br>· Early adulthood<br>· Middle adulthood<br>Choose ONE stage to focus on for this capstone. | First, create a header for this section (e.g., Developmental Stage).<br>Then, in one paragraph: Articulate your selected developmental stage using a strong topic sentence. Then, in 3-4 sentences that follow, explain the major developmental milestones (i.e., biological, physical, cognitive, emotional, and social milestones) that occur during your selected stage. | Be specific in this paragraph–make sure to be very clear when articulating and explaining your chosen developmental stage.<br>Define and give concrete examples of each type of milestone (biological, physical, cognitive, emotional, and social). |
    | **Part 2. Construct of Interest**<br>Think about the key characteristics of your chosen developmental stage. What aspect is most interesting to you (biological, physical, cognitive, emotional, social)? Now consider a construct (e.g., a specific behavior, <br>[emotion](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71885&displayformat=dictionary), or experience) that piques your curiosity. Select ONE construct that has relevance to your chosen developmental stage. | First, create a header for this section (e.g., Construct of Interest).<br>Then, in one or two paragraphs: Explain the construct in detail. Define and discuss your chosen construct in 3-4 sentences. Then, in another 3-4 sentences, explain why this construct is important to your chosen developmental stage by exploring how it relates to biological, physical, cognitive, emotional, and/or social growth during this time. | This part of the capstone asks you to do two things. Be sure to fully explain the construct AND discuss how it impacts development during this time.<br>Be sure your construct is not too vague or general. “Physical development” would be too general, but “declining physical strength” may be specific and interesting enough to design a study about. |
    | **Part 3. Developmental** [**Theory**](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)<br>Think about the major theories of development you have learned about so far in this course:<br>· Erikson’s theory<br>· Information processing theory<br>· <br>[Attachment](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71650&displayformat=dictionary) theory<br> <br>· Behavioral theory<br>· <br>[Observational learning](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71696&displayformat=dictionary) theory<br> <br>(Remember: do not choose Piaget or Vygotsky). Which theory seems to have the most relevance for your developmental stage and the construct of interest you have selected? Do any of the theories help you understand why this construct is so important to development during this time? | First, create a header for this section (e.g., Developmental <br>[Theory](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71726&displayformat=dictionary)).<br> <br>Then, in one paragraph: Describe the major ideas of your chosen theory in 3-4 sentences. Then, in another 3-4 sentences, discuss how this theory (and its major ideas) relates to your construct of interest. Be specific in your discussion. | Remember that Part 3 requires you to define AND discuss a theory.<br>Your theory definition will be academic and will rely on textbook content. Your discussion of how the theory applies to your experience will require your own creative thinking as an extension of the textbook content you review.<br>Feel free to leverage a theory that may point you to new research questions about your construct. |
    | **Part 4. A New Research Study**<br>Considering your stage, construct, and theory, reflect on what you do NOT yet know about the construct from the textbook. Let your creativity emerge, and allow yourself to wonder. What are you curious about? What does your selected theory tell you (or not tell you) about the construct?<br>Create a research question and <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary). Think about the type of participant sample you would need to recruit. What characteristics do you want them to have? How will you recruit them?<br> <br>Look at your research question and <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary). What variables do you need to measure in order to answer this question?<br> <br>Finally, think about why this study is important to conduct and what it will add to the scientific literature on your topic. | First, create a header for this section (e.g., A New Research Study).<br>Then, in 2-3 paragraphs (of at least 3 sentences each): Articulate your research question as an actual question. Explain your <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary) (what is your expectation about the study results?). Discuss the type of research design you will use to address your question. Describe the sample and how it will be recruited. Explain the variables you will measure (and how you will measure them). Discuss why the study is important and what it will add to the literature. | Read the instructions carefully! Do not skip any aspect of this section.<br>If you are unclear about what a research question, <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=71683&displayformat=dictionary), study design, sample, and/or variable is, look up this information in your textbook.<br> <br>Be sure to get specific about why the study is important to conduct and what it will add. Just “because it’s interesting” or “new” is not sufficient. |

    Requirements

    · Type your capstone using a word processing software program.

    · Use a basic font (e.g., Arial, Calibri, Times New Roman, etc.), 12-point size, and 1-inch margins.

    · Use APA style in preparing your document and using parenthetical citations.

    · Do not include a cover page or abstract.

    · Do include a references page.

    · Use full and complete sentences. Do not include bullet points or incomplete sentences.

    · Do not copy ANY information directly from your textbook or online sources.

    · Do not use ANY artificial intelligence (AI) program to generate text for your assignment.

    · Do read your textbook and use your own voice to explain the concepts.

    · You MUST use parenthetical (in-text) citations throughout your essay, with at least one citation per paragraph.

    · Successful capstone essays will be 1000-1200 words.

    Resources

    Make sure to review these helpful resources associated with this capstone:

    · Capstone Rubric: Designing a Research Study

    · Example Capstone: Designing a Research Study

    · APA Style Guidance for headings, reference page, and parenthetical (in-text) citations:
    [APA Formatting and Style Guide (7th Edition) – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

  • [Solved] the Good and the Bad

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In this assignment, you will review our Module 6 reading resources on conversation techniques. You’ll then create videos that demonstrate both poor and effective examples of people engaging in everyday conversations. Use your own experiences, and explain helpful strategies for making small talk, off…

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    Assignment Prompt & Instructions

    In this assignment, you will review our Module 6 reading resources on conversation techniques. You’ll then create videos that demonstrate both poor and effective examples of people engaging in everyday conversations. Use your own experiences, and explain helpful strategies for making small talk, offering an apology, and giving and receiving compliments. This should be a **2- to 3-page written analysis**, not including the title and reference pages. Describe your examples of both poor and strong approaches for each conversational skill listed.
    – making small talk
    – making an apology
    – giving a compliment
    – receiving a compliment
    – Use at least one outside source (e.g., the textbook or other scholarly resource)
    – Follow current **APA (7th generation)format** for citations and references

  • [Solved] IMPORTANCE OF NAME

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Theimportanceofname.docx **## Theimportanceofname.docx** 1 **2** NOTE!!! FOR THIS ASSIGNMENT- USE OGECHI AS MY Daughter’S, ME AND HER FATHER DECIDED TO NAME HER OGECHI WHICH MEANS God’s time, This is a Nigerian NAME. Hi, Learners: According to author, literary critic, and scholar, Ralph Ellison…

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    Assignment Prompt & Instructions

    – ## Theimportanceofname.docx

    **## Theimportanceofname.docx**

    1

    **2**

    NOTE!!!

    FOR THIS ASSIGNMENT- USE OGECHI AS MY Daughter’S, ME AND HER FATHER DECIDED TO NAME HER OGECHI WHICH MEANS God’s time, This is a Nigerian NAME.

    Hi, Learners:

    According to author, literary critic, and scholar,  Ralph Ellison, "It is through our names that we first place ourselves in the world. Our names, being the gift of others, must be made our own." Many names carry and celebrate personal and family histories within them. Indeed, the word "namesake" comes from the practice of naming infants after friends, relatives, and grandparents.

    Names can express a family's culture, or obscure it. For example, there is a long-standing myth that officials on Ellis Island changed immigrants' names upon their arrival in the United States. The truth is that many immigrants changed their own names to avoid, or mitigate, the effects of discrimination based on race, ethnicity, and religion.

    Often, names mark gender, class, race, and ethnicity. Studies have shown that advancement, bias, and discrimination often occur based on a name alone (Cotton, O'Neill, Griffin, 2008). Gender-neutral names have been shown to help women advance in careers in law and engineering. Hiring practices are often affected by the perceived gender, race, and ethnicity of an applicants' name. In addition, some people choose names other than their birth names; this practice is particularly relevant in the transgender community. When people refuse to use the name chosen by an individual or discriminate based on the new name, this refusal can be considered offensive.

    **Here's what you'll need to do:**

    **Task 1:** Provide a brief reflection on your name, nickname, your child's name, the name of a pet, or the name of a personal hero. Here are some prompts to get you started:

    · Who, or what, are you named after and why?

    · Where does this name originate from?

    · Who named you?

    · Who chose the spelling of this name?

    · Why did you choose this name (for a pet/friend/family member)?

    · What special meaning does this name hold for you?

    · Do you have any memories or stories associated with this name?

    · Do you like this name? Why or why not?

    ·  If it is a name you chose for yourself, why did you choose this name in particular?

    · What effect do you think this name has had on you?

    **Then, after you post your reflection on the name you've chosen, please answer the questions posed in the anonymous survey. We will post the results at the end of the weekly discussion.**

    **Task 2:** When you've finished posting your name story, please visit the link for the
    [_Week 1 Discussion 3 Names Survey_](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1387508&type=survey&rCode=UMUC-6914002) to present your thoughts. (You can also find the survey by going to Tools at the top of the screen and clicking on the last link in the dropdown menu titled "Surveys.") The survey is
    **anonymous** and the results will be posted for everyone in the course to read.

    1.
    _Did you write about your own name in the response to this question?_

    2.
    _Did you choose to write about another name rather than your own?_

    3.
    _Have you witnessed any instances of bias based on someone's name?_

    4.
    _Have you experienced biased actions based on your name?_

    **Task 3:** Please post a response to your peers about their posted name story. As you compose your post, consider how people use names to understand each other. Note when these assumptions might be incomplete or incorrect.

    Cotton, J. L., O'Neill, B. S., & Griffin, A. (2008). The "name game": Affective and hiring reactions to first names.
    _Journal of Managerial Psychology, 23_(1), 18–39.
    [https://doi.org/10.1108/02683940810849648](https://doi.org/10.1108/02683940810849648)

    **## Theimportanceofname.docx**

    1

    **2**

    NOTE!!!

    FOR THIS ASSIGNMENT- USE OGECHI AS MY Daughter’S, ME AND HER FATHER DECIDED TO NAME HER OGECHI WHICH MEANS God’s time, This is a Nigerian NAME.

    Hi, Learners:

    According to author, literary critic, and scholar,  Ralph Ellison, "It is through our names that we first place ourselves in the world. Our names, being the gift of others, must be made our own." Many names carry and celebrate personal and family histories within them. Indeed, the word "namesake" comes from the practice of naming infants after friends, relatives, and grandparents.

    Names can express a family's culture, or obscure it. For example, there is a long-standing myth that officials on Ellis Island changed immigrants' names upon their arrival in the United States. The truth is that many immigrants changed their own names to avoid, or mitigate, the effects of discrimination based on race, ethnicity, and religion.

    Often, names mark gender, class, race, and ethnicity. Studies have shown that advancement, bias, and discrimination often occur based on a name alone (Cotton, O'Neill, Griffin, 2008). Gender-neutral names have been shown to help women advance in careers in law and engineering. Hiring practices are often affected by the perceived gender, race, and ethnicity of an applicants' name. In addition, some people choose names other than their birth names; this practice is particularly relevant in the transgender community. When people refuse to use the name chosen by an individual or discriminate based on the new name, this refusal can be considered offensive.

    **Here's what you'll need to do:**

    **Task 1:** Provide a brief reflection on your name, nickname, your child's name, the name of a pet, or the name of a personal hero. Here are some prompts to get you started:

    · Who, or what, are you named after and why?

    · Where does this name originate from?

    · Who named you?

    · Who chose the spelling of this name?

    · Why did you choose this name (for a pet/friend/family member)?

    · What special meaning does this name hold for you?

    · Do you have any memories or stories associated with this name?

    · Do you like this name? Why or why not?

    ·  If it is a name you chose for yourself, why did you choose this name in particular?

    · What effect do you think this name has had on you?

    **Then, after you post your reflection on the name you've chosen, please answer the questions posed in the anonymous survey. We will post the results at the end of the weekly discussion.**

    **Task 2:** When you've finished posting your name story, please visit the link for the
    [_Week 1 Discussion 3 Names Survey_](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1387508&type=survey&rCode=UMUC-6914002) to present your thoughts. (You can also find the survey by going to Tools at the top of the screen and clicking on the last link in the dropdown menu titled "Surveys.") The survey is
    **anonymous** and the results will be posted for everyone in the course to read.

    1.
    _Did you write about your own name in the response to this question?_

    2.
    _Did you choose to write about another name rather than your own?_

    3.
    _Have you witnessed any instances of bias based on someone's name?_

    4.
    _Have you experienced biased actions based on your name?_

    **Task 3:** Please post a response to your peers about their posted name story. As you compose your post, consider how people use names to understand each other. Note when these assumptions might be incomplete or incorrect.

    Cotton, J. L., O'Neill, B. S., & Griffin, A. (2008). The "name game": Affective and hiring reactions to first names.
    _Journal of Managerial Psychology, 23_(1), 18–39.
    [https://doi.org/10.1108/02683940810849648](https://doi.org/10.1108/02683940810849648)

  • [Solved] discussion post

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  • [Solved] Exercises on Library Tutorials #1, #2, and #3

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    – ## ExercisesonLibraryTutorials12and3.docx **## ExercisesonLibraryTutorials12and3.docx** 1 **2** **Here's how to start:** · Watch Library Tutorials #1, #2, and #3. Links to these videos appear in Learning Resources in this week's Content list. They demonstrate strategies to use when finding article…

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    – ## ExercisesonLibraryTutorials12and3.docx

    **## ExercisesonLibraryTutorials12and3.docx**

    1

    **2**

    **Here's how to start:**

    · Watch Library Tutorials #1, #2, and #3. Links to these videos appear in Learning Resources in this week's Content list. They demonstrate strategies to use when finding articles through
    **OneSearch**, a research tool that allows you to search on many databases at one time.

    1. Audio TRANSCRIPT FOR Library Tutorials #1

    2. How to do a keyword search in the OneSearch box on the library homepage.

    3. Let's say your topic is the uses of AI in the workplace.

    4. Type in a simple search with keywords relevant to your topic, as in this example, "artificial intelligence" and workplace.

    5. That search tells the database to give you articles and other sources that contain all those keywords.

    6. Click the Search button to enter your search.

    7. After clicking Search, you'll see the results screen where OneSearch shows you articles it found based on your search. Some things to note on the results screen are, near the top, the number of results for your search (over 2,600 in this case; near the bottom there are links to the entire full-text of the article; and tools on the right enable you to get a permalink to the article, cite it, email the article to yourself, and more.

    8. On the left of the results screen are ways to limit your search: to scholarly journals only, by publication date, and other options.

    9. You can also adjust your search by adding keywords. For example, after doing some initial reading about AI in the workplace, you may decide to focus your research on whether AI improves efficiency or productivity.

    10. You can retype your search in OneSearch like this, with the added keywords, efficiency or productivity.

    11. OR tells the database to give you results with either keyword or both.

    12. I'll talk about the funny spellings of efficiency and productivity and the star symbol, in the next slide.

    13. Let's review some searching tips.

    14. Use quotation marks around keyword phrases of 2 or more words. For example, "artificial intelligence". Capitalize Boolean connectors: AND, OR Put keywords connected by OR inside parentheses. And use the star symbol to search for alternative endings of keywords. For example, efficien* tells the database to find the keyword efficient as well as efficiency.

    and you can review the many research guides and tutorials on our website.

    Audio TRANSCRIPT Library Tutorials FOR #2

    Here's how to narrow your search using subjects.

    1. In OneSearch, enter the same search you used previously for your topic

    2. On the results screen, at left, click on Subject.

    3. The Subject menu will show you a list of subjects related to your original search.

    4. The number next to each subject shows how many articles from your original search relate to that subject.

    5. The number will be less than your original search results, because you're narrowing your search.

    6. Choose a subject, check the box next to it, then click on Apply Filters.

    7. after you click Apply, OneSearch will limit your original search according to the subject you chose.

    8. It will give you new search results narrowed by subject, that will be fewer than your original search

    9. For more info on library research, contact the library 24/7 through Ask a Librarian, and use the guides and tutorials on our website.

    Audio TRANSCRIPT Library Tutorials FOR #3

    1. OneSearch does a big umbrella search of most of our library databases, pulling in results from many different subject areas.

    2. Besides using OneSearch, it's also good to search in individual library databases that focus specifically on the subject area of your research topic.

    3. To use the Subject Guides, click the link on the library homepage.

    4. On the Subject Guides page, you'll see a long list of guides. This image is just part of it! Choose a subject guide that relates to your topic. For example, if your topic is about financial fraud, you could choose the subject guide for Accounting. If your topic is about work from home policies, you can try Business and Management

    5. When you have chosen a Subject Guide, click on it, then navigate to Resources, and then Recommended Databases. From the list of recommended databases, choose one from near the top of the list.

    6. Click on it, and then start searching!

    7. Although the individual database you choose may look different than searching in OneSearch, your keyword searching skills still apply! Enter the same search you've been using in OneSearch, and start working with the results!

    15. Read the case below and complete the following tasks.

    _Assume you work for a company that is hiring more and more "Generation Z" employees._

    _Your supervisor has asked you to conduct research on issues regarding employees from Generation Z. She's heard that Generation Z may have different expectations of the work environment from those from older generations. In addition, she mentions that Generation Z might have different habits with regard to their use of technology._

    _In short, she has a vague idea about this generation, but nothing very definite—and she'd like to learn more._

    _Because she needs basic information, your task is to conduct a very general search on Generation Z and their work or technology habits. You don't need to focus your topic now, although she may ask you for more information at a later date._

    **Here's what you'll need to do:**

    **(1)** Using the strategies discussed in Video Tutorial #1,
    **search on**
    **_Generation Z and work_ topics to find your articles.** Your search can be broad at this stage.

    **- List the topic you searched**(e.g., "post-millennials")

    **- List your search terms. Include at least three (3) terms.**(e.g., "employees")

    **(2) Write the titles of the four articles and the journals in which they appeared.**(e.g., "Understanding Generational Differences in Workplace Environments,"
    _Harvard Business Journal_)

    **(3)** Using the strategies discussed in Library Video #2,
    **conduct a new search** on a topic that's either related to your major or to your work. As the video demonstrates, use quotation marks around your search phrase.

    **- List your search phrase(s).**(e.g., "academic writing")

    **- List how many search results you received.**(e.g., 151,022)

    **(4)** Focus your search from question #3 by
    **using the SU-subject terms option** from the drop-down menu for one of the rows.

    **- List the number of search results you have after limiting the search by using SU-subject terms.** (e.g., 583)

    **(5)** Finally, using the strategies mentioned in Video Tutorial #3,
    **locate the subject guide for your major**. If you haven't declared a major yet, please select one that interests you from drop-down menu.

    **- Describe any interesting resources you've discovered (1-2 sentences).**(e.g., "Under 'Subject Guides for Writing,' I found a link to a helpful website, Purdue OWL Writing Resources. It includes tips on everything from grammar to APA, MLA, and CMS citations.")

    **## ExercisesonLibraryTutorials12and3.docx**

    1

    **2**

    **Here's how to start:**

    · Watch Library Tutorials #1, #2, and #3. Links to these videos appear in Learning Resources in this week's Content list. They demonstrate strategies to use when finding articles through
    **OneSearch**, a research tool that allows you to search on many databases at one time.

    1. Audio TRANSCRIPT FOR Library Tutorials #1

    2. How to do a keyword search in the OneSearch box on the library homepage.

    3. Let's say your topic is the uses of AI in the workplace.

    4. Type in a simple search with keywords relevant to your topic, as in this example, "artificial intelligence" and workplace.

    5. That search tells the database to give you articles and other sources that contain all those keywords.

    6. Click the Search button to enter your search.

    7. After clicking Search, you'll see the results screen where OneSearch shows you articles it found based on your search. Some things to note on the results screen are, near the top, the number of results for your search (over 2,600 in this case; near the bottom there are links to the entire full-text of the article; and tools on the right enable you to get a permalink to the article, cite it, email the article to yourself, and more.

    8. On the left of the results screen are ways to limit your search: to scholarly journals only, by publication date, and other options.

    9. You can also adjust your search by adding keywords. For example, after doing some initial reading about AI in the workplace, you may decide to focus your research on whether AI improves efficiency or productivity.

    10. You can retype your search in OneSearch like this, with the added keywords, efficiency or productivity.

    11. OR tells the database to give you results with either keyword or both.

    12. I'll talk about the funny spellings of efficiency and productivity and the star symbol, in the next slide.

    13. Let's review some searching tips.

    14. Use quotation marks around keyword phrases of 2 or more words. For example, "artificial intelligence". Capitalize Boolean connectors: AND, OR Put keywords connected by OR inside parentheses. And use the star symbol to search for alternative endings of keywords. For example, efficien* tells the database to find the keyword efficient as well as efficiency.

    and you can review the many research guides and tutorials on our website.

    Audio TRANSCRIPT Library Tutorials FOR #2

    Here's how to narrow your search using subjects.

    1. In OneSearch, enter the same search you used previously for your topic

    2. On the results screen, at left, click on Subject.

    3. The Subject menu will show you a list of subjects related to your original search.

    4. The number next to each subject shows how many articles from your original search relate to that subject.

    5. The number will be less than your original search results, because you're narrowing your search.

    6. Choose a subject, check the box next to it, then click on Apply Filters.

    7. after you click Apply, OneSearch will limit your original search according to the subject you chose.

    8. It will give you new search results narrowed by subject, that will be fewer than your original search

    9. For more info on library research, contact the library 24/7 through Ask a Librarian, and use the guides and tutorials on our website.

    Audio TRANSCRIPT Library Tutorials FOR #3

    1. OneSearch does a big umbrella search of most of our library databases, pulling in results from many different subject areas.

    2. Besides using OneSearch, it's also good to search in individual library databases that focus specifically on the subject area of your research topic.

    3. To use the Subject Guides, click the link on the library homepage.

    4. On the Subject Guides page, you'll see a long list of guides. This image is just part of it! Choose a subject guide that relates to your topic. For example, if your topic is about financial fraud, you could choose the subject guide for Accounting. If your topic is about work from home policies, you can try Business and Management

    5. When you have chosen a Subject Guide, click on it, then navigate to Resources, and then Recommended Databases. From the list of recommended databases, choose one from near the top of the list.

    6. Click on it, and then start searching!

    7. Although the individual database you choose may look different than searching in OneSearch, your keyword searching skills still apply! Enter the same search you've been using in OneSearch, and start working with the results!

    15. Read the case below and complete the following tasks.

    _Assume you work for a company that is hiring more and more "Generation Z" employees._

    _Your supervisor has asked you to conduct research on issues regarding employees from Generation Z. She's heard that Generation Z may have different expectations of the work environment from those from older generations. In addition, she mentions that Generation Z might have different habits with regard to their use of technology._

    _In short, she has a vague idea about this generation, but nothing very definite—and she'd like to learn more._

    _Because she needs basic information, your task is to conduct a very general search on Generation Z and their work or technology habits. You don't need to focus your topic now, although she may ask you for more information at a later date._

    **Here's what you'll need to do:**

    **(1)** Using the strategies discussed in Video Tutorial #1,
    **search on**
    **_Generation Z and work_ topics to find your articles.** Your search can be broad at this stage.

    **- List the topic you searched**(e.g., "post-millennials")

    **- List your search terms. Include at least three (3) terms.**(e.g., "employees")

    **(2) Write the titles of the four articles and the journals in which they appeared.**(e.g., "Understanding Generational Differences in Workplace Environments,"
    _Harvard Business Journal_)

    **(3)** Using the strategies discussed in Library Video #2,
    **conduct a new search** on a topic that's either related to your major or to your work. As the video demonstrates, use quotation marks around your search phrase.

    **- List your search phrase(s).**(e.g., "academic writing")

    **- List how many search results you received.**(e.g., 151,022)

    **(4)** Focus your search from question #3 by
    **using the SU-subject terms option** from the drop-down menu for one of the rows.

    **- List the number of search results you have after limiting the search by using SU-subject terms.** (e.g., 583)

    **(5)** Finally, using the strategies mentioned in Video Tutorial #3,
    **locate the subject guide for your major**. If you haven't declared a major yet, please select one that interests you from drop-down menu.

    **- Describe any interesting resources you've discovered (1-2 sentences).**(e.g., "Under 'Subject Guides for Writing,' I found a link to a helpful website, Purdue OWL Writing Resources. It includes tips on everything from grammar to APA, MLA, and CMS citations.")