What about other members of your family? (Ex: Siblings, etc.) Do they have a right to learn of any genetic problem you or your child may have which would indicate that they might have it as well? Why or why not?

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1.) Would you agree to have your infant’s genome included in the studies mentioned in the hypothetical situation above? Why or why not?
2.) What are two possible ethical concerns regarding genome testing?
3.) During the testing, what if the company discovered your child had a gene that might result in a health problem later in life, would you want to be informed? Would you also choose to be tested to determine if you had that genetic sequencing as well? Why or why not?
4.) As more is learned about genes, there is a risk that the information will be used to define certain members of society by their genetic makeup. Would you be comfortable with the information about your or your child’s DNA being made available to future employers and/or health insurance companies? Why or why not?
5.) What about other members of your family? (Ex: Siblings, etc.) Do they have a right to learn of any genetic problem you or your child may have which would indicate that they might have it as well? Why or why not?

Describe the procedures and methods of data collection, measures/instruments used, the participants and how they were selected, and the statistical techniques used.

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In this portion of the Final Exam, you will critically evaluate a quantitative research study on a social science topic. Your instructor will post an announcement with the reference for the article assigned for the exam. The study will be from a peer-reviewed journal and published within the last 10 years.

In the body of your critique, describe the statistical approaches used, the variables included, the hypothesis(es) proposed, and the interpretation of the results. In your conclusion, suggest other statistical approaches that could have been used and, if appropriate, suggest alternative interpretations of the results. This process will allow you to apply the concepts learned throughout the course in the interpretation of actual scientific research.

Your critique must include the following sections and information:

Introduction: This section will introduce the assigned peer-reviewed quantitative study.

Identify clearly the research questions and/or hypothesis(es) as well as the purpose of the study.

Methods: Describe the procedures and methods of data collection, measures/instruments used, the participants and how they were selected, and the statistical techniques used.

Results: Summarize in this section the results presented in the study.

Discussion: Evaluate the efficacy of the research study by discussing the following:

Address the strengths, weaknesses, and limitations of the study and suggest future research directions.

Include additional forms of statistical analyses as part of the suggestions for future research.

Conclusion: Summarize the main points of your evaluation of the study.

Explain how the statistical test used in the study could be applied to your future career. Give one example.

Discuss how your ability to critique quantitative research could impact your future career.

Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA Style

Must include a separate title page with the following:

Title of paper, Student’s name, Course name and number, Instructor’s name, Date submitted

Must utilize academic voice.

Must include an introduction and a conclusion paragraph that summarizes your critical evaluation.

Must use the quantitative research study assigned by your instructor. It is strongly recommended that you also use either the textbook or a peer-reviewed article about the statistical test(s) used by the researchers, to support your evaluation of the study.

Must document any information used from sources in APA Style

Must include a separate references page that is formatted according to APA Style

Identify a theoretical perspective that will inform your strategy and give a rationale for why you have chosen this perspective.

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Asset based community development (ABCD):

  • focuses on the positive—what a community does have, rather than what it lacks, and how existing resources can address needs and improve community life (which is especially helpful when external funding is not available)
  • enables residents to feel empowered and educated to create change from within their community
  • collects data that can be used to provide evidence when applying for grants or funding, and to become self sustaining
  • identifies and reaches out to possible partners—both individuals and organisations—that can help you inventory your community’s various assets.

After you have read this information, head over to the Assignment 3 Q&A discussion board to ask any questions and see what your peers are saying about this assignment.

Assignment overview

This assignment builds on the ideas in Assignment 1. It involves the planning of a community development strategy in response to the issue you identified for change. It requires you to develop a framework to approach the issue i.e. a theoretical perspective and some practical actions and tasks.

The assignment is all about thinking through the process from identifying an issue, to planning and implementing a strategy that would resolve the issue in a way that can be shown to have made a difference. It requires you to not only put forward a strategy, but to rationalize why you would do what you propose to do.

This assignment supports unit learning outcomes 2 and 4.

Assignment details

Step 1: Recap Assignment 1

Briefly recap the issue you identified for change in your community in Assignment 1: Essay.

What are you trying to change? Write around 150 words.

Step 2: Identify an appropriate theoretical perspective

Identify a theoretical perspective that will inform your strategy and give a rationale for why you have chosen this perspective.

In your eText, Chapter 3: Foundations of community development: Ecological and social justice perspectives (Links to an external site.) outlines several theoretical perspectives. You may use others or combinations if you wish, but please check with your OLA before you do.

Why does it suit the issue? Write around 500 words.

Step 3: Describe your strategy

Describe the specific practical actions and tasks that the strategy will involve. Identify the relevant stakeholders.

What are the practical things you will do and who will they involve? Write around 500 words.

Step 4: Present expected outcomes

Present ideas about the expected outcomes and how you might demonstrate that an improvement has been brought about.

What would show it worked? Write around 350 words.

Supporting resources

Harvard WesternSydU referencing guideLinks to an external site. (Western Sydney U Lib 2019).

In-text citation using the Harvard WesternSydU Style (Western Sydney U Lib 2017).

Submission details overview

This assignment will be submitted through Turnitin. You will find the relevant submission point below.

Allow a 24-hour turnaround for an originality report to be generated.

Assignment support

Don’t forget that in addition to your OLAs who provide discipline-specific content advice, you can access the 24/7 draft writing service from Studiosity.

If you need assistance with academic feedback on a draft of your assignment, see Assignment support: Studiosity.

Assignment criteria

  1. A community issue is identified and described.
  2. A clear theoretical perspective is described with a rationale for its choice.
  3. Clear strategies and tasks are defined with the relevant stakeholders identified.
  4. Ideas about expected outcomes are presented, with suggestions about how the outcomes might be evaluated.
  5. The essay is coherently written and appropriately referenced.

Describe any connections you see between the media and eating disorders. Include other patterns and behaviors you may have witnessed outside of the media.

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Discuss if there was a time you found comparing yourself to the media, real-life people, or TV/media ads. Include what the comparison was about and how it impacted you.
Describe any connections you see between the media and eating disorders. Include other patterns and behaviors you may have witnessed outside of the media.
Discuss changes you would make in media to promote more positive body image. Include specific ideas and changes supported by research.
Recommend various types of treatment available for individuals with eating disorders.
Use the GCU Library databases and include two to four scholarly sources from the GCU library to support your claims. In addition to the scholarly resources from the library, you can include past classroom materials as well as your textbook as additional reference material.

Analyze a job position, develop an applicant selection protocol which you would use to select an applicant for that position and write a report of these activities.

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IOP-8400 Industrial/Organizational Psychology Week 3 Assignment:

Job analysis is an essential skill for organizational psychologists. The correct job analysis can lead to better knowledge of the position itself and is the basis for choosing the appropriate person to fill a position and setting salaries and compensations. In this week’s, you will practice applying job analysis and applicant selection techniques. Read Chapters 3, 5, and 6: Spector (2012). Industrial and organizational psychology: Research and practice. 6th ed.

Instructions:

For this assignment, you will analyze a job position, develop an applicant selection protocol which you would use to select an applicant for that position and write a report of these activities. You may choose a position in your own place of employment, or that of a family member or acquaintance: CHIEF OPERATING OFFICER for a national insurance company.

Phase 1: Prepare a job analysis through following these steps:

  • Use one or more of the approaches listed in the text to gather job analysis information.
  • Prepare a job description that explains each of the KSAO elements described in the text.
  • Go to the O*NET OnLine site and search for the position you have described in your analysis, or a position that is as similar as possible to this position.
  • Note any differences between the elements described in the O*NET OnLine content and the analysis that you prepared. Which elements would be appropriate for you to include? Which ones might not apply to the particular job in the specific job environment or company you have analyzed?
  • Prepare a job analysis of the job positions that you have in mind.

Phase 2: Construct an applicant selection protocol. Include a description of the following:

  • Any psychological or vocational tests to be used in hiring applicants
  • Appropriate work samples to be requested
  • Ethically based biographical questionnaire
  • Key questions to be asked in an interview for this position

Support your job analysis and application selection report by using at least three (3) scholarly sources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 5-7 pages not including title and reference pages.
References: Minimum of 3 scholarly resources.

Your paper should demonstrate thoughtful consideration of the ideas and concepts that you have reviewed, reflect scholarly writing, and current APA standards.

What physical features might lead the captain to consider Peggy O to be pretty? How does the captain suggest to mama that he is an appropriate mate choice?

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MBE: Extra Credit Assignment: Using Evolutionary Principles to Explain Cultural Products.

Throughout the semester I used cultural products (e.g. movies, tv shows, music) to illustrate key course concepts. Now it’s your turn. For this extra credit assignment I want you to use your knowledge and understanding of evolutionary psychology to tell me exactly how evolutionary principles help you explain/understand the lyrics from three different songs that I have selected. For each song I will give you a course concept and you need to answer a few questions about how the lyrics relate to it. Each song analysis is worth 10 points, so you can earn up to 30 extra credit points toward your final grade.

The three songs I have selected are Peggy O, by The National, Cortez the Killer, by Neil Young, and Time to Pretend, by MGMT. Lyrics for each song are below. I have highlighted (in green) some of the lyrics that you might want to focus on as you answer the questions. Also, I have posted a video for each song in the Moodle block labeled Additional Class Materials. The songs are in a Powerpoint. I think watching the videos enhances the lyrics—the lyrics come alive more as you listen to them as compared to simply reading them.

Course concepts for Peggy O: male/female attraction, parent-offspring conflict over mate choice

  1. What physical features might lead the captain to consider Peggy O to be pretty?
  2. Why might mama disapprove of the Peggy O’s relationship with the captain?
  3. How does the captain suggest to mama that he is an appropriate mate choice?

Course concept for Cortez the Killer: Noble Savage

  1. Do the lyrics reflect belief or disbelief in the Noble Savage?
  2. Based on your answer to the first question, does science support or refute the song’s take on the Noble Savage?

Course concept for Time to Pretend: Life History Theory

  1. What type of life history strategy is the singer portraying?
  2. What specific elements of the lyrics support your answer to the first question?

Define operant and respondent conditioning. Describe the similarities and differences between these two types of learning.

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1. Define operant and respondent conditioning.
2. Describe the similarities and differences between these two types of learning.
3. Provide two real-world, detailed examples of operant conditioning and two real-world, detailed examples of respondent conditioning.

Given this information, what is the organism causing the man’s pneumonia? What condition is the girl suffering from?

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It will cover any pathogenic agents and diseases covered in the course, mainly those from chapters 19-25 PowerPoint that is provided but need to do online research for the correct answers . Remember, answer has to be correct which you will only need a few words to answer each study correctly.

QUESTION 1

A 19 year old female presents with a violent, painful cough that causes her to have persistent headaches.  She has petechiae on her upper body and blood shot eyes.  The patient tells you these coughs have going on for a little more than a week, but have become less productive and more violent since it has progressed from a wet cough to a dry cough.  You prescribe her erythromycin and tell her it should clear up in about 10 days.  What is she suffering from?

QUESTION 2

A 31 year old female presents with abdominal pain and an excessive amount of gastrointestinal gas.  She tells you these symptoms began a year days ago after going camping with some friends.  After further evaluation, she tells you her stool has been frothy, greasy and have a very bad odor.  You tell her that the condition should resolve itself in a few weeks, but she needs to make sure she drinks plenty of fluids to replenish the amount she’s going to lose.  What does the patient have?

QUESTION 3

A patient presents with intense abdominal pain and bouts of diarrhea.  The diarrhea ranges from mild to bloody, and a stool sample shows the presence of pseudopod-forming protozoans.  You tell the patient he’s lucky he came in now, as this could lead to hepatitis or colon cancer.  What does the patient have?

QUESTION 4

A 10 year old girl presents with a headache and difficulty breathing.  Her mother says she’s had sporadic fevers for the past week, which has interfered with her sleep.  Inspection of her throat showed the presence of a dark gray pseudomembrane in the back of her throat, which prompts you to prescribe penicillin.  What condition is the girl suffering from?

QUESTION 5

A 6 year old child comes in with crusted pustules localized around her mouth.  When the doctor finds out the causative agent is Staphylococcus aureus , he prescribes pencillin and rest.  The doctor assures the patient’s mother to not worry, as this condition is one of the most common child infections.  What does the child have?

QUESTION 6

A 28 year old woman presents with a swollen eyelid that is emitting a yellow discharge.  After finding out the causative agent is Staphylococcus aureus, you prescribe penicillin and tell the patient to check back with you after 1 week.  You tell her to be careful, as this condition is extremely contagious.  Which eye condition does this patient have?

QUESTION 7

A patient presents with a high fever and pain in his feet when walking.  You’re about to start a full body check up when you are distracted by a foul odor emanating from the patient’s right foot.  Upon closer inspection you notice his toes are a dark brown, almost black color, surrounded with a discolored pus.  When you ask the patient about his feet, he tells you they’ve been like that for a while, but he only noticed it when a snapping and popping sound came from his toes.  What does the patient have?

QUESTION 8

A 38 year old woman presents with a persistent fever and cramps that she says she’s had for the last week days.  Upon further evaluation, she tells you she’s had bloody stool with mucus for the last few days. A colon biopsy shows destruction of colon cells, leaving areas of destruction and inflammation.   You recommend the constant replenishing of fluids, as this is how death with this condition usually occurs.

QUESTION 9

A 40 year old patient presents with a low fever, tiredness and a persistent cough that the patient has had for a while now.  You order a sputum test, which shows the presence of green, bloody sputum.  A chest X-ray shows the presence of a large baseball sized mass in the lower left lung, which prompts the staff treating him to wear masks in his presence.  You start the patient on treatment immediately, but warn him he might be on this medication for a long time given the diagnosis.  What is the patient suffering from?

QUESTION 10

A 19 year old male presents with a fever, body aches, and loss of appetite.  He has a large localized swelling near his bottom lip and his lymph nodes in his neck are enlarged.  Following a blood test, you detect euglenozoa antibodies and tell him how uncharacteristic it is to find reduviids in this part of the world.  What does the patient have?

QUESTION 11

A patient presents with bouts of frequent diarrhea.  He tells you he felt off since the banquet he went to last night, where they served a turkey dinner with gravy and vegetables.  You tell him that he should be okay, and that the organism will clear itself withing 48 hours.  Given this information, what organism is causing his food poisoning?

QUESTION 12

A 26 year old male presents with frequent diarrhea and abrupt vomiting.  The patient tells you he just returned from a trip to India and seems to be getting worse by the hour.  A stool sample shows a characteristic rice water stool and you immediately prescribe tetracycline and fluid therapy.  What condition does the patient have?

QUESTION 13

A 33 year old female presents with fever, chills, and clammy skin.  A sputum test shows a bright red colored sputum and the presence of a Gram negative, nitrogen fixing rod.  Given this information, what is the organism causing the woman’s pneumonia?

QUESTION 14

A 43 year old male presents with a very intense localized pain in his side.  Upon further observation, you notice a small red rash near the bottom of his rib cage and immediately ask him if he’s been infected with the Varicella-Zoster virus before. What disease does this patient have?

QUESTION 15

A 35 year old female presents with fever, nausea, and headaches.  She is complaining of painful muscle spasms in her throat and her husband tells you she’s had bouts of hallucinations.  Her husband manages to tell you about an encounter she had with an oddly behaving squirrel a week ago, but doesn’t know the details.  You immediately give her a fast-acting treatment shot and keep the patient overnight for observation.  What is the patient most likely suffering from?

QUESTION 16

A patient presents with bouts of vomitting and intense diarrhea.  The patient tells you he just came from a chinese food buffet, where all’s he ate was pork fried rice.  You tell him that he should be okay, and that the organism will clear itself withing 24 hours. Given this information, what organism is causing his food poisoning?

QUESTION 17

A 34 year old woman presents with a headache, nausea, and muscle pain throughout her body.  She tells you she has night sweats, but is constantly shivering throughout the day.  During your evaluation, she seems to have small body-wide convulsions as you’re talking to her.  You take her blood expecting to see rings within her red blood cells, as well as signs of anemia.  What does she have?

QUESTION 18

A patient presents to the emergency room with extremely hot and localized pain in her lower limb.  Upon visual observation, the doctor calls for immediate debridement of the necrotic area.  The doctor tells the patient they are lucky to have come in before amputation was necessary to prevent systemic shock.  What is the patient suffering from?

QUESTION 19

A 70 year old woman presents with flu-like symptoms and swollen lymph nodes.  You take a blood test and find apicomplexan antibodies in the sample.  You tell your patient that because of her age, you need to start treatment right away in order to decrease the chance of encephalitis.  What does the woman have?

QUESTION 20

A 45 year old female presents with a fever, chills, and shortness of breath.  She tells you she thinks she has rabies because a squirrel bit her when she was tending to her garden a couple of weeks ago and she still has the mark to prove it.  Upon further observation, you have questions since the bite mark you see on her hand looks more like a tick bite and is in the early stages of becoming an ulcer.  You notice her lymph nodes in her armpits are larger than normal.  What does the patient have?

QUESTION 21

A 32 year old female presents with severe dehydration, nausea, and diarrhea.  She tells you she is an avid body builder, as her diet consists solely of grilled chicken and eggs.  You tell her to go home, rest, and drink plenty of fluids as she will be okay in a few days.  What kind of food poisoning does the woman have?

QUESTION 22

A 8 year old boy presents with a sore throat and swelling of the cheek and jaw area.  A biopsy shows syncytia of the infected area and you begin supportive care until the condition resolves itself.  You tell the boy’s parents they are lucky to have brought the child to you before any swelling or damage to the boy’s testes occurred.  What condition is the boy suffering from?

QUESTION 23

A 30 year old male presents with a high fever that he says he has had for the past few days, along with abdominal pain and diarrhea.  The patient has enlarged lymph nodes and an intestinal biopsy shows an ulcerated colon.  You tell him he is lucky, as most people with this disease are asymptomatic until it’s too late.  What does the patient have?

QUESTION 24

A 2 year old girl presents with a fever and dizziness.  She has developed a characteristic rash on her torso that she seems to be itching profusely. The father tells you he’s been reading online that aciclovir is the best treatment option for his daughter, but you tell him that that is unnecessary since she has a competent immune system.  What disease does the girl have?

QUESTION 25

A 30 year old male presents with chills, and clammy skin.  After an inconclusive sputum test, some of the sputum was cultured on agar.  These colonies produced a characteristic fried egg appearance.  Given this information, what is the organism causing the man’s pneumonia?

Discuss the specific steps and requirements that will lead to licensure and/or credentialing in your specific state (Louisiana) and at the national level.

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Address the following in my plan:

Degree Plan
• Identify your intended concentration area (behavior analysis, addictions, forensic psychology, general psychology, or industrial/organizational).
• Briefly provide an overview of the field as you understand it.
• Review the following degree plans. Reproduce your selected degree plan in your Assignment. Include the specific core and specialization courses that you will complete, practicum options and/or requirements, and whether you will take comprehensive exams or the thesis option.
Licensure/Credentialing Plan
• Provide an overview of your understanding of the licensure and/or credentialing required for your chosen profession.
• Discuss what specific licensure and/or credentialing is required. If no licensure and/or credentialing is required for your chosen profession, provide information that substantiates this finding. If no licensure and/or credentialing are required at the master’s level, research and discuss what licensure and/or credentialing are required at the doctoral level.
• Identify the governing body(ies) who oversees licensure and/or credentialing for your chosen profession. Provide direct web addresses for any governing bodies.
• Discuss the specific steps and requirements that will lead to licensure and/or credentialing in your specific state (Louisiana) and at the national level. Include education and degree requirements, accreditation, exams, internships, fees, and other requirements at the state and national levels.
• Discuss any areas required for licensure and/or credentialing that are not addressed through your master’s degree plan.
NOTE: After the references section, provide a full copy of the licensure or credentialing requirements and the URL for the resource containing this information.

Career Plan
• Discuss specific career goals. Where do you see yourself professionally in 3 years, 5 years, and 10 years?
3 years: Obtained my master’s degree and getting ready to apply to take the exam to become a BCBA.
5 years: Working in a mental health clinic as a BCBA while obtaining my Ph. D in Psychology.
10 years: Working in my own private practice as a Psychologist
• What licensure and/or credentialing, or further education will you need to be able to meet your career goals?
• Discuss one or more areas of deficiency that you may need to address or overcome to reach your career goals. Examples of deficiencies included limitations in training, education, skills, access to resources, opportunities, and/or personal attributes. Provide an organized, well developed plan for addressing each area of deficiency that you identify.
Career Resources
• Discuss how you will use external resources, such as professional societies and mentors, to support your academic and career success.

Writing Requirements and Assignment Guidelines
Your Assignment should be an 8-page essay, not including the Title and Reference pages, and should include the following elements:
• Title page: Provide your name, title of Assignment, course and unit number, and date
• Body: Answer the questions in complete sentences and paragraphs.
• The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. The communication of your thoughts must be highly ordered, logical, and unified, displaying exceptional content, organization, style, and mechanics (including the use of correct grammar, punctuation, and sentence structure).
• Reference Page: Sources in APA format
• Use Arial or Times New Roman 12-point font, double-spaced
• Use 6th Edition APA Formatting and Citation style

Describe the tools and methods used to collect information and identify the variables being measured.

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Research Proposal for a Quantitative Research Study

Introduction

The introduction to a quantitative study is usually written in the present tense and from the third person point of view. It covers the following information:

  • Identifies the research problem— as with any academic study, you must state clearly and concisely the research problem being investigated.
  • Reviews the literature— review scholarship on the topic, synthesizing key themes and, if necessary, noting studies that have used similar methods of inquiry and analysis. Note where key gaps exist and how your study helps to fill these gaps or clarifies existing knowledge.
  • Describes the theoretical framework— provide an outline of the theory or hypothesis underpinning your study. If necessary, define unfamiliar or complex terms, concepts, or ideas and provide the appropriate background information to place the research problem in proper context [e.g., historical, cultural, economic, etc.].

Methodology

The methods section of a quantitative study should describe how each objective of your study will be achieved. Be sure to provide enough detail to enable the reader can make an informed assessment of the methods being used to obtain results associated with the research problem. The methods section should be presented in the past tense.

  • Study population and sampling— where did the data come from; how robust is it; note where gaps exist or what was excluded. Note the procedures used for their selection;
  • Data collection– describe the tools and methods used to collect information and identify the variables being measured; describe the methods used to obtain the data; and, note if the data was pre-existing [i.e., government data] or you gathered it yourself. If you gathered it yourself, describe what type of instrument you used and why. Note that no data set is perfect–describe any limitations in methods of gathering data.
  • Data analysis— describe the procedures for processing and analyzing the data. If appropriate, describe the specific instruments of analysis used to study each research objective, including mathematical techniques and the type of computer software used to manipulate the data.

Results

The finding of your study should be written objectively and in a succinct and precise format. In quantitative studies, it is common to use graphs, tables, charts, and other non-textual elements to help the reader understand the data. Make sure that non-textual elements do not stand in isolation from the text but are being used to supplement the overall description of the results and to help clarify key points being made. Further information about how to effectively present data using charts and graphs can be found here.

  • Statistical analysis— how did you analyze the data? What were the key findings from the data? The findings should be present in a logical, sequential order. Describe but do not interpret these trends or negative results; save that for the discussion section. The results should be presented in the past tense.

Discussion

Discussions should be analytic, logical, and comprehensive. The discussion should meld together your findings in relation to those identified in the literature review, and placed within the context of the theoretical framework underpinning the study. The discussion should be presented in the present tense.

  • Interpretation of results— reiterate the research problem being investigated and compare and contrast the findings with the research questions underlying the study. Did they affirm predicted outcomes or did the data refute it?
  • Description of trends, comparison of groups, or relationships among variables— describe any trends that emerged from your analysis and explain all unanticipated and statistical insignificant findings.
  • Discussion of implications– what is the meaning of your results? Highlight key findings based on the overall results and note findings that you believe are important. How have the results helped fill gaps in understanding the research problem?
  • Limitations— describe any limitations or unavoidable bias in your study and, if necessary, note why these limitations did not inhibit effective interpretation of the results.

Conclusion

End your study by to summarizing the topic and provide a final comment and assessment of the study.

  • Summary of findings– synthesize the answers to your research questions. Do not report any statistical data here; just provide a narrative summary of the key findings and describe what was learned that you did not know before conducting the study.
  • Recommendations– if appropriate to the aim of the assignment, tie key findings with policy recommendations or actions to be taken in practice.
  • Future research– note the need for future research linked to your study’s limitations or to any remaining gaps in the literature that were not addressed in your study.