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How could you use operant conditioning to change the less desirable behavior into the desired behavior?

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Critical Reasoning Essay Prompts

Choose any one from the following essay prompts.

1) Neural Pathways
Choose any neural pathway you feel passionate about like the visual pathway, auditory pathway, olfactory pathway, etc., and describe how the pathway travels from the stimuli through the nervous system. Then, explain how the environment (experiences) may have an effect on how stimuli may be perceived. Example: If you were to choose the visual pathway and you were raised around snakes as pets, first describe the visual pathway from stimuli to occipital lobe, and how would a picture of a snake (the stimulus) travel from the occipital lobe to other parts of the brain like the limbic system (specific parts of the limbic system) to the cortex and how might your autonomic nervous system react.

2) Learning Process
Describe how learning is accomplished from stimuli to processing. Here you don’t have to be specific with the neural pathways if you choose not to, but you do have to identify the brain components responsible for learning. What I am looking for is that you understand the different components, modalities, and how to optimize your time to learn material presented during your academic career.

3) Operant Conditioning and Modifying a Behavior
Drawing on personal experience, choose a person whose behavior you want to change. You may select one of your own behaviors for this question. How could you use operant conditioning to change the less desirable behavior into the desired behavior?
In a multi-paragraph essay describe your plans to condition the new behavior. Be sure to mention what type of reinforcer and reinforcement schedule you would use and explain why you made those particular choices. Include information from class materials, readings and research on operant conditioning to support your discussion.

4) Stages of Development: Understanding Yourself
Psychologists, such as Jean Piaget and Erik Erikson, theorize that humans go through stages in their development throughout life, growing from infancy to old age. Piaget outlined stages of thinking, referred to as cognitive development; Erikson described stages of personality, referred to as psychosocial development. How can you use this information to better understand your own life? What stages of cognitive and psychosocial development have you gone through since you were an infant? Which stages will you encounter during adulthood and old age?

In a multi-paragraph essay describe all the different stages of cognitive and psychosocial development throughout your life span. Be sure to provide examples to illustrate the thoughts, emotions and behavior typical of each stage. Include details from class materials, readings and research on human development to support your discussion.

5) Psychological Disorder
Choose any psychological disorder and write how it can be developed from the environment (experiences or biological) or genetics. If it is genetics, what may trigger the gene to synthesize? Then, choose a current media, where someone may be suffering from this disorder and give the main exhibited behaviors that may have led to the diagnoses.

Again, be sure to provide evidence from the person’s or character’s thoughts, emotions and behavior. Include details from class materials, readings and research on personality to support your discussion.

 

Essay Format

 

  1. Proper APA citation of article. This includes author/s (last name/s first), date of publication, article title, name of journal, and pages.
  2. Four paragraphs: Introduction— discussion on what the disorder is and state your hypothesis (e.g. bipolar disorder has a genetic factor); support your hypothesis –using the text and any other scholarly material (at least one reference must be other than the text); identify a fictional character, and provide support using the DSM-5 criteria for your support; provide a treatment plan.

 

 

 

What is being done to reverse the negative effects of these shocks? What lessons have we learnt?

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A 2,500-word research analysis paper.

Summarize the main issues found within the international financial marketplace credit crisis of 2008. Identify the cause of the domino effect and how it rippled through the different international financial markets ultimately causing a decline in investor and consumer confidence, a reduction in available credit and industrial production and a concomitant increased in unemployment, and also the impact on international financial decisions from both the supply and the demand side.

Start with the housing market and CDOs, collateralized debt obligations, and trace the developments through the system to today. What is being done to reverse the negative effects of these shocks? What lessons have we learnt? How did this financial crisis became an economic crisis.

Animal Behavior :How do the pigeons demonstrate discrimination, and how do they demonstrate generalization, in this study?

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Paper Review of:  Herrnstein, Loveland & Cable (1976).

You can find this paper on the Moodle site for this course.

You are welcome to simply insert your answers into this document, as long as your

name is on the final document.  Spelling and sentence structure are important!

Also note that you are sometimes asked to consider specific paragraphs.  That does not suggest that you should consider only those paragraphs as you look for helpful information.

Note:  As this paper progresses, there are a number of statistical procedures pertaining to the Mann-Whitney U test.  I suggest that you don’t worry about understanding this, unless you are curious.  Instead, I suggest that you concentrate on the authors’ interpretations of what the statistics have revealed.

  1. In your own words, what makes this study unique among other laboratory studies of animal discrimination and generalization?  (10 pts)
  2. Suppose someone said, “This study showed that all of the pigeons learned how to distinguish trees from non-trees without any errors.”  What is an accurate response to that     statement? (10 Pts.)
  3. Suppose it is your job to teach someone how to interpret Figure 1 (Not Table 1). What   would you say? (20 Pts.)
  4. How do the pigeons demonstrate discrimination, and how do they demonstrate generalization, in this study?  For context, limit your answer to the “W” experiments. (20       Pts.)  (10 pts.)
  5. I would suggest that subtraction is more difficult to learn than addition is, and division is more difficult to learn than multiplication is. (a) What result in this study relates to that             observation?  (b) Do you think that it is relevant?  Why, or why not? (10 pts)
  6. Consider this sentence on p. 298. “Pigeons respond to clusters of features more

            or less isomorphic with the clusters we respond to ourselves.”  (You may need to do a bit   of reading about isomorphism in psychology, specifically in Gestalt Psychology, or in other areas related to perception.)  Here is the 4-part question:  (a) What is the issue,      here?  (b) What are the competing hypotheses?  (c) What do the authors conclude, and (d)        what do you think?  (20 pts.)

  1. (a) Do you think that this study has demonstrated that pigeons can acquire concepts?       (b) Support your answer with evidence and reasoning.  (20 pts)

Does sensitivity to configure/featural differences in upright faces/houses predict self-reported face recognition ability?

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Correlation Lab Report – data to be run on SPSS using one tailed pearson, scattergraphs for each correlation to be included

Facial recognition; Does sensitivity to configure/featural differences in upright faces/houses predict self-reported face recognition ability?

Main Hypothesis we are testing:

  1. Configural sensitivity towards upright faces predicts self reported face recognition ability
  2. Featural sensitivity towards upright faces predicts self reported face recognition ability
  3. Configural sensitivity towards upright houses predicts self reported face recognition ability
  4. Featural sensitivity towards upright houses predicts self reported face recognition ability

The hypothesis is directional – One tailed as would expect a negative correlation as a high PI20 score corresponds with low self-reported face recognition ability. If not significant then why?

Data that needs to be analysed:

  • PI20 (questionnaire measuring self reported face recognition ability) scores (high scores indicate lower self reported face recognition ability and vice versa)
  • Experimental task -160 trials (data on sensitivity d)

-80 trials for each condition (ie 80 for upright faces, 80 for upright houses) of which:

-20 which differed in configuration but not features

-20 which differed in features but not configuration

-40 pairs which were identical

  • If there are significant correlations then partial correlation to be run to help explore further whether effects are upright face-specific, ie does sensitivity to configural differences in upright faces explain any of the variation of self-reported face recognition ability that sensitivity to configural differences in non face objects does not
    • Correlating d for configural differences in upright faces controlling for d for configural differences in upright houses
    • Correlating d for featural differences in upright faces controlling for d for featural differences in upright houses

Reason behind doing the experiement:

  • Previous research by Yovel & Kanwisher 2004  showed x, y, x but nor clear if a,b,c
  • Failed to look at 1,2,3 hence it was decided to reperform the experiment
  • Ie what hasn’t been answered by the previous resesarch
  • Want to see how reliable the previous research was

Background:

  • Evidence that people can recognize 5000 faces on average (but wide individual differences) – Jenkins et al., 2018
  • Recognition survives well if we haven’t seen someone for a long time, or they’ve changed their appearance (hairstyle etc)
  • People are also generally good at deriving other information from faces such as emotion, but again evidence of individual difference – Hoffman et al., 2010
  • How good we are is surprising as we see a lot of faces and their first order configuration (nose in the middle, eyes above, mouth below) is the same.
  • Individual features (nose, mouth, eye etc)
  • Second order configuration (spacing)
  • Holistic processing (integration of the multiple parts of a face into a single holistic representation)
  • See Maurer et al., 2002 for further discussion.
  • Many psychologists believe faces (particularly upright faces) and non-face objects are processed differently:
  • Range of effects (composite effect, inversion effect etc) found in behavioural experiments with faces are not found (or not to the same extent) with non-face objects – Robbins & McKone, 2007
  • Neuro-imaging studies show differences in activation (notably fusiform face area) – Kanwisher & Yovel, 2006
  • It has been proposed:
  • object processing involves decomposition into parts or features (Biederman, 1987)
  • faces are represented and recognised holistically (Tanaka & Farah, 2003) and in particular relying on second-order configuration (Searcy & Bartlett, 1996)
  • However, it has also been argued featural processing of faces has been underplayed:
  • emphasis on configural processing often relies on assumption that inversion primarily impairs configural processing, but evidence that it also impairs feature processing (Murphy & Cook, 2017)
  • Your experiment asks:
  • Does sensitivity to configure differences in upright faces predict self-reported face recognition ability?
  • Does sensitivity to feature differences in upright faces predict self-reported face recognition ability?
  • Is this pattern the same for upright houses?
  • Why is it relevant?
  • Face processing is important for social interactions & deficits could contribute to isolation etc
  • As well as prognosticator (face blindness) as an extreme form, various groups may have some difficulties with faces – autism (Dawson et al., 2005) and older people (Ortega & Phillips, 2007)
  • Could training help? If so, configure or feature, and would it be limited to faces or include other things?
  • Could configure and feature processing differences be a diagnostic tool?
  • Stimuli were houses and faces which differed either in features or configuration – Yovel & Kanwisher 2004
  • Stimuli were either upright or inverted, giving four conditions. This replicates Y&K but we will only give you, and you should only analyze, upright conditions
  • identical
  • sensitivity (d’) is a measure of accuracy which is independent of response bias
  • It takes into account both cases where you correctly saw there was a difference (“hits”) and where you correctly saw there was no difference (“correct rejections”)
  • Superior measure than just “hits” because it doesn’t matter in theory if you are biased towards or against reporting a difference.

 

What are the implications of these principles and values as you care for patients?

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Professional Development Template

Career Goals and Objectives

  • Short term goals – where would you like to be in 1 – 2 years?
  • Long term goals – where would you like to be in 5 – 10 years?
  • What is the purpose of these goals in relation to your professional development?

Core Values Guiding Your Professional Practice

  • What principles and values support your professional practice?
  • What are the implications of these principles and values as you care for patients?

Commitment to your patients, community and profession

  • Lifelong learning goals
  • Professional organization affiliations
  • Service to your community

What methods to slave owners use to restrict access to education or use their own warped systems of education to maintain control over slaves?

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Paper Assignment

Using an argument that is either raised in Douglass’ My Bondage and My Freedom or that you have come up with after reading the book, you will be creating a thesis and using specific examples from both his autobiography and the other course materials to support your argument. A big part of the challenge in this assignment is coming up with a strong, thoughtful and engaging thesis. A classic example here of a poor thesis, is after having read My Bondage and My Freedom; the reader comes to the inescapable conclusion that “slavery is bad!” If one was writing in 1855, that might be a challenging argument to make and would have vocal opponents. However, in 2019 saying “slavery is bad” is like saying “Hitler was not a nice person.” It is an argument that is so banal and obvious that most people would not bother to read a paper that came to such a conclusion.

The more successful and engaging papers will focus on Douglass’ comments about certain aspects of the institution of slavery or on taking his social comments about life in the north and south and integrating them with other examples drawn from The American Yawp and primary source documents.  To provide you with a framework or staring point, I have included some passages and possible topics that I have drawn from My Bondage and My Freedom that might help you think about lines of inquiry. This list is by no means exhaustive and you should use this paper as a chance to explore topics or parts of Douglass’ argument that you find persuasive or interesting.

Paper requirements

When starting your assignment please note that the following are requirements for completing a successful paper.

  1. In your paper, you must make extensive use of arguments and evidence drawn from Douglass’ My Bondage and My Freedom. If you have two pages of autobiographical background on Douglass drawn from the web, two brief quotes selected from the book and a material drawn from class lectures and the main course text on slavery this is not going to meet the minimum requirements for the assignment. I will be looking for evidence that you have not only read My Bondage and My Freedom, but have also thought about and understood the arguments in the book.
  2. You need to construct your paper around a clear thesis. A well written seven page paper that simply describes Douglass’ life as a slave in the south is not really getting into the assignment. Similarly part of the challenge in coming up with a thesis is the question of is it manageable. One can write a good paper looking at Douglass’ views on how religion was used by southern slave owners and their supporters to justify the institution of slavery in five pages. Other much broader topics however, may take considerably more time to adequately discuss and should be pared down.
  3. For this paper I expect everyone to be able to use proper citations. If you are unsure of how to cite sources please see me before the due date and I would be happy to go over when and where you should use end and footnotes in your assignment.
  4. In terms of length this paper should be between four and five pages long.
  5. Paper should include a title that reflects the theme of your essay. “My paper on Douglass” is not such a great title. Please do not include a separate title page.
  6. All papers should have a clear thesis, sound argumentation and analysis, good organization, proper writing (diction, grammar, spelling etc.). Papers should be double spaced and not be printed in a font larger than 12-point.
  7. Two documents a “Common Mistakes and Style Guide” and “How to Cite Sources” are available on Desire2Learn in the folder Paper Assignment. You should at least look over both of them as you work on your paper.

Questions or topics

What is the importance of education in the slave system? How do slaves use education to try to empower themselves and why are masters and other southern whites so fearful of educated slaves. What methods to slave owners use to restrict access to education or use their own warped systems of education to maintain control over slaves?

How do questions of faith and religion impact Douglass’ narrative?

when we think about slavery we often focus on the master/slave relationship, but, as Douglass points out repeatedly in his autobiography, it is much more complicated than that. How are other Americans (Non-slaveholding southerners, northerners, freed blacks, women, laborers) impacted by the institution of slavery?

Looking Douglass’ description of slavery how does such a brutal and degrading system survive for so long in a country that prides itself on the high ideals of liberty and personal freedom? To explore topics such as this you will have to take Douglass’ experiences and integrate them with the events that lead up to the Civil War.

After reading My Bondage and My Freedom how does Douglass” compare life in the north and the south? In the main course text there are references to the cultural differences that developed between the two regions does Douglass see the same trends?

In one of his most famous and insightful quotes Douglass remarks “The slaveholder, as well as the slave, is the victim of the slave system. A man’s character greatly takes its hue and shape from the form of color and things about him. Under the whole heavens there is no relation more unfavorable to the development of honorable character, than that sustained by the slaveholder to the slave.” What does Douglass mean by this and how is this argument supported in his accounts of his life as a slave?

Notes on Writing

1) Choose a Topic: Start by picking a reading that you are interested in or feel strongly about. If you choose a topic that you do not understand or that bores you the writing process will be extremely tedious.

2) Think about your evidence. Much of the challenge involved in writing a good paper comes in this step. Can you place the material you selected in context? What background will you need to provide to your reader about the time period? How much detail is necessary?

3) Organization: Take the time to make a list of the class materials that are connected with the topic you are going to discuss and then put them into an outline. This process will help you determine what texts relate to the topic and possible arguments you might want to consider.

5) Write the Paper

6) Revisions: When you have finished your paper set it down, do not think about it for a while and then later read your paper out loud. When you are revising the paper always keep in mind: is my thesis clearly stated, do I do a good job supporting my argument, does my evidence fit the argument and does the paper flow? When you have finished the final revisions go back and check the grammar, spelling and citations one last time.

7) Avoid the use of the word I or we. You are composing a piece of formal academic writing about historical events that you were not directly involved in. There are many other ways to build an argument that do not involve the construction of awkward sentences that start with “I think” or “I feel.”

 

Describe a recent trend in the macroeconomic indicator or policy. Include a graph, chart, or table that illustrates the observed trend.

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Use Microsoft Word to prepare a Final Report that is a minimum of two to three (2-3) pages long in which you:
1. Introduce your selected industry with a brief one-paragraph introduction. Refer to the NAICS (North American Industry Classification System) to review the details about your industry.
2. Assess your selected industry’s relative size and growth rate in the economy.
These macroeconomic resources will help you find the size and growth rate of your industry in the U.S. economy and/or relative to GDP:
• Real GDP – Select Section 1, then table 1.1.6 (select MODIFY to change the year range and frequency). Data is from Bureau of Economic Analysis (bea.gov).
• % Change in Real GDP – Select Section 1, then table 1.1.1 (select MODIFY to change the year range and frequency). Data is from Bureau of Economic Analysis (bea.gov).
• GDP by Industry – Steps:
1. Select “Interactive Data.”
2. Select “Industry Data Tables.”
3. Select “Begin Using the Data.”
4. Select “Gross Output by Industry.”
5. Select “Real Gross Output by Industry (A) (Q).”
6. Select “Quarterly” or “Annual.”
7. Select “Next Step.” Data is from Bureau of Economic Analysis (bea.gov).
• % Change in GDP by Industry – Steps:
1. Select “Interactive Data.”
2. Select “Industry Data Tables.”
3. Select “Begin Using the Data.”
4. Select “Gross Output by Industry.”
5. Select “Percent Changes in Chain-Type Quantity Indexes for Gross Output by Industry (A) (Q).”
6. Select “Quarterly” or “Annual.”
7. Select “Next Step.” Data is from Bureau of Economic Analysis (bea.gov).
3. Identify one newsworthy macroeconomic indicator or policy (e.g., GDP, unemployment, inflation rates, interest rates, government taxation and spending decisions, and/or FED decisions) that the industry should monitor and explain why it’s important and how it might impact your selected industry.
These resources are available to help you measure and track macroeconomic indicators and outcomes of macroeconomic policies.You’ll use one or more depending on the macroeconomic indicator selected.
• Unemployment rates – Data is from Bureau of Labor Statistics (bls.gov).
• Inflation rates as measured by the Consumer Price Index (CPI). Data is from Bureau of Labor Statistics (bls.gov).
• % Change in Real Exports and Imports – Select Section 4, then table 4.2.1. (Select MODIFY to change the year range and frequency.) Data is from Bureau of Economic Analysis (bea.gov).
• Government receipts, expenditures, and savings – Select Section 3, then table 3.1 for total government and table for 3.2 for federal government. (Select MODIFY to change the year range and frequency.) Data is from the Bureau of Economic Analysis (bea.gov).
• FED Funds Interest Rates. Data is from Trading Economics (tradingeconomics.com).
4. Describe a recent trend in the macroeconomic indicator or policy. Include a graph, chart, or table that illustrates the observed trend.
5. Summarize how you think this industry will perform in the future. Provide support for your rationale.

Discuss briefly the suitability of the pumped material for the construction of the proposed recreation centre based on your results.

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UBGMUQ-15-2 – Soil mechanics
Soil Mechanics Coursework Brief 2019-20
1
Soil Mechanics Coursework (CW) Brief 2019-20 Introduction

This brief provides a detailed breakdown of how to evidence the learning outcomes, guidance on how to present your presentation and the marking criteria. Please take care to read through the whole brief and address each task in your submission. Submission date   There is a 24-hour late period. If you modify your submitted work in this period it will be classed as a late submission. Submission format The submission is via Blackboard, which is accessible from the sidebar on the module Blackboard page. You must ALSO include a completed submission checklist as well as a self-reflection form as an appendix. A version of this is included at the end of this document. It is acceptable to complete the work for each section in a word processor and upload the work as a .doc, .docx or .pdf file. This submission will account for 25% of the soil mechanics final grade and the effort required is estimated around 5-7 hours or less.
UBGMUQ-15-2 – Soil mechanics
Soil Mechanics Coursework Brief 2019-20
2
General assessment guidance

The following guidance has been developed based on previous submissions. It provides advice on general good practice for the presentation of work in both an academic and professional settings and will be used in line with the marking scheme. 1. All equations are to be typed via word equation editor. 2. Equations, figures (including graphs) and tables require numbering and a descriptive caption e.g. “Figure 1: Graph of particle size distribution”. 3. Graphs should include a title, axes’ titles, units and where applicable a legend and annotations. 4. Symbols in all equations/expressions presented must be explained in detail in the main text. 5. All figures and tables must be referred to in the main text, and briefly discussed in the main text, e.g. “Referring to Figure 1 the particle size distribution is that of a uniformly graded soil”. Discussion should not be included in the caption. 6. All numerical results must include units (with the exception of dimensionless values, e.g., specific gravity 𝐺𝑠). 7. Accurate results and clear demonstration of independent thought and application of your understanding. 8. All sources must be cited and reference using the UWE Bristol Harvard Referencing Style. (http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/uweharvard.aspx)
Marking criteria

There is (1) section in the submission and is marked out of 100. Full marks are awarded for accuracy of results and where there is a clear demonstration of independent thought and application of your understanding, and for adherence to the general assessment guidance.
UBGMUQ-15-2 – Soil mechanics
Soil Mechanics Coursework Brief
Soil as a 3-Phase Material and Soil Classification (100 marks) Dredging is the scooping up of soils from the bottom of the waterways for land reclamation purposes or to keep rivers, canals, basins and channels clear of underwater obstruction. Dredging is also a critical element where marine piling needs to be set in place to enable quick commencement of steelwork and civil engineering construction projects. A dredging project has been proposed by a local council to dredge X(m) long section of a 12m wide canal up to a depth of 1.8m to reclaim land for the construction of a recreation centre. The material pumped out of the canal is described by data obtained from a sieving and compaction test as shown in Table 1 and Table 2 respectively. If the in-situ unit weight of the soil at the bottom of the canal is 22kN/m3 and the soil material is being pumped at a rate of 0.3m3 per minute. Take the specific gravity of the soil grains as 2.7 and X as the last three digits of your student ID (SID) number. Take X = 450m if last 3digits of your SID number is less than 300
Table 1: Data obtained from a sieving test Sieve no. Sieve size(mm) Mass Retained (g) 4 4.75 0 10 2.00 14.8 20 0.85 98 40 0.425 90.1 100 0.15 181.9 200 0.075 108.8 Pan – 6.1
Table 2: Raw data from a Standard Compaction Test (Proctor Test)
Column 1 Column 2 Column 3 No. Mass of mould and wet soil 𝑀𝑚𝑜𝑢𝑙𝑑+𝑀𝑤𝑒𝑡 (𝑔) Mass of wet soil sample and disc 𝑚𝑤𝑒𝑡+𝑚𝑑𝑖𝑠𝑐 (𝑔) Mass of dry soil sample and disc 𝑚𝑑𝑟𝑦+𝑚𝑑𝑖𝑠𝑐 (𝑔)
UBGMUQ-15-2 – Soil mechanics
Soil Mechanics Coursework Brief
4
1 2785
23.12
22.11 2 3059
25.69
24.25 3 3226
27.88
25.92 4 3283
22.19
20.65 5 3253
28.59
25.92 6 3199
24.75
22.41 Mass of mould 𝑀= 1135 𝑔 Volume of mould 𝑉 = 1000 𝑚𝑙 Soil specific gravity 𝐺𝑠 = 2.70
TASK
1. Plot the particle size distribution (PSD) curve using data from Table 1. [15 marks] 2. Determine the uniformity coefficient and coefficient of gradation. [10 marks]
3. Determine the textural composition of the soil (i.e., the amount of gravel, sand, etc.). [10 marks]
4. Plot the Compaction Curve using data from Table 2 and determine the maximum dry density and optimum moisture content. [20 marks]
5. Determine the volume of soil to be removed (dredged) [5 marks]
6. Determine the operational hours required to complete the dredging activity. [35 marks]
7. Discuss briefly the suitability of the pumped material for the construction of the proposed recreation centre based on your results. [5 marks]
UBGMUQ-15-2 – Soil mechanics
Soil Mechanics Coursework Brief

What did they find? How are their findings significant? Do they align their findings with what they presented in the introduction?

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PSY 2230E Adolescent Development ONLINE
Fall 2019
Article Summary Assignment
This assignment meets Course Learning Outcome 3 of 4: Given a prescribed format, students will read and summarize an adolescent development research article.
Bloom’s Taxonomy Requirements: Comprehension, Analysis, Evaluation
APA Standards Addressed:
-Identify principal methods and types of questions that emerge in specific content domains. (APA 1.2b)
-Demonstrate psychology information literacy (APA 2.2)
-Read and summarize general ideas and conclusions from psychological sources accurately. (APA 2.2a)
-Describe research methods used by psychologists including respective advantages and disadvantages. (APA 2.4a)
-Express ideas in written formats that reflect basic psychological concepts and principles. (APA 4.1a)
DO NOT worry about having to “do” what is listed above. By completing this assignment, you will be demonstrating skills in the areas above. This information box is provided simple as a reminder that your work on this assignment does serve a purpose.
Reading a research article can be very challenging for a variety of reasons, particularly as a student. These articles are written by experts for other experts rather than for novices or students. In psychology, our published research articles follow a standard format: abstract, introduction, methods, results, discussion.
 The abstract is a very brief summary of the entire project, including the aims and results.
 The introduction sets the stage for the rest of the article and requires a great deal of higher level thinking to develop (analysis and evaluation of individual research articles and synthesis into the new idea or approach taken in the current article). In the introduction, the authors discuss research relevant to their current pursuit and present the prior research in a manner that develops a rationale for their study. This rationale guides everything else that follows. This section is VERY useful to students.
 The methods section describes every detail of the current study, from the participants to any materials used to any decisions about study design (e.g. longitudinal or cross-sectional). This section is most useful for other researchers looking to replicate or extend the findings of the current article.
 The results section contains a lot of statistics. Scientists use statistical manipulation of data to help determine the effects of what they are investigating. Psychology students learn about basic statistics as undergraduates, but research articles often employ statistical measures and processes with which students are unfamiliar. As such, this section is once again largely for other researchers.
 The discussion section presents an interpretation of the results. This section requires evaluation and synthesis as well because the current findings must be examined in light of previous findings and with respect to the rationale set out for the study. This section is also VERY useful to students.
Unfortunately, most students approach reading research articles as they would a textbook chapter, starting at the first page and attempting to read all the way through to the end. The problem with that approach is that students often get lost in the methods and results sections, losing sight of the connections between the introduction and discussion. Even experts don’t read articles this way. Personally, I start with the abstract, of course, but then I often go straight to the discussion to see what they are concluding, particularly if I am familiar with pervious work in the target area. If I am less familiar, I read the introduction before the discussion. Once I am clear on why they conducted the study and what they claim to have found, I go back and read the methods and results.
Fortunately, for this assignment, I’m going to ask you to read an article differently than you might think, and the process I am suggesting will be very useful to you as educators. I am literally giving you permission to skip
the results sections outright when you read research articles as professionals, and the methods sections will be areas that you skim after the fact if you need clarification about the participants, assessment measures, or any other details that can be found in the methods section (but only after you have read the abstract, introduction, and discussion).
The article that you have been assigned is Decreases in Psychological Well-Being Among American Adolescents After 2012 and Links to Screen Time During the Rise of Smartphone Technology (Twenge, Martin, & Campbell, 2018). This article is a multi-study article because it contains two experiments in one paper. So, there is a general introduction, but then each study has a brief introduction to explain the purpose of each study. Each study also has a discussion section, followed by a general discussion section at the end of the paper. The assignment prompt and grading specs reflect this format.
To read the article, you are going to do the following (and take notes for yourself throughout – trust me on this one):
1. Read the title carefully to try to make sense of what you are about to read.
2. Read the abstract VERY carefully (multiple times if you have to) so that you get the gist of what they were after before you try to read the larger sections of the article.
3. Read the introduction so that you can understand the relevant research and how the authors have used it to formulate their rationale for conducting the experiment(s) you will be reading about.
4. Read the introduction and discussion for Study 1.
5. Read the introduction and discussion for Study 2.
6. Read the general discussion to determine what they found and whether their findings were in line with their expectations. You should also be looking for how the authors cycle back to the main points in the introduction to see if they close the loop and discuss how their study fits in with the previous findings that they reviewed in the intro. One last thing to look for is a consideration of the limitations of the study and future directions.
In your summary, you must address the following:
1. What is the purpose of the article, including the specific purposes and rationales of each of the two studies that were conducted? If you need help here, try to determine what questions the authors were trying to answer with their research.
2. What did they find? How are their findings significant? Do they align their findings with what they presented in the introduction? Do they discuss next steps?
3. Reflect upon how/why this article is relevant to you as an educator of adolescents.
Your summary should be typed, double-spaced, and approximately 3-4 pages in length. Writing mechanics do count, so please be mindful of your spelling, grammar, and punctuation. Please refer back to the article by citing appropriately (e.g. Twenge et al., 2018) when you do. If you are unsure of when to cite, err on the side of caution (a good rule of thumb is to cite anything that is not common knowledge). Do not use quotes – make sure everything is in your own words. Your work will be graded according to the grading specifications on the next page. You must meet all specs to pass this assignment. If you do not, you will have the opportunity to revise and resubmit for full credit.
Grading Specs General purpose is explained clearly and accurately. Rationale/purpose of each study is explained clearly and accurately. Findings are explained clearly and accurately. Reflection upon application of the article to educator practice is evident and sound. Student statements are supported by evidence from the article. Citations are present when necessary. Bloom’s Taxonomy: Comprehension has been demonstrated reasonably. Bloom’s Taxonomy: Analysis of the reasoning in the article has been demonstrated reasonably. Writing mechanics are sound and errors do not impede reader’s ability to easily comprehend the content.

Are Today’s Business Heroes Challenging Our Ideas about Leadership? What do you think?

/in /by

Leadership and organizational behavior (MBA)

Fall 2019-2020

Group Project 2 + Presentation (20%)

In an article namely: Are today’s business heroes challenging our ideas about leadership? Published in Harvard Business School website by James Heskett. Heskett has raised the issue of how the leadership style of the three very well-known leaders of high-tech companies: Bill Gates (The principal founder of Microsoft); Steve Jobs (Co-founder, Chairman, and CEO of Apple Inc.); and Jeff Bezos (Founder and CEO of Amazon) challenged our time-honored ideas about great leadership.

Please carefully read the article in the link bellow:

https://hbswk.hbs.edu/item/are-todays-business-heroes-challenging-our-ideas-about-leadership

Purpose of the project:

The purpose of these assignments is to research, collect relevant materials from the available books, articles, news and then use it to analyze the critical aspects of the leadership example. Your team needs to: describe the leader’s vision, values, challenges and track record; provide an analysis of their leadership effectiveness and what made them a separate breed of leaders.

Groups required to prepare a written report in approximately 10 to 15 pages in length, excluding a bibliography, references and table of contents. Group are highly encouraged to integrate the learning concepts and course material within their report/presentation. It is advised to discuss each of those three leaders in three separate sections.

You should use Harvard Citation and Referencing Style in your report.  Please check the quick guide on how to use this referencing style at the end of this document.

Marks distribution:

Written Report: 15 Marks

PPTs Presentation: 5 Mark

Report Structure:

  • Cover page
  • Table of content
  • Introduction
  • A critical examination of Bill Gate leadership style
  • A critical examination of Steve Jobs leadership style
  • A critical examination of Jeff Bezos leadership style
  • Answer: Are Today’s Business Heroes Challenging Our Ideas about Leadership? What do you think?
  • Conclusion
  • References
  • Appendices (if any)

After submitting the written report as a hard copy in class on the due date specified, all groups are required to present and lead a class discussion on what they presented regarding the leadership style of those three leaders. The team needs to develop and present an in-depth analysis and recommendations based on course concepts; and lead the class in a discussion of the case. The PPTs presentation is based on a team approach – each team will develop and deliver a 10-15 minute PPT presentation.

An electronic copy of both the written report and the PPTs should be sent to me via email on or before the due dates:

Grading Rubrics for Assessed Elements

Grading Rubric for Course Assignments
Scaled Score: 0/1 2 3 4
Criteria Weight Below Standard Approaching Standard At Standard Exceeds Standard
Focus:

demonstration that the team understands the purpose of the assignment and key issues

 10% No awareness Shows limited awareness of purpose. Shows awareness of purpose. Purpose is clear.
Format 5%  

Inadequate format

  

Average format

  

Above average format

  

Effective format
Organization: Paragraphs 5% Paragraphs lack clear ideas Some paragraphs have clear ideas, support from examples may be missing and transitions are weak. Most paragraphs have clear ideas, are supported with some examples and have transitions. All paragraphs have clear ideas, are supported with examples and have smooth transitions.
Depth /scope of content and structure 60% Content is not sound Content is sound and solid; ideas are present but not particularly developed or supported; some evidence, but usually of a generalized nature. Well-presented and argued; ideas are detailed, developed and supported with evidence and details, mostly specific. Exceptionally well-presented and argued; ideas are detailed, well-developed, supported with specific evidence and facts, as well as examples and specific details.
integration of learned concepts to justify / support observations 15% No evidence of integration for the course concepts Shows limited integration for the course concepts Well-integrated for the course concepts Exceptionally well-integrated for the course concepts
Research/References (if assignment includes a research component) 15% The paper does not use adequate research or if it does, the sources are not integrated well. They are not cited correctly according to MLA style, nor listed correctly on the Works Cited page. Sources support some claims made in the paper, but might not be integrated well within the paper’s argument. There may be a few errors in MLA style. Sources are well integrated and support the paper’s claims. There may be occasional errors, but the sources and Works Cited conform to MLA style sheet. Sources are exceptionally well-integrated and they support claims argued in the paper very effectively. Quotations and Works Cited conform to MLA style sheet.