Your paper should be roughly 500 – 750 words –two to two-and-a-half typed pages (12 point font).
HERE IS THE INSTRUCTIONS BELOW:
C. Hate Groups and Hate on the Web
According to the Southern Poverty Law Center (SPLC) there are at least 1,007 known hate groups operating in the United States and that since 2000 there has been a 67% increase in such groups. Go SPLC’s “Intelligence Files” (located in the left tab under the heading “Get Informed”) and browse through the profiles of these hate groups indicated on the right hand-tab of the page. Next, go back to the “Get Informed” section of the tab on the left side of the page, read some of the latest news and then look at the “Hate Map.” What regional trends do you see? How would you account for them?
Last, discuss what role do you think the internet plays in the spread of these ideas? What social factors increase the probability that someone would be drawn to such groups?
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Case Study Treatment Plan: The Assessment ProcessResources Case Study Treatment Plan: The Assessment Process Scoring Guide. APA Style and Format. Turnitin. Writing Feedback Tool. Case Study Treatment Plan Template. Case Study Treatment Plan | Transcript
For this assignment, complete the Assessment Process sections of the treatment plan for your course project. This treatment plan is based on the case study you selected for your course project. You can review the case studies in the Case Study Treatment Plan media piece available in the resources.
The Assessment Process sections of the treatment plan that you will complete for this assignment consist of the following:Identifying information.Presenting problem.Previous treatments.Strengths, weaknesses, and social support systems.Assessment.Diagnosis.References.
The sections of the treatment plan you submit for this assignment should be 4–5 pages in length, with a minimum of two references from current articles in the professional literature in counseling. Be sure to cite your references in current APA format.To assist you in completing this assignment, please use the Case Study Treatment Plan Template (available in the resources) to organize your work. Each section of the template includes a description of the type of information you must include. You should type your paper directly into this template, save it as a Word document with your name, and then submit it to the assignment area. OSCAR’S CASE STUDY
Oscar is a 19-year-old Hispanic male who is the oldest of 5 children. His family has been farming the same land for 4 generations. Currently they grow vegetables for the regional grocery chain’s produce departments. They live in a rural area of the county. Three generations live in two separate houses on their land. They are fiercely independent and have little to do with people in town, although the family itself is extremely close knit.
Oscar is currently a freshman at the same college his father attended, majoring in agriculture. When he came home for spring break, his parents noticed significant changes in his appearance. He had lost weight, looked haggard, wasn’t sleeping and seemed irritable and argumentative. He told his parents that he did not want to return to college after the break. He went on to say that his roommate had placed cameras in the room so he could record everything Oscar did while the roommate was absent. His grades were poor and he expressed that he believed his instructors were prejudiced against him. This poor performance was in stark contrast to his performance in high school, where he was in the top 10% of his class. Within days of coming home he had stopped showering and began wearing multiple layers of clothes (3 pairs of jeans and 4 t-shirts). He became essentially non-communicative, responding to questions with one-word answers and not initiating conversation. Oscar seemed unhappy or irritable whenever he encountered a member of his family and began spending all his time in his room. He even refused to talk with his youngest brother, with whom he had always been close. He did not take meals with his family, a long-standing tradition in his family, and left his room only in the middle of the night. He could then be heard opening drawers in the kitchen, going into his siblings’ rooms and leaving the house for long periods of time.
The family (parents and grandparents) became very disturbed and consulted their priest. The priest recommended that the parents take Oscar to see a fellow parishioner who is also a counselor. This counselor was also disturbed with Oscar’s presentation and recommended hospitalization. The family was very reluctant, but eventually agreed. By the time they got to the hospital, Oscar was essentially non-communicative, only nodding or shaking his head in response to direct questions.
The parents provided history that indicated Oscar had been a good student in high school and had participated in the school’s FFA club. He has always wanted to carry on the family tradition of farming. He did not have many friends, but the family attributed that to their living in the country.
The psychiatrist diagnosed Oscar with major depressive disorder, single episode, severe with psychotic features and prescribed anti-depressants. He was released three weeks later, with some improvement. One week later he was readmitted, with the same presentation he had at the previous admission. This time, though, his father reported that he had found a cache of knives in the barn, some from the house, some from the grandparent’s house and some from the barn itself. When he asked Oscar about them, Oscar responded that he needed them to protect himself from attacks. When his father asked from whom, Oscar responded that he had seen one of his college professors in the field of broccoli. That same day, Oscar’s mother found notes stuffed between Oscar’s mattress and box springs in Oscar’s handwriting. The content of them was Oscar arguing with someone about killing his younger siblings. One side did not want to do it and begged to not have to; the other side ordered the killings, saying that was the only way to keep them safe. In light of these two events, both parents were afraid for Oscar to remain at the house. Oscar swore that he would never hurt any of his family and said that was why he had been keeping away from them. His parents could not be sure that no harm would come and were unable to watch Oscar day and night. Therefore, they readmitted him to the hospital.
During this admission, Oscar was more forthcoming with his treatment team. Once they had this additional information, the team realized that Oscar’s initial diagnosis had been wrong. They began a re-assessment. Oscar acknowledged that the problems began about the time of the new semester. He was unable to complete his school work, as he was “consumed” with the need to follow instructions that were being given to him. These instructions actually began with a buzzing in his head, which quickly evolved into specific directions. When pressed, he acknowledged that he did not know who was giving him the directions, though he sometimes thought it might be Jesus. These instructions were for him to keep a log of every time he heard a door close on his hallway in the dorm. Oscar came to believe that doing this was the only way to keep his family safe from dark angels. Oscar tried to keep these voices quiet by smoking marijuana on a daily basis. While this helped in the short term, it also made it more difficult for him to complete any of his school work. By the time for spring break, the messages had begun to change. He was no longer able to keep his family safe by keeping a list; the voices told him he would have to kill them. Oscar knew that he did not want to kill his family. He could also not avoid going home for spring break. Therefore, he devised the plan to isolate himself.
Once the family recovered from their initial shock and as Oscar began to show some improvement with his new, anti-psychotic, medication, his parents and grandparents wanted to take him home to the farm. They believed that life on the farm, being outside and with hard, physical labor would cure Oscar. Finally, Oscar agreed to tell them what has been happening with him. At that point, the family agreed to residential treatment for Oscar. When asked if anyone else in the family has ever had symptoms like this, the grandfather acknowledged that he had a brother (Oscar’s uncle) who had religious visions. This brother left the family and became a monk. Later the family heard that he had died under mysterious circumstances. One of the other monks at the monastery told Oscar’s grandfather that his brother had died from engaging in a prolonged fast. The family is very lucky on two counts: 1) they have their medical insurance through the farmer’s co-op and it includes coverage for residential treatment for up to a year, and 2) this hospital has a residential treatment unit for late adolescents and young adults. You are working as a counselor at the Residential Treatment facility where Oscar has been placed. He will be here for a minimum of 6 months and as long as one year. Professional staff at this facility includes 3 counselors, an addictions counselor, a social worker (currently on maternity leave), a psychologist, and 2 nurses on every shift. Oscar’s psychiatrist is also on staff and will continue to follow his care.
The social worker usually coordinates clients’ treatment plans; however she is currently away on maternity leave so you will be the lead therapist who is coordinating Oscar’s treatment during the next 45 days. Once she returns, you will collaborate with her for developing Oscar’s post-residential treatment and resources for him and his family.
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As a mental health worker in a large city, you have been asked to work with refugee children who have been relocated from central Nigeria to live with foster families in your city. The children are between the ages of 9 and 13, boys and girls. They were rescued from a refugee camp in Nigeria where conditions were very poor. People were cramped and slept in rudimentary shelters. Food was scarce, and disease was rampant. Prior to arriving in the camp, the children were exposed to brutal violence. They saw their families murdered, houses burned, and witnessed or experienced sexual assault. Some were also injured in the attacks on their villages.
Utilize the Culturegrams database in the Argosy Online library, the Ethics and Principles of Psychologists and Code of Conduct (2010) , and your readings to write a paper addressing the following:Describe the psychological effects of violence that the children from Nigeria might be experiencing? Be sure to consider issues such as gender and age.Design an intervention program to address the children’s exposure to violence. Remember to consider individual, family, and community needs.Describe the elements you would incorporate into a prevention program designed to foster resilience in the children from Nigeria, as well as break the cycle of violence that we learned can occur for children exposed to violence. You may research existing programs that utilize best practices as we have learned in this course, or design your own program.Reflect on the debate between “cultural universality” and “cultural specificity”. How would you reconcile this debate within the context of the ethics code for psychologists?Discuss why it is important to take into consideration cultural traditions when designing an intervention program. Describe at least two specific Nigerian cultural traditions and how you would use this knowledge in designing your intervention program.Briefly describe at least 2 ethical considerations that one would need to take into account when intervening with children as victims of violence in general, as well as pertaining to cultural issues specifically
By Monday, July 20, 2015 , format your paper in APA style, using research gathered from the sources above (i.e., module readings, Culturegrams, and the ethics code) to support your response. Your paper should be between 4 and 5 pages in length and include a cover page, abstract, and reference list.Submit your assignment to the M5: Assignment 1 Dropbox. Assignment 1 Grading Criteria Maximum Points Describe the psychological effects of violence that the children from Nigeria might be experiencing. Be sure to consider issues such as gender and age.44
Design an intervention program to address the children’s exposure to violence. Consider individual, family, and community needs.44
Describe the elements that would be incorporated into a prevention program designed to foster resilience in the children from Nigeria, as well as break the cycle of violence that we learned can occur for children exposed to violence.44
Reflect on the debate between “cultural universality” and “cultural specificity”. Discuss how to reconcile this debate within the context of the ethics code for psychologists.44Discuss the importance of cultural traditions when designing an intervention program. Describe at least two specific Nigerian cultural traditions and how this knowledge would be used in designing an intervention program 40Briefly describe at least 2 ethical considerations that one would need to take into account when intervening with children as victims of violence in general, as well as pertaining to cultural issues specifically20Style (8 points): Tone, audience, and word choice
Organization (16 points): Introduction, transitions, and conclusion
Usage and Mechanics (16 points): Grammar, spelling, and sentence structure
APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style64Total: 300
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In a paper of 1,000– 1,250 words, argue whether it is genetics, environment, or a combination of both that determines personality Include the following in your paper:
1. A summary of the arguments for genetics, environment, or a combination of both as the determinant of personality.
2. An evaluation of these arguments that culminates in the statement of a position on the issue.
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Read the instructions carefully so that you can properly write the second assigned essay of the second unit. The due date for this essay is May /12/ 2016.
The text should be following a Microsoft Word format, a letter size twelve (12) and a spacing of one and a half (1.5) between sentences (or line spacing in the paragraph options). The extension of the work should not be less than three (3) pages or greater than five (5) pages of content (not title page or cover of any kind is required).
At the end of your essay you will list the References used (for more information see the text I sent regarding the instructions for writing an essay for this class). Plagiarism will not be tolerated.
The written essay should be a product that reflects your understanding and interpretation (substantiated with arguments, evidence and reasoning, expressed in a clear, consistent, and accurate matter) of the assigned readings and discussions in class. Do not use Internet sources and limit yourself to the assigned texts, the discussion in class and your own argumentative capabilities.
Instructions
In this second unit we have discussed some of the main qualitative methods of research in Psychology, focusing on how these methods open new and critical possibilities regarding a more in-depth inquiry that pays attention to constructivist, anthropological, phenomenological, discursive and other “alternative” elements (different from mainstream psychology and strict quantitative methods) in specific situations of daily life. Bearing this in mind:
Discuss the importance of these qualitative approaches of inquiry in building and sustaining a “critical psychology” that is interested in understanding how:
1) knowledge is produced, used and appropriated (depending on the different functions of knowledge and its contexts, including psychology) from a constructivist view that questions the fallacy of objectivity (or the “world as given”)
2) experience is framed and signified (depending on the social, cultural and particular context of the group or individual), which critically questions the fallacy of the centrality of the individual.
3) the underlying ideologies, discourses and relations of power oppress, stigmatize or alienate certain sections of society, which assumes the importance of studying the uses of language and knowledge (which are not neutral or “objective”).
Take into account the following when elaborating the essay:
1. You will notice that there are three (3) interests in these approaches of inquiry. I am interested in that you at least elaborate one of them. In essence, the three of them are
inter-related, so elaborating any of them in-depth will be enough for the purposes of this
essay.
2. There’s several theoretical frameworks (from constructivist and feminist theories to
colonial and ethnological theories) and methods (ranging from ground theory to analysis of
discourse and narrative analysis) that you can choose from in your elaboration of
qualitative approaches of inquiry. Although it would be recommendable that you mention
them, I am more interested in that you pick only one (a theoretical framework,
paradigm or method), even if briefly as an example on how such qualitative methods
are a form of critical knowledge. Pick the one that fits more with your interests or the way
you make your approach to answer this essay.
3. Remember that the logic here is to discuss how this approaches of inquiry and particular
interests are related to a more “critical” psychology (at least as Ian Parker and Erica
Burman define it) and the criticisms brought forward in Kenneth Gergen’s view of
Psychological Science. Bear in mind that you should at least use one of these author’s texts
(which are the two first texts that appear in the references below). Use at least two (2) of
the assigned texts of the conference portion of the class. You are also welcomed to use
the texts assigned to the laboratory sections, as long as they apply to your discussion.
Assigned texts (in the order they were assigned):
Gergen, K. (2001). Psychological Science in Postmodern Context. American Psychologist 56
(10), 803-815.
Parker, I & Burman, E. (2008). Critical Psychology: Four Theses and Seven
Misconceptions. Hellenic Journal of Psychology 5, 99-115.
Featherson, J. (2008). Qualitative Research. In Stephen F. David & William Buskist (Eds.),
21st Century Psychology. A Reference Handbook I (93-102). Los Angeles: Sage
Publications.
Creswell, J. W. (2007). Five Qualitative Approaches to Inquiry. In John W. Creswell,
Qualitative, Inquiry & Research Design: Choosing Among Five Approaches (53-
84). London: Sage Publications.
Wertz, F. (2014). Qualitative Inquiry in the History of Psychology. Qualitative Psychology
1(1): 4-16.
Van Dijk, T.A. (1995). Aims of Critical Discourse Analysis. Japanese Discourse I, 17-27.
Langridge, D. (2007). Hermeneutic turn. In Darren Langdridge, Phenomenological
Psychology Theory, Research and Method (41-53). New York: Pearson Prentice
Hall.
Suggested texts
Teo. T. (1999). Functions of knowledge in psychology. New Ideas in Psychology 17, 1-15.
Goodwin, C.J. & Godwin, K.A. (2013). Observational and Survey Research Methods. In C.
James Goodwin & Kerri A. Goodwin, Research in Psychology. Methods and
Research (403-439). New Baskerville: Wiley
Smith, J. (1995). Semi-structured Interviewing and Qualitative Analysis. In Jonathan A. Smith, Rom Harré & Luk Van Langenlove (Eds.), Rethinking Methods in Psychology (9-26). London: Sage Publications.
Murray, H.A., Skinner, B.F., Maslow, A.H., Rogers, C.R., et al (1961). Cultural evolution as viewed by psychologists. Daedalus 90 (3), 570-586
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Write a 3–5-page, 2-part reflection addressing the topics of intelligence testing and careers in and applications of biological psychology. Base your reflections on your own experiences and your readings of scholarly sources on the topics.
One way of measuring intelligence is by taking an intelligence test, such as an IQ test. The most popular IQ test is given through Mensa; however, there are many different intelligence tests given in other contexts, such as the SAT, ACT, and GRE, among others.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Use information technology and tools to identify information in the domain of biological psychology. ▪ Analyze the results of an intelligence test. Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪ Analyze the benefits of learning about biological psychology. ▪ Analyze the practical applications of biological psychology. Competency 5: Apply knowledge of theory and research in the study of biological psychology to inform personal behavior and values, understand social policy, and develop professional goals and plans.
▪ Discuss how results can be influenced by the ability of the individual taking the test.
Competency 6: Communicate effectively in a variety of formats. ▪ Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional. ▪ Use APA style and format.
Context
Intelligence is the ability to reason, to understand, and to profit from experience. The Assessment 5 Context document contains additional information about the following topics:
• Intelligence Quotient (IQ). • Lumpers or Splitters.
• IQ Correlations.
• Unanswered Questions.
• Current Trends. • Consciousness. • Pain.
Questions To Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
• If you were going to design your own IQ test, what types of questions would you place on it? What would you have someone do? Are any of the tasks culturally biased? If so, how would different cultural groups respond to the question?
TEMPLATE_PSYC-FP4310_00003: 2015-07-10 15:13:02.656454 • Since what is considered a skill and talent can be very culturally and perceptually based, does it stands to reason that intelligence is the same? How can the biases and perceptions of the test’s creator influence the outcome of the test? Does this influence our society as a whole, since this will become the determining factor of what is considered intelligent?
Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
• Assessment 5 Context . Show More
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
• Koch, C., & Greenfield, S. (2007). How does consciousness happen? Scientific American , 297 (4), 76–83. Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
• Mensa International . (2014). Retrieved from http://www.mensa.org/
▪ You may wish to explore the Mensa Web site and take the intelligence quiz.
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
• Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage. ▪ Chapter 13, “Intelligence and Cognitive Functioning,” reviews some of the problems with defining and
measuring intelligence. ▪ Chapter 11, “The Body Sense and Movement,” explores how several brain structures work together to produce
movement. ▪ Chapter 15, “Sleep and Consciousness,” reviews sleep disorders and what causes them.
Assessment Instructions
This assessment has two parts, Part A and Part B. Please complete both parts in one document.
Part A
Consider an intelligence test you once took, and address the following questions. The following questions are the required headings; do not incorporate the questions into the content of the answers.
1. Do you think the test was a fair assessment of intelligence?
2. Which questions do you feel most accurately gauged “intelligence?” Which did you find bothersome? 3. What did you learn about yourself from the test?
4. What factors might confuse the definition of intelligence? Could intelligence tests be biased? Explain.
Address the following questions, using the Capella library to find relevant sources and to add depth to your answers. The following questions are the required headings; do not incorporate the questions into the content of the answers.
1. What careers other than psychology would benefit from a foundational knowledge of biological psychology? 2. What are the practical applications of biological psychology?
3. How will you apply what you have learned in this course to your life?
Additional Requirements
Written Communication: Written communication should be free of errors that detract from the overall message.
APA Formatting: Resources and citations should be formatted according to APA (6th edition) style and formatting. Font and Font Size: Times New Roman, 12-point font, and double spaced. Use Microsoft Word to complete the
assessment. Length: Write a minimum of 3 pages, excluding the title page and reference page (150–300 words per question).
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Personal Philosophy of education paper for philosophy class mid 300 level , needs to be professional and all original meeting the requirements of the attacthced file. only individuals of high knowledge backgrounds of philosophy and the educational philosophies reply only.also must be native english and using american english, avoiding the task of my clean up after retrieval. As this is a very important paper and needs to be intelligent and 100% original and on time for delivery, please review the attached file for all information.
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Concerning Ethical Case Studies and the APA Ethical Guidelines
First take a look at the 3 Case Studies below.
Study 1, concerns Watson’s famous Little Albert. Although we all know the story of Little Albert, we may not have read Watson and Rayner’s original 1920’s study. Take into consideration the context and spirit of the times or Zeitgeist, if you will, when analyzing this study and the next one. http://psychclassics.yorku.ca/Watson/emotion.htm
Study 2 tells the story of Wendell Johnson, or more specifically, Mary Tudor’s study of children in an orphanage in Iowa. It’s called the Monster Study for a reason as you will see. The Monster Study
Study 3 concerns Seligman and Maier’s (1967) Learned Helplessness study. Again, it helps to read these original studies when possible, so we can form our own judgments. http://psych.hanover.edu/classes/learning/papers/seligman%20maier%201967.pdf
Your assignment: Please read over these studies and select one to analyze.
You will need to first review APA’s Ethical Principles of Psychologists and Code of Conduct . Read the below module. You will find ethical considerations to current events and historical studies and understand more fully the reason why we need the ethical principles.
Next, in your analysis, give some background information and then tell us which of the General Principles and/ or which Ethical Standard was violated, and explain why. Do you think that the study you choose would be approved by an IRB today? Why do you think the study was allowed or tolerated at the time? Ethical Guidelines and Considerations
See a Prezi Save or print a PDF
Here is an overview of the concerns associated with research and human subjects. We hope to stimulate your thinking about this important topic.
Think about this:
Corporate Scandals
The Enron, WorldCom, ImClone, and Adelphia companies sent shock waves throughout our economic fabric. Whether the corporate scandals were individually orchestrated or institutionally ignored, the public trust was shattered yet again.
Governmental Abuses
The White House, the intelligence services, and Congress are locked into a war of blame associated with the tragic events of 9/11 and subsequent actions. Public trust is once again being challenged.
Personal Failures and State Secrets
Martha Stewart, Janet Jackson, Michael Jackson, Jayson Blair, and Jack Kelly all have stirred a variety of emotions among fans and followers. Whether the failing in question is cheating, performing provocative behaviors, or lying, the public is again assailed with trust-breaking behaviors.
Trust is one of the critical components of research, and it appears to be in short supply. As researchers, we face increasing difficulties in convincing potential participants to trust us.
Background Review
In 1946, the world learned of even more brutality and indifference to human life during a trial of those who had sworn “primum non nocere (first do no harm).” Numerous incidents of inhumane experiments and countless cases of euthanasia resulted in the conviction of 16 doctors. Seven were executed.
The Nuremberg Code of 1947 established specific guidelines for the medical profession in conducting research. These included voluntary consent, a requirement that the results cannot be obtained in other ways, and a requirement that subjects can terminate their participation.
The Helsinki Declaration of 1964 provided very clear guidelines for biomedical practitioners. It also stipulated that independent committees should review certain research efforts.
The Belmont Report was the seminal document in later efforts to establish legal obligations for biomedical and behavioral research. The report was in response to tasking by the National Research Act of 1974. The report provided the public and researchers with clear principles and guidelines about ethical behaviors with human subjects. The report also outlined the mechanics of informed consent.
The American Psychological Association established ethical standards in 1953. Since then, 10 revisions have occurred. The current (2010) version provides practitioners with guidelines covering most (some would argue too many) professional activities.
Federal Law, State Law, Professional Organizations
45 CFR 46, a result of the Belmont Report, provides very clear and definitive guidance for those performing research with human subjects.
The federal regulation addresses the mechanics and process of ethical research. It coversinstitutional review board (IRB) use, construction, and proceduresinformed consent form (ICF) construction and applicationspecial (protected) population considerations
The state of Maryland is one of a number of states that have enacted laws to protect human subjects.
Additionally, many professional organizations, like the APA and the American Medical Association, have established ethical codes of conduct that are often more restrictive than federal and state laws.
Federal law is clear: If you conduct research associated with federal money or support, you must comply. If you conduct research that is within the scope of the department or agency but is not supported, then the effort must be scrutinized by an IRB.
Maryland state law is a bit clearer; if human subjects participate in the research, then compliance with the federal regulations (45 CFR 46) is mandatory.
Ethical ChallengesThe Tuskegee Syphilis Study (1932)- 399 African-American men infected with syphilis were denied medical treatment so researchers could document the natural history of the disease.Milgram’s Obedience to Authority Experiments (1961-1962)- Stanley Milgram conducted research that resulted in a finding that 65 percent of the participants were willing to administer a shock that would deliver a potentially lethal electrical voltage to a “participant.”Zimbardo’s Stanford Prison Experiment (1971)- Philip Zimbardo conducted an experiment that created a situation that altered individuals’ “normal” social behaviors in sadistic and torturous behaviors. The additional problem was that the researcher became so involved with the research that he was unable to see what was occurring until an outsider pointed it out.Virginia Commonwealth University Research Program (2000)- A concerned father inadvertently learned several questions on a survey in a research project that his daughter was participating in. One question asked if her father ever suffered from depression, which in and of itself wasn’t overly objectionable. The second question was about whether the father had abnormal genitalia. After receiving inadequate responses to his requests for more information from both the researcher and the administration of VCU, he went to the FDA. VCU had to shut down 1,100 federally funded programs, costing around $10 million, while each was reviewed to ensure compliance with federal law.Johns Hopkins University/Kennedy Krieger Lead Paint Experiment (2001)- the Maryland Court of Appeals overturned lower court findings. Researchers at the Kennedy Krieger Institute were monitoring lead levels in children in homes with known lead paint. This reversal placed JHU on the U.S. Department of Health and Human Service’s radar screen for review.PolyHeme Study (2004)- PolyHeme was experimenting on the effectiveness of artificial blood. The experiment used victims of catastrophic events who would die without intervention without the participants’ consent. The justification was that the individuals would die without this transfusion. By the way, VCU Hospital was trying to be one of the participating institutions.The Association of Internet Researchers has issued its preliminary report on the ethical conduct of research using the Internet. The APA recently published several articles on studies using the Internet. Whether we are using the Internet to conduct research or conducting research on users, we face newer questions associated with the “use” of human subjects.
Violations of the APA’s Ethical Principles of Psychologists and Code of Conduct
Every year, in compliance with federal law, nonprofit organizations are required to produce a report to members. Part of the APA’s yearly report includes reporting information from the various internal committees and departments. The Ethics Office, within the Executive Office, provides a yearly notice that indicates those APA members who were either expelled or who resigned from the APA because of verified or possible violations of the APA’s Ethical Principles of Psychologists and Code of Conduct.
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Calculating a chi-square concludes the types of statistical tests you have learned in this course that you might use in your own research.
To prepare for this Application: Review the assigned pages from Chapter 19 in the course text Research Methods in the Social Sciences. Review the video program for this week, located in the Learning Resources. Review Lessons 40, 41, 42, and 44 in the course text Using SPSS for Windows and Macintosh: Analyzing and Understanding Data. Access the gss04student_corrected dataset in the Course Information area of the classroom to use for this Application
The assignment: Craft up to a one page double-spaced write up of the statistical results (include any additional pages needed for any APA tables or graphs and the SPSS syntax and output) in which you do the following: State the statistical assumptions for this test. Using the data set you have selected, choose independent and dependent variables. Develop the null hypothesis and the alternative hypothesis. Use SPSS to calculate a chi-square. Decide whether to reject or retain the null hypothesis. Generate syntax and output files in SPSS. You will need to copy and paste these into your Application document. Based on your SPSS analysis, report the results using correct APA format. Your report should include the following: SPSS syntax and output files
Data Sets and SPSS Files Select one of the data sets from the GSS data disk that came with the course text Research Methods in the Social Sciences. You will use this for this week’s Application. Sample data files to accompany the course text Using SPSS for Windows and Macintosh: Analyzing and Understanding Data
http://www.pearsonhighered.com/greensalkindSPSS/ Lesson 40 Data File 1Lesson 41 Data File 1Lesson 42 Data File 1Lesson 44 Data File 1
These are the files you will need to complete the lesson activities. These activities are encouraged but not required for the Application.Media: “Nonparametric Statistics: The Chi-Square Test” featuring Jennifer Ann Morrow (19:00) Handout: Multivariate Statistics: An Introduction (Word document)
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https://academicwritingsexperts.com/wp-content/uploads/2021/12/LOGO.png00Samhttps://academicwritingsexperts.com/wp-content/uploads/2021/12/LOGO.pngSam2023-09-29 02:53:062023-09-29 02:53:06Chi-Square with SPSS For KenMan
The purpose of this assignment is to evaluate your ability to identify and explain consequentialist and/or non-consequentialist arguments in a concrete end-of-life decision, to evaluate the strengths and weaknesses of such arguments in the light of your understanding of moral theory, and to develop your own arguments to further support or to criticize the arguments examined.
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