Please review the submitted documents. Discussion Paper and 2-3 slides. Please provide an AI and a plagiarism report.

Please review the submitted documents. Discussion Paper and 2-3 slides. Please provide an AI and a plagiarism report.

Overview As you are aware, life is full of relationships. We consistently interact with individuals who may need to guide us, provide advice, or provide services. Some people achieve success in their field because they possess personality traits that align in ways that work for them and others. Understanding how a person in a certain profession may display personality traits (e.g., the doctor you choose to deliver your baby, the mechanic who changes your brakes, or the teacher you learn from) can help you achieve your goals as you move forward in life. Looking for traits in people is a practice that, in conjunction with what you have already learned about personality, will allow you to better understand people and how people interact in the world. It also opens your mind to personality traits and qualities you may have been previously unaware of, or even misinformed about, but now understand. This can help with day-to-day interpersonal interactions in the world. It could also help with preconceived notions, which may have hindered or separated us from others. Learning and understanding all levels of personality will only help us interact while being different. For this assignment, you will consider different professions and the role that personality traits might have on professionals in that field. These are the types of relationships between professions, professionals, personality traits, and potential stress in the workplace that you will be exploring in this assignment. An example, using the role of a lawyer, has been provided for each criterion in the prompt below. This milestone prepares you for Project Two, due in Module Seven. Professions: Doctor Nurse Mental health professional Teacher Customer service representative Political figure Business owner Police officer Prompt To begin your milestone, you will first select one of the professions from the list provided. Next, use your Project Two Milestone Template Word Document to address each of the following rubric criteria in about 3 to 5 sentences: Personality and the Individual Identify one trait from the Big Five (openness, also known as intellect/imagination; conscientiousness; extraversion; agreeableness; or neuroticism, also known as emotional stability) that you think is particularly important for your selected profession and justify your response. For example, it may be important for a lawyer to possess the trait of conscientiousness. Reliability and diligence seem to be an important part of the job. Being disorganized and impulsive might not serve a lawyers clients well. Describe whether it would be most ideal for your selected professional to be low, high, or mixed for the Big Five trait you identified for most situations and justify your response. For example, it may be important for a lawyer to score low on neuroticism (high on emotional stability) since they need to listen and think things through. It seems best if negative affect does not interfere with their ability to present a case. However, there are times when lawyers can be seen as emotional and even aggressive. Explain whether you think the effectiveness of the Big Five trait you selected depends on the situation. To justify your response, provide a real or imagined example where the trait would benefit the professional and an example where the same trait would not benefit the professional. For example, maybe openness would be important when a lawyer searches for evidence in favor of the client, but the appearance of openness to new ideas might not be as important while advocating for the client in court. Personality and Teams Identify another trait from the Big Five for your selected profession and describe how scoring low, high, or mixed on that trait might influence how that professional conducts their work or interacts with others. For example, it may be important for a lawyer to score average to low on agreeableness. They need to be able to present an opposing view and fight for their clients, but they also must be able to cooperate and work with others within the court system. Explain whether you think it is better to have a diversity of traits within the same profession or among professionals with the same role or whether it is better for the professionals to exhibit the same traits. Justify your response. For example, some lawyers are extroverted and some are introverted. Regardless of how they fall on this trait dimension, they can likely perform their job well. Also, some lawyers are less agreeable than others. Depending on the case, having a choice in the type of lawyer selected can be helpful to meet client needs. Personality, Stress, and Coping Describe how you would expect your selected professional to cope with stress using a trait you identified previously or a new trait of your choosing. For example, a lawyer would likely cope better with stress if they score lower on the neuroticism trait dimension. This means they would be more emotionally stable and less impulsive. Explain what kind of support you would expect from a person in this profession if you were seeking help or advice. Consider how much emotional intelligence you might expect your selected professional to display. For example, a lawyer would likely be open to hearing a clients story and seeing it from their perspective. The lawyer would likely want to help the client and offer sound legal advice and a clear plan of action. To be able to advocate for a client, a lawyer would need to be able to step into the clients shoes and also use legal training and knowledge to leverage the best chance for success.

Congratulations on reaching the last step of your Final Project! The Final Project is a stepwise process, and its goal is to leave you well-prepared by the end of this course to execute on your qualitative research study plan. By now, you have completed the steps of this course that are good practice for developing a high-quality qualitative research study.

The Final Project: Building a Qualitative Research Plan document in the Learning Resources contain the instructions for organizing the work you produced in Steps I through V. Be sure to incorporate revisions to your work based on feedback from your Instructor and classmates.

Below is the appropriate heading that are needed.

Title Page (heading not required)

Introduction (add introductory paragraph)

Problem Statement (in-text citations required to support that there is an issue)

Purpose Statement (in-text citations required to support that the purpose aligns with the problem)

Literature Review (this is a synthesis of your sources that were used to identify the problem, indicated the need for the research, indicated the gap in the current research, and discussed and justified the chosen framework)

Annotated Bibliography

NOTE

• 10+ scholarly articles related to your research topic
• Same guidelines used in your Intro to Qual course in a prior semester
• Do not copy and paste the article abstract
• This is not a references list but is a critical assessment of each article.

Summary of the article (not the abstract)

Relevance to your study

Credibility of the Author(s) and Publisher

• Include the three subheadings listed above and repeat them for each article)

Framework (theoretical or conceptual, detailed) (in-text citations required to support alignment of the framework to the research problem)

Research Questions (keep alert to the use of qualitative phrasing)

Research Design (include introductory paragraph) (all below subheadings must contain in-text citations that align with the best practices of the chosen methodology)

Methodology (indicate and justify the specific qualitative approach, e.g. phenomenology, case study, narrative, etc)

Justification

Researcher Role

Participant Selection (do not use your two class participants – indicate the ideal participants instead but use your class transcripts for the coding)

Target Population (identify using exclusion and inclusion criteria for your ideal participants)

Sampling Strategy (how will participants from the above target population be selected – do not use the class process, indicate how you would do it for the dissertation)

Sample Size (justify according to chosen method approach) (e.g. if phenomenology, indicate acceptable sample size according to best practices for phenomenology)

Participant Recruitment (indicate the ideal process for recruiting participants for your dissertation study; do not use recruitment for the class interviews)

Invitation Protocol

Instrumentation (in what ways and what tools, materials, and/or assessments will be used to attract, verify, and assess potential participants)

Interview Guide Overview (submit final interview guide as an appendix to this document) (Keep alert to interview question qualitative phrasing, especially focusing on open-ended questions) (label it Appendix A) (Subsequent appendices B, C, etc, if any, can also be added. This would be for longer content, such as extensive code and category lists, charts, etc)

Rigor and Credibility

Other Data Sources

Data Collection (do not refer to the class process. Instead, create the ideal data collection process as if you collected data for your dissertation)

Where collected

How Collected

Duration

Data Recording

Debriefing (debriefing of the research design by peers; use classmate debriefing of your collection and analysis materials)

Ethical Procedures

Data Analysis (compile and aggregate all data sources (interviews, videos, Walden Social Change website, memos, journaling/field notes, observations, etc as part of the analysis, not just the two class interviews)

Summarize Analysis Plan

Manual or Software Coding (describe the options, indicate the chosen option, and justify its choice for your chosen study)

Indicate Codes and Categories (include quoted content to support choices of codes and categories)

Codes (list each code in a table and add representative quotes from the data sources for each code)

Categories (create various code groupings in a table that have similar meanings and then create a representative category name for each grouping, e.g. Codes belongingness, comfortable, and caring could be grouped under a category name of ‘sense of community’) (justify the choice of category label with quoted content from the sources)

Trustworthiness (of your project) ((summary paragraph that introduces the below items) for each of the below, describe the item and then demonstrate how your ideal project could meet or not meet the definition. Use in-text citations)

Credibility

Transferability

Dependability

Confirmability

Social Change Alignment (a short essay in which you describe the connection between your project and social change)

Major Learning Points

Dissertation Next Steps

Course Reflection

References

I have attached all assignments that have lead up to this one. Please go through and add/fix what needs to be by following the headings above. In the file will have the feedback under each assignment that was completed if there was any feedback. The topic needs to be followed. If you have any questions please reach out.

Assignment Prompt: Create a one-page summary for each category of disorders (ex., One page for bipolar and Related disorders and one page for Depressive Disorders). Each page should contain the headings: Summary, List of Disorders, and Treatment Options Requirements: DSM Summary 2 (Required Sections) Schizophrenia Spectrum and Other Psychotic Disorders Somatic Symptom and Related Disorders Personality Disorders Paraphilic Disorders Sexual Dysfunctions Disruptive, Impulse-Control, and Conduct Disorders Additional Requirements: 6-10 pages APA Format use these textbook links for references: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). 9780890425596 ISBN-13: 978-0890425763 Barlow, D.H., Durand, V.M. & Hormann, S.G., (2023) Psychopathology: An integrative approach to mental disorders 9th edition., Cengage Learning ISBN-13: 978-0357657843 The Holy Bible please use Biblical verses in each Disorder. please add a reference page. also make sure to add the reference for the bible as well.

• What methods do researchers use to collect data on life-span development?
• What are researchers ethical responsibilities to the people they study?
• How can gender, cultural, and ethnic bias affect the outcome of a research study?

Reflection:

You and your parents grew up at different points in time. Consider some ways that you are different from your parents. Do you think some of your differences might be due to cohort effects? Explain

Assignment 5

Chapters 12, 13, 14, 15, and 16

Choose two (2) questions to answer in no more than one (1) typed double-spaced page each. Use normal font and spacing to avoid being penalized for long answers. The occasional extra sentence is not problematic but these questions can all be answered in a page. It is not fair to write a much longer answer and, similarly, although you could answer in half a page, you probably wont be able to include all the relevant information so aim for a page. You have to choose the two questions you think you can do best. You cannot answer all of them and keep your best answers. Use your own words and examples. There is no point in our evaluating the textbook author! You do not have to provide sources if your information comes from the textbook and there is no need to use any source other than the textbook. You will not get extra credit for using other sources.

1. What are the causes and consequences of anger?
2. You have been assigned a group project. Based on what you know about social loafing, what can you do to reduce the chances of others not helping on the assignment?
3. Are personality traits consistent? Do they provide useful information about personality? How are they used to describe personality?
4. Compare and contrast the medical model and the biopsychosocial model of psychological disorders. What are the pros and cons of each approach and how do the approaches affect treatment?
5. June is stressed and anxious. Choose two psychotherapeutic approaches and describe a treatment approach based on each.

References

Myers, D.G., DeWall, C.N., & Gruber, J. (2024). Psychology (14th ed.). MacMillan Publishers.

Lab #2Personality and Motivation

Introduction

Locus of control is discussed in Chapter 12. People with an internal locus of control believe reward depends on their own behaviour while those with an external locus of control see reward as dependent on chance or fate.

Achievement motivation is discussed in Chapter 11. Research suggests that the motive to achieve success and the motive to avoid failure are different but related aspects of what motivates us to undertake tasks.

Your job is to write a paragraph providing some background information about these variables that lead to the hypotheses. There is much more information on these topics than what is in your text.

Hypotheses

Your first task is to determine a reasonable hypothesis (prediction) for the relationship you expect between locus of control and achievement motivation. You need to make two predictions: one for each aspect of motivation. You may develop a further hypothesis if you wish.

Method

Subjects:

Again we are going to analyse the data for 10 subjects but your job is to give the psychological tests to one subject. You must then submit your findings to the teaching assistant who will post them on D2L. Send your name and the scores for each variable: external locus of control, motive to achieve success and motive to avoid failure. Also include the age, and gender of your subject. If you submit these two weeks ahead of the due date, you will earn two points; one week ahead, you can earn one point.

Materials:

Procedure:Each subject should complete both scales. Half the subjects should be given the Locus of Control Scale first; the other half should begin with the Motivation Scale.

Results

1. Score the Locus of Control Scale. The internal alternative is on the left. The external is on the right. Give one point for every external choice. The higher the score, the more external the locus of control. Scores can range between 0 and 10.
2. Score the Motivation Scale. Add the scores for the odd questions (1, 3, 5, 7, 9). This is the score for motive to achieve success. Now add the even items (2, 4, 6, 8, 10). This is the motive to avoid failure score. For each scale, scores can range between 5 and 35.
3. In a table, report the data for the 10 subjects for Locus of Control, motive to achieve success, and motive to avoid failure. Also provide the mean scores for the three variables.
4. Plot scattergrams for the Locus of Control score and each of the achievement scores. (You should have 10 points of data in each plot.) Scatterplots are discussed in Chapter 1. Interpret the relationships shown in the scattergrams in terms of strength and direction.

Discussion

1. We scored our scale to reflect external locus of control. What does that tell us about internal locus of control? Could we have scored our scale to reflect internal locus of control instead?
2. Discuss the relationship between Locus of Control and achievement motivation. Did your scatterplots confirm your predictions?
3. Should peoples scores on the two motives differ? Did they? Why?
4. You might design further experiments or include other research you have read.
5. If you made further predictions, be sure to discuss them.

……I did one set of data and it is as follows, so please include:

Participant

Gender

Age

List A

(Locus of Control)

Total # Internal /10

Total # External /10

List B (Motivation)

Total odd /35

(motive to achieve success)

Total even /35 (motive to avoid failure

1

Male

47

List A (First)

6

4

List B

(Second)

25

20

Here is the textbook we use.:

References

Myers, D.G., DeWall, C.N., & Gruber, J. (2024). Psychology (14th ed.). MacMillan Publishers.

I also hoave a pdf file but too large to load here.

…………………

Here is an example i did for this class and got 100% :

Purpose

Memory, as Myers et al. (2024) explain, is learning that persists over time (p. 1086), and relies on a process that encodes, stores, and retrieves information. A key finding in this area is the serial position effect, which shows that people tend to recall the first and last items in a list better than those in the middle. The primacy effect occurs because more time is spent “rehearsing the earlier names (Myers et al., 2024, p. 1146), allowing deeper processing and long-term storage. The recency effect reflects the advantage of the last items being still in the working memory (Myers et al., 2024, p. 1146) at the time of recall. When an interference task, such as counting backwards, is added immediately after the list, this disrupts your recall (Myers et al., 2024, p. 1163), effectively weakening the recency effect. This experiment investigates how recall differs before and after interference, with two main hypotheses: (1) The first and last items in the list will be better recalled than the middle items; (2) After interference is introduced, the first items will be better recalled than the others.

Method

Subjects

Data were collected from 10 participants. One data set (participant 1) was collected by the researcher, while nine were contributed by classmates. Participants were tested either in person or online. Participants ranged in age from 17 to 55 years old, with a mean age of 36.5 years. The sample consisted of 40% male and 60% female participants.

Apparatus

1. Two Lists of 12 words:

• List A: Carrots, Paper, Ribbon, Shoes, Table, Flower, Beans, Umbrella, Skates, Coffee, Blanket, Crackers.
• List B: Banana, Pencil, Rabbit, Socks, Chair, Plant, Lentils, Raincoat, Slide, Latte, Duvet, Cookies.

1. A timer
2. Paper and pencil
3. A score sheet (the researcher develops anything necessary to score)

Procedure

Participants were informed that they would be shown a list of words for 30 seconds and instructed to remember as many as possible. List A was given to the participant, who was then allowed 30 seconds to study the list of 12 words. After 30 seconds, the list was removed from the participants view. Participants were then asked to verbally recall as many words as they could remember in any order. The researcher recorded the participants’ responses by noting the order in which each word was recalled next to the corresponding word on the score sheet. For example, if the first word called was carrots, a number 1 was written beside carrot on the score sheet, so on and so forth for the following words recalled. For this step, minor variations in word forms were accepted as correct; for example, shoe instead of shoes would have been correct. Participants were given a 2-minute break after this step. Next, participants were presented with list B and were given 30 seconds to study it. After 30 seconds, list B was removed. Participants were then instructed to count backwards from 30 to 1. After the participants finished counting, they were asked to recall and list as many words from list B as possible, in any order. The researcher recorded participants’ responses on the score sheet using the same method as from the first list. This process was repeated with 10 participants. One participants data were collected directly by the researcher, while the other nine came from a student discussion forum.

Results

Table 1 shows individual recall scores by category (primacy, middle, recency) for each participant, grouped by gender, age, list type (A or B), serial position category, group averages, and standard deviations (SD). The total mean recall for list A (no interference) was 7.1 out of 12 (SD = 2.32), while a higher total for list B (after interference) was 7.5 (SD = 2.76). Data from Table 1 show that every participant recalled at least some of the primacy words during both trials, whereas fewer were recalled in the middle and recency categories.

Table 1

Data Sample – Effects of List Order and Interference on Word-List Memory

Participant

Gender

Age

List

Total words recalled /12

Primacy words recalled (14)

Middle words

Recalled (5-8)

Recency words recalled (9-12)

List A – No Interference

Figure 1 illustrates the mean recall for the different serial position categories. The mean recall for primacy words (blue bars) was 2.8 out of 4, compared to 2.2 for middle words and 2.1 for recency words.

List B – After Interference

For List B, represented by the red bars in Figure 1, the mean primacy score of 2.8 remained stable and was highest among all positions. The middle mean score increased to 2.7 words, while the recency score decreased slightly to 2.0. These changes allow for a direct comparison with List A to understand how interference affected memory recall patterns.

Discussion

List A provides partial support for the serial position effect, as the mean recall for primacy words (2.8) was higher than that for the middle words (2.2). This result aligns with the primacy effect, which suggests that increased rehearsal of the initial items led to the information becoming more ingrained as it was encoded and transferred into long-term memory.

Recency scores from List A (2.1) did not exceed those of the middle group, contrary to the initial hypothesis. Normally, a full serial position effect also includes a strong recency effect, where the last items are remembered because they remain in working memory (Myers et al., 2024, p. 1146). In this case, the recency words had the lowest average recall at 2.0, but there was only a small difference (0.1) between the recency and middle means. Several uncontrolled variables may explain these lower-than-expected recency averages, including the small sample size, participant age, emotional state during testing, word familiarity, and recall strategies used. For instance, one participant reported not paying attention to timing in the first trial and was unable to fully read the list, therefore, an encoding failure occurred, leading to the exclusion of three words, which may have influenced the results.

The results from List B following the retroactive interference task indicate that the mean primacy score remained at 2.8 (the highest category) with only a slight increase in variability. This outcome supports the second hypothesis that, after interference, the first words are better recalled than the others. The stability of the primacy means that, even after interference, it was demonstrated that the explicit memories for the primacy words were better protected.

The recency score in List B declined further, from 2.1 to 2.0, which is consistent with the understanding of memory and the serial position effect. With interference at play, active processing was disrupted, and the words from the recency group may have faded due to the disruption and their limited life (Myers et al., 2024, p. 1104). As shown in Figure 1, the more fragile information from the recency group was disrupted.

Understanding interference and memory can help people improve their memory and recall by using strategies that optimize encoding to effectively store memories long-term. Myers et al. (2024) suggest using memory aids such as chunking (categorizing information to make it manageable), and mnemonics (using association, acronyms, and imagery)

The results of this study appear to mostly support the idea that serial position effects warrant some considerations in real-world settings. The serial position effect explains why memory often sags in the middle (Myers et al., 2024, p. 1147), and knowing this can help improve our understanding and strategies for memory. For example, studying before sleeping can reduce interference and boost performance (Myers et al., 2024, p. 1186). Getting more sleep also reinforces long-term memories, while a lack of sleep can harm learning (Myers et al., 2024, p. 1186).

An alternative experiment could manipulate key variables to examine their effect on memory. For example, use the original procedure but change the room temperature. In the first trial, set the room to a hot temperature and have participants complete the memory task with lists A, then B, as per the procedure. Next, use a cold temperature and repeat the tasks. After both, compare the results to see if temperature affects memory. Other possible variables to explore could be stress levels, time of day, or using visual images instead of words to measure any change in recall with each of those variables. These experiments may offer new insights into memory performance and will hopefully help researchers better understand how memory functions and ways it can be improved.

Summary

With a sample of 10 participants, this study investigated the serial position effect and memory interference. A word list was recalled immediately (List A – no interference) or after counting backward (List B – after interference). Results from List A showed a partial demonstration of the serial position effect, with primacy scoring highest. Interference in List B protected primacy but lowered recency, demonstrating that interference successfully disrupted the limited capacity of the working memory.

References

Myers, D.G., DeWall, C.N., & Gruber, J. (2024). Psychology (14th ed.). MacMillan Publishers.

Paper Requirements:

1. The minimum length of the paper is 4 pages (not including the title or reference pages). The typical length required to cover all the rubric area thoroughly is 4-6 pages.
2. Utilize the course textbook as the main cited reference and use at least one other resource. The additional reference should be from an authoritative or scholarly resource and published within the last 5 years. See example resources in the planning worksheet.
3. Adhere to all APA style guidelines, such as cover and reference page formatting, spacing, font size, margins, page numbers, and in-text citation formatting.
4. The quality and effectiveness of your writing is important. Please use professional/scholarly language that follows basic grammar and punctuation rules and maintains accurate spelling. Please avoid overly casual or conversational language.

Assignment Instructions:

Read the detailed instructions and view the planning resources below prior to completing your Growth and Development Paper. Submit your completed paper as a .doc, .docx, or .pdf file.

1. Select a subject who is at least 3 years old and who you know well (i.e. family member or close friend) to complete this developmental assessment.
2. Provide a brief overview of the subjects biographical information, including information such as their age, gender, family structure and living environment, education or employment setting, family socio-economic status, religious affiliation, ethnicity, or cultural elements etc.
3. Identify and report the subject’s current age period of development per the textbook based on their chronological age. Ex. Early childhood, Middle to Late Childhood, Adolescence etc.
4. Review the developmental information in our textbook for the subjects age period and select a minimum of 3 topics in each of the 3 developmental domains (physical, cognitive, and psychosocial) that you believe are relevant to the individual.
5. For each topic, you will thoroughly define and describe the theory, concept, or norm/milestone to clarify what is expected for the subjects current age period. Then, compare this information to a relevant observation about the subjects functioning to help determine if they have met the developmental expectation.
6. Identify and suggest at least 2 measures to assist in the healthy development of an unmet or delayed topic area discussed in the paper. Or if no areas of development are found to be unmet or delayed, suggest at least 2 measures to maintain or further strengthen an already achieved topic area. The suggested measures to assist or maintain need to include clear reasoning supported by normative information – i.e., include a statement regarding why the measure to assist would likely help address the particular developmental objective.

Note: The assessment is not a chronological lifespan report of development from the viewpoint of a single theorist. It should focus on the subjects current period of life, examining a variety of theories, concepts, and/or milestones across the 3 domains of development (physical, cognitive, and psychosocial). However, if the subject has unmet tasks, you can examine earlier periods of life influential to the delay.

Required Textbook(s)

Lally, M., & Valentine-French, S. (2022). Lifespan development: A psychological perspective. (4th

ed.). https://open.umn.edu/opentextbooks/textbooks/540

Instruction

In Chapter 7, we examine how children in middle childhood develop social skills, emotional regulation, peer relationships, and moral understanding. Bullying behavior can emerge during this stage as children navigate expanding social environments and peer dynamics. This assignment invites you to apply socioemotional development concepts to a real-world school setting.

Instructions

Imagine you are part of a school support team working with a child in middle childhood who engages in bullying behavior. Your task is to design a school-based intervention program that supports positive social and emotional development while addressing the behavior constructively.

In your response, address the following:

1. Briefly describe the bullying behavior and the developmental factors that may contribute to it (for example: emotional regulation, peer influence, self-concept, or social skills).

2. Explain the role of the family in supporting change.

3. Describe how teachers and school staff would be involved in the intervention.

4. Discuss how peers could play a positive role in reducing bullying and promoting prosocial behavior.

5. Explain how this intervention supports healthy socioemotional development in middle childhood.

Assignment Requirements

Length: 3 pages (double-spaced)

Format: Typed, 12-point font, standard margins

Course Concepts: Use at least two concepts from Chapter 7

Tone: Analytical and applied (focus on solutions rather than punishment)

Textbook

Kail/Cavanaugh – Human Development: A Life-Span View

0357657950 | 9780357657959

3/24/2022 2023

9th Edition 720 pages, PB,4 colors X

Avail:3/28/2022