Good morning I’m so sorry for the delayed response. But here is the homework Chapter 12/13 it depends on your book edition…Questions – 1, 3, 4, 6, 9, 10, 11, 15 and Activities 1 – 5 but activity 4 you will write a 1 page response to that question.
Category: uncategorised
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Brain Food!
Brain Food!
We all know that milk has calcium for bone growth and development and has proteins/amino acids for muscle growth and repair, but what foods are needed for a healthy brain? Have you ever thought about Brain Food??
This video is from TEDEd titled “How the Food You Eat Affects Your Body” covers that topic– what to feed your brain! Responses this week should include a detailed summary– paragraph of at least five (5) sentences– of the video as well as pro and cons on brain function when energy nutrients are consumed (proteins, lipids, carbohydrates). Pros and cons should be a separate paragraph of at least five (5) sentences.
Responses should be at least two (2) paragraphs [summary and pros/cons of nutrients consumed] composed of well thought out, well written, and in complete sentences. Students should edit and proofread responses prior to submitting.
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Growth & Development
please feel free to reach out if you have any questions -
WORKSHEETS
Welcome to the world of statistics in psychology! While the study of statistics can be intimidating, it is an essential skill for any psychology professional. Statistics are all around you and are integral to the activities you will engage in throughout your career. Whether you venture into research, clinical practice, or another data-driven field, understanding statistics is crucial.
In this course, you will learn about both descriptive and inferential statistics, which are fundamental tools in psychology. Whether youre aiming to become a therapist, researcher, sport psychologist, school psychologist, industrial-organizational psychologist, or any other professional where psychology plays a role, mastering these tools will help you make sense of data, uncover patterns, and make informed decisions that can significantly impact your work.
Imagine youre working as a school psychologist, and you need to understand the academic performance of students in your school to provide the best support. You could use a graph to visually display your data and descriptive statistics to succinctly summarize your data. Measures of central tendency allow you to summarize test scores with measures like the mean, median, and mode, giving you a clear picture of overall performance. Standard deviation and variance help you understand the spread of scores, indicating how consistent the performance is across the student body. Standard scores can help you identify students who need extra support as well as those who are ahead of their peers.
Statistics enable you to make informed decisions based on data. You might use them to assess an individual patient, evaluate your overall practices, or analyze trends in behavior. For instance, you may need to determine the impact of a specific treatment or evaluate the effectiveness of a new therapy.
To get started, you are encouraged to download JASP early. This will allow you plenty of time to reach out to IT support if you have any challenges. JASP is an open-source (i.e., free) statistical software developed by the University of Amsterdam. You will be using JASP throughout this course to perform statistical analyses, construct graphs, and complete your assessments. Its a powerful tool that will help you gain practical experience with the statistical concepts youll be learning.
In the first assessment, we will cover the basics of research design, including scales of measurement, reliability, validity, and experimental versus non-experimental design. Well also focus on descriptive statistics. Descriptive statistics include measures such as the mean, median, and mode, which help us identify central tendencies in our data. We will explore measures of variability, such as range, interquartile range, variance, and standard deviation, which provide insights into the spread and consistency of our data. Well also learn about skewness and kurtosis, which describe the shape of a distribution, and standard scores, which describe the location of a score in relation to all other scores. By mastering these concepts, you will be able to effectively summarize and interpret data, making it easier to identify patterns and trends.
Overview
In the first assessment, you will apply research methods from Chapters 1 and 2 to analyze a given scenario. You will explore the application of statistics in a graduate-level psychology program or a career related to psychology. Additionally, you will demonstrate proficiency in using JASP to compute descriptive statistics and summarize key findings in a sentence following APA style guidelines.
PreparationInstructions
Complete and submit the Assessment 1 worksheet.
There are several questions that ask you to include a screenshot. This should be a screenshot taken directly from your computer. Photos taken with a phone or camera are not acceptable.
How you will take a screenshot will depend on your operating system.
For Mac Users
- On the keyboard, press Shift + Command () + 4.
- Your cursor will turn into a crosshair. Click and drag to select the area you want to capture.
- The screenshot will:
- Either be saved to your desktop (by default).
- Or be copied to your clipboard (if you also press Control key), which you can then paste directly into your assignment.
For Windows Users
- Press Windows Key + Shift + S to open the Snipping Tool.
- Select the area you want to capture.
- The screenshot will be copied to your clipboard. You can then paste it into your assignment.
If you’re unsure how to take a screenshot on your device, try searching online using the phrase: “How to take a screenshot on [your operating system]” (for example, “How to take a screenshot on Windows 11”).
If you’re still having difficulty, reach out to Capella’s .
Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
Our second assessment will cover data visualizations and begin exploring inferential statistics with sampling distributions and confidence intervals.
In the first half of this assessment, we will delve into various techniques for visually representing data, making it easier to understand and interpret. Data visualization is a crucial skill in statistics, as it allows us to identify patterns, trends, and outliers that might not be immediately apparent from raw data.
For psychology majors, data visualization is particularly vital. It enhances understanding, communication, and the ability to identify patterns and trends in complex data. Visualizations make data more accessible and easier to interpret, which is essential in psychology, where researchers often deal with large datasets or subtle differences between groups. Effective visualizations help communicate findings clearly and effectively to various audiences, including fellow researchers, practitioners, and the general public.
In the second half of this assessment, we will learn about sampling distributions and confidence intervals. This marks the beginning of our exploration of inferential statistical methods, which will be the focus for the remainder of the course. Inferential methods use data from a sample to make conclusions about the larger population.
Consider a scenario where a large university wants to understand the average number of hours students spend on social media per day. Since surveying all students isn’t feasible, they survey a representative sample of 100 students. Using the concepts of sampling distributions and confidence intervals, the researchers can estimate the average social media usage for the entire student body and determine the precision of their estimate. This information is crucial for developing programs to promote healthier social media habits among students.
Overview
For this assessment, you will demonstrate your ability to use JASP to construct graphs. You will also demonstrate your ability to interpret graphs. Finally, you will demonstrate your understanding of sampling distributions and confidence intervals.
Preparation
Before you begin this assessment, complete the following:
- Download the .
- Download the file. These data were extracted from the . In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.
- Download the file.
3Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
Our third assessment will cover hypothesis testing methods, including binomial, z, and t tests. We will explore the essential concept of hypothesis testing, a cornerstone of psychological research. Hypothesis testing allows us to make informed decisions based on data, helping us determine whether our observations are due to chance or reflect true effects. This skill is crucial for psychology students, as it underpins much of the research and evidence-based practice in the field.
You will learn how to formulate clear and testable hypotheses. We will cover the distinction between the null hypothesis (H0) and the alternative hypothesis (H1), and you’ll gain hands-on experience using JASP to conduct hypothesis tests for proportions and means.
Understanding and interpreting p values will be a key focus. The p value helps us determine the statistical significance of our results, guiding us in making decisions about whether to reject the null hypothesis. This process is fundamental in psychology, where we often seek to understand the effectiveness of interventions, the relationships between variables, and the prevalence of behaviors or conditions.
By the end of this assessment, you will be equipped with the skills to interpret the results of a hypothesis test and draw meaningful conclusions. These abilities are not only vital for your coursework but also for your future career in the social sciences. Hypothesis testing is the backbone of evidence-based practice, ensuring that the methods and interventions you use are scientifically validated and effective. Let’s dive into the fascinating world of hypothesis testing and enhance our understanding of psychological phenomena!
4Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
In the fourth assessment, we will explore correlation and regression. These are often students favorite topics.
While you will be introduced to various correlation coefficients, we will focus primarily on Pearsons r, which is the most commonly used correlation coefficient in psychological research. Pearson’s r measures the strength and direction of the linear relationship between two interval- or ratio-level variables.
For example, imagine you’re conducting a study to understand the relationship between stress levels and academic performance among college students. In one large course, you collect data on students’ self-reported stress levels and their scores on the most recent quiz. Earlier in the course, we learned that the relationship between these two variables could be visually displayed on a scatterplot. This week, well learn how to summarize the relationship between these two variables numerically using a correlation coefficient. If you find a significant negative correlation, it suggests that higher stress levels are associated with lower scores, providing valuable insights into how stress and academic performance are related.
After learning about correlation, youll delve into regression. Regression allows us to predict a dependent variable based on one or more independent variables, making it a frequently used tool in psychological research. Linear regression takes correlation a step further by not only determining if there is a relationship but also modeling it to make predictions. In essence, while correlation tells us about the strength and direction of the relationship between two variables, regression enables us to make predictions.
5.The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
Welcome to the final assessment of PSYC-FPX3700! In this assessment, we will delve into categorical data analysis and analysis of variance (ANOVA) methods, both of which are frequently used in psychological research.
First, we will explore categorical analyses, focusing on two essential statistical tests: the chi-square goodness-of-fit test and the chi-square test of independence.
- Chi-square goodness-of-fit test: This test determines whether the observed frequencies of a single categorical variable differ significantly from expected frequencies. It helps us understand if a sample comes from a specific distribution. For example, a psychologist might investigate whether the distribution of personality types (e.g., introverted, extroverted, and ambiverted) among a sample of students from one university matches the expected distribution based on national statistics.
- Chi-square test of independence: This test assesses whether two categorical variables are related to each other. For instance, a psychologist might examine whether there is an association between the level of stress (categorized as low, moderate, and high) and the type of coping strategy an individual tends to use (such as problem-focused, emotion-focused, and avoidance). By applying the chi-square test of independence, researchers can determine if the observed relationship is statistically significant or if it occurred by chance.
Next, we will cover ANOVA. If you read a lot of quantitative research studies, you will encounter various types of ANOVA. We will start by exploring the basic logic behind ANOVA and how it works. ANOVA helps us test hypotheses about group differences by partitioning the total variability in the data into components attributable to different sources. You will learn how to run an ANOVA in JASP and interpret the output, which is similar to the output produced by other statistical software and the formatting seen in published research articles. You will also learn about post-hoc tests, conducted after finding a significant ANOVA result to identify which specific groups differ from each other, and the assumptions of ANOVA. At the end of the chapter, more advanced forms of ANOVA will be introduced, including repeated measures ANOVA, factorial ANOVA, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA).
Congratulations on making it to the final assessment! Statistics is often viewed as a challenging and anxiety-provoking subject, but youve made it this far. Keep up the great work!
Attached Files (PDF/DOCX): cf_PSYC-FPX3700_Assessment_5_Worksheet.docx, cf_PSYC-FPX3700_Assessment_4_worksheet.docx, cf_PSYC-FPX3700_Assessment_3_Worksheet.docx, cf_PSYC-FPX3700_Assessment_2_worksheet.docx, cf_PSYC-FPX3700_Assessment_1_Worksheet (1).docx
Note: Content extraction from these files is restricted, please review them manually.
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French Cultural Activity
nstructions
Here are the instructions for completing your first cultural activity. Cultural Activity #1
You will submit, via attachment, a report on the videos below.
1. Type and double-space your report using Times New Roman font at a size of 12 points.
2. Write between 300 and 500 words. Do a word count and enter the result at the end of your document.
3. Give your report a relevant, interesting title. “Cultural Activity #1” or “Video” do not constitute good titles.
4. Your report should include an introduction, development, and conclusion.
5. Write in proper English, in full sentences, with as few grammar mistakes as possible. This report is not a text message to a friend.
6. Your written expression should demonstrate a rather mature and sophisticated command of the English vocabulary.
If any of the requirements above stipulated is missing from your work you will lose credit. Grading Criteria for Cultural Activities are located at the end of this document.
Preparation and Writing Process
1. Take notes that you will use to write your report.
2. In the report, make sure you have an attractive title and respond to the questions asked about the videos.
3. In your development, expand on the notes you took and make sure you give your personal opinion on the subject. I’m interested in your reactions to the videos.
4. Once the report is written, read it again to make sure there are no typos, grammatical mistakes, or anything that could make it difficult for your reader to read and/or understand what you wrote.
Comparison of Paris videos
Watch this video produced by the Mairie de Paris (city hall) to entice tourists to visit the city. It was originally called “Paris, je t’aime” (Paris, I love you).
- What image of Paris are they selling here? What impressions does it give you of the city? Does it fit your idea of Paris? What do you notice about the people, music, shots, locations shown?
Some Parisians were not happy with the video, so they made a response called “Paris, on t’aime aussi” (Paris, we love you too). Watch the video and respond to the questions.
- What elements in this video are a direct response to the first video? Do you notice similarities? Differences? Think about the people, music, locations, and activities.
- Compare the two videos: How is the image of Paris different in the second video? Why do you think Parisians were unhappy with the first video? Which version of Paris is more attractive to you? Which would you like to visit and why? How can the two videos together teach us something about what Paris is “really” like?
- Add any other thoughts you’d like to.
Grading Criteria
Cultural activities are graded on content, engagement, organization, grammar, vocabulary, and creativity.
Grade of 90-100: Work is clearly delineated, with an attractive title, introduction, development, and conclusion. The student answers all the questions and includes thoughtful reflections on the videos. No major grammatical errors, excellent control of the vocabulary. Content appropriate to the assignment, well-thought, and creative.
Grade of 70-89: Work lacks clarity for several of the reasons that follow: Some elements missing (attractive title, introduction, strong development, or conclusion); some questions unanswered; too many repetitions; work not demonstrating a good grasp of the subject studied; some major grammatical errors; rather poor vocabulary. Work, however, remains creative, fairly well-thought, and appropriate to the assignment.
Grade of 50-69: Work lacks coherence and creativity for several of the reasons that follow: Point of view given but reasons behind student’s choices and examples to sustain this point of view are unclear or missing; insufficient length; frequent major and minor grammatical errors; confused and/or contradictory meaning; frequent repetitions of words and/or ideas; substantial vocabulary mistakes interfering with comprehension; style too simplistic for level. Work remains appropriate to assignment and only some questions were answered.
Grade of 0-49: Work totally incoherent; work not appropriate to assignment; work turned in too late; total lack of clarity; point of view not given and reasons behind student’s choices not stated; examples lacking; no effort to make work a creative one; no questions answered; insufficient length; numerous major and minors grammatical errors; vocabulary too repetitious and quite poor for the level.
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Module 3: Help searching the authority file
ou might be feeling confused about searching the authority file. Here are two things to keep in mind as you search the authority file:
1. When you search the authority file for names, look for the name only. You will never, ever look for book titles except in certain situations. You only need to worry about book titles in this class if the book is a translation or it is known by more than one title. Otherwise, you never need to look for a book title, and don’t ever expect to find one. They are only created when needed. So just simply add your 100 and 700 for the names, and your 245 for the book’s title. (You still need to look up series titles.)
2. In authority records, there is usually a 670 reference note that explains what book was used to set up the access point. Don’t ever expect to find the book are you are cataloging on the authority record. That is simply a reference to explain what book was used to create the authorized access point. That’s it. So if you are searching for a name and you think you have found the right person, then simply copy the name in the 100 in the authority record and paste it into the 100 or 700 on your bib record.
You must know how to search the authority file to find names. This is required on the final exam. Once you find the name that fits the book, simply copy and paste the name from the 100 field in the authority record into your bibliographic record. Please do not over think this. Authority control can be quite easy. You are simply finding, copying, and pasting. Please refer back to my “Searching the AF for names” document, the podcast, and the videos.
Attached Files (PDF/DOCX): RDACatalogingWorksheetModules2through5.docx, Searching Connexion Transcription.pdf, 100 and 700 Tips Transcription.pdf, 246 Tips Transcription.pdf, 240 tips transcription.pdf, Module 3- Help searching the authority file.docx
Note: Content extraction from these files is restricted, please review them manually.
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Photocatalytic Paint: An Air-Purifying Interior Finish
My Major is Interior Design but it wasn’t an option on subject.
Objective:
In this assignment, you will research and present a sustainable and/or healthy finish or material used in interior design. The goal is to explore innovative materials that contribute to environmental responsibility and human well-being while considering their application in interior spaces. – Do not use one of the materials found in the text book, you are looking for new innovative materials that may or may not be commercially or readily available to the mainstream market.
Part 1: Research & Written Summary
- Select a Material
- Choose a finish or material that is considered sustainable, healthy, or innovative in the field of interior design.
- Your selection can focus on eco-friendly materials (e.g., recycled glass countertops, FSC-certified wood), low-VOC or non-toxic finishes, biophilic design elements, or emerging materials with unique sustainability benefits.
- Conduct Research
- Investigate the materials composition, production process, and environmental impact.
- Explore its benefits, such as reducing carbon footprint, improving indoor air quality, or promoting circular economy practices.
- Identify common applications in interior spaces and any challenges or limitations.
- Write a Summary (300-500 words)
- Provide a clear and concise summary of the material, its properties, and its benefits.
- Discuss real-world applications and how it compares to traditional alternatives.
- Include at least two sources from reputable industry publications, manufacturer websites, or sustainability organizations (avoid relying solely on marketing materials).
- Make sure your work includes your name, date, course and assignment info.
- Visuals & References
- Include at least one image of the material in use (with proper attribution if sourced online).
- Properly cite all sources in APA or MLA format.
Can you also talk about how it’s LEED certified.
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I need someone who can complete a microeconomics online cour…
it is an online course, 17 assignments, 9 modules.
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The significance of the Mongol Empire on global history
For Assignment #2, we will be looking at the significance of the Mongol Empire on global history. As we discussed in our meetings, the Mongols were significant not because they were mighty conquerors and empire builders (which was important), but because the construction of their huge empire allowed for the flow of ideas, people, technologies, trade goods, philosophies, and ideologies throughout Eurasia. As we discussed, the Pax Mongolica (the ‘Mongol Peace’) created a huge space in which transculturation accelerated, and the process of cultural exchange created new forms social and cultural developments. For this assignment, please consult our class slides and notes, as well as THIS link, ( ) which provides a brief overview of Mongol civilization and the importance of the ‘Mongol Moment’ in global history. In particular, refer to the section of the website sections titled ‘World History’ and ‘The Mongols in China’. As you review our class slides and notes, and consult this website, consider the following questions: 1. What was the ‘Pax Mongolica’, and why do you think that it accelerated the process of transculturation through Eurasia? Why was trade so important to the Mongols, and what did they do to expand it? (Discuss with reference to TWO factors). 2. How did the Mongols shape the cultural and social development of China? (Discuss THREE specific factors). 3. Many ideas, religions, technologies, cultural groups, trade goods and philosophies crossed Eurasia during the century of Mongol rule, transforming Silk Road civilizations and accelerating transculturation. Discuss TWO of these factors. (Remember that disease- the Bubonic Plague- was also something that crossed Eurasia during the period of Mongol rule.) Your response should be ONE PAGE in length, single-spaced, 12 point font. You should provide fairly equal analysis for each question. Please use only our class notes, slides, and the web link provided as sources for your answer.