Read Chapter 8: Eating Disorders; Chapter 9: Substance-Related Disorders; Pages 28 to 33: The Psychodynamic Model Kearney, C., & Trull, T. (2015). Abnormal psychology and life: A dimensional approach. 2nd edition. Cengage Learning. IBSN-13 9781285052342
Review the Weekly Scriptural Reflection: Ephesians 5:18; Luke 21:34; I Kings 19:19.
Select 1 or 2 topics or concepts from the weekly reading from Week three to include in your Learning Journal. Be sure to include reflections on the scriptural reading for the week in your journal as well. Use the template provided each week to organize and create your Journal by typing your responses into each section. The template for each week can be found on the Introduction page of this course in the Additional Resources. When you are finished, copy and paste what you have written from each section of the rubric onto a WORD document in paragraph format and upload your completed document into the assignment area to submit for grading
Day: November 19, 2020
This this a argumentative paper between between John T. Noonan and Mary Anne Warren. I want one page talking about John’s argument, the second page talking about Mary Anne Warren argument about the abortion, and the third page give my opinion about either side, the third page should also include the reference page, cite/acknowledge learning material used. I send the learning material for this topic it is called the Moral life pages 758-774
WP3: Formal, Research-Based Solution(s) Proposal
4,000 words minimum, 30% (300 pts)
Goals
In this project, you will utilize the research and information you have gathered during this course in order propose a solution about an issue of larger relevance. Using the proposal from WP2 and your annotated sources, you will now write an argument on your issue that has tangible goals: a proposal. By doing this, you will be providing a minimum of one possible solution for the issue you have researched. Your solution(s) should be couched in evidence you have collected from your research in order to validate the significance it has to the people it affects. You should discuss multiple schools of thought in relation to your own, partly to locate your contribution and partly to cite those who inspired your original position on the matter.
Use these brainstorming questions for freewriting and revising while working on this project:
As a researcher, what can you add what you have read so far? What aspects/points/angles are missing from your reading? How can you fill in the blanks? What remains to be covered? What is your contribution to the scholarship, or what new points, connections, or arguments can you make?
In this project you will demonstrate your ability to
use information from outside sources to inform your own debatable position in a credible way.
find information and evaluate its reliability.
summarize, paraphrase, and quote sources correctly
use evaluative knowledge to assess the relevance of an issue
use critical thinking to suggest at least one solution to a problem including feasible steps
provide effective peer feedback
revise well between drafts
On incorporating your sources:
-You will use a minimum of 10 SCHOLARLY sources for this essay. These sources should present a variety of authors who employ differing research methods and come from different schools of discipline in order to give the reader a holistic and enriching sense of the academic conversation concerning your issue.
-As weve discussed, for this class a scholarly source is an article of at least 7 pages from a peer-reviewed journal or a book by a scholar for a scholarly audience published by a university press.
-Use at least 10 but no more than 30 sources.
-Of your sources, at least half must be scholarly/secondary and no less than ten scholarly/secondary sources. For example, if you use 10 scholarly sources, you can use 5 primary sources.
-Your use of primary sources must be paired with your evaluation of their credibility especially in terms of why they are relevant to a general/popular or specific belief that brings some new, important perspective to your essay.
REMEMBER WHILE WRITING:
Make your goal narrow and debatable. Narrow your focus and do not let your argument topic be too broad or general.
Make your point with a strong thesis statement connected by topic sentences to a logical series of well-organized, appropriate, and specific details.
Your project should logically develop a complex argument about a topic, and in developing your argument, you should explain your reasoning rather than simply relying on descriptions. Remember to back your claims with evidence, reasoning, and warrants to connect these.
The sources do not necessarily have to carry the same weightsome will be mentioned more than others and in different ways.
You should dwell on the variety of methods, approaches, disciplines, audiences, and outcomes used by the authors of the sources you have collected.
Use quotations, paraphrases, signal phrases, along with correction citation format, both in-text and on your Works Cited page.
Your essay should focus on what scholars contribute, as you are only a new scholar to the area, however you can include your experience as a researcher. However, your experience, if any, should NOT be the bulk of your argument. So, yes, you can use I, but only when appropriate and referring to your own experiences.
Your essay should have:
A Title,
Introduction with a thesis. The thesis should be original, debatable, and focused
Body paragraphs that clearly develop your thesis
A Conclusion
Works Cited page
Minimal grammatical/coherency issues. While you can use I where appropriate, remember to check for you/we/our, contractions, and non-referent pronouns.
Correct MLA format
If you elect to use subheaders, remember that each section has a specific purpose and that not all sections carry equal importance. If you elect not to use subheaders, you should still satisfy the content that a proposal with subheaders provides to support and guide your proposal. See specific points about these components below.
General Criteria to Center Efforts
When revising or stuck in your writing process, review the following GENERAL criteria and ask yourself if youve covered them to the best of your ability:
Criteria
Absolutely
Sometimes
Not really
Your essay has a title that accurately reflects your topic and forecasts your position/argument.
Your introduction engages the reader’s attention and quickly sets up the specific context of your position/argument. Your thesis makes the position/argument clear early on in the essay and reflects the direction the paper will take.
Your assertions are supported by specific, thorough evidence that is also explained in terms of the essays overall argument.
The essay boasts a minimal number of mechanical (sentence-level) errors.
The position/argument shows complexity and is arguable. In short, you explain why the topic is important and worth debating.
Your essay includes evaluative judgments along with descriptions, which help the reader see how you connect the issues.
You incorporate an appropriate balance of direct quotations and paraphrases to adequately support your assertions. All resources are well integrated, fully discussed, and logically connected to the position/argument.
Your quotation and citation formats are correct.
Your conclusion answers “so what?” and outlines the solution(s) for the issue.
Subheaders and Specific Content Requirements
While using Subheaders is optional, the elements below will need to be satisfied in your proposal even if you do not use them. The names of these components also serve as generic subheading titles:
Elements required:
Set Up
Research Aim: Introduce the goal you had in your original research and the overall point of the proposal. This is the first opportunity to note why your issue matters along with which demographics it effects most and how.
Background: extremely brief summary of the history of your topic in which you may introduce why it deserves attention
Definition of Terms: introduce and define the main terms you use in your essay so the reader enters your proposal with a ready set of vocabulary. If no specialized terms exist, reflect on why this might be.
Substantial and Original Contribution to Knowledge: Transition from Set-up to discussion of Academic Conversation. This section outlines how you will build and add to what you have already researched and learned.
Academic Conversation
Literature Review: A discussion of the academic conversation surrounding your issue with meaningful evaluation of what each author contributes to your research and how their findings compare to those of your other sources.
Research Plan and Methodology: Theoretical Framework: In this section you discuss which research methods you used, including evaluation of your own research narrative in terms of how useful certain approaches were in comparison to others. Also note specific disciplines that informed your research more than others and evaluate why. So if for example, many of your sources come from scholars of psychology, note how that enhances and limits your findings. This area is also an opportunity to note additional research needed to reach conclusions in projects outside this one (i.e. in the reality where you might continue this past this project, what research would need to be done). Note how those gaps influence your findings or lack thereof.
Your Contributions
Solutions and Conclusion (Called Coding in one of our examples): These two elements are key to this project. You may decide to present them in combined form using one section or separate them into their own sections.
Solutions: Provide at least one tangible solution to a problem youve pinpointed within the issue youve researched. Provide steps and procedures you imagine necessary to reach this solution. Continue to imagine any obstaclesin the physical world or from those who oppose your goalsand even if you cannot imagine a way to overcome or calm those obstacles, acknowledge that the obstacles exist. Do not forget to emphasize why your solutions matter. Support your solutions with what youve learned from your research in order to provide credibility to your invented (original) elements. Be very specific and explicit.
Conclusions: Bring together the main points youve located in your research and created in your solutions in a reflective wrap-up that ties the essay together. This should be more than one brief paragraph.
Citation
MLA Works Cited Page and In-Text Citations where appropriate. Consult Owl Purdue with Citation Questions.
Elements not required: Cover page, Table of Contents, Abstract, Timeline, Facilities, Costs, Confidentiality
WP3 Grade Rubric: 300 points total
Set Up, 60 pts:
Research Aim(s)
Background
Definition of Terms
Substantial and Original Contribution to Knowledge
Academic Conversation, 100 pts:
Literature Review
Research Plan and Methodology: Theoretical Framework
Your Contributions, 100 pts:
Solutions
Conclusions
Citation, 30 pts:
Works Cited Page
In-text Citation
Fresh author note, 10 pts
Rubric
151 wp3
151 wp3
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Fresh author note, 10 pts
10.0 pts
Full Marks
0.0 pts
missing
10.0 pts
This criterion is linked to a Learning Outcome Set Up: Research Aim
Introduce the goal you had in your original research and the overall point of the proposal. This is the first opportunity to note why your issue matters along with which demographics it effects most and how.
15.0 to >14.0 pts
Full Marks
14.0 to >7.0 pts
Good to Decent
7.0 to >4.0 pts
Fair to Adequate
4.0 to >0.0 pts
Poor
0.0 pts
MISSING
15.0 pts
This criterion is linked to a Learning Outcome Set Up: Background
extremely brief summary of the history of your topic in which you may introduce why it deserves attention
15.0 to >14.0 pts
Full Marks
14.0 to >7.0 pts
Good to Decent
7.0 to >4.0 pts
Fair to Adequate
4.0 to >0.0 pts
Poor
0.0 pts
MISSING
15.0 pts
This criterion is linked to a Learning Outcome Set Up: Definition of Terms
introduce and define the main terms you use in your essay so the reader enters your proposal with a ready set of vocabulary. If no specialized terms exist, reflect on why this might be.
15.0 to >14.0 pts
Full Marks
14.0 to >7.0 pts
Good to Decent
7.0 to >4.0 pts
Fair to Adequate
4.0 to >0.0 pts
Poor
0.0 pts
MISSING
15.0 pts
This criterion is linked to a Learning Outcome Set Up: Substantial and Original Contribution to Knowledge
Transition from Set-up to discussion of Academic Conversation. This section outlines how you will build and add to what you have already researched and learned.
15.0 to >14.0 pts
Full Marks
14.0 to >7.0 pts
Good to Decent
7.0 to >4.0 pts
Fair to Adequate
4.0 to >0.0 pts
Poor
0.0 pts
MISSING
15.0 pts
This criterion is linked to a Learning Outcome Academic Conversation: Literature Review
Note the required number of scholarly articles in the main guidelines under “On incorporating your sources.”
A discussion of the academic conversation surrounding your issue with meaningful evaluation of what each author contributes to your research and how their findings compare to those of your other sources.
50.0 to >49.0 pts
Full Marks
49.0 to >23.33 pts
Good to Decent
23.33 to >13.33 pts
Fair to Adequate
13.33 to >0.0 pts
Poor
0.0 pts
MISSING
50.0 pts
This criterion is linked to a Learning Outcome Academic Conversation: Research Plan and Methodology, Theoretical Framework
In this section you discuss which research methods you used, including evaluation of your own research narrative in terms of how useful certain approaches were in comparison to others. Also note specific disciplines that informed your research more than others and evaluate why. So if for example, many of your sources come from scholars of psychology, note how that enhances and limits your findings. This area is also an opportunity to note additional research needed to reach conclusions in projects outside this one (i.e. in the reality where you might continue this past this project, what research would need to be done). Note how those gaps influence your findings or lack thereof.
50.0 to >49.0 pts
Full Marks
49.0 to >23.33 pts
Good to Decent
23.33 to >13.33 pts
Fair to Adequate
13.33 to >0.0 pts
Poor
0.0 pts
MISSING
50.0 pts
This criterion is linked to a Learning Outcome Your Contributions : Solutions (AT LEAST ONE TANGIBLE OF YOUR OWN INVENTION)
Provide at least one tangible solution to a problem youve pinpointed within the issue youve researched. Provide steps and procedures you imagine necessary to reach this solution. Continue to imagine any obstaclesin the physical world or from those who oppose your goalsand even if you cannot imagine a way to overcome or calm those obstacles, acknowledge that the obstacles exist. Do not forget to emphasize why your solutions matter. Support your solutions with what youve learned from your research in order to provide credibility to your invented (original) elements. Be very specific and explicit.
50.0 to >49.0 pts
Full Marks
49.0 to >23.33 pts
Good to Decent
23.33 to >13.33 pts
Fair to Adequate
13.33 to >0.0 pts
Poor
0.0 pts
MISSING
50.0 pts
This criterion is linked to a Learning Outcome Your Contributions: Conclusions
Bring together the main points youve located in your research and created in your solutions in a reflective wrap-up that ties the essay together. This should be MORE than one brief paragraph.
50.0 to >49.0 pts
Full Marks
49.0 to >23.33 pts
Good to Decent
23.33 to >13.33 pts
Fair to Adequate
13.33 to >0.0 pts
Poor
0.0 pts
MISSING
50.0 pts
This criterion is linked to a Learning Outcome Citation: MLA Works Cited Page
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_basic_format.htmlLinks to an external site.
15.0 to >14.7 pts
Full Marks
14.7 to >7.0 pts
Good to Decent
7.0 to >4.0 pts
Fair to Adequate
4.0 to >0.0 pts
Poor
0.0 pts
MISSING
15.0 pts
This criterion is linked to a Learning Outcome Citation: MLA In-text Citations
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.htmlLinks to an external site.
15.0 to >14.7 pts
Full Marks
14.7 to >7.0 pts
Good to Decent
7.0 to >4.0 pts
Fair to Adequate
4.0 to >0.0 pts
Poor
0.0 pts
MISSING
15.0 pts
Total Points: 300.0
Sources that need to be used for the information/quotes
Ackermann, Daniel, et al. Reference Intervals for the Urinary Steroid Metabolome: The Impact of Sex, Age, Day and Night Time on Human Adult Steroidogenesis. PLoS ONE, vol. 14, no. 3, Mar. 2019, pp. 119. EBSCOhost, doi:10.1371/journal.pone.0214549.
Choi, P. Y. L., et al. High-Dose Anabolic Steroids in Strength Athletes: Effects upon Hostility and Aggression. Human Psychopharmacology: Clinical & Experimental, vol. 5, no. 4, Dec. 1990, pp. 349356. EBSCOhost, doi:10.1002/hup.470050407.
Dunn, Matthew, et al. Do Performance and Image Enhancing Drug Users in Regional Queensland Experience Difficulty Accessing Health Services? Drug & Alcohol Review, vol. 35, no. 4, July 2016, pp. 377382. EBSCOhost, doi:10.1111/dar.12363
Francis, Innocent E., et al. Topical Steroids Inducing Cushings Syndrome and Subsequent Adrenal Axis Suppression. Annals of Medical & Health Sciences Research, vol. 9, no. 3, May 2019, pp. 629632. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=aph&AN=138307907&site=ehost-live.
McManus, Jeffrey M., et al. Rapid and Structure-Specific Cellular Uptake of Selected Steroids. PLoS ONE, vol. 14, no. 10, Oct. 2019, pp. 123. EBSCOhost, doi:10.1371/journal.pone.0224081.
Namjoshi, Dhananjay R., et al. Chronic Exposure to Androgenic-Anabolic Steroids Exacerbates Axonal Injury and Microgliosis in the CHIMERA Mouse Model of Repetitive Concussion. PLoS ONE, vol. 11, no. 1, Jan. 2016, pp. 121. EBSCOhost, doi:10.1371/journal.pone.0146540.
Sengupta, Sabyasachi, et al. Factors Predicting Response of Pseudophakic Cystoid Macular Edema to Topical Steroids and Nepafenac. Indian Journal of Ophthalmology, vol. 66, no. 6, June 2018, pp. 827830. EBSCOhost, doi:10.4103/ijo.IJO_735_17.
SHEARY, Belinda. Topical Steroid Withdrawal: A Case Series of 10 Children. Acta Dermato-Venereologica, vol. 99, no. 6, May 2019, pp. 551556. EBSCOhost, doi:10.2340/00015555-3144.
Tetel, M. J., et al. Steroids, Stress and the Gut Microbiomebrain Axis. Journal of Neuroendocrinology, vol. 30, no. 2, Feb. 2018, p. 1. EBSCOhost, doi:10.1111/jne.12548.
Turvey, Brent E., and Stan Crowder. Anabolic Steroid Abuse in Public Safety Personnel a Forensic Manual. Academic Press, 2015.
PLEASE READ THE INSTRUCTIONS CAREFULLY.
Respond to the following short essay questions based on the course materials presented for weeks 1-4 and researched material from outside the course.
1. Describe the challenges faced by US Customs and Border Protection agents attempting to secure the border. Be sure to include:
What is the functional equivalent of the border? Give an example.
What is the Fourth amendment exception as it pertains to border searches?
How are seizure statistics used to justify the mission of border security? Should they be.
2. What are “open markets and closed borders” as it pertains to smuggling, free trade, and border enforcement?
3. What are the challenges of facilitating legal border crossings while maintaining secure borders?
4. What has been the economic impact of terrorism on U.S. and Global Markets since 9/11 look at this from 9/11 to the present?
5. What has been the impact of the General Agreement on Tariffs and Trade (GATT) and North American Free Trade Agreement (NAFTA) agreements on cross border trade in North America?
Technical Requirements
Your paper must be at a minimum of 10 pages, at least 2 pages per question (the Title and Reference pages do not count towards the minimum limit).
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.
All submissions will be graded using the assignment rubric.
Program Evaluation Proposal
Cover page: Identify the title and yourself
Abstract (Maximum of 200 words in this format: Program specification, design & methods, expected results, and implication for practice and policy)
Evaluation Program Specification
Identify and select a program within the agency for evaluation (Note: If you are no longer in placement, identify and select a program that you would like to evaluate in the future)
List the goals and objectives of the program
Specify the client and or system conditions that the program attempts to address
Design a logic model for the evaluation program that includes (refer to the United Way manual)
Inputs/resources/limitations
Activities you will undertake to address the problem
Outputs you will produce/implement
Immediate or Short-term and long-term outcomes with a rationale for why these outcomes are expected to occur
Literature Review
Conduct and summarize a selective and critical review of the empirical literature on the problem/program (Refer to Chapter 14)
Attach a list of references used for writing this review
Research Design
Identify the specific research design you will use to address the question(s). What specific design (e.g., survey research, pre, quasi or true experimental design, interview) you will use to evaluate the program (refer to chapter 9)
Address the strengths and limitations of your design in answering the research question(s). How are you able to address threats to internal validity (e.g., selection, maturation, dropout, etc) using your design?
6. Sampling Selection (* Not random assignment)
What sampling method you will use? (refer to chapter 8)
What inclusive criteria will you use for selecting participants?
How will you recruit, contact, and retain participants?
How will you protect the rights of participants such as ethical issues of informed consent content, voluntary participation, protection of sensitive data, etc.
Measurement (* consistent with outcomes*)
Discuss the conceptualization and operationalization of your measures for the program.
Identify instruments/measures that you might use in evaluating the program (Refer to chapter 11)
Discuss the population/sample upon whom the instrument was developed and standardized, including statistical information and documentation on reliability and validity of the instrument. (Refer to chapter 12)
If you cannot find an established instrument/measure in the literature and decide to construct your own, you are required to provide sample items and state how you will address reliability and validity issues
Analysis Plan
This analysis plan should be linked to the evaluation research questions, goals, and objectives (= outcomes) of the program as well as linked to the evaluation design including measurement.
Students are expected to describe the appropriate statistical techniques for analyzing data on sample descriptive measures and outcomes measures.
Students may also summarize their analysis plan in table format by describing all measures and their level of measurement in addition to specifying the appropriate statistical techniques. (Refer to United Way manual)
Expected Results (*probable simulated data)
Tables & Figures for visual significance
Brief description of results along with statistical significance tests
Discussion
integration of results and prior literature
limitations, strengths, & ethical issues,
implications for policy, practice and future evaluation research
References (Include minimum of 10 empirical articles)
Appendices:
The logic model
Informed consent form
Any instruments with measures
Result tables & graphs
Please answer the following questions after reading On Strike and On Film. Each answer should be at least one double spaced page.
1. What is the central argument of the book, On Strike and On Film?
2. How does the International Union of Mine Mill and Smelter Workers achieve success in Grant county? How does the atmosphere of the Cold War impact the organizing efforts of the Mine-Mill union in New Mexico?
3. How does Ellen Baker use gender in her analysis? What is the relationship of gender to race and class as she sees it?
4. What are the filmmakers attempting to achieve and do they achieve it? What impact does the film have on its participants
=====================================================================
Here is the pdf:
https://www.perlego.com/book/538421/on-strike-and-on-film-mexican-american-families-and-blacklisted-filmmakers-in-cold-war-america-pdf
Analyze the proficiency level data in the Ms. Jensens 7th Grade Class AZELLA Scores document to place the students into appropriate groups for in-class activities.
In a 500-750 word essay, describe how you would group these students for in-class English language arts activities. Include a rationale for your choices.
Support this assignment with at least three scholarly resources.
Please answer the following questions after reading On Strike and On Film. Each answer should be at least one double spaced page.
1. What is the central argument of the book, On Strike and On Film?
2. How does the International Union of Mine Mill and Smelter Workers achieve success in Grant county? How does the atmosphere of the Cold War impact the organizing efforts of the Mine-Mill union in New Mexico?
3. How does Ellen Baker use gender in her analysis? What is the relationship of gender to race and class as she sees it?
4. What are the filmmakers attempting to achieve and do they achieve it? What impact does the film have on its participants
=====================================================================
https://www.perlego.com/book/538421/on-strike-and-on-film-mexican-american-families-and-blacklisted-filmmakers-in-cold-war-america-pdf
(You will need the account below to get access for the book)
login account: [email protected]
password: perlegopw123
An American technology company has been readying its new product for global distribution. Its global headquarters are located in Denver, Colorado. It wants to successfully launch its business internationally and needs to choose and research 3 countries, one in the Middle East, one in Asia, and one in Latin America so that it can sell its new product in these markets.
What are some of the differences between the cultures of the countries that you need to understand from a business standpoint?
Specifically, what considerations will be necessary to facilitate collaboration between these cultures?
Can you apply a U.S. management style in these countries? Why or why not? Identify the multicultural supervisory skills appropriate to build teamwork in the countries.
After studying the cultures of these countries, should you move forward with your business plan? Why or why not?
Book Reviews: Each student will complete and turn in a five-page book review based on Book Review Guidelines. The review will carefully summarize the major idea(s) of the selected book and critically analyze the idea(s) advanced in the book taking into consideration materials discussed in lectures and readings from previous units, where appropriate. Doubled-spaced 12pt Times New Roman
Kelly Brown Douglas, Stand Your Ground: Black Bodies and the Justice of God
Also, incorporate questions 1-6 listed below in completing the book review.
1. Identify and write a sentence or paragraph in the reading that you disliked, made you stumble or caused a moment of aha. Describe in at least one well-developed paragraph why the particular sentence stuck out or caused a response in you. (Include the page number where the sentence is found) (2 pts)
2. (If applicable) List and define (Using Gonzalez) words that are new to you. (2 pts)
3. Identify the thesis of this book, chapter, article, video or essay. What is the main argument of this text? (Include the page number where the thesis is found) (2 pts)
4. Identify some of the supporting claims and ideas of the text. Make note of page numbers where claims may be found and include quotes from the text. Example: Author A lists three key points to support the argument. First (2 pts)
5. How does this text inform your ministry/research interest and context? (2 pts)
6. Generate a critical question you would like to ask the author. (2 pts)
