Step One (20 points): Select and identify a topic that we will have covered in class/the reading prior to the assignment deadline. (Hint: The first sentence of your short paper should identify the topic you selected.)
Step Two (20 points): Briefly summarize what you already know from class/the reading about the topic. (Hint: After the first sentence that identifies the topic you selected, the rest of your first paragraph can focus on this brief summary.)
(The great majority of your paper should focus on Steps 3-6.)
Step Three (20 points): Identify questions you still have about the topic. (Hint: Don’t pick a topic about which you have no additional questions.)
Step Four: Consult the available research (from reputable sources) on the topic to see if the questions you identified in Step Three have already been answered. (Hint: You might need to visit the library to help you find any relevant research.)
Step Five (50 points): Describe what you learned from consulting the available research.
Step Six (50 points): If you were to conduct your own research on the topic, what would you do? Perhaps you might design an experiment or develop a survey. Describe in detail the research you would conduct and what you would hope to learn from the research. Note: I am not asking you to actually conduct any research; I am just asking you to propose it.
Step Seven (20 points): Cite any references you used in the creation of your paper. Your textbook counts as a reference.
Step Eight (20 points): Edit your paper for spelling and grammar. Make sure your writing is clear and organized.
Additional Guidelines:
This is a short paper. It should be 3-5 pages long (not including references). You can use 12-point Times New Roman font, and the paper can be double-spaced. Do not include a heading; just write your name at the very top of your paper.
The paper is due by the scheduled end of class on Thursday, December 6. See the syllabus for the policy regarding late papers.
I am here to help if you get stuck. That said, if you wait until the last minute, I probably won’t be able to help you very much because there won’t be time for me to help you.
The paper is worth 200 points. See the total possible points for each step (except for Step Four) noted above. Step Four is worth 0 points because the quality of your work for that step should be reflected in Step Five.
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Language Disorders Affect a Child Social Interactions Many rules must be applied correctly if effective communication is to occur.
Language Disorders Affect a Child Social Interactions
We often don’t think about these rules until something “goes wrong.” A student with a language disorder has difficulty mastering these rules, which can lead to communication breakdowns. These breakdowns occur with receptive and expressive language, as well as with pragmatics. The term pragmatics refers to the appropriate use of language in social contexts. Many students with language disorders who have trouble with pragmatics may be challenged by language-based social interactions. Listen as Dr. Lydia Soifer explains pragmatics.
In the case studies for this activity, you will read 3 examples of situations in which a child’s language disorder affects his/her social development. After reading the examples, answer the 5 questions posed in the activity.
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Pragmatics.pdf
4.As a counselor, explain in-depth, the value of assisting families to develop and use family rituals?
5.What are the benefits of a family genogram?
6.How can grant help nonprofit organizations for domestic violence?
7.How can grant help nonprofit organizations for child abuse?
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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How do language disorders affect a child’s social interactions
How do language disorders affect a child’s social interactions
Many rules must be applied correctly if effective communication is to occur. We often don’t think about these rules until something “goes wrong.” A student with a language disorder has difficulty mastering these rules, which can lead to communication breakdowns. These breakdowns occur with receptive and expressive language, as well as with pragmatics. The term pragmatics refers to the appropriate use of language in social contexts. Many students with language disorders who have trouble with pragmatics may be challenged by language-based social interactions. Listen as Dr. Lydia Soifer explains pragmatics. https://www.youtube.com/watch?v=q4rvrpmzfjA&feature=youtu.be
How is a good life defined, and what is your plan to achieve it? Please refer to themes from the assigned readings to support your answer.
Important: Not making reference to the assigned themes or readings in your answer to this question may result in requiring revisions to your seminar answers.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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How Attention Relates to Memory Processes and Storage Respond to the following in a short essay: Describe how attention relates to memory processes and storage.
How Attention Relates to Memory Processes and Storage
Discuss in attentional blindness, and then provide an example of this phenomenon from your own life. Explain the role of decay in memory processes and storage. I have included the three articles that we were given in class to use for this module and the assignment instructions, guideline, and grading rubric for the essay in the additional files section. “Memory is the process of maintaining information over time.” (Matlin, 2005)“Memory is the means by which we draw on our past experiences in order to use this information in the present’ (Sternberg, 1999).
Effects of age differences on Statistics Anxiety and attitude among undergraduate students
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Effects of age differences on Statistics Anxiety and attitude among undergraduate students
Abstract
Statistical anxiety is proving to be a menace in an educational setting especially for students pursuing a statistics-related course. It is exacerbated when students in non-statistical degree programs like sociology and humanities. The age of students has shown disparities in the group of students where older students have been shown to have greater anxiety than the younger students.
Effects of age differences on Statistics Anxiety and attitude among undergraduate
Apprehension to statistical data is by no means a rarity, as it falls under what psychology refers to as “statistics anxiety.” As bizarre as the term may seem, its reference to a person’s discomfort over dealing with anything about statistics attaches with it a cause of concern relating to the ability to present and interpret valuable data. However, according to Onwuegbuzie & Wilson (2003), about 80% of social and behavioural sciences students still experiences statistics anxiety. Thus, this negatively affects the student’s academic performance, including his/her psychological and physiological conditions (Zehra Ali & Iqbal, 2012). In this sense, the focus of this study is the group of students in non-statistical courses like sociology and humanities. The participants will be categorized into traditional and non-traditional students based on their age differences.
The importance of learning more about statistics anxiety relies on the essence of expanding statistics literacy, which is highly important in a democratic setting, where everyone’s input impacts the course of action (Chew & Dillon, 2014), considering the field’s instrumental contribution to the social sciences. Following fkee & Sulaiman (2014), statistical anxiety can be viewed as an obstacle to the student’s learning. Moreover, it is also found out that there is a significant relationship between intolerance of uncertainty and the age of student that highly promotes statistical anxiety (Legum et al., 2013; Williams, 2015). In the light of age demographics, according to Legum et al. (2013), there is a statistical significance between age and the levels of statistics anxiety where older students have shown greater statistical anxiety as opposed to the younger ones.Also student’s attitude towards statistics course may influence his/her performance. According to Sese’ (2015), attitude shows a strong direct analyst of performance and plays a great mediating role within the student’s academic performance. Students who have negative attitudes and unfavourable attitudes may contribute anxiety and low efficiency towards statistics (Dr. Eduljee & LeBourdais, 2015).
However, in a positive view, statistics anxiety is also a necessary provocation to help students to achieve optimal performance ((Dykerman, 2011); (Chei-Chang, Yu-Min, & Li-Tze, 2014); Macher et al., 2012).
The following hypotheses were constructed in the light of the above review:
There is a significant association between age demographics and statistics anxiety
Statistics anxiety heavily influences a student’s attitude towards statistical courses.
Many have come to appreciate the importance of literacy in statistics. This has resulted in an increasing number of statistical courses in various degree programs. According to Amanda (2010), close to 80% of the graduates, exhibit statistics anxiety especially in the fields of social and behavioral sciences. As a result, students usually procrastinate their statistics courses because of such fear (Chew & Dillon, 2015). Chew and Dillon (2014) asserts that empirical data provides evidence that those students who are in non-mathematical degree programs claim that statistics and related courses are the ‘most anxiety-inducing courses’ (Chew & Dillon, 2015). As the literature asserts, students in the non-statistical courses are more or less fearful of statistical courses infused in their degree programs (Chew & Dillon, 2015). This paper seeks to investigate the association between age and statistical anxiety in relation to the consequential development of attitude towards statistical courses.
Anxiety refers to worry and fear that an individual develops in anticipation of a threat even though the outcome is uncertain. In this sense, the individual exhibits fear and worry but is unable to point out the source of the anxiety (Jordan, McGladdery & Dyer, 2014). Regardless, he or she expects something harmful and even painful. The outcome of such behavior results in individuals avoiding likely sources of the anguish (Brown & Tallon, 2015). According to Amanda (2010), anxiety also includes the perception of our inability to control future events and that they might be related to several different events. As a result of the lack of control over the future events, anxiety might occur because people worry that things might happen and cause pain or stress (Bui & Alearo, 2011). Anxiety in the academics has been acknowledged extensively and has been asserted to take several forms including mathematics and statistics anxiety. According to Amanda Williams (2013), statistics anxiety has been considered to be “a multi-dimensional construct.” The six components of statistics anxiety include “worth of statistics, interpretation, test, class anxiety, computation self-concept, and the fear of asking help” (Williams, 2013). The aspect of interpretation anxiety refers to the fear and worry developed when students are faced with the task of interpreting the statistical results. Those with high scores on this aspect find statistics to be very provoking (Dykerman, 2011).
Several researchers have correlated it with age differences where they assert that older students exhibit more fear and worry when it comes to mathematical and statistical courses (Morsanyi et al., 2016). A study by Ngoc and (2011) involving 104 participants discovered that older students depicted the highest levels of anxiety as opposed to the younger ones. However, what stands out clear is that statistics anxiety depicted a direct correlation with age (Devaney, 2010). In other words, the traditional students are more anxious when compared to the non-traditional ones.
Methodology
The literature review pointed out that the two groups of students who are to be studied were the traditional and non-traditional students. Following their definition, the traditional students are those who studied mathematics or statistically related courses at the 11th year or below. The non-traditional students, on the other hand, are those who studied after the 11th year which includes the 12th year and university level. The desired sample size was 100 students but downsizing was solely for convenience purposes. A total of 50 students, 26 males and 24 females were involved in the data collection process of this study. Their ages varied from 18 years to 30 years. This is because students older than 30 were present in the university environs but most of them are not undergraduates.
This study involves assessing students to measure their levels of anxiety concerning taking statistical courses. During the data collection process, students were approached randomly regardless of their degree program.
The data was collected via a questionnaire which contains only one open-ended questions. Firstly, the student is to provide a general comment about the course expectations followed by an anxiety scale trying to score their level of anxiety when it comes to the course (Welch et al., 2015). The Likert scale is next component used to measure the attitudes of students followed by the demographic information.
Results
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
26 and below
30
60.0
61.2
61.2
Above 26
19
38.0
38.8
100.0
Total
49
98.0
100.0
Missing
Missing Values
1
2.0
Total
50
100.0
Table 1: Descriptive statistics for the age variable
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Year 11 and Below
14
28.0
28.0
28.0
Year 12 and Above
36
72.0
72.0
100.0
Total
50
100.0
100.0
Table 2: The level of mathematics education
CommentAttitude
N
Mean
Std. Deviation
Std. Error Mean
The Approximate attitude of each student towards statistics.
Positive
34
31.0588
3.77344
.64714
Negative
16
22.1875
.83417
.20854
Table 3: Group statistics for the independent t test for the student attitude variable.
Levene’s Test for Equality of Variances
F
Sig.
The Approximate attitude of each student towards statistics.
Equal variances assumed
66.509
.000
Equal variances not assumed
Table 5: The independent t test values for the attitude variable
CommentAnxiety
N
Mean
Std. Deviation
Std. Error Mean
The Approximate levels of anxiety for each student.
High Anx
11
36.64
1.567
.472
Low Anxi
37
28.70
3.527
.580
Table 6: Group statistics for the independent t test for the level of anxiety
Levene’s Test for Equality of Variances
F
Sig.
The Approximate levels of anxiety for each student.
Equal variances assumed
4.692
.036
Equal variances not assumed
Table 7: The independent t test for the anxiety variable
CommentAnxiety
Total
High Anx
Low Anxi
The Students’ age.
26 and below
7
23
30
Above 26
5
14
19
Total
12
37
49
Table 8: A crosstab showing the comparison of the students’ age and levels of anxiety
CommentAttitude
Total
Negative
Positive
The Students’ age.
26 and below
7
23
30
Above 26
9
10
19
Total
16
33
49
Table 9: A crosstab showing the comparison of the students’ age and attitude
CommentAttitude
Total
Negative
Positive
The Students’ age.
26 and below
7
23
30
Above 26
9
10
19
Total
16
33
49
Table 10: A crosstab showing the students’ level of math education and their attitudes
CommentAnxiety
Total
High Anx
Low Anxi
The highest level of Math studied.
Year 11 and Below
3
11
14
Year 12
4
11
15
University
6
15
21
Total
13
37
50
Table 11: A crosstab showing the students’ level of math education and their level of anxiety
Discussion
Following the study, the age variable was categorized into two groups, those aged 26 years and below, and those above 26 years. The former group refers to the non-traditional students whereas the latter comprised of the traditional ones. 60% of the sample was above 26 years whereas the remaining 40% were above 26 years. Also, 7 out of 30 students aged below 26 years depicted high levels of anxiety while 5 out 19 students aged above 26 years exhibited anxiety. 23 of 30 students remaining aged below 26 years showed low stress levels and 14 of 19 students above 26 years were also not anxious. 7 out 30 students aged below 26 years portrayed a negative attitude while the remaining 23 had a positive attitude. The non-traditional students were more fearful of statistics than the traditional ones. This could be attributed to the fact that the older students had learned about statistics in their recent past coupled with the fact that they also have higher levels of mathematical education (González et al., 2016). For those over 26 years, 9 out of 19 students had a negative attitude while the remaining 10 had a positive attitude. As such, more students with a positive attitude exhibited low levels of anxiety while the few who had a negative attitude had high levels of anxiety and stress.
Following the independent t-test, there were significant differences between the sample group means considering that a significant value of 0.036 was achieved which is less than 0.05. There were several groups obtained from the data extrapolated from the variables and they include high levels of anxiety, low anxiety levels, positive and negative attitude. This statistical finding could be explained by the fact that students with higher levels of anxiety developed a negative attitude towards statistics and vice versa. This study is significant and can prove to be helpful in the development and implementation of interventions for students with statistics anxiety in a bid to reduce the dislike for the non-mathematical courses taking statistics (Morsanyi et al., 2016).
Reference
Bui, N. H., & Alearo, M. A. (2011). Statistics Anxiety And Science Attitudes: Age, Gender, And Ethnicity Factors. College Student Journal, 45(3), 573-585.
Brown, M. J., & Tallon, J. (2015). The Effects Of pre-Lecture Quizzes On Test Anxiety And Performance In A Statistics Course. Education, 135(3), 346-350.
Chei-Chang, C., Yu-Min, W., & Li-Tze, L. (2014). Reducing Statistics Anxiety And Enhancing Statistics Learning Achievement: Effectiveness Of A One-Minute Strategy. Psychological Reports, 115(1), 297-310.
Chew, P. H., & Dillon, D. B. (2015). Statistics Anxiety and Attitudes Toward Statistics. Annual International Conference On Cognitive & Behavioral Psychology, 148-151.
Devaney, T. A. (2010). Anxiety and attitudes of graduate students in on-campus vs. online statistics courses. Journal of Statistics Education, 18(1), 1-15.
Dykeman, B. F. (2011). Statistics Anxiety: Antecedents And Instructional Interventions. Education, 132(2), 441-446.
Eduljee, N. B., & LeBourdais, P. (2015). Gender differences in statistics anxiety with undergraduate college students. The International Journal of Indian Psychology, 2(3), 69-82.
Erfanmanesh, M. (2016). Information seeking anxiety: Effects of gender, level of study and age. Library Philosoph and Practice (e-journal), 1-20.
González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning & Individual Differences, 45214-221.
Jordan, J., McGladdery, G., & Dyer, K. (2014). Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being. Dyslexia (10769242), 20(3), 225-240.
Legum, H., Schmitt, B., Pointer, M., Murray, R., O’Bryant, B., Owens-Southall, M., & Jeter-Twilley, R. (2013).The relationship between undergraduate and graduate students’ statistical anxiety, worry levels, and their coping skills based on age and gender,The AABSS Journal 17, 305-314.
Macher, D., Papousek, I., Ruggeri, K., and Paechter, M. (2015). Statistics anxiety and performance: Blessings in disguise.Frontiers in Psychology, 6, doi: 10.3389/fpsyg.2015.01116.
Ngoc, B. H., & Alearo, M. A. (2011). Statistics anxiety and science attitudes: age, gender and ethnicity factors. College Student Journal, 55(3), p573.
Sesé, A., Jiménez, R., Montaño, J., & Palmer, A. (2015). Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? // ¿Pueden las actitudes hacia la estadística y la ansiedad estadística explicar el rendimiento de losestudiantes?.REV PSICODIDACT, 20(2), 285-304. http://dx.doi.org/10.1387/revpsicodidact.13080.
Welch, P. S., Jacks, M. E., Smiley, L. A., Walden, C. E., Clark, W. D., & Nguyen, C. A. (2015). A Study of Statistics Anxiety Levels of Graduate Dental Hygiene Students. Journal Of Dental Hygiene, 89(1), 46-54.
Williams, A. S. (2013). Worry, Intolerance of Uncertainty, and Statistics Anxiety. Statistics Education Research Journal, 12(1), 48-59.
Williams, A. (2015). Statistics anxiety and worry: the roles of worry beliefs, negative problem orientation, and cognitive avoidance, Statistics Education Research Journal, 14(2), 53-75.
Zehra Ali, A. & Iqbal, F. (2012). Statistics Anxiety among Psychology Graduates: An Analysis, 53, 113. http://dx.doi.org/10.7763/IPEDR. 2012.
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Mental health services are an important and specialized area that is experiencing a serious problem in the U.S. health care system. A major problem in gaining support for the care and treatment of people with mental illness is that the diagnosis, treatment, and cure are not as precise, certain, and assured as other types of illness. Treatment of mental illness consists of helping patients live with their condition and cannot promise a cure.
A number of different professionals provide mental health services in a variety of settings. In this module, you studied the role of mental health service providers and how they interact with mental health patients.
Select a mental health profession that you would like to research. In a 1-2 page paper, written in APA format, address the following:
Just casual opinions about theories of Spinoza, Kant, Rousseau, Nietzsche, Schopenhauer and Hobbs. 4 pages each of them.
Please do not use any citation or references except the book called B. R. Hergenhahn & Tracy Henley, An Introduction to the History of Psychology, 2017. 7th ed. Thomson/Wadsworth, 2014. please write about them separately , also don’t have to be too formal.
Spinoza addresses two of the most serious challenges facing his thoroughgoing naturalism. First, he attempts to show that human beings follow the order of nature. Human beings, on Spinoza’s view, have causal natures similar in kind to other ordinary objects, other “finite modes” in the technical language of the Ethics, so they ought to be analyzed and understood in the same way as the rest of nature. Second, Spinoza attempts to show that moral concepts, such as the concepts of good and evil, virtue, and perfection, have a basis in human psychology. Just as human beings are no different from the rest of nature, so moral concepts are no different from other concepts.
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History of Modern Psychology Paper A History of Modern Psychology
Write a 700- to 1,050-word paper in which you discuss the roots in early philosophy leading into the 19th century that influenced the development of modern
psychology.
History of Modern Psychology Paper
Include the following:
Identify philosophers that historically relate to the beginnings of psychology as a formal discipline.
Identify major philosophers in the western tradition that were primary contributors to the formation of psychology as a discipline.
Explore the development of the science of psychology during the 19th century. The book presents the continuing refinement of the tools, techniques, and methods of psychology in order to achieve increased precision and objectivity.
Format your paper consistent with APA guidelines.
