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Q1…Identify the most accurate sentential counterpart to the natural language proposition

“If Smith increases enrollment, then both Baylor and Rice do not raise tuition.”

S = “Smith increases enrollment”; B = “Baylor raises tuition”; R = “Rice raises tuition”

Select one:

a.

S → (∼B • ∼R)

b.

(∼B • ∼R) ∨ S

c.

(∼B • ∼R) → S

d.

S → ∼(B • R)

e.

∼ (B • R) → S

Question 2

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Identify the most accurate sentential counterpart to the natural language proposition.

“Either Redbook increases circulation or both Glamour hires models and Cosmo raises its price.”

R = “Redbook increases circulation”; G = “Glamour hires models”; C = “Cosmo raises its price”

Select one:

a.

R ∨ G • C

b.

R → (G • C)

c.

R • (G ∨ C)

d.

(G • C) → R

e.

R ∨ (G • C)

Question 3

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Time expands coverage, then neither Money hires new writers nor Forbes solicits new advertisers.”

T = “Time expands coverage”; M = “Money hires new writers”; F = “Forbes solicits new advertisers”

Select one:

a.

T → (∼M ∨ F)

b.

T → ∼ (M ∨ F)

c.

T → (∼M ∨ ∼F)

d. T → ∼(M • F)

e. ∼ (M ∨ F) → T

Question 4

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Identify the most accurate sentential counterpart to the natural language proposition.

“If People raises its price, then either Time expands coverage or Newsweek does not increase circulation.”

P = “People raises its prices”; T = “Time expands coverage”; N = “Newsweek increases circulation”

Select one:

a. P → T ∨ ∼N

b.

(P → T) ∨ ∼N

c. (T ∨ ∼N) → P

d.

P → (T ∨ ∼N)

e.

P → (T ∨ N)

Question 5

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Identify the most accurate sentential counterpart to the natural language proposition.

“Either Safeco reduces premiums and Geico cuts costs or Farmers hires agents.”

S = “Safeco reduces premiums”; G = “Geico cuts costs”; F = “Farmers hires agents”

Select one:

a. S • (G ∨ F)

b. (S • G) → F

c.

(S • G) ∨ F

d. (S ∨ G) • F

e.

S ∨ (G • F)

Question 6

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Liberty opens new offices, then not both Travelers and Conseco run an ad.”

L = “Liberty opens new offices”; T = “Travelers runs an ad; C = “Conseco runs an ad”

Select one:

a. L → ∼ (T • C)

b. ∼ [C • (L → C)]

c.

L → (∼T • ∼C)

d.

∼ (T • C) → L

e.

(∼T • ∼C) → L

Question 7

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Identify the most accurate sentential counterpart to the natural language proposition.

“If neither Safeco cuts costs nor Travelers runs an ad, then Progressive increases its territory.”

S = “Safeco cuts costs”; T = “Travelers runs an ad”; P = “Progressive increases its territory”

Select one:

a. ∼ (S ∨ T) → P

b.

P → (∼S ∨ ∼T)

c.

(∼S ∨ ∼T) → P

d.

(S ∨ T) → P

e. P → ∼(S ∨ T)

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Identify the most accurate sentential counterpart to the natural language proposition.

“If either Nationwide or Geico does not open new offices, then Metropolitan does not hire agents.”

N = “Nationwide opens new offices”; G = “Geico opens new offices”; M = “Metropolitan hires agents”

Select one:

a.

(∼N ∨ ∼G) → ∼M

b.

(∼N • ∼G) → ∼M

c.

∼ (N ∨ G) → ∼M

d.

∼N ∨ (∼G → ∼M)

e.

∼[ (N ∨ G) → M]

Question 9

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Progressive expands coverage then both Liberty and Conseco do not cut costs.”

P = “Progressive expands coverage”; L = “Liberty cuts costs”; C = “Conseco cuts costs”

Select one:

a.

(∼L • ∼C) → P

b.

P → (∼L • ∼C)

c.

P → ∼ (L • C)

d.

P → (∼L ∨ ∼C)

e.

P → (L • ∼C)

Question 10

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Identify the most accurate sentential counterpart to the natural language proposition.

“If either Farmers runs an ad or Nationwide cuts costs, then if Safeco expands coverage then Geico pays a dividend.”

F = “Farmers run an ad”; N = “Nationwide cuts costs”; S = “Safeco expands coverage”; G = “Geico pays dividends”

 

Select one:

a.

(F ∨ N) → (G → S)

b.

[F → (S → G)] ∨ [N → (S → G)]

c.

[(F ∨ N) → S] → G

d.

(F ∨ N) → (S → G)

e.

F ∨ [N → (S → G)]

Question 11

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Determine the argument form below:

1. H → ∼ M

2. M           

3. ∼ H

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 12

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Determine the argument form below:

1. ∼ D → N

2. D           

3. ∼N

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 13

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Determine the argument form below:

1. ∼ S

2. ∼ S → F

3. F

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 14

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Determine the argument form below:

1. S ∨ ∼T

2. ∼ S      

3. ∼ T

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 15

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Determine the argument form below:

1. ∼J → C

2. C → ∼T

3. ∼J → ∼T

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive syllogism

g. affirming the consequent

h. denying the antecedent

Question 16

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Determine the argument form below:

1. L

2. ∼N → L

3. ∼N

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 17

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Determine the argument form below:

1. G ∨ ∼T

2. (G → ∼H) • (∼T → A)

3. ∼H ∨ A

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 18

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Determine the argument form below:

1. K ∨ ∼B

2. B         

3. K

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 19

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Determine the argument form below:

1. [P ∨ (D → T)] → ∼ (C • R)

2. [P ∨ (D → T)]                   

3. ∼ (C • R)

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 20

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Determine the argument form below:

1. (T → W) → [K • (E → Q)]

2. ∼ [K • (E → Q)]                

3. ∼ (T → W)

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

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Psycology Human Growth & Development

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Looking for a movie that will discuss Psychology Human Growth & Development and to complete this assignment

Book Materials

Chapter : About Human Development: A Life-Span View Cover Image Book Title: Human Development: A Life-Span

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Discussion: Attention and Consciousness

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Attention is a cognitive function that plays a central role in almost everything we do throughout the day. Based on this week’s readings, discuss the area/aspect of attention that you think is most important for or most influential on cognition. For example, when is vigilance or divided attention important for cognitive processing? Or how can unconscious processing influence our perception of an item? Be sure to support your opinions with specific terms and theories from the readings. How could you apply the ideas you have discussed to different settings, for example, in driving or advertising?

please follow and support the questions in detail.

No Grammar issue , No Plag APA format.

I will add a student paper under here

Student Answer below do not copy rewrite your own answer

Student Answer

 

Attention is choosing and processing a specific amount of information from all of the information that is being absorbed by our senses, stored memories and other cognitive processes (Sternberg & Sternberg, 2017, p. 119). The four main areas of attention are signal detection and vigilance, search, selective attention and divided attention. Although they are each very important depending on the circumstances, selective attentions stands out to be the most important for cognition. For cognitive processes to happen, a person has to be able to pay attention to and focus on something for a certain amount of time.

There are several “filter and bottleneck” theories to help explain selective attention. A filter blocks some of the information going through, selecting only a part of it while the bottleneck slows down the information that is passing through (Sternberg & Sternberg, 2017, p. 128). This can be explained more with the Early Filter Model by Donald Broadbent which says that all information comes through and is stored in sensory memory for a very short period of time. It is then moved forward to a filter that will only allow one message to move forward again and be processed in more detail. From our short-term memory, we can pick and choose which information we want to keep and use later.

This is important for cognitive processing because if we were not able to selectively focus on certain information while other conversations around us are happening, it would be too hard to process the information and store it for later use. A weakness of this is that sometimes the information that is picked up on is due to the loudness, pitch, accent (Sternberg & Sternberg, 2017) or sometimes whatever information sounds more exciting versus what is more important. This is known as the cocktail party problem. For those who are not very good with divided attention, selective attention is very important when driving past an accident. At the same time, divided attention is more important for drivers than selective because there is always a lot to look out for while driving.

References

Sternberg, R. J., & Sternberg, K. (2016). Cognitive Psychology (7th ed.) Boston: MA. Cengage Learning. P. 117-154.

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differential experience hypothesis.

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There is now considerable evidence that people are much better at discriminating among faces of their own race or ethnic group than among faces of other races or ethnic groups (Bartol & Bartol, 2004). Researchers call this phenomenon own-race bias (ORB), or it is sometimes referred to as “own-race effect” or “cross-race effect.” Although there are several possible explanations for ORB, the most popular is called the differential experience hypothesis. The hypothesis states that individuals will have greater familiarity or experience with members of their own race and will thus be better able to discern differences among its members.   Thoughts/reactions??
300 words APA

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Stages of Group Therapy

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PSYCHOLOGY WRITERS ONLY**

 

A simple way to remember the stages of group therapy is as follows: form, storm, norm, perform, and adjourn. For its members, a therapy group begins with the group’s first gathering (form). Early meetings are frequently accompanied by some level of conflict (storm) as members learn to work together and establish the “rules” of the group. As members become more comfortable with the process (norm), their ability to work toward a common goal improves (perform). This is when the bulk of the therapy group’s productivity occurs. Finally, when the desired results have been achieved, the group terminates (adjourn). There are more scientific names associated with these stages, and there can be sub-stages, as well, but the underlying concepts of progression and change over time remain the same.

Effective therapy group leaders should be aware of what clients may be feeling during particular stages of group therapy and know techniques to help the group members move throughout the various stages. In addition, therapy group leaders need to be aware of group dynamics, including recognizing how therapy groups get stuck, as well as why and how to help groups move through barriers. At times a group leader might let the group work through its own problems, but, at other times, the leader needs to be proactive and take control of the therapy group.

For this Discussion, select one of the stages of group therapy. Consider the key characteristics of the stage you selected and how you might identify that stage during the therapy process. Also, think about the steps you might take to smoothly transition therapy group members to the next stage.

With these thoughts in mind:

 

WRITE a brief description of the stage you selected. Then, explain how you might recognize this stage in the therapy process (e.g., what you would do or say during this stage, what therapy group members would do and say during this stage). As the group therapy leader, explain what you might do in order to transition the group to the next stage. Provide examples to support your response.

**STAY ON TOPIC**

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Read Eliza’s case study

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Read Eliza’s case study: Part two and review your completed Biopsychosocial Assessment about Eliza. This assignment has four parts:

  • Treatment Plan Development
  • Problem Identification and Diagnostic Decision Making
  • Theoretical Approach
  • Progress Monitoring

In a 1,500-1,750-word paper and treatment plan, include the following:

Part 1: Treatment Plan Development

Develop a treatment plan for Eliza using the attached treatment plan template. Be sure to complete each component of the treatment plan:

  • Diagnosis
  • Problem Description
  • Goal
  • Objective
  • Intervention
  • Target Date

Part 2: Problem Identification and Diagnostic Decision Making

  • Discuss how you would use the Level 01 Cross-Cutting Measure (CCM-1) to inform the treatment plan development process.
  • Identify and describe Eliza’s diagnosis and the process utilized in determining a final diagnosis using the most current version of the DSM and the ICD.

Part 3: Theoretical Approach

  • Discuss what treatment theory you would use with Eliza. Be sure to discuss how your theory of choice describes the formulation of problems, the change process, and the utilizations of its therapeutic techniques as intervention and prevention strategies.
  • Provide a description of how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through the lens of your counseling theory of choice.

Part 4: Progress Monitoring

  • Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided.
  • Identify one additional assessment or test that would measure the symptoms you are attempting to assess based on the treatment goals/plan. Discuss the standardization of the assessment, its appropriateness for the case, how it’s administered, and the interpretation of the results.
  • Describe how you would convey the assessment findings to the client and her family.
  • Include how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Be sure to include 8 to 10 scholarly resources in your paper.

Submit the paper and treatment plan template to your instructor.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
CNL-610 CNL-610-O500 CNL-610 Benchmark – Treatment Plan and Progress Monitoring: Eliza (Obj. 4.1, 4.2, 4.3, 4.5 and 4.6) 150.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Part 1: Treatment Plan Development 20.0% Does not demonstrate an understanding of the assignment; does not include or incorrectly includes the diagnosis, problem description, goal, objective, intervention, and target date in the treatment plan for Eliza based on the case information. Treatment Plan does not demonstrate understanding of the topic. Includes little understanding of the assignment directions. Vaguely or incompletely includes the diagnosis, problem description, goal, objective, intervention, and target date in the treatment plan for Eliza based on the case information.Treatment Plan demonstrates a poor understanding of the topic. Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment.Treatment Plan demonstrates a basic understanding of the topic. Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment. Treatment Plan demonstrates an understanding that extends beyond the surface of the topic. Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment. Treatment Plan demonstrates an exceptional understanding of the topic.
Part 2: Problem Identification and Diagnostic Decision-Making (C1.5) 15.0% Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay does not demonstrate understanding of the topic. Includes little understanding of the assignment directions. Vaguely or incompletely discusses how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information.Essay demonstrates a poor understanding of the topic. Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information.Essay demonstrates a basic understanding of the topic. Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay demonstrates an understanding that extends beyond the surface of the topic. Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay demonstrates an exceptional understanding of the topic.
Part 3: Theoretical Approach (C1.6) 15.0% Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay does not demonstrate understanding of the topic. Includes little understanding of the assignment directions. Vaguely or incompletely discusses what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice.Essay demonstrates a poor understanding of the topic. Provides a basic discussion of what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice.Essay demonstrates a basic understanding of the topic. Provides a thorough discussion and includes relevant examples about what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay demonstrates an understanding that extends beyond the surface of the topic. Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay demonstrates an exceptional understanding of the topic.
Part 4: Progress Monitoring 20.0% Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay does not demonstrate understanding of the topic. Includes little understanding of the assignment directions. Vaguely or incompletely discusses what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.Essay demonstrates a poor understanding of the topic. Provides a basic discussion about what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.Essay demonstrates a basic understanding of the topic. Provides a thorough discussion and includes relevant examples about what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay demonstrates an understanding that extends beyond the surface of the topic. Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay demonstrates an exceptional understanding of the topic.
Organization and Effectiveness 20.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Paper Format (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

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Colonialism and Neutral Parties ESSAY ASAP/ Essay 4

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PSYC 420

Essay Topics

 

Essay 1 – Module/Week 2:

Topic: Epistemology Define epistemology and describe the 3 models of how certain we are that our perceptions mirror reality. Which position do you hold, and why? What are the different methods of knowing (see Entwistle chapter 5)? What are the limitations of these (or any) methods of knowing? What methods of knowing are appropriate for Christians, and why?

 

Essay 2 – Module/Week 3:

Topic: Philosophical Anthropology Define philosophical anthropology and compare the psychological and theological understandings of philosophical anthropology. Identify several distinct contributions offered by psychology that are absent (not offered in detail) from Christian theology. Identify several distinct contributions offered by Christian theology that are absent (or not offered in detail) from psychology. Are psychological and theological perspectives on philosophical anthropology ultimately opposed to and irreconcilable with each other, or can they be reconciled? Defend your answer.

 

Essay 3 – Module/Week 4:

Topic: Enemies and Spies

 

Choose 1 of the 2 prompts below on which to comment.

 

1. Entwistle asserts: “those with whom we disagree often have things to teach us… [we must] ask ourselves what is to be learned and appreciated” from those with whom we disagree. Identify at least 3 things that you appreciate/can learn from those who hold the secular combatants’ or Christian combatants’ versions of the Enemies model.

2. After reading chapter 9 and watching the Antagonism video, what concerns, if any, do you have about the influence of secular assumptions on the field of psychology? What concerns, if any, do you have about the claims and counsel of the nouthetic counseling movement?

 

Essay 4 – Module/ Week 5:

Topic: Colonialism and Neutral Partiesm

 

Choose 1 of the 2 prompts below on which to comment.

 

1. The Colonialist model ostensibly recognizes the value of psychology, but it does not typically result in deep engagement with the findings or methods of psychology. How might this be applied to a topic such as eating disorders or depression? What would be some of the advantages and disadvantages of this approach?

 

2. Entwistle distinguishes between scriptural authority and theological interpretation. Do you agree? Why might this distinction be important? Support your view with an example.

 

Essay 5 Module/Week 6:

 

Topic: Allies and Transformational Psychology

 

Choose 1 of the 2 prompts below on which to comment.

 

1. Entwistle noted that “theological reflection typically focuses more on God’s workings in the world,” while “psychological reflection typically focuses more on the workings of God’s world.” What implications does this have for the relationship between psychology and Christianity?

2. Kepler saw astronomers as “priests of Almighty God” who have “the honour of standing guard…at the door of the shrine at whose high altar Copernicus performs divine service.” How might this sentiment apply to all of us who study the book of God’s Works? How can we heed Kepler’s warning to “not consider the glory of our intellects, but the glory of God” in our academic and disciplinary pursuits?

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Phi 103 Week 3 Assignment

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Counterargument Paper

 

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

 

Here are the steps to prepare to write the counterargument paper:

 

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

 

In your paper,

 

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

 

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

 

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.

 

 

The Counterargument Paper

 

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

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Family Processes in Family Resilience

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Part 1***

We reviewed the Key Family Processes in Family Resilience.  Read this week’s journal article by Hackbarth, M., Pavkov, T., Wetchler, J., & Flannery, M. (2012) and compare and contrast the similarities and differences between the elements of resiliency depicted by the families in the article with the key elements addressed in the readings.

Remember to cite the readings (using in-text citations) in your posts and include a reference list APA style at the bottom of the post. Minimum 3 paragraphs 

***Part 2***

Looking back over your entire life, can you identify the developmental stages as they apply to your family experience?  Which stage has been the most significant for you?  How can understanding your own experience help you to appreciate the experiences of others?   See the Stages of Family Life Cycle Table in the text.  The stages are, Leaving home:  single young adults, The joining of families through marriage:  the new couple, Families with young children, Families with adolescents, Launching children and moving on, Families in later life.

Remember to cite the readings (using in-text citations) in your posts and include a reference list APA style at the bottom of the post. Minimum 3 paragraphs 

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Journal Article Critiques

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Running Head: PSYCHOLOGY LABORATORY OF 20TH CENTURY 1

 

PSYCHOLOGY LABORATORY OF 20TH CENTURY

 

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Article:

The Psychology Laboratory at the Turn of the 20th Century

By Ludy T. Benjamin, Jr.

Alice Chan (Student)

AU ID 2750777

PSYCH 290

Journal Article Critique 1

Shelley Sikora (tutor)

November 03, 2011

Body of the Text

1. Research Question or Problem

 

The purpose of the article is to outline the influence that psychology laboratories have had on modern psychology, and how experimental laboratory has changed psychology into a discipline of science.

 

2. Introduction

 

During the 1800s, psychologists made great efforts to change psychology to a discipline of science instead of being a part of philosophy or a mystical subject. They believed that psychology is testable like many other science curriculums. According to the article, by 1880 the experimental laboratory was the “public icon for natural science” (Ludy, 2000, p.318). The first experimental laboratory was founded by Wundt in 1879 and this marks the beginning of modern psychology as science. Many great psychologists, stated in the article, have shown great support and attraction towards the idea of the experimental laboratory. Although the laboratory is no longer viewed as an icon for psychology, it is still an important training place for all undergraduate psychology students.

 

3. Methodology

 

In this article, the author uses history to support his argument that the psychology laboratory was instrumental in transforming psychology from philosophy to science. References of famous psychologists were used and cited to support the author’s historical approach for the article. Table 1 (Ludy, 2000, p319) is a list of laboratories that have been built from 1883 to 1900 in the United States. Figure 1 (Ludy, 2000, p.320) is an example of how the early psychology experimental laboratories looked like.

 

4. Results

 

The experimental laboratory does mark the beginning of psychology and the emergence from philosophy. Ludy uses reference, dated back from 1800, and cited phrases from famous psychologists to explain how the first Wundt Laboratory aided the growth and spread of Psychology worldwide. A list of laboratories from table 1 (Ludy, 2000, p.320) demonstrates how rapidly Psychology spread after the beginning of the Wundt Laboratory in the United States. Cattell’s letter to his parents, cited in the article, gives an example of what was tested in the early laboratory. In addition, the author cites Wolfe’s second annual report to demonstrate how psychologists of the time believed that psychology was a science like any other. Figure 1 (Ludy, 2000, p.320) is a psychology laboratory that shows the similarity with other natural science laboratories. In addition important psychologists, like Harry Kirke Wolfe, Wundt, and Hall are mentioned for their contribution and support of the psychology lab. The “American Journal of Psychology and Science”, mention by Ludy, shows that the public believed that psychology laboratories were no different from other natural science laboratories. At the end of the article Ludy uses references, dated after the 1900, from various sources to show how the use of psychology laboratories changed in the 20th century. According to the cited work, the psychology laboratory is no longer viewed as an icon but a training ground which all undergraduate psychology students must go through.

 

5. Discussion

 

Ludy (2000) concluded that the psychology laboratory “no longer serves as an enduring motif.” (Ludy, 2000, p.321) After the 20th century, psychology has become a discipline of science and the laboratory is no longer an icon; it is just a standard training ground for all psychology students. After Wundt’s first laboratory, “proliferation of American laboratories at the turn of the century changed the nature of graduate education.” (Ludy, 2000, p.321) The laboratory is no longer a place for scholars and psychologists; it has become part of a curriculum that all undergrad psychology students must enrol in to graduate.

 

6. List of Reference

 

The references selected by the author support the article’s purpose and are cited within the body of the text. Because the method used in this article was an historical approach, therefore the references date all the way back from the 1800s to the 1990s. The author used a variety of sources to prove his work and reasoning.

 

7. Personal Reaction

 

I found this to be an interesting article. I have always wondered where psychology emerged from and how it has been scientifically accepted. Contrary to my expectations, the experimental laboratory is the key to all the answers. I was impressed with early psychologists’ determination and diligence in using the scientific method to test their hypotheses, thereby changing public opinion towards an acceptance of psychology as a new science.

After reading the article I have a few questions in mind. The author did not mention the view from the other natural science curriculum, do they support psychology as a counterpart to science or are they against it? Also, are there any psychologists against the experimental laboratory during that time? If so why or why not?

 

 

Reference

 

Ludy T. Benjamin, Jr. (2000). The Psychology Laboratory at the Turn of the 20th Century. Texax A&M Universit, 55(3), 318-321. Doi:10.1037//0003-066X.55.3.318

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