What you could do to SPECIFICALLY advocate for your organization slide

What you could do to SPECIFICALLY advocate for your organization slide

Each student will be required to present their final Social Impact – Global Advocacy proposal and where they volunteered at a local community for there 15 service hours. This is an activity that you currently not active doing so it must be something new. It also cannot be something that you have already have done. Finally, it must be related to psychology. Please get permission from your professor before you begin.

Your presentation should include the following:

*PLEASE ADD PRESENTER NOTES*

  1. Title page slide
  2. Summary of your organization including why it is needed slide
  3. What the mission and the goals of your organization are slide
  4. What you could do to SPECIFICALLY advocate for your organization (increase awareness, founding, outreach, etc.) slide
  5. Call for action slide – Why should be care?
  6. Reference page slide
  7. What you did for your volunteer hours slide.

    *PLEASE ADD PRESENTER NOTES*

What are your personal beliefs about the current American healthcare system?

What are your personal beliefs about the current American healthcare system?

American Health Care Essay

In this unit, we learned about different institutions like family, education, religion, and health care that influence society. For the Unit VII assignment, you will answer a series of response questions applying concepts you learned in this unit and previous units regarding sociological perspectives, groups, and social structures. The following concepts in the course textbook will be useful in helping you complete the assignment: Three Sociological Perspectives (p.15), Social Class (pp.

221-234), Elements of Social Structure (pp. 96 -119), and Health Care in the United States (pp. 344 -346).

For this assignment, complete Part A, Part B, Part C, and Part D as follows:

Part A: Visit a government healthcare website and briefly discuss a current government healthcare program. Discuss at least three facts about this program. This information can be found on the government healthcare website, your textbook, or web resources.

Part B: How would a functionalist, conflict theorist, and interactionist explain the government healthcare program discussed in Part A?

Part C: Explain how two or more social structures (statuses, roles, groups, social networks, and/or social institutions) affect one’s access to quality and affordable health care in American Society.

Part D: What are your personal beliefs about the current American healthcare system? In your discussion, explain how at least two groups you belong to (e.g., family, gender, race, class, religion, and politics) influenced the development of your beliefs concerning our current healthcare system.

For this assignment, ensure you follow the requirements below: 1. Answer ALL the questions listed in Part A, Part B, Part C, and Part D in your assignment.

2. Please answer the response questions in essay-style format. You will not be rewriting each question and answering it. You will be creating an essay that addresses the response questions.

3. Use sociological terms and concepts from the textbook reading in your essay to demonstrate you understand and can apply the concepts.

4. Cite the textbook or a web source at least once in the essay. APA style in-text citations are required to show how the textbook was used in your essay. An APA style reference list containing the textbook and any other sources you cited in the assignment is also required. The following tutorial from CSU’s Writing Center on in-text citations is a great helpful resource. Click on the link to view this tutorial: http://columbiasouthern.adobeconnect.com/intextcitations/ The essay should be three to four pages and should use the following APA style components: APA style title page, doublespaced, 1-inch margins, and 12-point font.

Note: The rubric for this assignment contains a task section. Your task score is based on: (a) meeting the page requirement; (b) whether unit terms and concepts are directly identified and specifically labeled; (c) all parts of each question are directly answered and clearly demonstrated; and (d) whether at least one source was cited.

The rubric grading criteria involves relevant, informative, and on-topic content. The criteria are based on whether you use indepth critical analysis and remain on the topic of the questions being asked in the assignment instructions.

Please contact your instructor if you have any questions about the assignment or the unit’s course material.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.unitt

distinguish between deductive and inductive arguments

distinguish between deductive and inductive arguments

Strategies for Decision Making – Week 2 Assignment

Constructing Deductive and Inductive Arguments

Arguments consist of premises and conclusions. Premises are structured so as to lend support to conclusions. The kind of support that a premise lends to a conclusion allows us to distinguish between deductive and inductive arguments. This week, you will be constructing both kinds of arguments.

1.  In three premises each, construct one example of each following deductive argument form:

·  Modus ponens

·  Modus tollens

·  Hypothetical syllogism

·  Disjunctive syllogism

Make sure your arguments are deductively valid and that your examples are your own. Here are two examples of the general format that your arguments should take:

Modus ponens:

1.  If it is raining, then it is pouring.

2.  It is raining.

3.  Therefore, it is pouring.

Modus tollens:

1.  If Jack went to the grocery store, then he bought cookies.

2.  Jack did not buy cookies.

3.  Therefore, Jack did not go to the grocery store.

2.  After you construct the preceding deductive argument forms, construct a three premise syllogism. For example:

1.  All men are mortal.

2.  Socrates is a man.

3.  Therefore, Socrates is mortal.

3.  After you construct a three premise syllogism, construct one of each of the following inductive argument patterns:

·  Induction by enumeration

·  Reasoning by analogy

·  Statistical induction

·  Higher-level induction

Your examples of inductive argument patterns should not be expressed in premise form. Rather, they should be informally expressed in writing. You should have one paragraph for each pattern. Be as detailed as possible.

Finally, please remember to label your arguments. This makes it easier for them to be graded. Include your name, course section, and the date at the top of your assignment document.

How prepared are you to identify and advocate for social policies that are just and support families from all cultures?

How prepared are you to identify and advocate for social policies that are just and support families from all cultures?

Cultures, regardless of where they are or how long ago they existed, share a few common characteristics. Among these characteristics is a structure to care for their children and to socialize them in the culture. Children are taught, both directly and indirectly, the values of the culture, their role in the culture, and the expectations the culture has for them. Children absorb the rules, dynamics, and values, which they will later pass these on to subsequent generations.

As a social worker, you will deal with families from different cultural backgrounds. Understanding the cultural background of the families you work with will help you to effectively intervene and advocate for policies that support their needs. How prepared are you to identify and advocate for social policies that are just and support families from all cultures?

For this Discussion, review this week’s resources, including the Hernandez Family video case. Consider how cultural considerations might affect child welfare policy. Then, think about what your responsibilities, as a social worker, might be in supporting the Hernandez family in addressing their child welfare needs through the accessibility of services.

By Day 3

Post an explanation of how cultural considerations might affect child welfare policy. Then, explain what your responsibilities, as a social worker, might be in supporting the Hernandez family in addressing their child welfare needs through the accessibility of services.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

Required Readings

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 10, “Child Welfare: Family Preservation Policy” (pp. 212-242)

Edwards, H. R., Bryant, D. U., & Bent-Goodley, T. B. (2011). Participation and influence in federal child welfare policymaking. Journal of Public Child Welfare, 5(2/3), 145–166.
Note: Retrieved from Walden Library databases.

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].
Part 1, “The Hernandez Family” (pp.3–5)

Required Media

Laureate Education (Producer). (2013). Sessions: Hernandez family (Episode 3 of 42) [Video file]. Retrieved from https://class.waldenu.edu

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

evaluate the morality of the Makah whale hunt

evaluate the morality of the Makah whale hunt

Written Case Analysis 5 (please make sure this paper is original)
For this module, you are required to complete a Written Case Analysis which will be assessed for depth and breadth. Please read Thinking Critically About Ethical Issues, Case 1, p. 60. Identify the moral issue(s) and the parties involved. Discuss the issues moral you have identified in terms of two the following: utility, duties, rights.  Your analysis should be approximately 500 words in length and all sources should be cited properly using MLA format.

CASE:The Makah tribe claim to have hunted gray whales for more than 2,000 years.  They stopped in the 1920s due to a decline in the number of gray whales. Now they want to return to the hunt to provide food for their tribe and to restore the young men’s sense of discipline and pride in their traditions. Proponents of the hunt claim that a majority of the tribe support the hunt, which is expected to take fewer than the five whales they are permitted by law to kill. Tribal leaders claim they will take no pregnant or nursing females. Some Makah elders disagree, however, pointing out that the tribe survived for most of the twentieth century without eating whale meat and claiming that there are better ways to instill pride and discipline. The environmental community argues tha the whale hunt is immoral because it violates the whales’ right to exist on the planet. Is it appropriate for nonmembers of the Makah tribe–for example, students in your class–to evaluate the morality of the Makah whale hunt explain.

 Information on the MLA guidelines is accessible via the Resources area of the Course Home menu. Use a standard 10-12 pt. font and double space your paper.

does social influence play a role in the development of group and team cohesion?

does social influence play a role in the development of group and team cohesion?

Q 7-1

The relationship between team cohesion and success is almost always positive, and research indicates that group cohesion is increased as the independence of the task increases. If this is true, to what degree (if any) does social influence play a role in the development of group and team cohesion? Why?

Gully, S. M., Devine, D. J., & Whitney, D. J. (2012). A meta-analysis of cohesion and performance: Effects of level of analysis and task interdependence. Small Group Research, 43(6), 702-725. doi:10.1177/1046496412468069

Pescosolido, A. T., & Saavedra, R. (2012). Cohesion and sports teams: A review. Small Group Research, 43(6), 744-758. doi:10.1177/1046496412465020

reflect on self-care strategies, consider how you might use them in your role as a human services professional.

reflect on self-care strategies, consider how you might use them in your role as a human services professional.

In this complex and challenging field, it is easy to take on a workload that is too heavy to allow you to tend to all of your clients’ various needs. This can become daunting for professionals and often results in burnout. By making time for self-care, you can help avoid burnout and ensure resilience. Self-care is an essential responsibility and an important part of your professional life. For this Discussion, as you reflect on self-care strategies, consider how you might use them in your role as a human services professional.

With these thoughts in mind:

By Day 4

Post an explanation of at least two strategies that you, as a human services professional actively involved in contemporary issues, may use to plan for your own self-care. Include specific examples of how you might implement these strategies.

Reid Mandell, B., & Schram, B. (2012). An introduction to human services: Policy and practice (8th ed.). Boston, MA: Pearson Education.

· Chapter 15, “Staying Current and Avoiding Burnout” (pp. 539–574)

Grant, J., & Francis, K. (2008). Closed doors and culture wars: Contemporary challenges for human services delivery in rural and regional Australia. Rural Social Work & Community Practice, 13(1), 46–54.

What are the pros and cons of eyewitness testimony? 

What are the pros and cons of eyewitness testimony? 

Discussion #1.In the language of social psychology, prosocial behaviors are those that promote the well-being of members of society and society as a whole, such as cooperation, fairness, helping, and forgiveness. Antisocial behavior is behavior that is dismissive or harmful to others. Aggression and violence are part of antisocial behavior; however, antisocial behavior also includes behaviors such as cheating, lying, littering, and stealing (Baumeister & Bushman, 2014).

search for and select one recent advertisement (from television, billboard, or other advertising media) that depicts prosocial behavior and one that depicts antisocial behavior. Use these ads as the foundation for your discussion.

· Describe or identify the advertisements you selected. You can provide a link to them if they are accessible from the Internet.

· Describe the prosocial behaviors you observed in the video clips and the ad you selected. Describe the antisocial behaviors you observed in the video clips and the ad you selected. Apply at least one theory or concept from social psychology to explain the factors (individual and social) that influence a person’s decision to behave prosocially or antisocially. Examine how media can play a role in promoting prosocial behavior.

Discussion #2.Elizabeth Loftus (2003), a memory researcher from the University of California, Irvine, is interested in repressed and false memories, especially those related to eyewitness testimonies. She says:

The malleability of memory is becoming increasingly clear. Many influences can cause memories to change or even be created anew, including our imaginations and the leading questions or different recollections of others. The knowledge that we cannot rely on our memories, however compelling they might be, leads to questions about the validity of criminal convictions that are based largely on the testimony of victims or witnesses. Our scientific understanding of memory should be used to help the legal system to navigate this minefield (p. 231).

According to Huff (2002), every year 7500 Americans are convicted of crimes they did not commit.

Loftus (2003) offers two anecdotes to make the point:

· Ronald Cotton, a North Carolina prisoner who was convicted in 1986 of raping a 22-year-old college student, Jennifer Thompson, puts a human face on these cases. Thompson took the stand, put her hand on the Bible, and swore to tell the truth. On the basis of her testimony, Cotton was sentenced to prison for life. Eventually, DNA testing—which began 11 years after Thompson had first identified Cotton—proved his innocence.

· Another man, Bobby Poole, pleaded guilty to the crime. Faulty memory is not just about picking the wrong person. Memory problems were also evident during the sniper attacks that killed ten people in the Washington, DC area in 2002. Witnesses reported seeing a white truck or van fleeing several of the crime scenes. It seems that a white vehicle might have been near one of the first shootings and media repetition of this information contaminated the memories of witnesses to later attacks, making them more likely to remember white trucks. When caught, the sniper suspects were driving a blue car. Were we observing unwitting memory contamination on a nationwide scale? (p. 231).

Discuss whether or not a person should be sent to prison based on eyewitness testimony alone. What are the pros and cons of eyewitness testimony?

What are your thoughts on influences on memory including suggestibility and repressed memories

Discussion #3.Without memory, learning is impossible. As we have discussed, memory helps you recall important events, what you ate for dinner, your childhood favorite songs, and what your best friend looks like and sounds like. Memory makes us who we are.

For this discussion, apply and integrate your knowledge by identifying strategies involving memory that you have found helpful in studying for exams (such as mnemonic devices, elaborative and maintenance rehearsal, or sufficient sleep):

· Describe your specific memory strengths and weaknesses related to studying and give an example.

· Describe the tasks you used to test your memory after studying for the exam.

· What affects your ability to retrieve information from memory on exam day?

Please include the following in your response:

· Refer to and integrate ideas presented in the text and any supplemental readings.

· Cite outside resources if necessary to make your point.

· Follow APA style guidelines for citations and references.

Why is it important for people to understand each other’s cultures/perspectives?

Why is it important for people to understand each other’s cultures/perspectives?

“Ingroups and Outgroups”

Intercultural Competence and Civic Engagement Project

PROJECT OVERVIEW

In psychology, we frequently use the terms ingroup and outgroup to identify groups that we belong to and groups that we do not belong to, respectively. These terms are widely used across different platforms to explain attitudes, thoughts, and behaviors related to current social, political, and cultural events: for example, immigration policies; political affiliation; reproductive rights; incarceration policies; global warming; drug legalization; religious beliefs; gender identity and equality; education rights; civil rights; and, even, which sports team one supports.

It is common to think about members who share one’s ideologies as one’s ingroup. Ingroup identities that are strong and meaningful influence our self-esteem. We perceive members of our ingroup as distinctive and individual. Whereas, one is inclined to think of outgroup members (e.g., opposing ideologies) as “all the same” (Tajfel & Turner, 1979).

Objectives for this Project

1. Identify a social, political, or cultural issue that is important to you. Define, analyze, and discuss the relevance and significance of the issue in a logical and thoughtful way.

2. Recognize how culture influences one’s worldview about issues.

3. Identify why and how one can be involved in addressing important issues at the local, regional, national, and global level.

4. Recognize that culture may influence people to feel, think, and behave differently.

5. Identify and discuss similarities and differences between groups with opposing ideologies.

6. Demonstrate knowledge and understanding of psychological principles* that explain one’s own and others’ thoughts, feelings, and behavior related to the issue.

7. Demonstrate the ability to successfully interact with someone from a different “culture.”

*For this project, you will support your views with psychological principles from at least two theoretical perspectives: social cognition; learning; motivation; emotions; perception; stereotyping, prejudice, and discrimination; human development; biological; humanism; and others.

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PROJECT QUESTIONS

1. Define your ingroup. What is the issue? What is your ingroup’s position on this issue? (5pts)

2. Culture of the Ingroup (25 points)

a. Define the culture of the people in your ingroup (shared beliefs, values, traditions/practices, norms).

b. How has the group’s culture shaped your attitudes, thoughts, and behavior related to this issue?

c. What contributions has this group made (to other group members, the community, the city, state, country)?

d. Why is this group important to you? What types of things do you do (actions) to demonstrate your commitment and responsibility to the issue/position?

e. Why is it important to actively engage with the group?

3. Define the Outgroup. Take the same issue, and define the specific outgroup and its culture. This section will require research on your part. (20 points)

a. What is the group’s position on the issue?

b. What is the culture of the outgroup and how does it influence how its members think about the issue?

c. Why is this group important to its group members?

d. What contributions has this group made?

4. Compare and Contrast Ingroup and Outgroup (10 points)

Besides the obvious differences, why are their differences between the ingroup and outgroup? Applying what you have learned about psychology.

5. Imagine that you must spend a day with members of the outgroup you described above to address this important issue. (15 points)

a. How do you think you would feel about the encounter? Why?

b. How would you adapt your attitudes, thoughts, and behavior to demonstrate that you were willing to understand and successfully interact with members of the outgroup.

c. What Mindset would you have as you prepare for this encounter? What heart set and skill set would you need to develop and/or apply for a successful encounter (see power point in eCampus)?

6. Actual Engagement (5 points)

If you have engaged with members of the outgroup, describe the experience.

7. Intercultural Competence and Engagement with Communities: (15 points)

a. As you completed this assignment, did your thoughts and attitudes about the ingroup and/or outgroup change? If yes, how?

b. Why is it important for people to understand each other’s cultures/perspectives?

c. What have you learned from the research (and/or class discussion) that could be applied to help ingroup and outgroup members interact effectively to address this issue?

PROJECT GUIDELINES

· Your discussion should be clear, concise, and in-depth. Answers should demonstrate knowledge and understanding of your ingroup’s culture and the outgroup’s culture, and how psychological principles apply to the similarities and differences between the groups.

· Do not rush through the assignment. Take time to think carefully about a group that is important to you. Think equally carefully about the outgroup (the group that feels differently about the same issue). You can get ideas for issues with opposing sides from the following databases. Opposing Viewpoints

Points of View

SIRS Researcher

(If these links do not work, visit the MVC Library.)

· Research aspects of the outgroup: read reputable articles; visit credible websites; talk to people who belong to the outgroup.

· As you develop your report, reflect on any social or cultural barriers to interactions with members of the outgroup. According to psychological principles, why is that?

PROJECT DETAILS

Length: Minimum 3 pages (maximum 5 pages); typed, double-spaced, with 1” margins, 12-point font. Papers that are not typed will not be accepted. If the paper you turn in is illegible, you may forfeit all points for this assignment.

Style: Answers must be in complete sentences using proper grammar and spelling.

Writing Center (5 points): You must visit the MVC Writing Center for a writing consultation before the due date. This is an excellent, free resource. Writing Center consultations require an appointment.

Citations: You must have at least two (2) references to specific psychological theories to support your answers. The theories/concepts should be clearly related to your answers. Cite theory, author(s), main points, and how it supports your answer.

· Psychology uses the APA format for citations (a tutorial link is provided on eCampus).

· Do not include first names, book titles, or journal article titles in your written answers.

· For example, if you cite information from your text, do not write: “According to Sandra Ciccarelli and J. Noland White in Psychology: An Exploration…”

· Do write: According to Ciccarelli and White (2016), psychology is a fascinating discipline.

· Direct quotes should be used sparingly (no more than two for the entire project) and only when the original author’s statement is the most effective way to state a concept or finding. You should always try to put other sources’ work in your own words.

· If you use a direct quote, it should be no longer than one sentence.

· Use proper citation for the quote:

· “In any society, there will always be ingroups and outgroups, or us versus them” (Ciccarelli & White, 2016, p. 384).

· According to Ciccarelli and White, “in any society, there will always be ingroups and outgroups, or us versus them” (2016, p. 384) .

· Periods go at the end of the sentence, but inside the closing punctuation, including quotation marks, if the quotation mark ends the sentence. Periods always go after the parenthesis ( ), unless the parentheses contain a full sentence. (Put periods at the end of a complete sentence within parentheses.)

· A complete list of references should be at the end of your assignment (not included as part of the 3-page minimum).

Due Date: November 20, 2017

Two copies of the final paper are required:

1) A hard copy turned in at the beginning of class Monday, November 20, 2017

2) An electronic copy uploaded on eCampus by November 20, 2017, under the Intercultural Competence Project Tab.

3) If you turn in only the electronic or hard copy of the paper, you will forfeit 50% of your grade.

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GRADING (see Rubric)

In addition to points covered on the Grading Rubric, this project will be graded using elements of the MVC Quality Enhancement Program (QEP) Writing Rubric.

· Clarity: understandable, nothing is confusing

· Accuracy: the information is true, correct, and can be verified. Project demonstrates accurate and knowledgeable understanding of one’s ingroup and the outgroup and the relevant issue.

· Precision: includes the specific information needed to address and explain the problem, issues.

· Relevance: Incorporates meaningful information and observations. Information provided relates directly to the project.

· Depth: includes enough complex information to address the psychological concepts related to ingroup and outgroup dynamics.

· Breadth: involves more than one point of view; considers alternative perspectives

Logic: answers/paper makes sense; nothing is confusing, no contradictions

· Significance: focuses on the important aspects of the ingroup’s and outgroup’s identities, positions, beliefs, norms, (culture). respondent’s life, not the trivial

· Fairness: considers the thoughts and views of others