1: Sappho’s poetry.

Pick any three of her pieces, and discuss each of them for the following points:

What’s the poem’s subject/topic, as much as you can determine it? How is the topic universal (timeless), and how does it specifically reference the world of ancient Greece? Finally, what does the poem say or mean to you individually? There’s no wrong answer, as long as you clearly cite specific lines in her poems to support your interpretation.

Episode 1: The Classical Ideal part 1 (Links to an external site.)Links to an external site.

Format: 3-4 pages (1200 word count), 1” margins, double-spaced, 12 pt. type. On a cover page or in the top left-hand corner, be sure to put your name, my name, our class, and the date. Use an effective structure that carefully guides your reader from one idea to the next, and edit thoroughly so that sentences are readable and appropriate for an academic audience.

Labeling and file protocol: Files must be in a PC-friendly format; those sent submitted in a different format or without the proper file name will not be accepted and the student will receive a zero for the assignment. The names of files submitted must be saved as NAME.ASSIGNMENT NUMBER (i.e., Sam Jones.Essay 2). This is the name of the file on your computer, NOT the title you might give the essay itself. Students may submit papers as .pdf, .txt, .rtf, .doc or .docx files; on any word-processing program, use the dropdown menu under “Save As” to find these options. Or simply paste text directly into the text field. Either way, if I can’t open it, I can’t grade it, so no Google docs, Pages, Mac-only format, etc.

See grading rubric.

Rubric

EX CR Essay 1 (1)

EX CR Essay 1 (1)

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeAnswer the question; stay on topicYou’re expected to consider and respond to my questions and suggestions for this essay, hence staying on the assigned topic.		5.0 pts
This criterion is linked to a Learning OutcomeEdit thoroughly so that sentences are readable		5.0 pts
This criterion is linked to a Learning OutcomeVocabulary is appropriate for an academic audience		5.0 pts
This criterion is linked to a Learning OutcomeMake sure that your argument or discussion guides your reader carefully from one idea to the next		5.0 pts
Total Points: 20.0

 

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Need Discussion Postings to 2 discussion topics

“All human motivation is a search for change.” –David L. Forbes

Throughout this course, you have explored many different perspectives on human motivation and the distinct (yet interrelated) facets that comprise it. An underlying thread held in common by all motivational theories is that motivation is a factor in human change of all types. This week, you look at change broadly by exploring such questions as: Does change occur by chance or design? Do needs, environment, external pressure, or internal pressure influence change the most? Is motivation necessary for change, or does change merely enhance motivation?

In addition to exploring the relationship between motivation and change, you should also continue working on your social change paper, which is due in Week 11.

Reference: Forbes, D. L. (2011). Toward a unified model of human motivation. Review of General Psychology, 15(2), 85–98.

• Book Excerpt: McCombs, B. L., & Pope, J. E. (1994). Goal one: Understanding the nature of motivation. In B. L. McCombs, & J. E. Pope (Eds.), Motivating hard to reach students (pp. 9–25). Washington, DC: American Psychological Association.
  Retrieved from the Walden Library using the PsycBOOKS database.
• Article: American Psychological Association (APA). (2011). Ethical principles of psychologists and code of conduct.[Online guide]
  Retrieved from http://www.apa.org/ethics/code/index.aspx
• Article: Barron, K. E., & Hulleman, C. S. (2007). Is there a formula to help understand and improve student motivation? [Online article]
  Retrieved from: http://teachpsych.org/Resources/Documents/ebooks/eit2006.pdf
• Article: Forbes, D. L. (2011). Toward a unified model of human motivation. Review of General Psychology, 15(2), 85–98.
  Retrieved from the Walden Library using the PsycARTICLES database.
• Article: George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 38(1), 82–92.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Olive, E. (2010). Behavior management and behavioral change: How can we tell them apart? Reclaiming Children & Youth, 19(1), 3–6.
  Retrieved from the Walden Library using the ERIC database.
• Article: Sniehotta, F. F. (2009). Towards a theory of intentional behaviour change: Plans, planning, and self-regulation. British Journal of Health Psychology, 14(2),261–273.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Turner, J. C., & Patrick, H. (2008). How does motivation develop and why does it change? Reframing motivation research. Educational Psychologist, 43(3), 119–131.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Valdman, M. (2010). On the morality of Guinea-pig recruitment. Bioethics, 24(6), 287–294.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Velicer, W. F., & Prochaska, J. O. (2008). Stage and non-stage theories of behavior and behavior change: a comment on Schwarzer. Applied Psychology: An International Review, 57(1), 75–83.
  Retrieved from the Walden Library using the Academic Search Complete database.

Discussion 1: The Relationship Between Motivation and Change

Change comes in many forms: behavioral, cognitive, environmental, and societal, just to name a few. Likewise, motivation relates to many different outcomes, such as belonging, achievement, security, and esteem, among others. Change and motivation are interrelated and mutually-determined. For instance, if you wanted to impact change within a group, you would need to evaluate the motivation of that group and its members. In this way, you would be able to identify whether the motivation is strong, sustainable, personal, or influenced primarily by group belonging. The group’s motivation impacts the possibility that change can occur, and the desired change may determine the level or type of motivation.

To prepare for this Discussion, think of examples that illustrate how motivation and change are related. Consider how you would explain this relationship.

Post by Day 3 an example that illustrates how motivation and change are interrelated and mutually-determined. Explain how they are related in your example. Then, explain what the outcome of this situation might be if there was no motivation.

Be sure to support your postings and responses with specific references to the Learning Resources.

Return to top

Discussion 2: Ethics and Motivation

Standard 8.02 of the APA Code of Ethics states that psychologists must inform research participants about “1) the purpose of the research, expected duration, and procedures; 2) their right to decline to participate and to withdraw from the research once participation has begun; 3) the foreseeable consequences of declining or withdrawing; 4) reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects; 5) any prospective research benefits; 6) limits of confidentiality; 7) incentives for participation; and 8) whom to contact for questions about the research and research participants’ rights” (APA, 2010).

Consider item number 7 from the above list, “incentives for participation.” Giving course credit to psychological research participants is ethical, but is it ethical to base students’ grades on whether they participate in the research? This is but one example of the relationship between ethics and motivation. As you begin this Discussion, think of other ways that ethics and motivation intersect, particularly in educational settings or other learning environments.

Reference: American Psychological Association (APA). (2011). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

Post by Day 4 an explanation of three ways in which ethics and motivation intersect and provide examples. Support your response with references to the literature and the APA Code of Ethics.

Be sure to support your postings and responses with specific references to the Learning Resources.

 

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Application

• Instructions

  Application: Treatment Plans Once an accurate diagnosis and assessment has taken place, a counselor working with substance abuse clients must create an effective treatment plan. For this Application assignment, you will develop a treatment plan for a particular case study, taking into account any ethical and legal considerations.

• To prepare for this assignment:
  • Review this week’s Learning Resources, focusing on the key elements of developing an effective substance abuse treatment plan.
  • Reflect on the components and requirements of treatment planning, how treatment plans may be developed, and what elements may be included in specific treatment plans.
  • Review the Course Media segment, “Counseling Techniques and Treatment Planning,” with Dr. Tom Cargiulo. Pay particular attention to Dr. Cargiulo’s discussion of levels of care and planning concerns such as monitoring and discharge.
  • Review the following case study: Sharon .
  • Think about how you might develop a treatment plan for the case study.
  • Consider the legal and ethical issues that may pertain to treatment planning and treatment in this particular case.

  The assignment: (1–2 pages)

  • Develop a treatment plan for Sharon that includes the following information:
  • • Problems
    • Current symptoms or indicators
    • Goals (long-term and short-term)
    • Objectives/outcome criteria
    • Methods
    • Services
  • Describe any ethical and legal considerations that should be taken into account regarding treatment planning and treatment in this case.

 

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Part one: To prepare for this Spark Discussion: Unequal Opportunity Race

• Watch the short animation, Unequal Opportunity Race, in this week’s Learning Resources, which illustrates some reasons for racial inequalities.

Aapfvideo. (2010). Unequal Opportunity Race [Video File]. https://www.youtube.com/watch?v=eBb5TgOXgNY

Post an explanation of your thoughts about the inequality issues raised in the video. How do you think these issues can be resolved?

Part two: To prepare for this Discussion:

• Review Readings 32 and 37 in the course text. Pay particular attention to affirmative action.
• Use the key terms affirmative action and higher education to locate scholarly articles available in the PsycINFO database in the Walden University library. Select an article that reports on a research study having to do with affirmative action in higher education that focuses on at least one psychological construct (such as attitudes and perceptions). Do not select any articles from law journals as you are not examining the legal aspects of affirmative action; instead you are examining psychological aspects about this issue.
• Think about the psychological construct(s) that the study addresses and its relationship to affirmative action.
• Consider the impact that the results of the study may have on inequality in higher education.

https://academicguides.waldenu.edu/library

With these thoughts in mind:

Post a brief summary of the article that you selected, including a description of the setting of the study, the study participants, and a short summary of the findings. Explain whether the constructs of attitudes, perceptions, or beliefs about racial and ethnic identities were supported and how do you think this will impact affirmative action practices? Finally, analyze the impact the results of the study may have on affirmative action in higher education.

Part three: To prepare for this Assignment: Aversive Racism and Inequality in Health Care

• Review the Section III, “Framework Essay,” and Reading 31 in the course text. Pay particular attention to aversive racism and health care access.
• Review the article, “Psychiatrists’ Attitudes Toward and Awareness About Racial Disparities in Mental Health Care,” and focus on methods for reducing aversive racism.
• Take the Race Implicit Bias test at the Project Implicit website.
• Identify two examples of racial or ethnic inequality in health care in the United States.
• Think about how aversive racism contributes to the examples that you identified.
• Consider methods for reducing aversive racism in your examples.

Mallinger, J. B., & Lamberti, J. S. (2010). Psychiatrists’ attitudes toward and awareness about racial disparities in mental health care. Psychiatric Services, 61(2), 173–179. doi:10.1176/appi.ps.61.2.173

The 3 to 4 pages Assignment for part three is:

• Describe two examples of racial or ethnic inequality in health care in the United States.
• Explain how aversive racism contributes to the inequality illustrated in the examples (and thus in health care) you described.
• Explain methods for reducing aversive racism in your examples. Be specific and provide examples to support your explanation.
• Discuss how implicit bias might impact health care in the United States.

 

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Submit your final research paper to the Submissions Area by the due date assigned. It should include a cover page, abstract, intro/lit review, method section, results (simply report what statistics you propose to use), discussion section, and reference page.

Your final paper should be double-spaced, 8 to 10 pages in length, and properly edited.

Please use the following information to help you with each section:

1. Cover page: Pay attention to APA style and refer to the example in your textbook.
2. Abstract: Is written on its own page and is a very brief summary of your study. Think in terms of one sentence stating your research question, one or two sentences regarding background and what we already know about it, one or two sentences regarding your methodology (e.g., how many participants were used and how were your variables assessed), and one or two sentences about your findings.
3. Intro/lit review: incorporate the feedback and make revisions to the introduction and literature review submitted in Week 4.
4. Method section: incorporate the feedback and make revisions to the Method section submitted in Week 4.
5. Results section: in one paragraph, state what statistical test would have been used and why it was chosen.
6. Discussion section: broken down into the following paragraphs:
   • paragraph 1: statement of your results/findings (or what you imagine might be your results).
   • paragraph 2: what might have affected those results (i.e., threats to internal and external validity). Include flaws in your design and confounding variables.
   • paragraph 3: implications for your findings including the significance and impact on the field as well as future research directions.
7. Reference page: Pay attention to APA style and refer to the example in your textbook.

Assignment 1 Grading Criteria	Maximum Points
Abstract: Clear and concise review of most important components of the research study. Met the required word count.	44
Literature review: Convincing evidence is given that a thorough review of literature was completed and a variety of sources (at least 4) are appropriate and directly used to support hypothesis	44
Methods: Clear understanding of participants for research study	20
Measures or Instruments: Measures/instruments used in research study are identified and accurate.	20
Procedure: Procedures for research study are identified and accurate.	20
Ethical Issues: Presentation of possible ethical issues and solutions is clear and convincing and present APA ethical guidelines.	36
Results and Discussion section: Anticipated results, flaws, Implications for results, Future directions	52
Writing Components (20% of LASA 2 grade) Organization (16 points): Introduction, Thesis, Transitions, and Conclusion. Usage and Mechanics (16 points): Grammar, Spelling, and Sentence structure. APA Elements (24 points): Attribution, Paraphrasing, and Quotations. Style (8 points): Audience, and Word Choice.	64
Total:	300

 

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