Develop a two-page essay that addresses the following: Create your own definition of creative thinking. Describe the criteria leaders should use to determine whether they are employing creative-thinking techniques. Explain the difference between creative and status quo behaviors.

What is critical thinking?

Develop a two-page essay that addresses the following:

Create your own definition of creative thinking.

Describe the criteria leaders should use to determine whether they are employing creative-thinking techniques.

Explain the difference between creative and status quo behaviors.

Briefly describe a professional situation you have been involved with that could have benefited from creative thinking. Discuss how the situation meets the criteria you established in your definition. Also, explain how a creative and innovative approach to the issue would have changed the outcome.

 

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Submit a written Brief Proposal of Research containing the following (copied from Course Home/Course Project content item): a brief overview of the chosen organization and your role in it;

Course Project Brief Proposal of Research (Due this week)

Submit a written Brief Proposal of Research containing the following (copied from Course Home/Course Project content item):

  1. a brief overview of the chosen organization and your role in it;
  2. a brief narrative description of the organizational problem that you would like to research and resolve;
  3. a preliminary problem statement in the form of a researchable question; and
  4. which TCO or textbook topic your problem is related to.

Submit your assignment to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions.

See the Syllabus section “Due Dates for Assignments & Exams” for due date information.

 

 

 

 

 

 

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Using the cognitive development model of your choice (Piaget, Vygotsky, or Information Processing), explain how children learn new information like the items in the stories that Katy and her mother read nightly.

Studies in child and adolescent development

Unit 5: Cognitive Development: Language and Intelligence

Unit 5 discussion

Readings

Read Chapter 8, “Language Development”, and Chapter 9, “Intelligence”, in your text, Child Development: A Topical Approach.

Watch the following MyPsychLab videos:

·               Language Development Across Cultures

·               Intelligence

·               Thinking Life a Psychologist: Intelligence Tests and Success

*To access MyPsychLab videos and MyVirtualChild, go to MyPsychLab under Course Home.

Language: A Theoretical Approach

A co-worker consults with you about a problem that one of her client’s children is having in school. She explains that Katy, who is 22-months-old, is not learning language as quickly as her parents think she should. Your co-worker then explains that each night Katy and her mother sit in bed and read a book together. Katy can say the name of different items in the pictures, but seems to forget their names quickly. It seems that she is easily distracted. Katy’s mother wants to understand better why Katy is not remembering all of the words but your co-worker does not know. She has called you for an explanation.

1.          Using the cognitive development model of your choice (Piaget, Vygotsky, or Information Processing), explain how children learn new information like the items in the stories that Katy and her mother read nightly.

2.          What are some strategies that Katy’s mother can use to help Katy remember more words from the stories?

 

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In your own words, explain what bullying is and what forms it takes, including relational aggression. Then explain what research indicates about the relationship between children’s gender and their involvement with bullying and relational aggression.

  • Respond to each item. Each response should be concise and 2–3 paragraphs in length.
  • Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
  • Copy and paste each question into the document, so your Instructor can see which questions you are answering.
  1. In your own words, explain what bullying is and what forms it takes, including relational aggression. Then explain what research indicates about the relationship between children’s gender and their involvement with bullying and relational aggression.

  2. Identify and describe at least three possible causes of bullying among school-age children. Then describe three measures that professionals and/or parents can take to prevent bullying.

  3. Identify and describe at least three possible effects of bullying on children.
    • Web Resource: Sidorowicz, K., Hair, E. C., & Milot, A. (2009, October). Assessing bullying: A guide for out-of-school time program practitioners (Publication No. 2009-42). Retrieved from the Child Trends website: http://www.childtrends.org/wp-content/uploads/2009/10/child_trends-2009_10_29_rb_assessingbullying.pdf

      In this research brief, the authors provide information to help professionals recognize and respond to bullying among children. Focus on the types of bullying, the characteristics of bullies and victims, and actions professionals can take to reduce bullying.

    • Web Resource: Sidorowicz, K., & Hair, E. C. (2009, October). Assessing peer conflict and aggressive behaviors: A guide for out-of-school time program practitioners (Publication No. 2009-43). Retrieved from the Child Trends website: http://www.childtrends.org/wp-content/uploads/2009/10/Peer-Conflict.pdf

      This research brief provides an overview of research regarding peer conflict and aggressive behaviors among children. Focus on factors and reasons that contribute to peer conflict and aggressive behavior, how peer conflict and aggressive behaviors can affect development, and actions professionals can take to reduce peer conflict among children.

    • Article: Paul, P. (2010, October 10). The playground gets even tougher. The New York Times, p. ST12.
      Retrieved from the ProQuest Central database.

      In this article, Pamela Paul reports on the problem of bullying among school-age children. Focus on the forms that bullying can take, including relational aggression, and what experts cite as possible causes and effects of bullying on children.

    • Article: Bowie, B. H. (2007). Relational aggression, gender, and the developmental process. Journal of Child & Adolescent Psychiatric Nursing, 20(2), 107–115.
      Retrieved from the Academic Search Complete database.

      In this article, the author defines relational aggression and reviews recent research on relational aggression among children. Focus on what relational aggression is, how it is measured, and how it is related to gender development of children.

    • Article: Impact of bullying on children in elementary schools. (2006, January). Brown University Child and Adolescent Behavior Letter, 22(1), 4.
      Retrieved from the Academic Search Complete database.

      This article provides a summary of a research study examining the impact of bullying on elementary school children. Focus on the number of children who reported being bullied or bullying others as well as the emotional effects of bullying as reported by the children.

    • Article: Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. Pediatrics, 118(1), 130–138.
      Retrieved from the Expanded Academic ASAP database.

      In this article, the authors examine the link between bullying and behavior and adjustment problems among children. Focus on what an analysis of the Environmental Risk Study reveals about the effects of bullying on children.

 

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Choose a topic of interest that you would want to research through a survey design. Define a research question for this topic.

Research Methods unit 5 discussion

Readings

Chapter 7: “Survey Research”

HAS TO BE REALATED TO PSYCHOLOGY

Discussion

Surveys can be a useful way to get a lot of information from a lot of people quickly. They can be administered by phone, mail, in person, or on the internet. Researchers can choose to use open ended questions or questions with forced choices, such as with the Likert scale. Researchers want to design surveys to maximize response rate and accuracy of responses. As an example, if a researcher wants to create a survey of cyber-bullying, s/he might want to administer this online as those who are experiencing cyber-bullying are already spending time online. If s/he wants to target adolescents, s/he will want to word his or her survey in a way that it is easily understood by adolescents. If s/he thinks adolescents might not want to spend a lot of time on the survey, s/he might choose to use forced-choice responses instead of open ended questions. This will also reduce the time that s/he spends coding and interpreting open ended responses. S/he might anticipate that some adolescents do not take the survey seriously and that some data might not be accurate.

1. Choose a topic of interest that you would want to research through a survey design. Define a research question for this topic.

2. Create a sample survey of five items to research this topic.

3. Discuss who you will administer this survey to (what type of sampling will you use) and why.

4. Discuss how you think respondents will respond to your survey and how responses can be scored and interpreted.

 

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Unit 5: Changing Socially Significant Behavior Through Behavior Modification Applied Behavior Analysis Unit 5 discussion Readings For this unit, you will reread in your Applied Behavior Analysis text: · Chapter 3: “Selecting and Defining Target Behaviors” Also, in the section starting with the heading: Social Validity: Assessing the Applied Value of Behavior Changes and the Treatments That Accomplish Them, read: · Chapter 10: “Planning and Evaluating Applied Behavior Analysis Research” · Discussion · Before behavior analysts can choose behaviors to target or programs to put in place to address behaviors, they must first complete a behavior assessment. For this Discussion question: 1. First state and define the five phases of behavior assessment. 2. Pick two of the five phases and discuss in your own words: a. What a behavior analyst is supposed to do during the phase b. Why it is included in behavior assessment One of the main goals of ABA is to modify and change behaviors that are detrimental to an individual’s growth, development, and/or functioning. You have already practiced defining target behaviors. Now you will work on deciding the appropriate behavior to target. For this part of the Discussion, identify a socially significant behavior and discuss the following: 3. Why is this particular behavior socially significant? 4. How is the presence of this behavior detrimental to your client’s life? 5. How does eliminating this behavior help to improve your client’s life?

Unit 5: Changing Socially Significant Behavior Through Behavior Modification

Applied Behavior Analysis Unit 5 discussion

Readings

For this unit, you will reread in your Applied Behavior Analysis text:

·               Chapter 3: “Selecting and Defining Target Behaviors”

Also, in the section starting with the heading: Social Validity: Assessing the Applied Value of Behavior Changes and the Treatments That Accomplish Them, read:

·               Chapter 10: “Planning and Evaluating Applied Behavior Analysis Research”

·         Discussion

·         Before behavior analysts can choose behaviors to target or programs to put in place to address behaviors, they must first complete a behavior assessment. For this Discussion question:

1.    First state and define the five phases of behavior assessment.

2.    Pick two of the five phases and discuss in your own words:

a. What a behavior analyst is supposed to do during the phase

b. Why it is included in behavior assessment

One of the main goals of ABA is to modify and change behaviors that are detrimental to an individual’s growth, development, and/or functioning. You have already practiced defining target behaviors. Now you will work on deciding the appropriate behavior to target. For this part of the Discussion, identify a socially significant behavior and discuss the following:

3. Why is this particular behavior socially significant?

4. How is the presence of this behavior detrimental to your client’s life?

5. How does eliminating this behavior help to improve your client’s life?

 

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Using the cognitive development model of your choice (Piaget, Vygotsky, or Information Processing), explain how children learn new information like the items in the stories that Katy and her mother read nightly.

Studies in child and adolescent development

Unit 5: Cognitive Development: Language and Intelligence

Unit 5 discussion

Readings

Read Chapter 8, “Language Development”, and Chapter 9, “Intelligence”, in your text, Child Development: A Topical Approach.

Watch the following MyPsychLab videos:

·               Language Development Across Cultures

·               Intelligence

·               Thinking Life a Psychologist: Intelligence Tests and Success

*To access MyPsychLab videos and MyVirtualChild, go to MyPsychLab under Course Home.

Language: A Theoretical Approach

A co-worker consults with you about a problem that one of her client’s children is having in school. She explains that Katy, who is 22-months-old, is not learning language as quickly as her parents think she should. Your co-worker then explains that each night Katy and her mother sit in bed and read a book together. Katy can say the name of different items in the pictures, but seems to forget their names quickly. It seems that she is easily distracted. Katy’s mother wants to understand better why Katy is not remembering all of the words but your co-worker does not know. She has called you for an explanation.

1.          Using the cognitive development model of your choice (Piaget, Vygotsky, or Information Processing), explain how children learn new information like the items in the stories that Katy and her mother read nightly.

2.          What are some strategies that Katy’s mother can use to help Katy remember more words from the stories?

 

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Prepare for this discussion by selecting a case study and creating a developmentally appropriate activity that enhances each domain of development: cognitive, physical, and affective. Remember, “researchers and curriculum specialists also emphasize that growth and learning occur as an integrated process across multiple domains” (Gestwicki, 2011; Hull, Goldhaber, & Capone, 2002; Levine & Munsch, 2011, as cited in Jaruszewicz, 2013, section 4.1, para. 7). This means that you do not need to create three separate activities – just one or more activities that address multiple domains simultaneously. An example activity for this discussion is located in the Week Two Instructor Guidance.

Prepare for this discussion by selecting a case study and creating a developmentally appropriate activity that enhances each domain of development: cognitive, physical, and affective. Remember, “researchers and curriculum specialists also emphasize that growth and learning occur as an integrated process across multiple domains” (Gestwicki, 2011; Hull, Goldhaber, & Capone, 2002; Levine & Munsch, 2011, as cited in Jaruszewicz, 2013, section 4.1, para. 7). This means that you do not need to create three separate activities – just one or more activities that address multiple domains simultaneously. An example activity for this discussion is located in the Week Two Instructor Guidance.

 

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Both Pascal and William James put forward a kind of prudential argument for religious belief and argue that we should make decisions on practical grounds in those cases. Contemporary philosopher Michael Bergmann, on the other hand as a representative of Reformed epistemology, takes a different approach. Instead of arguing that religious beliefs can be justified based on prudential reasons, he instead posits that human beings have a “sense of divinity” that allows us to rationally form basic beliefs entailing God’s existence. Are either of these two streams of nonevidentialism reasonable justifications of religious belief in your view? Why or why not?

I forgot about this discussion post and would appreciate anyone that could help with such a short time limit. i need this by no later than 23:00..

Both Pascal and William James put forward a kind of prudential argument for religious belief and argue that we should make decisions on practical grounds in those cases. Contemporary philosopher Michael Bergmann, on the other hand as a representative of Reformed epistemology, takes a different approach. Instead of arguing that religious beliefs can be justified based on prudential reasons, he instead posits that human beings have a “sense of divinity” that allows us to rationally form basic beliefs entailing God’s existence. Are either of these two streams of nonevidentialism reasonable justifications of religious belief in your view? Why or why not?

 

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