What do you like best about being your age?

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WHAT DO YOU LIKE BEST ABOUT BEING YOUR AGE?

Interview Assignment
Approx 4 – 5 pages(includes Title page & Reference page)
All papers are graded on writing, grammar & APA format (up to 10 points may be deducted)
 
Choose ONE individual from ONE of the following life stages for your interview:

  • Young Adulthood (20 to 40) – Ch 7
  • Middle Adulthood (40 to 65) – Ch 8
  • Late Adulthood (65 and older) – Ch 9 (you will receive 5 extra points if you interview someone over 80!)
    • This individual can be from your own family or a friend.
    • Remember to explain to them that this is for an assignment for class.
    • You may have to look ahead to the chapters related to the age of the individual you interview..

            During the interview, ask your selected individual the following questions:

  1. “What do you like best about being your age?”
  2. “What do you like leas t about being your age?”
  3. “What changes do you foresee in your life in the next five/ten years?” (If over 80 say “in a few years”)
  4. “What do you think are the three most important things in your life at this time?”

 
Assignment Format (50 points)
Title Page – see SAMPLE TITLE PAGE on moodle (same as Annotation Title page)
 
Introduction  (use as a heading & underline)
Include subject’s first name and age and which life stage they fall under. Write a complete physical description of this person as well as any additional background information of this person so I get to know them better. Describe your relationship with this person. Include a detailed physical description of the setting/environment of your interview.

Differentiate between ethnography and phenomenology.

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DIFFERENTIATE BETWEEN ETHNOGRAPHY AND PHENOMENOLOGY.

Ethnography and phenomenology both have roots in grounded theory. What aspects of the data collection and analysis procedures might prompt psychological researchers to act as Frost (2011) suggests and discount ethnography as a research approach? Why? [300 words, 3 References, 3 in text Citations. Strong academic scholarly writing required. No water down ESL writing]
 
See Attachment for material/note as well as: Frost, N. (2011). Qualitative research methods in psychology: Combining core approaches. McGraw-Hill Companies
PSY-850 Lecture 4
Read chapters 3 and 4.
Objectives:
Differentiate between ethnography and phenomenology.
Contrast data collection and analysis methods employed in ethnography and phenomenology.
Approaches to Qualitative Research: Ethnography and Phenomenology
Introduction
Ethnographic studies are considered a special case of phenomenological study when the phenomenon observed is a specific culture (Geertz, 1973). Their use ranges from the study of remote primitive cultures by participant-observers to urban marketing studies of the nature of demand for products using focus groups.
 
Ethnography
The ethnographic approach studies the social interactions of a group to learn the mechanisms by which individuals develop understanding of their everyday life-world. This is the identification of the ways and means used to create dynamic social equilibrium in their group (Garfinkel, 1967). These ways and means enable group members to have fairly accurate expectations of others’ behavior and a basis for comprehending expected and unexpected behavior. The product of an ethnographic study is an explicit description of these ways and means.
 
With this knowledge, researchers can begin to understand how the group’s members make sense of the world in which they exist. If successful, it may be possible to determine what events (e.g., the immigration of foreigners or the gain of a new local industry) and conditions (e.g., prolonged drought or growth in incomes over a couple of decades) to which the group may adapt well and to what they may have difficulty adapting. Two key variables here are the expectation (from fully expected to unexpected) and the comprehensibility (from fully comprehensible to incomprehensible).

Does triangulation offer the qualitative methodologist who is conducting a grounded theory or narrative inquiry study a similar reduction in the likelihood of overlooking important results?

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DQ 2
 
One increases the statistical power of a quantitative study by increasing the sample size. This reduces the chance that a real effect (rather than an apparent effect brought about by sampling variability) will be overlooked. Does triangulation offer the qualitative methodologist who is conducting a grounded theory or narrative inquiry study a similar reduction in the likelihood of overlooking important results? Why or why not?
 
[250 words required, 3 In text APA Citations & 3 APA References. Original Writing only]
PSY-850 Lecture 5
Objectives:
Appraise the suitability of grounded theory and narrative inquiry.
Contrast data collection, triangulation, and analysis methods employed in grounded theory and narrative inquiry.
Approaches to Qualitative Research: Grounded Theory and Narrative Inquiry
Introduction
Grounded theory is an overarching method not limited to qualitative variables. Its purpose is to develop new theory about the topic of study that is deeply grounded in facts of the setting studied. Those facts are taken directly from writings, interviews, participant-observation, artifacts, and the daily activities of members in the setting studied. Grounded theory’s cofounders are Barney Glaser and Anselm Strauss (1967).
Narrative inquiry has a narrower scope because it concerns strictly narrative events and not writings, interview responses, artifacts, or participant observations other than participation in a narrative. Its origin is less well-defined than grounded theory. Riessman (2001, 2005) is one of the prominent contemporary theorists of the method. The narrative approach can be applied within a grounded theory study, as can other qualitative methods. This method takes its data strictly from narrator-listener encounters conducted during a study. A narrative always involves a narrator, a listener, and the exchange of information. The exchange is not limited to the semantic content of the words and sentences spoken. An understanding of illocution (the effect of an utterance) is necessary, requiring study of the ordinary language philosophy of John Searle (Burkhardt, 1990) and his critics (Doerge, 2004).

DID THE SENSIBILITIES CREATED BY THE MODERN, VIDEO KILL GAMES PLAY A ROLE IN THE LITTLETON MASSACRE

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DID THE SENSIBILITIES CREATED BY THE MODERN, VIDEO KILL GAMES PLAY A ROLE IN THE LITTLETON MASSACRE

Media Violence
 
Purpose:

  • To formulate a thesis and construct a convincing argument that supports the thesis.
  • To support that thesis with convincing reasons and criteria for evaluation.
  • To provide development and support for your ideas.
  • To demonstrate your understanding of essay structure and demonstrate your understanding of how to structure an academic argument.

Background:
In recent years, popular media seems to have become increasingly violent. This is particularly true of visuals in video games and on some Internet sites, but graphically violent images also appear regularly in films, on TV, in comic books, and even in newspapers. Some research has suggested that these violent images can have a negative effect on those who view them, particularly on adolescents and young children. In fact, some media critics believe that these violent images have helped to create an increasingly violent culture, which in turn has inspired young people to commit violent crimes. Others, however, argue that violent media images are not to blame for such events—and that, in fact, they provide a safe outlet for aggression.
 
Additional Requirements:
Make sure you include adequate support for your position with thoughtful consideration of all sides of the issue.  You are to reference at least 3 texts from the list below or from the CSUN library databases. Also, you are to refer to at least one specific visual example of violence in the media (for example: television, videos including U-Tube, movies, video games, or music videos). In referencing the visual examples make sure to include a complete analysis that will help the reader to situate and understand the reference (do not assume the reader has seen your visual example).
 
Articles on media violence:

  • “Violent Media Numbs Viewers to Pain of Others” – WMIA, pg. 165
  • “Hate Violence? Turn It Off!” – WMIA, pg. 167
  •  “Violent Media is Good for Kids” – WMIA, pg. 181
  • “Media Violence Debates” – Moodle
  •  “Whodunit—the Media?” – Moodle
  • “Does Media Violence Lead to the Real Thing?” – Moodle
  • “Music Videos Promote Adolescent Aggression” – Moodle
  • “Does Fictional Violence Lead to Real Violence” – Moodle
  • “American Psychological Association” – Moodle
  • “When Life Imitates Video” – Moodle

 
This essay will be constructed as an academic argument and therefore should be well-rea
soned, supported with logic based evidence from your readings, and balanced.  Preparation for this paper must include Exercise 1, Exercise 2, and Exercise 3 – proposal, as well as the 1st draft with peer review and 2nd draft.  It should be oriented toward a general, academic audience and will be evaluated according to the grading rubric for this course.
Paper Requirements:

  • 5 pages (Minimum 5 FULL pages)
  • Times Roman – 12 point font
  • Double spaced
  • One-inch margins (not 1.25, check your default margin settings)
  • MLA documentation and style
  • MLA Works Cited page