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Popular Culture: Shaping and Reflecting Who We Are,” by Billy Wilson

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Week 5 Assignment 1

BOTH ARTICLES ARE ATTACHED
From your course textbook, Ticket to Write, read the following chapters:

  • “Popular Culture: Shaping and Reflecting Who We Are,” by Billy Wilson
  • “Willie, My Thirteen-Year-Old Teacher,” by Scott Leopold.

The Hook Do you like to fish? If so, you probably know the importance of using the right kind of hook or bait if you want to catch a particular fish. Similarly, your opening to your essay needs to “catch” your readers’ attention long enough so that the next lines can “reel them in.”
Consider using one of these techniques in your revised narrative essay: a focusing question, some dialogue, or a short scene. Here’s an opener that uses a scene to interest the reader in the topic of single parenthood:
“Mom, please! All the kids at school have one. Do you want me to be a social outcast?” My son glared at me and slouched against the row of gleaming cell phones, as other customers shot disapproving glances my way. Did they think I was an ogre for not indulging him or a permissive parent for allowing him to speak to me like that? Ah, parenthood… Whatever made me think I could raise a child to adulthood? And now I was facing the frightening prospect on my own.
Discussion: Notice that both of this week’s readings start off with engaging openings.

  • Which one of the readings did you prefer? Why?
  • How did Wilson or Leopold hook you as a reader?
  • How will you revise your narrative essay to hook your reader?

Example End References
Leopold, S. (2013). Willie, my thirteen-year-old teacher. In S. S. Thurman, & W. L. Gary, Jr. (Eds.), Ticket to write: Writing skills for success. [Vital Source Bookshelf] (p. 134-137). Retrieved from myeclassonline.com
Wilson, B. (2013). Popular culture: Shaping and reflecting who we are. In S. S. Thurman, & W. L. Gary, Jr. (Eds.), Ticket to write: Writing skills for success. [Vital Source Bookshelf] (pp. 624-626). Retrieved from myeclassonline.com

Are investigators in tune with the differences between the personalities of a psychopathic spy and a nonpsychopathic spy?

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M1_A3

Psychopathy
Are investigators in tune with the differences between the personalities of a psychopathic spy and a nonpsychopathic spy? If not, who else might be in tune with these types of spies? Wait, that’s us—forensic psychologists! We are the experts in psychopathy!
You cannot get through a graduate program in forensic psychology without researching seminal works on the construct of psychopathy, such as Hervey M. Cleckley’s work and Robert D. Hare’s Psychopathy Checklist. If you are not familiar with the construct of psychopathy, be sure to research the term in the University online library resources. Research found in peer-reviewed psychological journals can provide you with knowledge on this construct and the leading researchers in the field.
Using at least three scholarly resources from the professional literature, research the construct of psychopathy and methods for interrogating psychopaths. Consider how a forensic psychologist could assist a CI investigator in distinguishing a psychopathic spy from a nonpsychopathic spy. The literature may include the University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Tasks:
Create a 5- to 7-page paper responding to the following:

  • Summarize the results of your research to demonstrate your understanding of the construct of psychopathy. Be sure to cite your sources in APA format.
  • Once you have presented a thorough working knowledge of psychopathy, explain how it may affect the actions of those who will try to commit treason. What psychopathic traits might be useful to have in CI investigators who have to interrogate these individuals?
  • Imagine you are the consulting psychologist to a CI investigator who is about to interrogate a suspect. This suspect has demonstrated many of the traits you have learned are associated with psychopathy.
    • How would you advise the investigator?
    • What interrogation strategies would you suggest? Consider the ethical implications of these strategies.

Submission Details:

the strengths and limitations of correlational analysis

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Unit 6 Assignment 1 Statistics

See the Resources area for links to resources that you will use for this assignment:

  1. You will complete this assignment using the Data Analysis and Application (DAA) Template.
  2. Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assignment.
  3. Refer to IBM SPSS Step-By-Step Guide: Correlations for additional information on using SPSS for this assignment.
  4. If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous two assignments, your submission should be in narrative format with supporting statistical output (table and graphs) integrated into the narrative in the appropriate places (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

  • gender
  • gpa
  • total
  • final

Step 1: Write Section 1 of the DAA.

  • Provide the context of the grades.sav data set.
  • Include a definition of the specified variables and corresponding scales of measurement.
  • Indicate the type of correlation for each X, Y pair (Pearson’s r, Spearman’s r, point-biserial r, et cetera).
  • Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA.

  • Test the assumptions of correlation for gpa and final.
  • Paste the SPSS histogram output for each variable and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values and interpret them.
  • Paste SPSS scatter plot output with “gpa” set to the horizontal axis and “final” set to the vertical axis. Conduct a visual inspection of the scatter plot to analyze other assumptions of correlation.
  • Summarize whether or not the assumptions of correlation are met.

Step 3: Write Section 3 of the DAA.

  • Specify a research question related to gpa and final.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify your alpha level.

Step 4: Write Section 4 of the DAA.

  • Paste the SPSS output of the intercorrelation matrix for all specified variables.
    • First, report the lowest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.
    • Second, report the highest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.
    • Third, report the correlation between gpa and final, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Analyze the correlation in terms of the null hypothesis.

Step 5: Write Section 5 of the DAA.

  • Discuss the implications of this correlation as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of correlational analysis.

Submit your DAA Template as an attached Word document in the assignment area.

identify the neuroanatomical structures and any neurotransmitter/receptor systems involved

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Prior to completing your initial post, read Chapter 5 and 8 of your course text and viewing Sleep Disorders. These required materials examine topics on neurotransmitter and receptor systems, anatomical structures, neurological functional pathways and their role in control of movement, consciousness and sleep, and how they correlate to selected related disorders. Choose from the following options for your initial post:
Option A: Evaluate one of the disorders of consciousness covered this week. Explain theories of etiology (causation), including the neuroanatomical structures, neurotransmitter/receptor systems, and the functional nervous system pathways involved. Include an analysis of the contribution of genetics, the environment, and lifestyle to the development and natural history of the condition. Provide information regarding diagnostic criteria and evaluate options for care interventions (both pharmacologic and nonpharmacologic). Lastly, identify the neuroanatomical structures and any neurotransmitter/receptor systems involved.  You must use a minimum of one peer-reviewed source that was published within the last five years, documented in APA style, as outlined in the Ashford Writing Center.  Your post should be a minimum of 250 words. You may cite and reference your textbook, required reading and/or multimedia, but these will not fulfill the source requirement.
Option B: Evaluate one of the sleep disorders covered this week. Explain theories of etiology (causation), including the neuroanatomical structures, neurotransmitter/receptor systems, and the functional nervous system pathways involved.  Include an analysis of the contribution of genetics, environment, and lifestyle to the development and natural history of the condition. What information can you add regarding diagnostic criteria? Evaluate the options for care interventions (both pharmacologic and nonpharmacologic).  Lastly, identify the neuroanatomical structures and any neurotransmitter/receptor systems involved.  You must use a minimum of one peer-reviewed source that was published within the last five years, documented in APA style, as outlined in the Ashford Writing Center. Your post should be a minimum of 250 words. You may cite and reference your textbook, required reading and/or multimedia, but these will not fulfill the source requirement.