Effects of Depression on Social Interaction among College students

Discipline: Psychology

Type of service: Research Paper

Spacing: Double spacing

Paper format: APA

Number of pages: 4 pages

Number of sources: 30 sources

Paper details:

The stage of transition to college life becomes a challenge to some students. Life in College is full of changes which students have to face(Pace,2015). Some can cope with them while others could not. The fact is that if these challenges are not well handled, they can develop a stain onto the life of students. Sources of stress vary from one individual to the another. Depression is highly associated with isolation among some of the students. Once students isolate themselves from the rest of their peers, their social interaction is affected. They prefer spending much of their time alone and doing their things alone. Even when they have something to share (collaboration) with their colleagues it is impossible since they have opted to live the isolated life. Some of the challenges which they face are shared and can be solved by what the idea of living isolated life limits. The fact remains that the isolation life opted by college students is caused by depression which they undergo(“Precollege and In-College Bullying Experiences and Health-Related Quality of Life Among College Students,” 2014). Until the administration of the institution comes with the means to deal with this issue student will still continue to suffer.

Car seat safety

Discipline: – Nursing

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 1 page

Number of sources: 1 source

Paper details:

I just needed a response to the post added below. I also included the instructor’s directions on responses. thank you.

Response #1

Response adds more information, resources and/or experiences to the discussion, as well as asks questions and/or digs deeper into the discussion. Uses additional references beyond initial post. Response made on different day than initial post or other response(s) and within allotted time frame.

Below is another students post which I need a response to, thanks.

Car seat safety is an important issue that needs to be talked about in our communities, as motor vehicle accidents are common today. According to Whitehead, motor vehicle crashes are the leading cause of death amongst pregnant women (Whitehead, 2013). Fetal death from motor vehicle accidents occurs due to placental abruption or commonly from maternal death (Whitehead, 2013). According to the California Highway Patrol, it is recommended that children less than 2 years of age ride in a rear-facing car set, unless the child is greater than 40 inches tall or weighs more than 40 pounds. It is also recommended that children less than 8 years of age sit in a booster seat in the back seat of a vehicle (Child Safety Seats, n.d.). Once a child reaches the minimum height of 4’9’’ they do not need to ride in a booster seat and only require a seat belt (Child Safety Seats, n.d.). Rear-facing car seats are known for preventing serious injury from motor vehicle accidents in infants (Thornton et al., 2017).

As public health nurses we need to educate parents on the importance of utilizing rear facing car seats as well as booster seats. Some parents may not know why their child should be facing the rear of the vehicle or that they should be in a booster seat afterwards. There may be cultural or language barriers and may not even read or understand the instructions that come with the actual car seat. It is also important to make sure that they know how to properly install them. Usually upon discharge after delivering a baby, most hospitals will inspect the car seat as well as to ensure that the parents know how to properly install it in the vehicle. Public health nurses should visit family or pediatric clinics and educate parents and teach them or provide them with handouts or brochures on car seat safety and the state laws.

Those that need to be at the table would be the parents first and foremost. The parents are the ones who care for these children on a daily basis and need to be able to identify how to use their child’s car seat and the rules and regulations for them. If parents do not know the importance of using a car seat or how to use them, they are putting their child’s life at risk. I do not think that there are ethical considerations to be considered for this topic as car seats are the gold standard and legally are supposed to be used when children are in vehicles.

Child Safety Seats. (n.d.). Retrieved September 17, 2018, from https://www.chp.ca.gov/programs-services/programs/child-safety-seats

Thornton, J. D., Deb, A., Murray, P. J., & Kelly, K. M. (2017). Car Seat Safety: Typologies of Protective Health and Safety Behaviors for Mothers in West Virginia. Maternal And Child Health Journal, 21(2), 326-334. doi:10.1007/s10995-016-2117-7

Whitehead, N. (2013). Prenatal Counseling on Seat Belt Use and Crash-Related Medical Care. Maternal & Child Health Journal, 17(9), 1527-1532. doi:10.1007/s10995-011-0861-2

The Multiplier Effect

Discipline: Economics

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 2 pages

Number of sources: 3 sources

Paper details:

Go to “FRB: Press Release—FOMC statement—December 16, 2009.”

You should now find a press release from the Board of Governors of the Federal Reserve System, dated December 16, 2009, which discusses the decisions of the Federal Open Market Committee (FOMC) for that date.

This release also states that the Federal Reserve is in the process of purchasing $1.25 trillion of agency mortgage-backed securities and about $175 billion of agency debt. Additionally, the release states that the FOMC has decided to gradually reduce “the pace” of such Fed purchases. Discuss why you believe that the FOMC has made such a decision, and explain the consequences of such a decision on the economy.

In your answer, discuss the Federal Reserve’s use of open-market operations to influence the money supply and the respective consequences of such actions. Include a discussion of the money multiplier effect in your response. Justify your conclusions and provide appropriate examples.

Using Microsoft Word, submit your responses in the form of a short paper (1 ½ – 2 pages).

PHI 103 Informal Logic

Type of document Essay Number of pages/words 4 Pages Double Spaced (approx 275 words per page)

Subject area Sociology Academic Level Undergraduate

Style APA Number of sources/references 4

Order description:

Week 3 – Assignment

Scholarly Arguments

In the Week 1 Presenting Arguments assignment, you objectively and neutrally evaluated reasoning on each side of your question from non-scholarly sources. For this assignment, you will objectively and neutrally evaluate and present the reasoning from scholarly sources on the same question. For an example of how to complete this paper, take a look at the Week Three ExamplePreview the document paper.

Conduct research from scholarly sources on each side of your issue and write a paper that includes the following:

Introduction (approximately 100 words)

Explain your topic and state the specific question that you are addressing (be sure to incorporate any relevant feedback you got from the instructor on your first paper).

Presentation of an Argument

Describe the scholarly source on one side of the issue and summarize the key points made. (approximately 100 words)

Present what you see as the main argument from that source in standard form, with the premises listed above the conclusion. (approximately 100 words)

Evaluate the quality of the reasoning in this source. You may address questions such as: How adequately the article supports the premises with research and how strongly the premises of the argument support the truth of the conclusion. (approximately 200 words)

Presentation of an Opposing Argument

Describe the scholarly source on the other side of the issue and summarize the key points made. (approximately 100 words)

Present what you see as the main argument from that source in standard form, with the premises listed above the conclusion. (approximately 100 words)

Evaluation of Arguments in Non-Scholarly and Scholarly Sources (approximately 200 words)

Discuss the differences in the quality of the reasoning or in the degree of support in the sources that you analyzed (Scholarly and Popular Resources (1) (Links to an external site.)Links to an external site.).

Some specific types of questions you might address here include: Who is the target audience? What types of motives may be influencing these authors? Discuss any logical fallacies in any of the sources.

Conclusion (approximately 50 words)

Reflect on how this activity might influence how you conduct research in the future.

NeedWritingHelp.jpg

Writing specialists are here 24/7, every day of the year, ready to support you!

Click HERE to instantly chat with an online tutor.

Click HERE to submit your paper for a review. Papers are returned within 24 hours with a revision plan.

Click HERE to email us any writing questions.

For additional writing resources like Grammarly (Links to an external site.)Links to an external site., click on the Writing Center tab in the left navigation pane.

The Scholarly Arguments paper

Must be 600 to 1,200 words in length (not including title and references pages), double spaced, and formatted according to APA style as outlined in the APA Style (Links to an external site.)Links to an external site.

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

For assistance with formatting of the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..

Must use at least three scholarly sources in addition to the course text. The Help! Need Article (Links to an external site.)Links to an external site. tutorial can also assist with searching for articles.

The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

The Integrating Research (Links to an external site.)Links to an external site. tutorial will offer further assistance with including supporting information and reasoning.

Must document all sources in APA style, as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)Links to an external site..

Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Resources/

Required Resources

Text

Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good reason: A guide to critical thinking. Retrieved from https://content.ashford.edu/

Chapter 7: Informal Fallacies

Chapter 8: Persuasion and Rhetoric

Multimedia

deLaplante, K. [Kevin deLaplante]. (2009, November 15). The “red herring” fallacy [Video file]. Retrieved from https://youtu.be/exdK7Lirngg

This video, embedded within the guidance in the Lectures for this week, explains the red herring fallacy with examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/4fe3d4b9-9101-4646-b832-34ebfe0e4263/1/The%20Red%20Herring%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2009, November 17). The “straw man” fallacy [Video file]. Retrieved from https://youtu.be/v5vzCmURh7o

This video, embedded within the guidance in the Lectures for this week, explains the straw man fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/e1eb150b-5ad7-4789-a126-0db4529ac30e/1/The%20Straw%20Man%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2010, January 13). Fallacies: Slippery slope [Video file]. Retrieved from https://youtu.be/DtmAw9Ia7LA

This video, embedded within the guidance in the Lectures for this week, explains the slippery slope fallacy with examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/520251ba-0ee7-4704-ae69-385226351df2/1/Fallacies%20Slippery%20Slope.%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2011, February 3). Cognitive biases: What they are, why they’re important [Video file]. Retrieved from https://youtu.be/dTJLchCHsrc

This video, embedded within the guidance in the Lectures for this week, explains the role of cognitive biases in our thinking. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a81a3a94-d5c8-4eef-9a51-408828358217/1/Cognitive%20Biases%20What%20They%20Are,%20Why%20Theyre%20Important%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2011, July 3). The ad hominem fallacy [Video file]. Retrieved from https://youtu.be/7GzXVqwYHVE

This video, embedded within the guidance in the Lectures for this week, explains the ad hominem fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/0385a615-c125-4462-915f-b8a1ebb1ea48/1/The%20Ad%20Hominem%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 27). Fallacies: Appeal to popular belief [Video file]. Retrieved from https://youtu.be/NvBjMO8RAWs

This video, embedded within the guidance in the Lectures for this week, explains the appeal to popular belief fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/43e4b1a4-973b-410e-90fc-8c36fbea70c8/1/Fallacies%20Appeal%20to%20Popular%20Belief%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 27). What is a fallacy? [Video file]. Retrieved from https://youtu.be/EJp4bZhhYfw

This video, embedded within the guidance in the Lectures for this week, explains how to distinguish fallacies from other bad arguments. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/db49442d-2cb2-43d6-ba26-3fedf296698d/1/What%20is%20a%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Appeal to authority [Video file]. Retrieved from https://youtu.be/3PDrnZoM3nA

This video, embedded within the guidance in the Lectures for this week, explains the appeal to authority fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a24e0262-8142-4f4a-ad28-125eced64479/1/Fallacies%20Appeal%20to%20Authority%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Begging the question (broad sense) [Video file]. Retrieved from https://youtu.be/krYpiQ6evD4

This video, embedded within the guidance in the Lectures for this week, explains the broad sense of begging the question (which involves premises that are no more plausible than the conclusion is initially) and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/bc5b97c5-a45f-4d76-8a8e-bc0d7a7064f7/1/Fallacies%20Begging%20the%20Question%20(broad%20sense).%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Begging the question (narrow sense) [Video file]. Retrieved from https://youtu.be/qSWCi_-qIME

This video, embedded within the guidance in the Lectures for this week, explains the narrow sense of begging the question (which is equivalent to circular reasoning) and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/02a10429-2cb3-4977-bd3e-04f6e5347044/1/Fallacies%20Begging%20the%20Question%20(narrow%20sense)%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: False dilemma [Video file]. Retrieved from https://youtu.be/3-Xf0y13pQI

This video, embedded within the guidance in the Lectures for this week, explains the fallacy of assuming that there are only two options, when there are in fact more than two, and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/32d5f062-0612-4199-8c4a-0ef68f4445f2/1/Fallacies-False_Dilemma.pdf

Accessibility Statement

HoustonPBS (2010, March 16). Critical thinking on LIVING SMART with Patricia Gras [Video file]. Retrieved from https://youtu.be/W4-XVZ7GQD8

This video discusses media bias and how to detect it, and it will assist you in addressing one of the discussion prompts this week. Your instructor will determine if this video will be required viewing based on the selected prompt. This video has closed captioning and a transcript.

Accessibility Statement

Recommended Resources

Multimedia

deLaplante, K. [Kevin deLaplante]. (2011, July 31). TCT 015: Confirmation bias and the evolution of reason [Video file]. Retrieved from https://youtu.be/e-TXeQwla84

This video offers a psychological explanation for confirmation bias in our reasoning. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/cba16346-4f8e-4d49-8d9f-0db5ca402279/1/Confirmation%20Bias%20and%20the%20Evolution%20of%20Reason%20%5bVideo%20file%5d.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, November 18). Critical thinking 2 [Video file]. Retrieved from https://youtu.be/F1FqeC8UxhQ

This video talks about logical fallacies and gives examples of how they appear in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/f6b352bf-b03f-4e43-b078-f29deb17f1bf/1/Critical_Thinking_2%20.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 1 [Video file]. Retrieved from https://youtu.be/QPIK3odiDeA

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/73b56cfa-627e-4da4-a05c-c367cb35f7bc/1/Informal_Fallacies_1%20.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 2 [Video file]. Retrieved from https://youtu.be/zN4YUif-UAU

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/c977d73a-4217-4969-9e60-684a840c7ef5/1/Informal_Fallacies_2.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 3 [Video file]. Retrieved from https://youtu.be/rpaSdLxCEXw

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a282261e-1d09-410e-8ec2-ce85f92fe4ff/1/Informal_Fallacies_3.pdf

Accessibility Statement

inFact with Brian Dunning. (2011, July 6). inFact: Logical fallacies 2 [Video file]. Retrieved from https://youtu.be/Z71w-rHkeSk

This video demonstrates multiple informal logical fallacies that you will examine during this week.This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/6b616c37-b0fc-4865-ae63-b0513a228eb1/1/Dunning%20Logical%20Fallacies%202.pdf

Accessibility Statement

TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular culture [Video file]. Retrieved from https://youtu.be/fXLTQi7vVsI

This video provides examples of fallacies as seen in the media and in life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/eeacdeb8-72a8-41bd-89d9-22f92bb0f279/1/The%20Fallacy%20Project.pdf

Accessibility Statement

Web Page

Labossiere, M. C. (n.d.). The Nizkor Project: Fallacies. Retrieved from http://www.nizkor.org/features/fallacies/

This web page offers definitions and examples of many of the fallacies that we cover in this course. This web page may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Website

Clearer Thinking. (http://www.clearerthinking.org/)

This website offers many mini-tutorials aimed at enhancing your decision making, refining your planning, and sharpening your reasoning. There are some that are applicable to fallacies, such as “Probabilistic Fallacies: Gauging the Strength of Evidence,” which is a discussion on how to interpret evidence and avoid fallacies. There are other videos dedicated to fallacies in everyday life that have practical value. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

FlackCheck.org. (http://www.flackcheck.org/)

This website presents examples of logical fallacies. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Logical Fallacies. (http://www.logicalfallacies.info/)

This website presents examples of logical fallacies. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Supplemental Material

Harrison, J. (n.d.). Informal fallacies [Unpublished work]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/e5fdd506-3752-4ed3-a6fb-61319b25bd2d/1/Harrison%20Informal%20Fallacies%20unpublished%20work.pdf

This document provides information on a variety of fallacies so that you might avoid these in your constructed arguments. This article may assist you in your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Go to top of page

Format document below:

Is Marijuana Use Safe?

Dr. Christopher Foster

PHI103 Informal Logic

Ashford University

Modeled example for week 3 assignment

With many states legalizing both medical and recreational marijuana, an important question for voters, legislators, and potential users is whether marijuana is safe. There have been many studies done on the topic, with findings on both sides. The focus of this paper will be to present scholarly research on both sides of the question and to evaluate the quality of each. To provide the most reliable information possible, I have chosen to present the findings of meta-studies on each side of the question of the safety of marijuana use. I will present and evaluate the reasoning used by each and conclude with a discussion of the value of different types of sources in terms of the degree of support that they provide for their conclusions.

Presentation of an Argument that Marijuana Use is Safe

A large meta-study was performed by a group of researchers at UC San Diego focusing on the long-term neurocognitive effects of cannabis use (Grant, Gonzales, Carey, Natarajan, & Wolfson, 2003). The study analyzed other studies that had been done, comparing data for 623 cannabis users against 409 non- or minimal users. The researchers found that chronic users of marijuana showed minor decreases in performance in the categories of learning and remembering, but no other significant effects. The study concludes that cannabis is probably safe for use for medical purposes (Grant et al., 2003).

The primary argument given may be represented in standard form as follows:

Premise 1: Combining data from studies that have been done on the effects of marijuana use on cognitive function allows for a large data pool from which to draw strong conclusions.

Premise 2: In six out of the eight cognitive areas studied, namely: reaction time, attention, language, abstraction/executive, perceptual, and motor skills, no significant cognitive impairment was found among marijuana users.

Premise 3: In the two areas in which cognitive impairment was found, learning and memory, the effect was small and could have been affected by sample bias.

Premise 4: Medical use of marijuana tends not to involve long term use, resulting in even more minor if any, ill effects.

Premise 5: Medical use of marijuana is likely to have benefits that outweigh minor amounts of harm.

Conclusion: Medical use of marijuana has “an acceptable margin of safety under the more limited conditions of exposure that would likely obtain in a medical setting” (Grant et al., 2003).

The reasoning presented appears to be strong since the premises appear adequately to support the idea that the potential harms are minor and either don’t apply to medical use or are outweighed by the benefits to be gained therefrom. The article also attempts to explain away the negative effects in learning and memory, suggesting that they could be due to selection bias in the articles reviewed or due to an insufficient time of non-use of the drug prior to the study (Grant et al., 2003). If the article is right about that, then perhaps there is no significant neurological harm even in those two areas. The article supplies substantial support for its premises, since there is a large data pool, all of it gathered from scientific studies.

However, the article points out that there are limitations of the research, such as different lengths of time within the studies since the last use of the drug and the question of whether long term marijuana users may not have the same initial cognitive abilities as those that do not, making causal inferences more difficult (Grant et al., 2003).

Presentation of an Argument that Marijuana Use is Unsafe

On the other side of the issue, a study from 2016 seems to demonstrate the exact opposite conclusion. The authors show that use of marijuana, especially by teens, has many long term negative effects and is associated with a multitude of including physical, psychiatric, neurological, and social impairments (Feeney & Kampman, 2016). The argument presented can be summarized as follows:

Premise 1: Marijuana is addictive (Volkow, Baler, Compton, & Weiss, 2014).

Premise 2: Marijuana causes breathing problems (Tashkin, Baldwin, Sarafian, Dubinett, & Roth, 2002).

Premise 3: Marijuana may increase the likelihood of developing schizophrenia and other psychiatric symptoms (Arseneault, Cannon, Witton, & Murray, 2004).

Premise 4: Marijuana causes long terms harms cognitive abilities, including attention, memory, processing speed, and executive functioning (Thames, Arbid, & Sayegh, 2014).

Premise 5: Marijuana use by teens is correlated with lower academic achievement, job performance, and social functioning in relationships (Palamar et al., 2014).

Premise 6: Marijuana use results in decreased psychomotor function, and reaction time, causing driving risks (Neavyn, Blohm, Babu, & Bird, 2014).

Conclusion: Marijuana use can cause physical, psychological, neurological, and social harm, especially when used by adolescents.

The reasoning in the article seems quite strong. The conclusion seems to follow from the premises since it mostly summarizes the research findings. Furthermore, the premises are well supported since they are all based in scientific research studies.

However, there are some limitations in the strength of the reasoning (as noted within the study). One of those limitations is that we are not sure in all cases if marijuana use is the cause of the impairment observed. For example, the article notes that the correlation with schizophrenia may or may not be causal (Feeney & Kampman, 2016). Furthermore, most of the studies focus on the use of marijuana by teens; therefore, these results may have limited application to discussions of marijuana use among adults, especially those using it for medical purposes.

Evaluation of Arguments:

Both of these scholarly sources supply quite a bit of evidence for their conclusions by analyzing the data from multiple scientific studies. Non-scholarly sources, by contrast, frequently make claims that are not supported at all, or are only supported by other partisan sources. One of my non-scholarly sources does not explicitly cite any research at all, but only implies that it exists (Foundation, n.d.). This allows non-scholarly sources, such as advocative web pages, to make it sound as though the case for their position is much stronger than it actually is.

However, as we have seen, even scholarly sources are capable of contradicting each other. This would not be surprising in non-scholarly sources, especially between sources with advocative intent. It is more surprising to find contradictory results within scholarly sources.

However, there are possible ways to resolve these contradictions. One possibility comes from noting that the first meta-study combined the data from its studies. Some of these specific studies showed greater and lesser scores for various neurocognitive skills among marijuana users, and the meta-study’s methodology allowed them to cancel each other out. The study on the contrary side, on the other hand, simply cited one source each for the various harms, which may have enabled the authors to select studies to cite that showed results more favorable to their preferred conclusion.

Thus, while non-scholarly sources can be clearly partisan and non-objective, pulling from whichever sources, reliable or not, that support their point of view, even scholarly sources are able to analyze data in ways that are far from neutral.

Conclusion:

Studying the reasoning on each side of the issue has been enlightening. Though there is still debate, even among scholars, about the safety of marijuana use, studying the reasoning from high quality sources gives perspective about the type of evidence that is being used on each side, allowing one to assess which evidence is more reliable and provides more support for its conclusion. In the future, I am more likely to go to scholarly sources over popular ones and to analyze a multitude of scholarly results to understand the issue from a more well informed point of view.

References

Arseneault, L., Cannon, M., Witton, J., & Murray, R. M. (2004). Causal association between cannabis and psychosis: Examination of the evidence. British Journal of Psychiatry, 184(2), 110-117. https://doi.org/10.1192/bjp.184.2.110

Feeney, K. E., & Kampman, K. M. (2016). Adverse effects of marijuana use. The Linacre Quarterly, 83(2), 174-178. https://doi.org/10.1080/00243639.2016.1175707

Foundation for a Drug Free World. (n.d.). The truth about marijuana: Behind the smoke screen. Retrieved from http://www.drugfreeworld.org/drugfacts/marijuana/behind-the-smoke-screen.html

Grant, I., Gonzales, R., Carey, C., Natarajan, L., & Wolfson, T. (2003). Non-acute (residual) neurocognitive effects of cannabis use: A meta-analytic study. Journal of the International Neuropsychological Society, 9(5), 679-689. https://doi.org/10.1017/S1355617703950016

Neavyn, M. J., Blohm, E., Babu, K. M., & Bird, S. B. (2014). Medical marijuana and driving: A review. Journal of Medical Toxicology, 10(3), 269-279. https://doi.org/10.1007/s13181-014-0393-4

Palamar, J. J., Fenstermaker, M., Kamboukos, D., Ompad, D. C., Cleland, C. M., & Weitzman, M. (2014). Adverse psychosocial outcomes associated with drug use among US high school seniors: A comparison of alcohol and marijuana. American Journal of Drug and Alcohol Abuse, 40(6), 438-446. https://doi.org/10.3109/00952990.2014.943371

Tashkin, D. P., Baldwin, G. C., Sarafian, T., Dubinett, S., & Roth, M. D. (2002). Respiratory and immunologic consequences of marijuana smoking. Journal of Clinical Pharmacology, 42(S1), 71S-81S. https://doi.org/10.1002/j.1552-4604.2002.tb06006.x

Thames, A. D., Arbid, N., & Sayegh, P. (2014). Cannabis use and neurocognitive functioning in a non-clinical sample of users. Addictive Behaviors, 39(5), 994-999. https://doi.org/10.1016/j.addbeh.2014.01.019

Volkow, N. D., Baler, R. D., Compton, W. M., & Weiss, S. R. B. (2014). Adverse health effects of marijuana use. New England Journal of Medicine, 370, 2219-2227. https://doi.org/10.1056/NEJMra1402309

PHI 103 Informal Logic

Type of document Essay

1 Page Double Spaced (approx 275 words per page)

Subject area Sociology

Academic Level Undergraduate

Style APA

Number of sources/references 1

Order description:

Week 3 – Discussion 2

Understanding Fallacies (Continued)

Your instructor will choose the discussion question and post it as the first post in the discussion forum. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly.

Guided Response: In addition to your original post, post a minimum of three responses for a total of at least four posts. At least two responses must be to your classmates; the third response could be to a classmate or your instructor. Be sure to post on three separate days throughout the week to promote further engagement and discussion. Each response should be a minimum of 75 words.

Option #5: Car Salesman/The Graduate/Bias in media or life source.

Prepare: Prior to answering this week’s discussion, make sure you have read Chapter 8 in our book and Complete this week’s “ (Links to an external site.)Links to an external site.” and “ (Links to an external site.)Links to an external site.” scenarios.

Reflect: As you worked through the scenarios, it probably occurred to you that the arguments you were presented with were likely to be biased. You may have noticed the use of rhetorical devices or even fallacies. On your own, find an example of an argument from a media source and evaluate it on the basis on this week’s readings. You will be addressing this source for this discussion. Remember that the goal of this discussion is not to agree or disagree with the argument, but to examine ways in which the argument is affected by fallacies, biases, and other potential problems. It will be helpful for you to use the specific concepts from your textbook in completing this discussion. In other words, if you think that an argument has a bias, fallacy, or other defect, it’s up to you to say which bias or fallacy it is.

Write: Address the following and reference specific concepts from this week’s assigned readings:

Include a link or bibliographical information for the source in your discussion post.

Determine the issue that is being discussed and the conclusion that is drawn on that issue.

Explain any biases or fallacies you find in the source and discuss the source of those biases with specific reference to the textbook or other sources on cognitive biases.

Identify any rhetorical devices that may be used to influence your perception of the argument.

Discuss the credibility of the source of the argument.

Guided Response:

Post a minimum of three responses, two of which must be to your classmates. The third response could be to a classmate or your instructor. Be sure to post on three separate days throughout the week to promote further engagement and discussion. Each response should be a minimum 75 of words.

Do you agree with their analysis? Have they correctly identified the features they noted? What features of the argument might they have missed.

Link: https://bridgepoint.equella.ecollege.com/curriculum/file/38d80e6c-2422-436e-b99b-0d458a340dc3/1/BuyingaCarScenario.zip/story.html

Also follow this source for do this order:Required Resources

Text

Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good reason: A guide to critical thinking. Retrieved from https://content.ashford.edu/

Chapter 7: Informal Fallacies

Chapter 8: Persuasion and Rhetoric

Multimedia

deLaplante, K. [Kevin deLaplante]. (2009, November 15). The “red herring” fallacy [Video file]. Retrieved from https://youtu.be/exdK7Lirngg

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2009, November 17). The “straw man” fallacy [Video file]. Retrieved from https://youtu.be/v5vzCmURh7o

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2010, January 13). Fallacies: Slippery slope [Video file]. Retrieved from https://youtu.be/DtmAw9Ia7LA

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2011, February 3). Cognitive biases: What they are, why they’re important [Video file]. Retrieved from https://youtu.be/dTJLchCHsrc

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2011, July 3). The ad hominem fallacy [Video file]. Retrieved from https://youtu.be/7GzXVqwYHVE

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 27). Fallacies: Appeal to popular belief [Video file]. Retrieved from https://youtu.be/NvBjMO8RAWs

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 27). What is a fallacy? [Video file]. Retrieved from https://youtu.be/EJp4bZhhYfw

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Appeal to authority [Video file]. Retrieved from https://youtu.be/3PDrnZoM3nA

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Begging the question (broad sense) [Video file]. Retrieved from https://youtu.be/krYpiQ6evD4

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Begging the question (narrow sense) [Video file]. Retrieved from https://youtu.be/qSWCi_-qIME

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: False dilemma [Video file]. Retrieved from https://youtu.be/3-Xf0y13pQI

Accessibility Statement

HoustonPBS (2010, March 16). Critical thinking on LIVING SMART with Patricia Gras [Video file]. Retrieved from https://youtu.be/W4-XVZ7GQD8

Accessibility Statement

Recommended Resources

Multimedia

deLaplante, K. [Kevin deLaplante]. (2011, July 31). TCT 015: Confirmation bias and the evolution of reason [Video file]. Retrieved from https://youtu.be/e-TXeQwla84

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, November 18). Critical thinking 2 [Video file]. Retrieved from https://youtu.be/F1FqeC8UxhQ

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 1 [Video file]. Retrieved from https://youtu.be/QPIK3odiDeA

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 2 [Video file]. Retrieved from https://youtu.be/zN4YUif-UAU

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/c977d73a-4217-4969-9e60-684a840c7ef5/1/Informal_Fallacies_2.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 3 [Video file]. Retrieved from https://youtu.be/rpaSdLxCEXw

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a282261e-1d09-410e-8ec2-ce85f92fe4ff/1/Informal_Fallacies_3.pdf

Accessibility Statement

inFact with Brian Dunning. (2011, July 6). inFact: Logical fallacies 2 [Video file]. Retrieved from https://youtu.be/Z71w-rHkeSk

Accessibility Statement

TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular culture [Video file]. Retrieved from https://youtu.be/fXLTQi7vVsI

Accessibility Statement

Web Page

Labossiere, M. C. (n.d.). The Nizkor Project: Fallacies. Retrieved from http://www.nizkor.org/features/fallacies/

Accessibility Statement does not exist.

Website

Clearer Thinking. (http://www.clearerthinking.org/)

Accessibility Statement does not exist.

FlackCheck.org. (http://www.flackcheck.org/)

This website presents examples of logical fallacies. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Logical Fallacies. (http://www.logicalfallacies.info/)

This website presents examples of logical fallacies. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Supplemental Material

NURS 6051 HIT (health information technology) -Use the Data Information Knowledge Wisdom Continuum-Assignment # 1

Category (Subject Area): HealthcareCategory

Subject Area: HealthcarePages

Word Count: 3 Pages (825 Words)

I am majoring in PMHNP. So if applicable select topics related to psyche for my papers. Master of science in psychiatric nurse NP.

details:

Class;
By the end of this week, our first assignment is due. Following are my expectations for this assignment. These will be the basis for grading your assignment.
1. Write a 3- to 4-page paper that addresses the following:
2. A summary of the question or research topic that you investigated. The question needs to be precise and instills a sense of investigation and evidence to help you follow the model. Simply asking: what factors affect obesity, smoking, is not specific enough. Questions that compare two different things to evaluate which is better, how effective, and so on are great way to go.
3. Explain how you would work through the four steps of the data, information, knowledge, wisdom continuum.
4. Identify the databases and search words you would use.
5. Discuss how you would take the information gleaned and turn it into useable knowledge, for example using it in a flyer that that your organization can use to educate the public.
6. Answer this question (within your narrative): Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search. For example, how can information technology be utilized to advance evidence based practice and decision support.
7. Your paper must also include a title page, an introduction, a summary/conclusion, and a reference page.
8. You need to review similarity report from SafeAssign to resolve any issues. If your paper has a similarity report 20% or more, it will be returned to you. Make sure to paraphrase properly and to quote material that is exactly copied from the source. Returned papers will be subject to late penalty. Make sure you remove assignment instructions from your submitted file as it will increase your similarity report.
9. References must all be in-text cited in your paper. Any reference that is listed on the references page, but not cited in the paper equals -2 points.
10. Pay attention to your formatting and writing mechanics.
11. It is extremely helpful to include section headings for the different components of the paper. This will help you cover all assignment requirements and also helps you focus your ideas.

Health Informatics Technology ASSIGNMENT #1

NURS 5051/6051: Transforming Nursing and Healthcare Through Information Technology | Knowledge and Information Management

What words do you use to describe pain? What words do your colleagues use to describe pain? Does every patient use the same adjectives when discussing his or her level of pain? Consider the problems these differences can create when attempting to assess a patient’s health concerns.

Health information technology has greatly increased the opportunity for the exchange of meaningful data and information across health care systems; however, in order for that to successfully occur, care must be taken to ensure that patient data is entered in a manner that allows for that information to retain its meaning across different systems. To be able to use health information technology to its greatest advantage, nurses need to gain an understanding of how data and information can be standardized and organized.

This week, you assess the purpose of standardized terminology in informatics. In addition, you are introduced to the continuum of data, information, knowledge, and wisdom, and you consider the key elements of each stage.

Learning Objectives

Students will:

Assess the importance of standardized terminologies used to document patient care
Apply the data, information, knowledge, and wisdom continuu

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“Metastructures, Concepts, and Tools of Nursing Informatics”This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 6, “History and Evaluation of Nursing Informatics”

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

Retrieved from the Walden Library databases.

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

Retrieved from the Walden Library databases.

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

Retrieved from the Walden Library databases.

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Required Media

Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.

McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources

Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.

Retrieved from the Walden Library databases.

Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.

Retrieved from the Walden Library databases

Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

Review the information in Figure 6–1 in Nursing Informatics and the Foundation of Knowledge.
Develop a clinical question related to your area of practice that you would like to explore.
Consider what you currently know about this topic. What additional information would you need to answer the question?
Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
- Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
- Once you have identified useful databases, how would you go about finding the most relevant articles and information?
- Consider how you would extract the relevant information from the articles.
- How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

Write a 3- to 4-page paper that addresses the following:

Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
- Identify the databases and search words you would use.
- Relate how you would take the information gleaned and turn it into useable knowledge.
Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content

Name: NURS_5051_Week4_ Application_ Rubric

Grid View

List View

	Excellent	Good	Fair	Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.	Points: Points Range: 27 (27%) – 30 (30%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. Feedback:	Points: Points Range: 24 (24%) – 26 (26%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. Feedback:	Points: Points Range: 21 (21%) – 23 (23%) Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. Feedback:	Points: Points Range: 0 (0%) – 20 (20%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. Feedback:
Quality of Work Submitted: The purpose of the paper is clear.	Points: Points Range: 5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria. Feedback:	Points: Points Range: 4 (4%) – 4 (4%) Purpose of the assignment is stated, yet is brief and not descriptive. Feedback:	Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Purpose of the assignment is vague or off topic. Feedback:	Points: Points Range: 0 (0%) – 3 (3%) No purpose statement was provided. Feedback:
Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:Understand and interpret the assignment’s key concepts.	Points: Points Range: 9 (9%) – 10 (10%) Demonstrates the ability to critically appraise and intellectually explore key concepts. Feedback:	Points: Points Range: 8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts. Feedback:	Points: Points Range: 7 (7%) – 7 (7%) Shows some degree of understanding of key concepts. Feedback:	Points: Points Range: 0 (0%) – 6 (6%) Shows a lack of understanding of key concepts, deviates from topics. Feedback:
Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.	Points: Points Range: 18 (18%) – 20 (20%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view. Feedback:	Points: Points Range: 16 (16%) – 17 (17%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. Feedback:	Points: Points Range: 14 (14%) – 15 (15%) Minimally includes and integrates specific information from 2-3 resources to support major points and point of view. Feedback:	Points: Points Range: 0 (0%) – 13 (13%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. Feedback:
Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.	Points: Points Range: 18 (18%) – 20 (20%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice. Feedback:	Points: Points Range: 16 (16%) – 17 (17%) Summarizes information gleaned from sources to support major points, but does not synthesize. Feedback:	Points: Points Range: 14 (14%) – 15 (15%) Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. Feedback:	Points: Points Range: 0 (0%) – 13 (13%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Feedback:
Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.	Points: Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity Feedback:	Points: Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. Feedback:	Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time. Feedback:	Points: Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Feedback:
Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation	Points: Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Feedback:	Points: Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Feedback:	Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Feedback:	Points: Points Range: 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Feedback:
Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.	Points: Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. Feedback:	Points: Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Feedback:	Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Feedback:	Points: Points Range: 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Feedback:

Excellent

Good

Fair

Poor

Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.

Points:

Points Range: 27 (27%) – 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

Feedback:

Points:

Points Range: 24 (24%) – 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

Feedback:

Points:

Points Range: 21 (21%) – 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

Feedback:

Points:

Points Range: 0 (0%) – 20 (20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Feedback:

Quality of Work Submitted:
The purpose of the paper is clear.

Points:

Points Range: 5 (5%) – 5 (5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

Feedback:

Points:

Points Range: 4 (4%) – 4 (4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

Feedback:

Points:

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

Feedback:

Points:

Points Range: 0 (0%) – 3 (3%)

No purpose statement was provided.

Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:Understand and interpret the assignment’s key concepts.

Points:

Points Range: 9 (9%) – 10 (10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

Feedback:

Points:

Points Range: 8 (8%) – 8 (8%)

Demonstrates a clear understanding of key concepts.

Feedback:

Points:

Points Range: 7 (7%) – 7 (7%)

Shows some degree of understanding of key concepts.

Feedback:

Points:

Points Range: 0 (0%) – 6 (6%)

Shows a lack of understanding of key concepts, deviates from topics.

Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.

Points:

Points Range: 18 (18%) – 20 (20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

Feedback:

Points:

Points Range: 16 (16%) – 17 (17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

Feedback:

Points:

Points Range: 14 (14%) – 15 (15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

Feedback:

Points:

Points Range: 0 (0%) – 13 (13%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

Points:

Points Range: 18 (18%) – 20 (20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

Feedback:

Points:

Points Range: 16 (16%) – 17 (17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

Feedback:

Points:

Points Range: 14 (14%) – 15 (15%)

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

Feedback:

Points:

Points Range: 0 (0%) – 13 (13%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Feedback:

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

Points:

Points Range: 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

Feedback:

Points:

Points Range: 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

Feedback:

Points:

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.

Feedback:

Points:

Points Range: 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.

Feedback:

Written Expression and Formatting

English writing standards: Correct grammar, mechanics, and proper punctuation

Points:

Points Range: 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

Feedback:

Points:

Points Range: 4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

Feedback:

Points:

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

Feedback:

Points:

Points Range: 0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Feedback:

Written Expression and Formatting

The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

Points:

Points Range: 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

Feedback:

Points:

Points Range: 4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

Feedback:

Points:

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.

Feedback:

Points:

Points Range: 0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Feedback:

Show Descriptions Show Feedback

Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.–

Levels of Achievement:

Excellent 27 (27%) – 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

Good 24 (24%) – 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

Fair 21 (21%) – 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

Poor 0 (0%) – 20 (20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Feedback:

Quality of Work Submitted:
The purpose of the paper is clear.–

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

Good 4 (4%) – 4 (4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

Poor 0 (0%) – 3 (3%)

No purpose statement was provided.

Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.–

Levels of Achievement:

Excellent 9 (9%) – 10 (10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

Good 8 (8%) – 8 (8%)

Demonstrates a clear understanding of key concepts.

Fair 7 (7%) – 7 (7%)

Shows some degree of understanding of key concepts.

Poor 0 (0%) – 6 (6%)

Shows a lack of understanding of key concepts, deviates from topics.

Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–

Levels of Achievement:

Excellent 18 (18%) – 20 (20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

Good 16 (16%) – 17 (17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

Fair 14 (14%) – 15 (15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

Poor 0 (0%) – 13 (13%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.–

Levels of Achievement:

Excellent 18 (18%) – 20 (20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

Good 16 (16%) – 17 (17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

Fair 14 (14%) – 15 (15%)

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

Poor 0 (0%) – 13 (13%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Feedback:

Written Expression and Formatting

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

Good 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.

Poor 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.

Feedback:

Written Expression and Formatting

English writing standards: Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

Good 4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

Poor 0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Feedback:

Written Expression and Formatting

The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

Good 4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.

Poor 0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Feedback:

Total Points: 100

Name: NURS_5051_Week4_ Application_ Rubric

Corporate and financial accounting

Assignment Level: – Subject: Accounting

Order Topic: Corporate and financial accounting

Instructions:

No plagiarism in the assignment Attachments:

Sources: 5

Style: –

Standard: Graduate

Langauge: English (U.S.)

Pages: 7

Managerial Accounting

Order Topic: Rapid-Heat Pty Ltd (Rapid-Heat) is an Electric Heaters manufacturer which sells Electric Heaters directly to the public. On 1 May 2017, Rapid-Heat provided one of its employees; Jasmine, with a car as Jasmine does a lot of travelling for work purposes. However, Jasmine’s usage of the car is not restricted to work only. Rapid-Heat purchased the car on that date for $33,000 (including GST

Instructions:

make my assignment according to that with no plagiarism

Sources: 10

Style: –

Standard: Masters

Langauge: English (U.S.)

Pages: 12

DECEPTION AND THE NUREMBERG CODE

Discipline: Creative Writing

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 2 pages

Number of sources: 2 sources

Paper details:

UNION COUNTY COLLEGE

Fall 2018

September 5, 2018 through December 21, 2018

PSY 101-053: GENERAL PSYCHOLOGY

This course is an introduction to the scientific study of behavior and mental processes. Includes topics such as research methods, the neurological bases of behavior, consciousness, sensation and perception, learning, memory, thinking and intelligence, personality, motivation and emotion, development, psychological disorders and social psychology. Prerequisite: Eng. 096 or permission of the instructor.

5:50 pm- 7pm, SD- 227

Tuesday and Thursdays

Cranford Campus, Student Development Building

Finals: DECEMBER 20, 5:00PM–7:30PM

REQUIRED TEXTBOOK: Several copies of this textbook is available for students at each campus, “on reserve” in the College library. These textbooks cannot be removed; they can only be used while in the library. Ask the librarian for assistance.

Grison, S., Heatherton, T. F. & Gazzaniga, M.S. (2017). Psychology in your life. 2nd (Ed.). W.W. Norton & Company, New York.

JENNIFER KEHOE, PROFESSOR

Psychology Doctorate of Clinical Psychology (PsyD)

Office Hours: 7 pm-8 pm on Tuesdays and Thursdays, in the Library

OBJECTIVES (Learning Outcomes – “LO”)

The objective of each lesson is to guide students toward an understanding of psychology which they will be able to relate to and apply and demonstrate in-class and through homework assessments. At the end of the semester students will be able to:

LO#1. Demonstrate an understanding of the history of psychology, major fields, theoretical perspectives and key concepts within the field of psychology.

LO#2. Demonstrate an understanding of the scientific methods used to study behavior and mental processes.

LO#3. Demonstrate an understanding of basic psychological processes such as neuroscience, sensation and perception, consciousness, motivation, learning, memory, language and intelligence, psychological disorders, emotions, group processes, personality, and human development.

LO#4. Apply psychological principles to everyday life.

LO#5. Demonstrate understanding of cultural differences in the human experience.

LO#6. Illustrate effective communication in both speech and writing.

LO#7. Evaluate relevant scholarly resources competently through the use of online technologies and media sources.

These General Course Learning Outcomes including General Education Objectives from the Master Syllabi as updated May 2017 and reflected in the Catalog.

Please note that classroom topic discussion dates are subject to change. Why? It is important for every student to understand the selected information that is being discussed before moving on to a new topic.

All essay assignments must be typed, double spaced, be in your own words and must be supported by evidence, in APA format (http://www.easybib.com/guides/students/writing-guide/iv-write/a-formatting/apa-paper-formatting/) WITHOUT AN ABSTRACT, with correct APA style citations (http://www.citationmachine.net/apa). The lowest 2 quiz scores will be dropped at the end of the semester.

Sept 6

First Day

· Hand out course syllabus.

· Introductions, ice breaker and general questions

Sept 11 Sept 13

Sept 18 Sept 20

CHAPTER 1

Read:

1.1 Why is psychology important to you?

1.2 Why do psychologists investigate?

1.3 Who are psychologists today?

1.4 How do psychologists conduct research?

Introducing the World of Psychology– p. 2

1- The whole chapter is assigned to help students understand basic psychology and how it is used in day-to-day lives. Week 1 covers 1.1-1.3, Week 2 covers 1.4

Assignment – Short Essay 1: student response is due: Sept 24

Assignment –Quiz 1: student response is due: Sept 24

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 2, 4, 5, 6, & 7

Sept 25

Sept 27

CHAPTER 2

Read:

2.1 How do our nervous systems affect thinking and behavior?

2.2 How do the parts of our brains function?

2.3 How do our brains communicate with our bodies?

2.4 How do nature and nurture affect our brains?

The Role of Biology in Psychology – p. 38

The whole chapter is assigned so that students can learn about how the brain works.

Assignment – Quiz 2: student response is due: Oct 1

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 2, 3 4, 5, 6,

Oct 2

Oct 4

CHAPTER 11

Read:

11.1 What affects our health?

11.2 How does stress affect our health?

11.3 What changes the impact of stressors?

11.4 Can a positive attitude keep us healthy?

Health and Well-Being – p. 382

The whole chapter is assigned so that students can understand the relationship between mental and physical health.

Assignment – Quiz 3: student response is due: Oct 8

Assignment – Short Essay 2: student response is due: Oct 16

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 2, 3, 4, 5, 6, & 7

Oct 9

Oct 11

CHAPTER 7

Read:

7.1 How do we acquire memories?

7.2 How do we maintain memories over time?

7.4 How do we access our memories?

Memory – p. 230

Read only the parts of the chapter assigned. The parts of the chapter are assigned so that students can understand about memory formation and use.

Assignment – Quiz 4 due: Oct 16

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 3, 4, 5, 6

Oct 16

Oct 18

CHAPTER 9

Read:

9.1 What motivates our behavior?

9.2 What motivates…the need for achievement?

9.3 How do we experience emotions?

9.4 How do emotions affect us?

Motivation and Emotion – p. 306

The whole chapter is assigned so that students and learn more about how motivation, achievement, and emotions are related.

Assignment – Quiz 5 due: Oct 23

Assignment- Short Essay 3 due Oct 30

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 3, 4, 5, 6, & 7

Oct 23

Oct 25

CHAPTER 6

Read:

6.1 What are the three ways we learn?

6.2 How do we learning from classical conditioning?

6.3 How do we learning from operant conditioning?

6.4 How do we learning by watching others?

Learning – p. 194

The whole chapter is assigned so that students can understand different types of learning.

Assignment – Quiz 6 due: Oct 30

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 2, 3, 4, 5, 6

Oct 30

Nov 1

CHAPTER 3

Read:

3.1 What does it mean to be conscious?

3.2 How does sleep affect consciousness?

3.4 How do drugs affect consciousness?

Consciousness – p. 76

Please only read the sections assigned. These sections are assigned to help students understand consciousness and how it can be affected.

Assignment – Quiz 7, Discussion 7: Nov 6

Assignment- Short Essay 4 due Nov 13

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 3, 4, 5, 6, & 7

Nov 6

Nov 8

CHAPTER 8

Read:

8.1 What is thinking?

8.2 How do we make decisions and solve problems?

8.3 What is intelligence?

8.4 How do we measure intelligence?

Thinking and Intelligence – p. 268

The whole chapter is assigned to help students learn about different types of intelligence and decision making.

Assignment – Quiz 8 due: Nov 13

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 2, 3, 4, 5, 6

Nov 13

Nov 15

CHAPTER 10

Read:

10.1 How does biology make us male or female?

10.2 Why do we act masculine or feminine?

10.3 How do we vary in sexual orientation?

Sex, Gender, and Sexuality – p. 342

Please only read the sections assigned. These sections are designed to help students understand more about the differences between biological sex, gender identity, and sexual orientation.

Assignment – Quiz 9 due: Nov 20

Assignment – Short Essay 5 due Nov 20

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 3, 4, 5, 6, & 7

Nov 20

Nov 27

Nov 29

CHAPTER 12

Read:

12.1 How do think about other people?

12.2 How do our attitudes affect us?

12.3 How do other people influence us?

12.4 How do we develop strong relationships?

Social Psychology – p. 420

The whole chapter is assigned to help students understand principles of social psychology.

Assignment – Quiz 10 due: Dec 4

Nov 22- NO CLASS! ENJOY YOUR THANKSGIVING!

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 3, 4, 5, 6

Dec 4

Dec 6

CHAPTER 14 Read:

14.1b What is a psychological disorder?

14.2 How do people experience disorders of emotion?

14.3 How do people experience disorders of thoughts?

14.4 How do people experience disorders of self?

14.5 What disorders affect children?

Psychological Disorders p. 496

The whole chapter is assigned to help students understand different types of psychological disorders.

Assignment – Quiz 11 due: Dec 11

The learning outcomes accomplished by reading of this chapter, classroom interactions, and assignments: LO’s #1, 3, 4, 5, 6

Dec 11

Dec 13

REVIEW WEEK

This week is reserved to help students prepare for their final assignment.

The learning outcomes accomplished by classroom interactions: LO’s #1, 2, 3, 4, 5, 6

Dec 19

FINALS

DECEMBER 20, 5:00PM–7:30PM. You must be on time to class

CLASS POLICIES

1. Mobile devices including laptops are not permitted during class because it is a distraction to the learning process.

2. Students may record the class lesson by leaving their recording device on the classroom desk at the start of class.

3. Note taking is a requirement that benefits student learning. A notebook and pen/pencil is needed for every class.

4. Eating and/or sleeping are not permitted during class.

5. It is important to meet with the professor for help and when requested by her as indicated.

6. The academic learning center should be used by students for additional mentoring throughout the semester.

7. Respectful behavior and communication is required whether in class or online.

8. There are no: 1) do-overs of test or homework assignments, 2) extra-credit other than the pre-test/post-test, or 3) extensions.

9. Email attachments will not be opened by the professor.

10. Regarding the use of Canvas, please be mindful of the following:

· Only the student is allowed in Canvas. Proctortrak is used to monitor student activity during online test taking. Antiplagiarism software is used for all writing assignments.

· Do not use Mobile Devices, Internet Explorer or Safari in Canvas because of possible transmission interference.

Note: If an assignment/test is not received the Speedgrader will indicate “Assignment Not Submitted.” A zero grade will be entered and distance learning contacted. Zero grades will remain pending the outcome

11. Students with excessive lateness, poor attendance, academic performance, or that demonstrate behavior contrary to expected of students will be referred to their Academic Advisor for support and guidance.

IMPORTANT GENERAL INFORMATION FOR STUDENTS

ATTENDANCE POLICY

· Attendance is recorded in Canvas.

· Students are required to be present and on-time for every class.

· Students may not have more than three (3) absences during the semester. 2-points will be deducted from the final grades shown in Canvas when students exceed the number of days permitted.

· Students with medical, jury duty, job related or death must present original documentation upon return for points not to be taken; however, the dates of absences will not be waived because the class was missed while important instruction was occurring.

· Make-up tests are subject to the attendance policy documentation criteria.

ASSESSMENT VALUE and WEIGHT

No. of Assessments	Assessment Type	Question Value	Total Homework Value	Weight
11	Weekly Quizzes on each chapter, must be completed on the scheduled due date. The lowest two quiz grades will be dropped at the end of the semester.	Each quiz question will be 15 questions.	Each completed quiz equals 15 points	50% of the final grade
5	Short Essays on specific chapters, must be completed by the scheduled due day. Grading follows the rubric, sources should be cited in APA format. Papers should be 2-3 pages, and NO MORE than 5 citations.	Each short essay is worth 100 points.	Each short essay is worth 100 points.	30% of final grade
1	Final examination – in-class	100 points		20% of the final grade
Total weight of the combined assessments				100%

GRADING SCALE

The following Grading Scale is used to grade all assessments and also reflected in each rubric.

A 100 – 90 Excellent

B+ 89 – 85 Very Good

B 84 – 80 Good

C+ 79-75 Above Average

C 74-70 Satisfactory

D+ 69-65 Below Average

D 64 – 60 Unsatisfactory

F 59.5 – less Did not pass

· Students can view their grades and absences in Canvas throughout the semester.

· Students can also view and print a copy of their class grade transcript with comments in Canvas.

· A grade of “D” may not transfer to other institutions, students should check with their academic adviser.

· Grades are not curved.

IMPORTANT GENERAL INFORMATION FOR STUDENTS

ASSIGNMENT RUBRIC – How grades are applied to each students’ response to the assessments:

All assignment responses must be typed, skip a line between sentences, in your own words and must be supported by evidence.

EXCELLENT

100 pts – 90 pts.

VERY GOOD

89 pts – 85pts.

GOOD

84 pts – 80pts.

ABOVE AVERAGE

79 pts. – 75pts

SATISFACTORY

74 pts – 70 pts

BELOW AVERAGE

69 pts. – 65pts

UNSATISFACTORY

64 pts – 60 pts

DID NOT PASS

0 pts.

·An expanded clear response, comparing and contrasting psychological theories or other concepts reviewed within the reading. .

·Critical thinking demonstrated throughout.

·Academic examples from the textbook or other research that reflect on psychology and everyday life

·An expanded clear response.

·Several concepts of psychology applied.

·Critical thinking demonstrated throughout.

·A thorough explanation is provided.

·Academic examples from one source, i.e., textbook, or other research, that reflects on psychology and everyday life

·Followed all of the instructions.

·A good response critical thinking

·Some reference to textbook examples,

·Does not include assumption or opinion

·A clear response to each question that includes critical thinking, and includes assumption or option, lacking examples.

·A brief clear response.

·Basic concept of psychology applied.

·Critical thinking demonstrated mixed with assumptions.

·The student did not provide a response to each that reflects critical thinking, or reference to content material.

· Incomplete response, that does not respond sufficiently to each question or follow the instructions.

· The assignment was not turned in. (0 grade)

Each found grammatical or spelling mistake may lose 1 point on grade or paper/assignment.

THE LAST DAY TO WITHDRAW – November 12, 2018.

If you are thinking of withdrawing, please meet with me first.

SCHOOL CLOSINGS –Thanksgiving Break – Wednesday November 21 through November 25.

FINALS – The date of the final exam for this class is scheduled by the College (DECEMBER 20, 5:00PM–7:30PM); students must attend.

EXTRA-CREDIT:

PRE TEST and POST TEST

· The pretest and posttest is offered to Psychology 101 students as a voluntary extra-credit assignment worth 5 points added to the final grade.

· The purpose of this test is to gather information about students’ base knowledge of psychology at the start of the semester (pre-test) and then at the end of the semester.

· The pretest and posttest scores are not counted as a part of our class.

· Students must participate in both the pretest and the posttest to receive the extra-credit points, partial credit is not available.

IMPORTANT GENERAL INFORMATION FOR STUDENTS

INFORMATION LITERACY

An essential element of this course includes information literacy. Information literacy is the evaluation and assessment of integrated information. An understanding of its ramifications and implications through the critical use of information literacy will be discussed. Students will be able to locate, discern, and effectively use information to solve issues and/or problems in order to become independent learners.

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 (FERPA)

The Family Educational Rights and Privacy Act of 1974 (FERPA) guarantees that the academic records for students over 18 years old cannot be discussed with anyone except the student or authorized College personnel. However, certain information classified as “Directory Information” is available for public consumption unless the student specifically directs that it be withheld. Public Directory Information as defined by the act includes: Student’s name, addresses (campus, home, e-mail), telephone listings, photograph, date and place of birth, major field of study, class year, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, enrollment status (e.g., undergraduate or graduate; full-time, half-time, part-time), degrees, honors, and awards received, and the most recent previous educational institution attended. To request that directory information be withheld, please contact the Registrar’s Office.

EQUAL OPPORTUNITY

Union County College is an equal opportunity/affirmative action employer and educational institution. Union County College prohibits discrimination on the basis of race, color, creed, gender, sexual orientation, national origin, age, religion, veteran’s status, marital status or disability.

STUDENTS WITH DISABILITIES

Union County College offers reasonable accommodations and/or services to persons with disabilities. Any student who has a documented disability and wishes to self-identify should contact the Coordinator of Services for Students with Disabilities at (908) 709-7164, or email disabilitysvc@ucc.edu. Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. In order to receive accommodations, students must be registered with the Disability Services Office. Students should register with the office as soon as possible. No accommodation is official until the Faculty Accommodations Alert Form is issued from the student to their instructor.

marketing plan to promote the product

REQUIREMENT

The requirement is to document a marketing plan to promote the product described below. This is an MBA assignment first, but once approved this business idea will be implemented in the UK as a potential business. See attached document with additional product details. Therefore this marketing plan should be credible and fool proof to be shared with the potential buyers , e.g. supermarket buyers.

key points:

Product is organic king coconut water imported from Sri Lanka. Bottle is made of glass to preserve the quality of the water and to avoid the contamination from plastic bottles. Comes in 3 flavours.
Proposed business model is to import and distribute the product to major supermarkets and other food sellers like coffee chains.
Evaluate the marketing potential with different sellers chosen in point 2 above
Need good mission and vision statements
Need to include a good market research facts on demand
Competitors and their prices
Analysis on organic food market size and its growth
Are there any other organic coconut water products ?
Current coconut water market trends and existing sales figures
Future potential of the coconut water market
Sales and cash forecast for next 12 and 24 months
External factors and their impact – Pestel analysis
Internal factors and their impact – SWOT analysis
What is the USP – only organic king coconut water in the market . all other coconut water products are just normal coconut water. NOT king coconut. Add little info on king coconut and its benefits.
Samples are available in the UK now
Production Capacity – can provide up to 300,000 bottles per month which can be increased to 600,000 bottles.
Evaluate the means of delivery from Sri Lanka – CFR, CIF etc. What would be the most appropriate option for the buyer ?
Payment terms , credit period
Unit price and how the discounts change based on credit period and volume
A unit (350 mil bottle) cost us £1.10 to receive at the UK (CIF)

Version no and date

VERSION 0.1 20-09-2018

Business details

Name of business owner	ANU JAYASURIYA
Name of business	SYNERGY RICH SOLUTIONS LTD
Business address	17, WOODWAYE, WATFORD, HERTFORDSHIRE
Post code	WD19 4NN	Telephone
Date business commenced
Legal status	LIMITED COMPANY – VAT REGISTERED
Principal activities	AUGUST KING COCONUT WATER

Write a marketing plan. 1

Part 1 – Executive summary and mission statement 3

1.1 Writing a marketing plan. 3

1.2 Executive summary. 4

1.3 Mission statement – your business’ values and beliefs. 5

Part 2 – The current situation analysis – the internal landscape. 6

2.1 Product or Service. 6

2.7 Physical evidence. 10

Part 3 – The current situation analysis – the external landscape. 11

3.1 Market overview.. 11

3.2 Competitor analysis. 11

Part 4 – SWOT analysis. 13

4.1 Strengths. 13

4.2 Weaknesses. 13

4.3 Opportunities. 14

4.4 Threats. 14

4.5 Summary. 15

Part 5 – Objectives – the internal landscape. 16

5.1 Overall strategy. 16

5.2 Product or service. 17

5.8 Physical evidence. 22

Part 6 – Resources and evaluation. 23

6.1 Resources. 23

6.2 Evaluation. 23

6.3 Need further help?. 24

Part 1 – Executive summary and mission statement

1.2 Executive summary – what your business is aiming to achieve

An executive summary is an overview of your marketing plan and needs to be at the front of your marketing plan.

Make sure it:

· covers the highlights from your marketing plan

· is clear, concise and to the point – use limited jargon or acronyms

· is well written and stimulates the readers attention – be sure that you include your passion and vision

Remember the summary needs to give the reader enough information to understand the purpose of your marketing plan.

1.3 Mission statement – your business’ values and beliefs:

Your mission statement is a clear and engaging statement of what your business aims to achieve by being in business and your vision for the future.

You should make that sure you:

cover the core values goals of your business
align your values with the target market

Part 2 – The current situation analysis – the internal landscape To move your business forward, you need to have an understanding of the current landscape at the time of writing your marketing plan. When considering the present marketing situation, you need to take into account the following areas: 2.1 Product or Service What need does your product or service meet? Do you have a unique selling point? Provide the facts, figures and research to illustrate these points.

Our product	Proportion of sales	What are their features/benefits?
		Features	Benefits
		·	·
		·	·

Our customers

Our business will be selling to

Number of customers we expect to win in each group and what they will spend

Trends in our chosen market

How we know this

2.2 Pricing

What’s your current pricing strategy? Do you allow for discounts to regular customers? What are the discounts based on?

2.3 Place

Where and how do you sell your product or service? Are you an online shop or do you have a shop front? Consider your distribution and delivery channels.

2.4 Promotion

What are your current marketing activities? What media options do you use to reach your customers? Consider providing an estimate of how much you spend on these media outlets and the return on investment you receive from these methods.

2.5 People

Are your staff knowledgeable about your product or service? Do you have enough staff to handle your orders? Do they provide quality of service?

2.6 Processes

Are your processes written down and organic? Do they ensure consistency of service? Are they up-to-date with your current systems or goals?

2.7 Physical evidence

Does your website or premise(s) convey the right message about your business?

Part 3 – The current situation analysis – the external landscape

Now that you have considered the internal factors of your business, you need to take into account the factors beyond your control – the external landscape. Aim to present an overview of the key markets and challenges your business is currently facing.

3.1 Market overview

Consider the current developments in product development and service offerings. Are there any opportunities in the upcoming changes? Also note your demographics, customers and target markets. Are they going through changes in the near future?

3.2 Competitor analysis

Most businesses compete with other businesses. Even if you are in a niche market, competition will almost certainly come along. Knowing your competitor gives you insight into how to approach your marketing plans. Understanding their competencies and what you do best provides a valuable opportunity to get the most out of your marketing budget. Consider running a SWOT analysis on your competitors.

Our major COMPETITORS	How they compare to us and to each other	Their strengths and weaknesses
		Strengths		Weaknesses
	·	·		·
	·	·		·
	·	·		·
	·	·		·
	·	·		·
How our prices compare with the competition
Product/service			Our price		Competitor price
1			£		£
2			£		£
3			£		£
4			£		£
5			£		£

Part 4 – SWOT analysis

After exploring the current internal and external landscape, now is a good time to do a SWOT analysis on your business. List your business’ main strengths and weaknesses. You will discover valuable information in previous sections of the marketing plan that you can use and further expand on in this section. Focus on what you can develop for your business going forward.

4.1 Strengths

4.2 Weaknesses

Preparation is a key part of running a successful business as it can help you when an unexpected challenge comes along. In this section, consider all the key elements from outside influences and how they could be used as opportunities. It is also advisable to consider outside threats to your marketing plan.

4.3 Opportunities

Consider new marketing opportunities, development of new products or services, gaps in the market and new or changing demographics.

4.4 Threats

Consider unexpected situations – such as environment issues, negative business images or perceptions, new competition, changes to the economy or the law and trend shifts.

4.5 Summary

Part 5 – Objectives – the internal landscape

Your strategy statement is an overview of how your marketing objectives are going to be achieved. It needs to provide a summary to the reader of how detailed strategies will be outlined below. Look over the SWOT analysis, key opportunities and threats and business plan to help you choose the areas you want to work on. Remember to include a description of what success will look like, and add some of your enthusiasm and passion here too.

5.1 Overall strategy

Year 1

Year 2

Year 3

Year 4

Year 5

Tactics

5.2 Product or service

Aim to cover your long-term product strategy in this section. If you are providing a service, take into account additional features such as people, process and the physical appearance of your business premises.

Please double click in the table below to access the embedded Microsoft Excel sheets to input your figures, Microsoft Excel will automatically update the total for you.

MARKETING OBJECTIVES – sales by value (£s)

You can also download the marketing objectives table shown above in Microsoft Excel format (XLS, 16K).

5.3 Pricing

All pricing needs to take into account the cost of producing or delivering the product or service, marketing and contributing to a profit. There are four keys points to consider:

· Cost – does the price cover the cost of producing or delivering the product or service?

· Demand – is there a large demand?

· Competition – what are your competitors charging?

· What is the image or perception of your product/service?

5.4 Place

Take into account your distributors, using specialists’ intermediaries and where you sell your product.

5.5 Promotion

What promotional activity is best suited to your marketing strategy? Consider all forms of promotion including social media, public relations, advertising and packaging.

5.6 People

Do your staff need further training on customer service or on your product or service?

5.7 Processes

Encouraging staff to follow regular routines and make use of quiet periods will help ensure processes meet a high standard.

5.8 Physical evidence

Your staff and premises are marketing your business every day, as they are who the customer will first see and then experience. You might consider membership cards and loyalty programs as part of your strategy.

Part 6 – Resources and evaluation

6.1 Resources

Things we need
Resource	When	How funded	Cost
			£
			£
			£
			£
			£
			£
			£
			£

6.2 Evaluation

Your marketing plan needs to be an organic document, which may change or grow according to circumstances. It’s a good idea to review your marketing plan along with your marketing strategy once a year.

6.3 References

Test

Please use Harvard Referencing with at least 10 sources.
This marketing plan is to be used for real life business opportunity so the writer must be familiar with real business world evaluation process.
Can I therefore know the writer’s profile before we go ahead? Thank you.

Business details

CONTENTS

Part 1 – Executive summary and mission statement

1.2 Executive summary – what your business is aiming to achieve

1.3 Mission statement – your business’ values and beliefs:

Part 2 – The current situation analysis – the internal landscape

2.1 Product or Service

Our customers

Our business will be selling to

Number of customers we expect to win in each group and what they will spend

Trends in our chosen market

How we know this

2.2 Pricing

2.3 Place

2.4 Promotion

2.5 People

2.6 Processes

2.7 Physical evidence

3.1 Market overview

3.2 Competitor analysis

Part 4 – SWOT analysis

4.1 Strengths

4.2 Weaknesses

4.3 Opportunities

4.4 Threats

4.5 Summary

Part 5 – Objectives – the internal landscape

5.1 Overall strategy

5.2 Product or service

MARKETING OBJECTIVES – sales by value (£s)

5.3 Pricing

5.4 Place

5.5 Promotion

5.6 People

5.7 Processes

5.8 Physical evidence

Part 6 – Resources and evaluation

6.1 Resources

6.2 Evaluation

6.3 References

Test