global psychology

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Select any 2 of the prompts below & respond. 500 words in total. So it can be 250 words each prompt, more or less. Your choice of which 2 prompts.

1.  Ariana and Misha looked at the music charts. Ariana compared herself to Adelle (Ariana thinks she is worse than Adelle), while Misha compared herself to Mariah (Misha thinks she is better than Mariah). Name and define the processes in which Ariana and Misha engaged, respectively. Describe Ariana’s and Misha’s self-esteem before and after they make their comparisons. Assume that Ariana and Misha start out with the same level of self-esteem.

2.  In a political pamphlet being handed out to students on campus, the writer is suggesting that capitalism is a product of the trades and activities of Islamic merchants. According to Weber’s thesis that capitalism grew out of a belief system rooted in cultural ideas of the sixteenth and seventeenth centuries, do you agree or disagree with the pamphlet? Why or why not?

3.  Jessica and Jonathan are best friends. Jessica is very individualistic, while Jonathan is very collectivistic. Based on research regarding primary and secondary control, describe the relationship between the amount of anxiety they would feel based on how much personal control they have in any given situation.

4.  Your school’s counseling department emphasizes the importance of convincing people to gain control by asserting themselves in their environment. Regardless of one’s cultural background, everyone feels a greater sense of power when changing the environment to suit himself or herself. Based on empirical research, do you agree with your counseling department’s perspective? Why or why not?

5.  Xiao Mao is an interdependent Chinese-American child in elementary school, and Kitty is an independent Canadian child. They are in the mall with their fathers picking out board games as presents. How would their motivations to play the board games compare if they chose the games themselves versus if their fathers chose the games for them?.

Unit8Disc1PeerResponse

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Unit8Disc1Lifespan

Response Guidelines

Read as many of your peers’ posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.

Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:

The clarity and completeness of your peer’s post.

The demonstrated ability to apply theory to practice.

The credibility of the references.

The structure and style of the written post.

Peer 1Raymond Lam

Balte’s theory on the gains and losses in middle adulthood revolves around the idea of biological and cultural supports.  Adequate parenting, nutrition, education, and protection are examples of some of these (Broderick & Blewitt, 2015). In middle adulthood, biological supports such as hearing and vision can start to weaken (loss), but cultural supports such as postformal thinking may be reinforced (gain).  

                The processes of growth, maintenance, and regulation of loss can be adaptive for development at this stage because they are adaptations. Growth is adapting through self-improvement. Maintenance is adapting by maintaining the concept of self through hardship and struggle. Regulation of loss is adapting by adjusting expectations and settling for a lower standard (Broderick & Blewitt, 2015).

                In middle adulthood, people also experience age-graded and history-graded changes. Age-graded changes include physical changes like hair loss and skin wrinkling, as well as cognitive changes like intellectual declines and learning things slower. History-graded changes depends on the individual’s sociocultural context. For example, a person who grew up in poverty could be more frugal than a person who grew up wealthy.

Srivastava, John, Gosling, & Potter (2003) also find that personality can change during this period, with a significant result found for the increase of conscientiousness and agreeableness. Additionally,  Merline, Jager, & Schulenberg (2008) find that factors such as parental drinking, risk taking, and use of cigarettes could predict heavy drinking during the middle adulthood period, signaling a negative change.

Broderick, P.C., & Blewitt, P. (2015). THE LIFE SPAN: Human Development for Helping Professionals (4th ed.). Boston: Pearson. 

Merline, A., Jager, J. and Schulenberg, J. E. (2008), Adolescent risk factors for adult alcohol use and abuse: stability and change of predictive value across early and middle adulthood. Addiction, 103, 84–99. doi:10.1111/j.1360-0443.2008.02178.x

Srivastava, S., John, O. P., Gosling, S. D., & Potter, J. (2003). Development of personality in early and middle adulthood: Set like plaster or persistent change? Journal of Personality and Social Psychology, 84(5), 1041-1053. doi:10.1037/0022-3514.84.5.1041

Peer2 Kenwyn Avery

Middle Adulthood-Gains & Losses

Balte’s theory on gains and losses is that gains are obvious early in life and losses are obvious later in life. Post formal thinking and close relationships are gains early in life while the beginnings stages of losing sensory abilities, immune function, and relationships happen later in life (Broderick & Blewitt, 2015). The older the adult the more time and practice it takes to attain learning gains and to some extent some of those gains may not ever be attainable no matter how much the individual trains (Baltes, Staudinger, and Ulman, 1999).

Process of Growth, Maintenance, and Regulation of Loss

The adaptive development during middle adulthood has three stages, growth, maintenance, and regulation of loss. These are a part of development from infancy through old age. In middle adulthood the balance is shifting between all three and successful development is established with there is a balance between losses with maintenance and growth (Broderick et al., 2015).

Growth, according to Baltes et al., (1999), is defined as behaviors aimed at reaching a higher level of functioning and adaptive capacity. According to Broderick & Blewitt (2015) lifespan development theory defines development as a process of adapting to the constant flux of influences in our lives. Adding new characteristics, understanding, and skills to our behavior repertoire. An example would be learning a new task at work resulting in growth of knowledge and in skill.

Maintenance is finding ways to continue functioning at the same level in the face of challenges or restoring functions after suffering a loss. An example of maintenance could be an employee still working as an Accountant while going through a divorce.

Regulation of loss is reorganizing the way we behave. It involves adjusting our expectations and accepting a lower level of functioning. Much like the texts example, my mother worked with kids for over thirty years and as she aged and her memory abilities began to fade, she came up with new ways of remembering all of the children’s names by placing picture/name boards in the rooms at the beginning of the year. It was less work and stress and her way of adapting to her new level of functioning.

Age-Graded and History-Graded Changes

Broderick and Blewitt (2015) explains the details of age-graded and history graded changes as follows. Development during the age-graded changes are physical, cognitive, and relative importance. During the physical stage there are body changes, adolescing to senescing, wrinkling, hair loss, and health changes. During cognitive changes, intelligence becomes fluid and crystallized. Fluid is based on how well the hardware f the nervous system is functioning, and crystalized is storing the skills and information acquired over life.

Development during the history-graded changes involves historical events that affect our lives. Year of birth marks the entry into a cohort of peers that accompany you through age-graded developmental changes with the context of a specific set of historical events. Development during middle adulthood at this time is influenced by the history of events past. Negative events early in life postpone positive adult decisions and vice versa. Living in a world that is less favorable to their positive development, may discourage improvement.

References

Broderick & Blewitt (2015) Life Span, The: Human Development for Helping Professionals. Upper Saddle River, NJ: Pearson Publishing.

Baltes, P. B., Staudinger,U.M., & Ulman, L. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psyhology, 50, 471-507

question

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1.       The law of demandstates that:

  1. as the quantity demanded rises, the price falls     c.  as income rises, the demand for the product rises
  2. as the price rises, the quantity demanded falls     d.  as supply rises, the demand rises

 

2.       The demand curve normally slopes

a.  down to the right       b.  up to the right      c.  horizontally        d.  vertically

 

3.       The price elasticity of demand is the:

a.        percentage change in quantity demanded divided by the percentage change in price

b.        percentage change in price divided by the percentage change in quantity demanded

c.        dollar change in quantity demanded divided by the dollar change in price

d.        percentage change in quantity demanded divided by the percentage change in quantity supplied

 

4.     If the price elasticity of demand equals 0.5, the demand for the product is:

        a.  relatively inelastic     c.  perfectly inelastic   b.  relatively elastic        d.  unit elastic

 

5.     Community Colleges desired to increase revenues.  They decided to raise fees paid by students with Bachelors degrees to $50 because they believed this would result in greater revenues. Therefore, the Community Colleges must have believed that the demand for Community College courses by people with Bachelors degrees is:

        a.  relatively inelastic      b.  unit elastic     c.  relatively elastic              d.  perfectly elastic

 

6.   The demand for a product would be more inelastic:

a.       the longer is the time under consideration

b.       the greater is the number of substitutes available to buyers

c.        the less expensive is the product in relation to incomes

        d.    all of the above

 

7.   The following is a demand curve for a product.  At which point along this demand curve is the demand for the product likely to be most elastic?   (Hint: the elasticity is related to how expensive the product is)

 

      Price

 

       
 
   
 

 

 

 

                           C

 

                                     B

 

                                              .A

 

                                                 

                                                            Demand

            _________________________________

           0                                                 Quantity Demanded

 

8.   If the demand for a product is unit elastic and the price rises, the total revenue will

a.  rise     b.  fall     c.  stay the same

 

9.    For which of the following products would the demand be most elastic?

a.  hamburger     b.  beef     c.  meat     d.  food

 

10.   In drawing the demand curve, if the demand for the product is more inelastic, you would draw the line:

a.  flatter     b.  steeper

Golf Rules Official

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You are part of a team of 5 rule officials that will be called upon at different times during a tournament.  You must be able to make your decisions quickly and correctly. You must research the rules for gold via the links on the Resources page and solve 4 specific problems, as well as answer some general questions for your assignment. 

 

THE PROCESS

            Listed below are the four different rules situations along with specific instructions and additional information that is necessary to solve the problem. 

  • Ruling #1 
                    Player A and Player B are on the 14th hole tee box.  Player A hits first.  His shot is long and rests in the middle of the fairway.  Player B hits next.  His shot is also long, but is moving further left than its intended flight path.  The ball strikes the concrete cart path and bounces into the very high grass on a knoll.  Player A begins the walk toward the balls while Player B stops to get a drink of water.
                    You are watching the entire process.  Player A and his caddy walk by their ball in the fairway and begin looking for Player B’s ball in the tall grass.  At that moment, another rules official begins timing the search for the lost ball.  Two minutes later, Player B and his caddy arrive and begin searching.  You immediately begin timing the search.  After four minutes of searching (according to your timer), Player A finds Player B’s ball.  The other rules official emerges and announces that the five minute time limit to search for a lost ball has ended and Player A must take a penalty and re-hit.  What is your ruling?  

  • Ruling #2 
                     Player A and Player B have hit their tee shots from the 7th hole tee box.  Both balls have landed very close to one another in the fairway.  Player B will hit first.  Player A’s ball rests approximately 6 inches in front of Player B’s ball.  Player B asks Player A to lift and mark his ball because he may accidentally hit Player A’s ball during his swing.  Player A marks his ball and tosses the ball to his caddy.  While Player B is making his shot, Player B’s caddy notices that Player A’s caddy is cleaning the ball with a towel.  Player A’s caddy informs him of the events and Player A notifies Player B.  Player A and Player B do not know if this is legal.  You have been called to rectify the situation.  What is your ruling?

  • Ruling #3 
                      Player A and Player B are on the putting green.  Player B putts for his 3rd shot and his putt hangs on the lip of the cup but does not fall inside the cup.  Player B falls to his knees not believing what just happened.  Player A has yet to putt.  Player B then walks off the green, looking away from the green still perplexed as to why his putt did not fall.  After at least 15-30 seconds, Player B walks to his ball and as he does the ball drops into the cup.  Player A feels that Player B took too much time in getting to his ball.  Player B disagrees.  You have been called to rectify the disagreement.  What is your ruling? 

  • Ruling #4 
                    Player A and Player B have hit their tee shots from the 18th tee box into a creek.  The creek is in front of the green and marked with yellow stakes.  Since the creek is marked as a lateral water hazard, the players have the options of playing the ball from the creek without penalty.  It is mid-summer, and the creek has just a small stream of water running.  Both balls lie very close but are playable.  
                    Player A will hit first.  He hits a clean shot from the creek and his ball sails toward the green.  The ball hits just before the hole and rolls in the cup.  Player B is ready to hit and realizes that the ball he is to hit is Player A’s ball.  After discussion, Player A and Player B come to the conclusion that Player A played Player B’s ball from the creek.  You have been called to rectify the situation.  What is your ruling? 

     

    RESOURCES


    Golf Rules in Brief 
    The Leith Society::Rules of Golf
    PGA.Com Rules of Golf
    US Golf Association::Rules of Golf

     

    You should now have a better understanding of the rules of golf. Watch a game, or even participate in one and see if you can put your knowledge to good use!
     

Submit your completed Golf Rules Official Handout here

Religion discussion board – HINDUISM

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READ THE STORY AND THEN RESPOND THE QUESTIONS

 

Savitri

 

In India, in the time of legend, there lived a king with many wives but not one child. Morning and evening for eighteen years, he faced the fire on the sacred altar and prayed for the gift of children.

Finally, a shining goddess rose from the flames.

“I am Savitri, child of the Sun. By your prayers, you have won a daughter.”

Within a year, a daughter came to the king and his favorite wife. He named her Savitri, after the goddess.

Beauty and intelligence were the princess Savitri’s, and eyes that shone like the sun. So splendid was she, people thought she herself was a goddess. Yet, when the time came for her to marry, no man asked for her.

Her father told her, “Weak men turn away from radiance like yours. Go out and find a man worthy of you. Then I will arrange the marriage.”

In the company of servants and councilors, Savitri traveled from place to place. After many days, she came upon a hermitage by a river crossing. Here lived many who had left the towns and cities for a life of prayer and study.

Savitri entered the hall of worship and bowed to the eldest teacher. As they spoke, a young man with shining eyes came into the hall. He guided another man, old and blind.

“Who is that young man?” asked Savitri softly.

“That is Prince Satyavan,” said the teacher, with a smile. “He guides his father, a king whose realm was conquered. It is well that Satyavan’s name means ‘Son of Truth,’ for no man is richer in virtue.”

When Savitri returned home, she found her father sitting with the holy seer named Narada.

“Daughter,” said the king, “have you found a man you wish to marry?”

“Yes, father,” said Savitri. “His name is Satyavan.”

Narada gasped. “Not Satyavan! Princess, no man could be more worthy, but you must not marry him! I know the future. Satyavan will die, one year from today.”

The king said, “Do you hear, daughter? Choose a different husband!”

Savitri trembled but said, “I have chosen Satyavan, and I will not choose another. However long or short his life, I wish to share it.”

Soon the king rode with Savitri to arrange the marriage.

Satyavan was overjoyed to be offered such a bride. But his father, the blind king, asked Savitri, “Can you bear the hard life of the hermitage? Will you wear our simple robe and our coat of matted bark? Will you eat only fruit and plants of the wild?”

Savitri said, “I care nothing about comfort or hardship. In palace or in hermitage, I am content.”

That very day, Savitri and Satyavan walked hand in hand around the sacred fire in the hall of worship. In front of all the priests and hermits, they became husband and wife.

For a year, they lived happily. But Savitri could never forget that
Satyavan’s death drew closer.

Finally, only three days remained. Savitri entered the hall of worship and faced the sacred fire. There she prayed for three days and nights, not eating or sleeping.

“My love,” said Satyavan, “prayer and fasting are good. But why be this hard on yourself?”

Savitri gave no answer.

The sun was just rising when Savitri at last left the hall. She saw Satyavan heading for the forest, an ax on his shoulder.

Savitri rushed to his side. “I will come with you.”

“Stay here, my love,” said Satyavan. “You should eat and rest.”

But Savitri said, “My heart is set on going.”

Hand in hand, Savitri and Satyavan walked over wooded hills. They smelled the blossoms on flowering trees and paused beside clear streams. The cries of peacocks echoed through the woods.

While Savitri rested, Satyavan chopped firewood from a fallen tree. Suddenly, he dropped his ax.

“My head aches,” he said.

Savitri rushed to him. She laid him down in the shade of a tree, his head on her lap.

“My body is burning!” said Satyavan. “What is wrong with me?”

Satyavan’s eyes closed. His breathing slowed.

Savitri looked up. Coming through the woods to meet them was a princely man.

He shone, though his skin was darker than the darkest night. His eyes and his robe were the red of blood.

Trembling, Savitri asked, “Who are you?”

A deep, gentle voice replied. “Princess, you see me only by the power of your prayer and fasting. I am Yama, god of death. Now is the time I must take the spirit of Satyavan.”

Yama took a small noose and passed it through Satyavan’s breast, as if through air. He drew out a tiny likeness of Satyavan, no bigger than a thumb.

Satyavan’s breathing stopped.

Yama placed the likeness inside his robe. “Happiness awaits your husband in my kingdom. Satyavan is a man of great virtue.”

Then Yama turned and headed south, back to his domain.

Savitri rose and started after him.

Yama strode smoothly and swiftly through the woods, while Savitri struggled to keep up. At last, he stopped to face her.

“Savitri! You cannot follow to the land of the dead!”

“Lord Yama,” said Savitri, “I know your duty is to take my husband. But my duty as his wife is to stay beside him.”

“Princess, that duty is at an end,” said Yama. “Still, I admire your loyalty. I will grant you a favor — anything but the life of your husband.”

Savitri said, “Please restore my father-in-law’s kingdom and his sight.”

“His sight and his kingdom shall be restored.”

Yama again headed south. Savitri followed.

Along a river bank, thorns and tall sharp grass let Yama pass untouched. But they tore at Savitri’s clothes and skin.

“Savitri! You have come far enough!”

“Lord Yama, I know my husband will find happiness in your kingdom. But you carry away the happiness that is mine!”

“Princess, even love must bend to fate,” said Yama. “Still, I admire your devotion. I will grant you another favor — anything but the life of your husband.”

Savitri said, “Grant many more children to my father.”

“Your father shall have many more children.”

Yama once more turned south. Again, Savitri followed.

Up a steep hill Yama glided, while Savitri clambered after him. At the top, he halted.

“Savitri! I forbid you to come farther!”

“Lord Yama, you are respected and revered by all. Yet, no matter what may come, I will remain by Satyavan!”

“Princess, I tell you for the last time, you will not!” said Yama. “Still, I can only admire your courage and your firmness. I will grant you one last favor — anything but the life of your husband.”

“Then grant many children to me,” said Savitri. “And let them be children of Satyavan!”

Yama’s eyes grew wide as he stared at Savitri. “You did not ask for your husband’s life, yet I cannot grant your wish without releasing him. Princess! Your wit is as strong as your will.”

Yama took out the spirit of Satyavan and removed the noose. The spirit flew north, quickly vanishing from sight.

“Return, Savitri. You have won your husband’s life.”

The sun was just setting when Savitri again laid Satyavan’s head in her lap.

His chest rose and fell. His eyes opened.

“Is the day already gone? I have slept long,” he said. “But what is wrong, my love? You smile and cry at the same time!”

“My love,” said Savitri, “let us return home.”

Yama was true to all he had promised. Savitri’s father became father to many more. Satyavan’s father regained both sight and kingdom.

In time, Satyavan became king, and Savitri his queen. They lived long and happily, blessed with many children. So they had no fear or tears when Yama came again to carry them to his kingdom.

ASSIGNMENT:

The Prompt
Respond to the following questions in this forum:

  1. How is the following quotation supported by the story? “Dharma, when it is protected, protects.” First, make sure you understand the connotations associated with the term”dharma” within the Hindu religion. (Please note that in Buddhism, the term has a different meaning.)
  2. How do the individuals in the story follow “dharma”?
  3. Does anyone fail to follow his or her “dharma”? Think of all of the characters in the story as you answer.
  4. How do you think Hindu women might feel about Savitri as a role model? How would you feel?
  5. Is it possible to see this story as a type of propaganda? Explain.

Resources
Here are some resource suggestions:

  • Do some research on your own using Google or another search engine to locate sites which explain the Hindu term “dharma.”
  • What is Dharma? (http://hinduism.about.com/library/weekly/aa021500.htm) is one site that may help you as you formulate your response to the story.

Specifications 

A thoughtful opening response will consider the implications and connotations of the term dharma withinthe Hindu religion, using information from the textbook, suggested resources, and resources you discovered on your own.

 

 

Assignment: MGT600 Business Research for Decision Making

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Assignment: MGT600Business Research for Decision Making

 

  1. What are the steps in hypothetico-deductive research? Explain them using your own example not in the book. 650 words

  2. Why is appropriate citation important? What are the consequences of not giving credit to the source from which materials are extracted? 400 words

  3. For the following case entitled “sleepless nights at Holiday Inn” (published in business Week and adapted here): 300 words

 

  1. Identify the problem

  2. Develop a conceptual model

  3. Develop at least four hypotheses

     

    Sleepless Nights At Holiday Inn
    Just a few years ago, Tom Oliver, the Chief Executive of Holiday Hospitality Corp., was struggling to differentiate among the variety of facilities offered to clients under the Holiday flagship—the Holiday Inn Select designed for business travelers, the Holiday Inn Express used by penny pinchers, and the Crowne Plaza Hotels, the luxurious hotels meant for the big spenders. Oliver felt that revenues could be quadrupled if only clients could differentiate among these. Keen on developing a viable strategy for Holiday Hospitality, which suffered from brand confusion, Tom Oliver conducted a customer survey of those who had used each type of facility, and found the following. The consumers didn’t have a clue as to the differences among the three different types. Many complained that the buildings were old and not properly maintained, and the quality ratings of service and other factors were also poor. Furthermore, when word spread that one of the contemplated strategies of Oliver was a name change to differentiate the three facilities, irate franchises balked. Their mixed messages did not help consumers to understand the differences, either. Oliver thought that he first needed to understand how the different classifications would be important to the several classes of clients, and then he could market the heck out of them and greatly enhance the revenues. Simultaneously, he recognized that unless the franchise owners fully cooperated with him in all his plans, mere face lifting and improvement of customer service would not bring added revenues.

 

 Note: Plagiarism Free, it will be send to originality verification

 

 

 

due in 9 hours Beaverly

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please follow greading criteria. i will email you the info

 

 

In Week 1 through Week 9, you should have been working on each section of the proposal. This week, you will collate all these sections and create the final draft. 

Make sure your research proposal adheres to the following structure:

  • Title page 
  • Abstract (see APA guide for format) 
  • Introduction 
  • Literature Review 
  • Methodology 
  • Discussion and Conclusion 
  • References 

In addition, each section should include the following information:

Abstract: An abstract is a summary of the paper. Review the abstracts of the articles used in your literature review for examples of detailed abstracts. 

Introduction: This section has been already created in Week 8.

Literature Review: This section should be taken from the work in Weeks 2 through 6. The literature review is not a copy of that material. Rather, it is a synthesis of the material you found into a cohesive review of the literature on your chosen topic. Make sure to include all the articles that you used in Weeks 2–6 for your literature review. 

Methodology: This section has been already created in Week 7.

Discussion and Conclusion: This section has been already created in Week 9.

References: In this section, you should include all of the articles you collected for the literature review. In addition, take care to cite all the references in the APA format.

Name your document: SU_PSY2061_W10_A2_LastName_FirstInitial.doc.

Submit your research proposal in a Microsoft Word document to the W10: Assignment 2 Dropbox by Saturday, September 2, 2017.

Assignment 2 Grading Criteria
Maximum Points

Completed the following sections of the research proposal providing sufficient detail and accuracy in each:

  • Abstract 
  • Introduction 
  • Literature Review 
  • Methodology 
  • Discussion and Conclusion 
  • References 
100
Used correct spelling, grammar, professional vocabulary, and APA format.
20
Total:
120

Unit4Disc2

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EVALUATING RESEARCH This Discussion should consist of roughly 300 words

As mentioned in the unit introduction, at the core of psychology in practice is the use of techniques, strategies, and best practices based on the highest-quality research available (APA, 2014). It is not enough to locate research related to your topic. The research must be relevant to your particular problem or situation and present valid findings that you may apply in the field.

For this discussion, respond to the following questions:

  • What 3 peer-reviewed articles did you find related to your research question? Give a short summary and provide the APA citation for each article.

  • How did you determine whether an article was relevant to your research question?

  • What strategies did you use to ensure the articles you located were worthy of use in psychology practice?

  • What criteria did you use to evaluate the authority, credibility, and scholarliness of the articles within the field of psychology?

If you did not consider these questions as you completed your research, go back and evaluate the articles you located. Use the tools listed in the resources for assistance. If you had any trouble evaluating research, use this discussion to receive support from your peers and instructor to work through your challenges.

ASSIGNMENT – PREPARATION

Choosing a research topic is not a trivial matter. While a great many topics in psychology may be of interest, when you put forth the time and effort to research and write on a topic, it is best to focus on one that will help you learn more about your specialization area.

In this study, you will further explore your interests and passions in psychology by reflecting on how you would use research as a practitioner, then:

  • Select an important topic relevant to your area of specialization in psychology.

  • Formulate a more specific research question.

This activity will lay the groundwork for the unit discussions and the remaining assignments in this course.

Complete the following:

  • Skim through the Select Topics page of the PSY5002 & PSY5005 Research Guide. Scroll down to the Suggested Specialization Topics section for topic ideas and select the ones that are most interesting to you and relevant to your specialization.

  • Review the Topics section in the APA Web site for supplementary ideas for topics relevant to your psychology vision and goals.

  • Review the Improve Your Topic page for additional explanation and resources to help you clarify the task of topic selection and locate articles.

  • Consider the following questions to explore further ideas if you have not found any inspiring topics in these resources:

    • Can you remember an experience in your personal or professional life that you did not understand or would like to explore further?

    • Have you read anything in a discussion post, your courseroom, a textbook, or a course reading that you wanted to learn more about?

    • Have you observed anything unusual or intriguing recently (on television, online, in the newspaper, or in your job) that piqued your curiosity?

  • Rank the ideas you came up with and select the most important topic to pursue during the course. Keep your list of unused topics for future courses. You will have many opportunities for research throughout your program.

Now that you have chosen a topic, your next step is to formulate a single clear, concise, and specific research question related to the topic. The question should not be so narrow that it is difficult to research, but if it is too broad or multifaceted your research task may seem endless.

Use the four Ws—who, what, where, and why—to think about how to define and narrow your area of inquiry:

  • Who: Define the population you are concerned with in terms such as age, ethnic background, special characteristics, or other factors.

  • What: Focus on a particular issue (such as violence, family issues, or poverty) the population facing.

  • Where: Determine a specific type of setting where the issue would be observed, or where an intervention would impact the target population. Private practice, clinic, school, or others?

  • Why: What could be possible benefits of this research?

As an example, if your topic is adolescent depression, your research question might be: “What biological factors are associated with adolescent depression?” Try to state your research question in a single sentence that you will answer in your research and writing.

 

After you formulate the research question, list the reasons why this question is important.

 

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 PROMOTION OF PATIENT SAFETY MEMORANDUM To: Dorcas Floyd, RN BSN, MS, CENP Vice President/Chief Nursing Officer, Bessemer Hospital From: Student Name and title at job, RN Date: June 19th, 2017 Subject: Promotion of Patient Safety As you are aware, patient safety is vital when it comes to quality healthcare service. Unfortunately, patient errors at Bessemer Hospital have been on the rise, and this has led to a worsening of serious conditions, disability and even patient mortality. As a result, the credibility of our infirmary has declined, creating the potential of great financial losses. We can, however, address this problem by hiring temporary on-call nurses during peak patient hours. According to a publication by the Institute of Medicine (2004), 98,000 hospitalized American citizens die annually due to errors made by nurses. This serious problem is usually the result of either failure to follow management practices necessary for safety, or an unsafe work and workspace design. This is certainly true here at Bessemer, where recently one newly registered nurse was hurried into catheterizing a patient in preparation for an operation. This was done without sufficient supplies or supervision and, because of this, the patient suffered a severe urinary-tract infection with serious complications and an extended hospital stay. Thankfully the patient recovered, but even the slightest mistake, caused simply by rushing, can lead to a more severe problem that must be addressed. These problems clearly are the result of an increased workload and stress for nurses, but they can be reduced. Like many hospitals across the region, our nursing staff is low in comparison to the number of patients served daily, and this creates added stress and increases errors. To address this issue, we can hire a temporary staff on more difficult days to alleviate this burden. With an increase in our nurse to patient ratio, we can expect the number of errors to decrease as our fulltime staff will be able to focus on a smaller number of patients and will not have to rush through procedures and risk errors. Please contact me at headnurse@bessemerhospital.org if you have any questions about this recommendation. By implementing this recommendation, you will see a great return on investment and allow our nurses to take better care of our patients, who are the reason this hospital exists. 

Challenges in Micro Work

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ALL WORK MUST BE COMPLETELY ORIGINAL AS IT GOES THROUGH A TURNITIN PROGRAM

 

Working effectively with individuals means building relationships. As a social worker, there are certain qualities, such as empathy, warmth, and genuineness, that help you develop rapport with clients. However, even when you appropriately utilize your micro skills, rapport building can be difficult with some clients. Challenges may include client hostility, silence, a request for self-disclosure, or the necessity of using confrontation. Social workers need to develop skills to appropriately work through these challenges.

For this Discussion, you begin developing these skills through practice and analysis of practice.

To prepare: Watch the Parker video. In the video, the clients express hostility toward each other, as well as toward the social worker. In addition, Stephanie asks the social worker for self-disclosure when she asks, “Wouldn’t you?” and “You really think you can fix that?” The scene ends with the client and social worker falling into silence. Consider the challenges depicted in the video. How would you respond?

 

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Understanding generalist practice (8th ed.). Boston, MA: Cengage Learning. 

  • Chapter 2, “Practice Skills for Working with Individuals” (pp. 59–101)

 

Knight, C. (2012). Social workers’ attitudes towards and engagement in self-disclosure. Clinical Social Work Journal, 40(3), 297–306. doi:10.1007/s10615-012-0408-z

Note: You will access this article from the Walden Library databases.

https://class.waldenu.edu/bbcswebdav/institution/USW1/201950_27/MS_SOCW/SOCW_6101_WC/artifacts/USW1_SOCW_6101_MSW_Sessions_Case_Histories.pdf

Laureate Education (Producer). (2013g). Sessions: Parker (episode 1) [Video file]. Baltimore, MD: Author.