Author: chris

 Pick an area of the brain (hind brain, mid brain, fore brain, different vortexes, lobes,etc.), or a specific brain area and their functions (e.g. limb system). Come up with a way to help you remember that area of the brain and what it does. Teach the rest of the class this area of the brain. Use your creativity. This can be done any way you would like. For example, you could use a mnemonic, a song lyric, pictures, etc). Post your answer
Go to:
https://www.youtube.com/watch?v=oPAqTP7058Q (Links to an external site.)
How would you articulate what the frontal cortex does from what you learned from this video?
Go to:
https://www.youtube.com/watch?v=ZMLzP1VCANo (Links to an external site.)
What is the function of the Corpus Callous?
What is a split-brain patient?
What is lateralization?
True or False: the right side of the brain controls the right side of the body?

 PH3330/PHIL333 Part IV of the Final Exam April 2015 – Take-home question\n\n For Part IV of the final exam, you have the option of bringing a prepared answer with you to the start of the exam or, alternatively, you may write an answer in the exam period along with the rest of the exam in the classroom – all of which is a closed book exam. (I strongly suggest you take advantage of the take-home option.) Late submission is NOT an option envisioned for this part of the exam. Note, too, that early submission is not an option envisioned either.\n\n Your answer to Part IV will be marked out of 25.\n\n \n\n Please put your name, date and the course number on a cover page. Do not put your name anywhere else.\n\n Place quotation marks around any direct quotations. Provide author information and specific page numbers in brackets in the appropriate places for any and ALL quotations AND paraphrases of specific points. Make sure to provide citations for any material from any specific place that you use in presenting your answer. \n\n Limit the number and length of quotations, however. Your aim should be to present your own perspective on course material. \n\n There is no need for a Works Cited or References page unless you should choose to use material in addition to the textbooks and other assigned readings.\n \n Answers will be marked upon the basis of demonstration of familiarity with course material, thoughtfulness, comprehension of ideas of philosophers and other writers, clear and effective communication of your ideas, quality of writing, and referencing of sources, to the extent that it is needed.\n\n Options appear on the next page.\n\n\n\n\n\n\choose either option 1 or option 2.\n\n Option 1. A number of writers of articles we have discussed in this course have argued that professionals ought to be encouraged to develop various virtues. These authors include Domenic Mel (pp. 67- ), Michael Martin (pp. 218-20) and John Add (pp. 192- ) (and Kenneth Kiwanis when he refers to core professional values on pages 480-2). Taking into account what they say, which of the following three positions would you agree with most and why?\n\n Person A: Professionals should be encouraged to develop a good number of virtues. Not only laws, and codes of ethics but moral outlooks and rules do not really provide sufficient guidance what to do when professionals have challenging ethical questions to address. Professionals need to use good judgment taking into account all the relevant factors in each situation, and demonstrate the right virtuous character traits when doing so. Besides, a professional with virtuous character traits will be motivated to make the best decision for everyone involved, especially when no one else is watching, which is much of the time.\n\n Person B: I quite disagree. Virtues like courage, honesty, integrity, trustworthiness, compassion, and others are actually hopelessly vague and certainly provide little guidance when a professional has to make difficult choices. Consider the following scenarios. A physically healthy but despondent person asks for a nurse to help him die. The boss tells an accountant to record revenue from a contract in this year’s numbers in order to receive a bonus even though the money will not be received until the next fiscal year. A teacher driving to work passes one of her students getting drenched in a heavy rainfall. Even though school policy prohibits giving rides to students in their private vehicles, the teacher ponders whether to make an exception in this case… Cases like these show that people, professionals included, need moral guidelines in the form of principles for deciding what the right and wrong thing to do or not do would be. \n Besides, what kind of person you are, with what kind of character, should be your own business. Meddling, moralistic busybodies should not try to impose that on you. \n\n Person C: Even though A and B present their views as conflicting ones, I think we need both virtue ethics and moral principles for deciding what morally right and wrong actions are. Virtues and principles are compatible. They can even overlap.

 Essay should be typed and double-spaced. Cite all quotations and paraphrases. Writing is NOT a series of continuous quotations. Make it clear to the reader that you read the text carefully.
Write a thesis statement (central argument) in your introduction, then develop the thesis and provide historical evidence (body of your essay), and end with a closing paragraph.
Use Chicago Manual of Style.
Example, Footnote or End note :
Mariano Venezuela, The Underdogs with Related Texts (Indianapolis, IN: Hacker Publishing Company, 2006), 71.
Based on the readings (fictional narrative) by Venezuela and Related Texts (selections by John Reed):
Analyze the leadership role of fictional character Demetri Macias and compare him to the historical leaders of the revolution such as Francisco (Pancho) Villa and Venusian Carranza (focus on the “Related Texts” selections at the end of the text).
Use evidence [facts and examples] from Venezuela and “selections” to support the arguments.

 For the essay , you will be asked to write a critical essay on some point or idea discussed in the packet or suggested by it. Your essay should be clearly and significantly related to the packet material. There are many possibilities; you will need to develop your own topic. Your essay must make at least some use of all the articles in the packet, but it should not be a summary of the articles. Don’t plod through them paragraph by paragraph; instead, use them to develop your claim. You decide how to use them: some might be discussed in detail and others only mentioned briefly. You should, therefore, read the articles carefully and critically; think about and maybe discuss with others the ideas they contain. Here are some suggestions to help you focus your thinking: • What topics are common to all the readings? • Which issue or idea discussed in these articles do you find most interesting? • What evidence or support from your own experience could you use to develop your essay? • What evidence or support do the readings provide? In defining a FOCUS and DEVELOPING your ideas (see the attached Evaluation Standards for the meaning of these terms), you may want to consider these questions as well: • What social, political, or economic questions do you see raised by the articles? How do you respond to them? • What value questions do you see raised? How do you respond to them? Can you articulate an arguable claim about these questions? • Are there aesthetic or scientific dimensions to the issue that would be interesting to raise? • The sample outline below shows one way to structure an essay: • Paragraph 1: Introduction • Begin your introduction with a general statement to reveal your topic. • Then narrow the topic until you get to your main issue. State the • thesis (your position on the issue) in one clear sentence at the end of • the introduction. • Paragraph 2: Supporting point #1 •  State the point clearly in your topic sentence •  Explain the point briefly to tell the reader what you mean •  Support the point with material from sources (quote or • paraphrase) or with something from your own experience • Paragraph 3: Supporting point #2 •  State the point clearly in your topic sentence •  Explain the point briefly to tell the reader what you mean •  Support the point with material from sources (quote or • paraphrase) or with something from your own experience • Paragraphs 4: Supporting point #3 •  State the point clearly in your topic sentence •  Explain the point briefly to tell the reader what you mean •  Support the point with material from sources (quote or • paraphrase) or with something from your own experience • 2 • Paragraph 5: Conclusion • Bring the discussion back to the thesis and wrap it up • The format shown above may seem simple, and it is! Still, it is quite • functional and will work with nearly any type of written piece from a • five-paragraph essay to a much longer research paper.

 British writing! *suggested structure, 1. Introduction (350 words) 2. Critical investigation of the organization’s training policy, strategy and practice (460 words) 3. Development aspects of its performance management system (460 words) 4. Current performance problems (460 words) 5. Gap analysis (460 words) 6. Recommended training plan (460 words) 7. Conclusions (350 words) Assessment Criteria: 1. Critically investigate an organization’s training policy, strategy and practice using appropriate references to academic theory 2. Examine the development aspects of its performance management system and compare this to current best practice 3. Establish current performance problems 4. Undertake a gap analysis 5. Recommended a training plan, with costings 6. Produce a quality report to include academic referencing

 In this essay, the writer will identify a current problem that is plaguing a community and suggest ways that the criminal justice system could address that problem using concepts studied in this and other criminal justice courses. For example, let’s say that a community is having difficulty with juvenile congregating in public gathering areas and they have engaged in disorderly behavior that has become criminal at times. Police officers have responded to calls for service at the locations of the offenses and made appropriate arrest, yet the problems seem to persist. Juvenile, or family, court has released most offenders back to the custody of their parents or guardians but some more serious offenders have be incarcerated at juveniles detention facilities. Using material learned in this course, what suggestions might you offer to the criminal justice professionals and the community to address this problem?
You may be aware of a community problem, whether it is something affecting a neighborhood or an entire city. The scope of the problem does not matter for purposes of this paper. Find out as much as you can about the problem (who is involved, what are the actions of the offender, what is police agency doing about the problem, what is the court doing about the problem, what is the correctional system doing about the problem, what is the community doing about the problem, etc) and then develop a creative approach to addressing the problem. If you cannot identify a current problem or issue, you may be creative and write a scenario of your own.
GRADING RUBRIC
Introduction – 20 points
Essay contains a clear introduction of the problem to be discussed and a brief overview as to what information will follow
Supporting Documentation – 100 points
Is the problem described well?
Is the scope of problem described?
Are the “players” in the problem identified and their roles described?
What are some of the elements present hat may be feeding the problem?
Are potential courses of action discussed? Why were those selected?
How is the problem currently being handled? By whom? What is the success rate?
What is the relationship between the formal CH elements and the community?
These questions are not all inclusive, so there could certainly be other topics discussed in this section.
Textbooks
Clear, T.R., Hamilton, J.R., Jr., & Colorado, E. (2010). Community justice, 2nd ed., London:Routledge
ISBN: 978-0-415-78027-8
Conclusion/Recommendation – 50 points
Essay contains a clear suggested course of action to address the problem identified in the Introduction. Action steps should be based upon information discussed in this class.
Potential problems or consequences of the suggested action, if any, should also be discussed. You have to use at least 2 sources in addition to the textbook.
Writing Mechanics – 30 points
Essay contains a title page and bibliography
Proper spelling, grammar, and punctuation (proofread and use spell-check!)
SPA format for citations and bibliography
Appropriate length (Title page does not count in total pages for the paper)

 You will select a standardized assessment tool that you could administer as a licensed counselor in your state, review the empirical literature on this instrument, and thoroughly explore it in order to understand how it is used, what its strengths and weaknesses are, and who uses it and why. You will then complete an assessment instrument analysis.
Scenario:
You have been hired as a consultant for a clinical practice (e.g., university counseling center, outpatient mental health center, inpatient facility). Your responsibility is to critique assessment instruments. You will write an analysis of a standardized instrument of the Beck Depression Inventory. The administrator of the clinical practice will review your report and decide if the assessment instrument is appropriate for the practice.Provide an overview of the test:
Describe the historical or theoretical origins of the test instrument. List the title, author(s), publisher, date and place of publication, forms available, and the cost of the test.
Discuss the history of the test.
What population was the test originally developed to assess?
What was the demographic makeup of the population used to standardize the original instrument?
Include all demographic characteristics such as sample size, age, gender, socioeconomic status (SES), education, and diagnosis. How was the sample selected (such as systematic, random, cluster, and so on)?
If the measure has been modified, discuss the reasons for changing the measure for each version.
Describe the type and purpose of the test:
Does the test provide an objective or subjective measure of the construct(s)?
What are the advantages and disadvantages of the type of test?
Does the test provide self-report or other report data?
Is the test standardized, or are there other ways to score and interpret data?
Describe the test instrument (You may not be able to access a copy of the actual instrument but should be able to find the information required below.):
Give a brief description of the sections of the test and include sample test items.
Provide information about administration and scoring. Describe any special instructions, whether the test is timed, and if so, the time limits.
Give details concerning scoring as a whole (for example, total score), by sections (for example, index scores), and by sub scales (for example, sub-scale scores). Indicate whether the directions for administration and scoring are clear.
Identify and explain the requirements for administration:
What training or skills are needed to administer this test?
Can it be administered by a master’s level counselor without supervision?
How might counselors use this instrument as a part of assessment?
What is the level (A, B, or C) of this test?
Provide a description of the norms:
What is the demographic makeup of the sample used to develop norms for the most recent version of the test? Include all demographic characteristics such as sample size, age, gender, socioeconomic status (TIES), education, and diagnosis.
How was the sample selected (for example, systematic, random, cluster)?
Discuss the problems, diagnoses, personalities, emotional states, abilities, strengths, or limitations the test was developed to measure.
Discuss available research on the use of this test with special populations.
On which population(s) should this measure be used with caution?
On which population(s) should this measure not be used?
Does the standardization process appear adequate for the recommended uses of the test?
Analyze the psychometric properties:
Discuss the psychometric properties of the current version of the test: validity (e.g., content, predictive, concurrent, and construct), reliability, (e.g., internal consistency, parallel forms, test-retest), measure(s) of variance (e.g., range, standard deviation), and type of score used (e.g., raw, z-score, t-score). Include the reliability and validity coefficients.
Does the measure report cutoff scores only, or is the confidence interval presented?
What are the advantages and disadvantages of the method of reporting scores?
Discuss how accurately and consistently the test measures what it is designed to measure. Also, discuss whether the test has good psychometric properties and why.
Analyze and explain ethics and diversity concerns:
What are some ethical or legal considerations that should be addressed when using this measure?
What are the relevant cultural diversity issues associated with this measure?
Critique the practical applications of the instrument, that is, its usefulness in counseling settings:
Discuss how the measure is currently used.
What diagnoses or problems does it currently assess?
How does the current version compare with the original?
What do researchers say about the usefulness of the test?
What does the literature say about the strengths and limitations of the test?
Who uses this measure (for example, community counselors, school counselors, career counselors, psychologists, or human resource departments)?
What controversies, if any, surround the use of this instrument?
What are some limitations of this instrument?
In your opinion (but based on all the knowledge you acquired during your review of the literature), what modifications or changes can be made to improve the measure in the future? Why?
What information or variables should be taken into consideration when using this measure?
Your final product will be a 5- to 7-page Microsoft Word document (not counting title and reference pages) and utilize at least 5 scholarly sources. Your paper should be written in a clear, concise, and organized manner in PA format; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation

 At this point you must have some strong opinions about the characters in The Scarlet Letter, especially, perhaps, Hester. Can you get a dialogue going on some issue here? How do you feel about Hester? Immediacies? Pearl? Chilling worth?
Give your opinion about this question as you are in a discussion

 Minimum word count is 350, not including restating the questions (which you must do or you will lose points).
In chapter 2, pages 37-39 in your text, it talks about how the concept of “customer-centric” is important. If a company uses Retail Equation to check on every customer’s return, describe how they are or are not being customer-centric. Defend your answer citing the readings and the textbook (cite page numbers).
On page 47 in your text, it begins talking about the concept of “trust” in a relationship. If a retailer uses a Retail Equation (or another service like it), are they trading a trustful relationship based on the amount of money lost on return fraud? Have they chosen money over trust? Defend your answer citing the readings and the textbook (cite page numbers).
Should retailers notify shoppers BEFORE they purchase about the return policy that includes the information that their drivers license information and return activity are being entered into a database and monitored?
Will you contact Retail Equation to find out your Return Activity Report? Why or why not?
Please number and restate each question before you write your answers.
Remember, when writing for this class, that I look primarily for “Critical Thinking.”
View the rubrics to review how the assignments will be graded before you write.

 First, tell your classmates about your favorite topic in chapter 2 of the textbook. Write 2-3 paragraphs and tell us what the topic was, why it was interesting to you and how you think it applies or has been applied in either businesses you have dealt with or have been involved with either as a customer or an employee.

After you have submitted your post, reply to at least two other classmates posts. Show some critical thinking in both your original post and in your replies. A simple “I agree,” or “Yes, I’ve experienced that too,” is not good enough. You are welcome to express contrasting views with one another, but please remember the rules of Netiquette in all posts.

Remember to write 2-3 paragraphs, then respond to 2 classmates.
Type your answers into the reply box below and click the “Post Reply” button.
You must create your own post before you can see posts from other students.
This assignment is worth 45 points, 35 points for your original post and 5 points for each of the next two responses to another classmate. More than two replies are always welcome.
Discussions are intended to promote student participation in the class and are graded on the fact that you express ideas and critical thinking, not just yes or no, or I agree or disagree with short answers. Please tell us why you think a particular way.
With all discussions, you are required to post a minimum number of replies at least two hours before the closing of the discussion to give other students a time to respond.
See the rubric for how the assignment is graded.
Please remember the rules of Netiquette in all posts.