Dr. Daniela Yeung, a community psychologist, has been conducting a federally funded ethnographic study of men’s attitudes toward intimate partner violence following conviction and release from prison for spousal abuse.

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Read Case Study Four in the text.

Complete the University of Phoenix Material: Case Study Four Worksheet.

 

Case 4. Research on Intimate Partner

Violence and the Duty to Protect

Dr. Daniela Yeung, a community psychologist, has been conducting a federally funded

ethnographic study of men’s attitudes toward intimate partner violence following

conviction and release from prison for spousal abuse. Over the course of a year, she has

had individual monthly interviews with 25 participants while they were in jail and

following their release. Aiden, a 35-year-old male parolee convicted of seriously injuring

his wife, has been interviewed by Dr. Yeung on eight occasions. The interviews have

covered a range of personal topics including Aiden’s problem drinking, which is

marked by blackouts and threatening phone calls made to his parents and girlfriend

when he becomes drunk, usually in the evening. To her knowledge, Aiden has never

followed through on these threats. It is clear that Aiden feels very comfortable discussing

his life with Dr. Yeung. One evening Dr. Yeung checks her answering machine and

finds a message from Aiden. His words are slurred and angry: “Now that you know the

truth about what I am you know that there is nothing you can do to help the evil inside

me. The bottle is my savior and I will end this with them tonight.” Each time she calls

Aiden’s home phone she gets a busy signal.

Ethical Dilemma

Dr. Yeung has Aiden’s address, and after 2 hours, she is considering whether or

not to contact emergency services to go to Aiden’s home or to the homes of his

parents and girlfriend.

 

Suggested Readings

Appelbaum, P., & Rosenbaum, A. (1989). Tarasoff and the researcher: Does the duty to

protect apply in the research setting? American Psychologist, 44(6), 885–894.

Fisher, C. B., Oransky, M., Mahadevan, M., Singer, M., Mirhej, G., & Hodge, G. D. (2009). Do

drug abuse researchers have a duty to protect third parties from HIV transmission?

Moral perspectives of street drug users. In D. Buchanan, C. B. Fisher, & L. Gable (Eds.),

Research with high-risk populations: Balancing science, ethics, and law (pp. 189–206).

Washington, DC: American Psychological Association.

Gable, L. (2009). Legal challenges raised by non-intervention research conducted under

high-risk circumstances. In D. Buchanan, C. B. Fisher, & L. Gable (Eds.). Research with

high-risk populations: Balancing science, ethics, and law (pp. 47–74). Washington, DC:

American Psychological Association.

Jordan, C. E., Campbell, R., & Follingstad, D. (2010). Violence and women’s mental health:

The impact of physical, sexual, & psychological aggression. Annual Review of Clinical

Psychology, 6, 607–628.

 

Discuss the relationship between learning and memory from a functional perspective. Address why learning and memory are interdependent.

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Week 5 Group Project Outline

Assignment:

 

Create a 15- to 20-slide Microsoft® PowerPoint® presentation, including detailed speaker notes, that addresses the following:

1.     Illustrate the neuroanatomy of and neural processes related to learning and memory.

  1. Discuss the relationship between learning and memory from a functional perspective.
  2. Address why learning and memory are interdependent.
  3. Use case studies and examples from research articles to help you illustrate this relationship. (We will have two case studies)

Include a minimum of four sources.

Format your presentation consistent with APA guidelines.

GROUP DEADLINE:  Saturday at 12am

 

Group Guidelines for Slide Presentation

If everyone could use at least one Peer reviewed source we will cover our requirement.  If you have trouble finding one please reach out to the team for assistance.

Please use a graphic on each slide and put the reference for the image in the citation.

Please remember to put your speaker notes in and your references on the reference page.

Work Distribution:

Brianna: Please do #1                                                                                                                                    3 slides

Kim:  Introduction and Conclusion slides and one of the case studies for # 4 –Related something other than TBI or Disease (Sleep, Stress..)                                                                                                                4 slides

Pamela:  Please do #2 & # 4 – Related to a disease (please include any treatments)                         3 slides

Lizette:  Please do #3 (you may need more slides and that’s fine we have room)                               3 slides

Maisha: Pease do #4-Related to a TBI (please include any treatments available)                                3 slides

 

Assignment Notes:

 

·         As you see we will have three Case Studies.  Case studies will illustrate the different ways that learning and memory can be affected, damaged and what treatments are available.  I tried to incorporate the themes from our class assignments to use this as a culmination of the class work we’ve already completed.  With the current number of slides assigned we have a count of 16.  If you need to use an additional slide please let the team know, we do have 4 slides to play with so it shouldn’t be a problem. This is the grading instructions Learning and Memory Presentation Grading Guide, please read and do your work according to the grading parameters.

 

What insights does the cash flow statement provide about the company’s performance, in relation to other financial statements? Cite your data source.

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Discussion 1

watch the brief Connect video “Role Playing: The Power of the Situation.” In your initial post, address the following:

  • Describe your own reaction to this experiment and to watching the video.
  • How did the mere playing of a role transform the participants into believing they were actually within that role?
  • Do you believe the experiment was conducted in an ethical manner? Why or why not?

NEXT In responding to the student posts, compare their reactions to the experiment and video to your own reaction. Offer any insight you have in relation to the experiment (and the ethics involved in it) and how your attitude may have been altered after reading their posts. Keep in mind that students within this class will have varying attitudes and beliefs from your own. It is okay to disagree, but it must be done in a respectful manner.

Tedra post

 

I’ve been learning about the Stanford Prison Experiment in several of my classes and I’ve even watched the 2015 movie dramatizing the experiment. Each time I hear about it, I’ve learned more about the way our minds work so I become less surprised. When I first started learning about his experiment I was absolutely shocked. I couldn’t understand how someone could treat the next person so horribly until this class. This experiment shows how situational influences can cause people to go against their morals because the roles or situation calls for the change. These role changes caused a “growing confusion between reality and illusion between role-playing and self-identity (Myers & Twenge, 2019). I don’t think this experiment was ethical at all. The prisoners were abused and had their rights taken away. They were not aware of how extreme this was going to get. I should have been shut down as soon as things got abusive.

Linda post

My reaction to this experiment is confusion, the reason being is that this is an experiment and the participants knew this before they started playing the roles of prison guards and inmates.  I believe their role playing and being in a place that resembled and looked like the prison made the participants transform into their roles, because the more their behaviors changed from being the participant and friends it made their attitudes change toward each other and more identify to the roles they were given.  Even though the participants were following orders from the researchers, they began to be influenced by their environment, the psychologist mentioned that several ethical rules were broken due to psychological and physical abuse and they had to stop the experiment early.

Discussion 3

 

As people often say, “Cash is king!” Cash flow is an important indicator of a company’s financial health and a value driver. Effective cash flow management enables companies to have the most important resource on hand to meet daily needs, while preventing financial stress and potential failure.

Locate financial statements for a company of your choice and review the cash flow statement. Respond to the following in a minimum of 175 words:

  • What insights does the cash flow statement provide about the company’s performance, in relation to other financial statements? Cite your data source.

Review Magnusson’s web blog found in the Learning Resources to further your visualization and understanding of confidence intervals.

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Please read the attachment thoroughly!

As its name implies, confidence intervals provide a range of values, along with a level of confidence, to serve as an estimate of some unknown population value. Since it is rare to have access to the entire population, you must frequently rely on the confidence interval of the sample to make some inference about the population of interest. Before making accurate inferences to the population, we need to fully understand how the three key components of the interval—variability in the data, sample size, and confidence level—impact the width of the interval.

For this Discussion, you will explore the relationship between these components and understand the trade-off between reducing risk in our confidence of estimates and increasing precision.

To prepare for this Discussion:

  • Review Chapters 6 and 7 of the Frankfort-Nachmias & Leon-Guerrero text and in Chapter 7, p. 188, consider Hispanic migration and earnings and focus on how different levels of confidence and sample size work together.
  • Review Magnusson’s web blog found in the Learning Resources to further your visualization and understanding of confidence intervals.
  • Use the Course Guide and Assignment Help found in this week’s Learning Resources to search for a quantitative article related to confidence intervals.
  • Using the SPSS software, General Social Survey dataset and choose a quantitative variable that interests you.

 

Using SPSS:

  1. Take a random sample of 100.
  2. Calculate the 95% confidence interval for the variable.
  3. Calculate a 90% confidence interval.
  4. Take another random sample of 400.
  5. Calculate the 95% confidence interval for the variable.
  6. Calculate a 90% confidence interval.

Post your results, the mean of Age to verify the dataset you used, and an explanation of how different levels of confidence and sample size affect the width of the confidence interval. Next, consider the statement, “Confidence intervals are underutilized” and explain what the implications might be of using or not using confidence intervals. Provide examples based on the results of your data. Also, use your research to support your findings.

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.