1. Describe, briefly (one paragraph) a situation in which and organization would use a test (for example, selection, executive coaching, a training situation)

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Test item reliability indicates how consistent the results produced from items on a test are. Consistency can refer to the items’ stability over time or the consistency of the items with each other. If an item is unreliable, statistical relationships will be weaker than they really are, and inappropriate conclusions may be drawn regarding the relationships between variables.

A measurement of reliability consists of the extent to which an observed score (which is the true score plus or minus error) accurately reflects the true score. Returning to the example in this week’s Introduction, if your true weight were 150 pounds and you stepped on the scale hundreds of times, it would sometimes show 149, sometimes 152, and sometimes 151. If you averaged all of those weights, you would come close to your true score. If you looked at how much the weights varied, you would have a good measure of the scale’s error. The situation is similar with a psychological test—a score on an IQ test represents an estimate of the theoretical “true” IQ; however, that observed score also includes error.

Researchers or test developers measure a test’s reliability with a reliability coefficient, generally a positive correlation coefficient that is somewhat less than 1.00. (A correlation of 1.00 would indicate perfect correlation, which is theoretically impossible due to inherent error in measurement.) Acceptable reliability coefficients for psychological tests or test items are generally at least .70. If you know a test’s reliability, you can calculate its margin of error, a “plus or minus” band that indicates an interval likely to contain the true score.

For this week’s Discussion, think of a specific testing scenario in an organization. Then consider a reliable test item for that testing scenario and an unreliable item for that same testing scenario. Consider how you might know if these items are reliable or unreliable.

With these thoughts in mind:

Post by Day 4

1. Describe, briefly (one paragraph) a situation in which and organization would use a test (for example, selection, executive coaching, a training situation)

2. Then, describe:

  1. A reliable test item
  2. An unreliable test item

3. Have at least four (4) academic citations (see expectations announcement) drawing from the course readings.

NOTE – Part 2 of the discussion post is NOT easy. An understanding of what makes and item reliable is needed, in order to write a good and a bad item. The readings do not provide easy examples, but instead convey information that will, hopefully, help you understand such items.

An alternative source that might help you understand bad (unreliable) items is:

http://www.qualtrics.com/blog/writing-survey-questions/

But use what is gleaned from this (or other sites) to help understand the readings, not as a source cited in the discussion post.

How has your own upbringing, in regard to gender and culture, impacted the adult you are today?

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Discussion 1

Watch the video “How Biology and Cultures Shape Our Social Roles.” In your initial discussion post, address the following:

  • How has your own upbringing, in regard to gender and culture, impacted the adult you are today?
  • How have changes in technology and media/social media impacted your understanding of gender and cultural norms?
  • In what ways have you changed or stayed the same over time regardless of whatever societal norms impacted your sense of self and your social cognition?

Refer to the video and cite from the text to support your answers.

Discussion 2

Find a good example of a work from the early 20th century (ca. 1900-1950) that either reflects the culture or society in which it was created or has affected society in some way. Then start a discussion about the ways in which the work itself affected society. (E.g. Did it offend people? Who? Why? Did it influence other artists or lead to other avant-garde styles?)

Discussion 3

Respond to the following in a minimum of 175 words:

Locate and review tutorial help on Microsoft® PowerPoint® functions on the Microsoft® Office website.

Discuss the questions:

  • What is important for you to know about the intended audience before you create your presentation (using Microsoft® PowerPoint® or any other presentation application)? Why?

consider the implications that addiction counseling and related prevention programs have for scholar-practitioners committed to social change.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Van Wormer, K., & Davis, D. R. (2018) and/or American Psychiatric Association. (2013). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 02/27/19 at 6pm.

Discussion – Week 1

Historical Influences on Addiction Treatment

In order to address the needs of clients, counselors working with addiction must understand the effects of historical developments, as well as how substance-related policies and laws have impacted the field of addiction counseling. Further, it is essential to understand the continued development of the field of addiction counseling as improvements to both treatments and conceptualizations evolve.

For this Discussion, review this week’s learning resources and reflect on the considerations noted above. Reflect on how knowledge of these will help prepare you to serve clients with addiction issues. Then, consider the implications that addiction counseling and related prevention programs have for scholar-practitioners committed to social change.

Post by Day 4 a description of the historical development that you believe contributed most to addictive disorders—either substance-related or behavioral—and why. Then, describe how current trends in addiction counseling reflect changes in contemporary research, public policy, and socio-economic variables. Lastly, discuss your ideas for advancing the field of addiction treatment.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

· Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th ed.). Boston, MA: Cengage.

o Chapter 1, “The Nature of Addiction” (pp. 3–49)

o Chapter 2, “Historical Perspectives” (pp. 51-87)

· Courtwright, D. T. (2012). Addiction and the science of history. Addiction, 107(3), 486–492.
Retrieved from the Walden Library databases.

· Gartner, C. E., Carter, A., & Partridge, B. (2012). What are the public policy 0implications of a neurobiological view of addiction? Addiction, 107(7), 1199–1200.
Retrieved from the Walden Library databases.

· Nutt, D., & McLellan, A. T. (2012). Can neuroscience improve addiction treatment and policies? Public Health Reviews, 35(2), 1–12.
Retrieved from the Walden Library databases.

· Document: Final Project (PDF)

· American Counseling Association (ACA). (2014a). ACA code of ethics [A.1, A.4, and A.6 only]. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

· National Institute on Drug Abuse (NIDA). (n.d.). Approaches to Drug Abuse Counseling: A Psychotherapeutic and Skills-Training Approach to the Treatment of Drug Addiction [Sections 4 and 5 only]. Retrieved February 20, 2019, from https://archives.drugabuse.gov/sites/default/files/approachestodacounseling.pdf

Identify the nature of the rivalry between the two blocs and explain the potential strengths and weaknesses of the English-speaking world (as Churchill explained it) versus the Soviet world in 1946.

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Week 2: The Beginning of the Cold War

As Asian and African nations struggled for independence, the Cold War began to heat up. The two nations that once fought as allies against a common enemy in World War II were in disagreement on many fronts. The conflicts between the United States of America and the Union of Soviet Socialist Republic (USSR) were not merely political in nature. These superpowers’ differences spanned across cultural, economic, and ideological fronts as well.

While their leaders attempted to diffuse the tension between the nations, their actions were deliberate and calculated. Much like players in an intense chess game, these two opponents gauged each other’s level of aggression as they slowly and carefully calculated their next move. Similar to the actual game of chess where the king and queen have pawns to assist them in waging their battles, so did these two superpowers. They littered their “chessboard” with other nations drawn into the heated struggle for dominance, with the ultimate “checkmate” being the threat of a nuclear war by the Soviet Union. Even though the Soviets did eventually back down, this game was far from over.

This week you will uncover the reasons behind the Cold War. You will also discover how it impacted the lives of so many people around the world and why it dominated international relations for almost half a century. Within your discovery, you will also begin to see how the Cold War era still affects how the world continues to be shaped today.

Learning Objectives

By the end of this week, you should be able to:
  • Provide evidence of globalization and internationalism developed during the postwar period
  • Analyze the underlying factors that led to the Cold War
  • Identify policies, actions, and the results of such items that led to the beginning of the Cold War

Learning Resources

Required Readings

Lukacs, J. (2013). A short history of the twentieth century. 

Read Chapters 12, 13 and 15.

Churchill, W. (Speaker). (1946). The sinews of peace. 

Marshall, G. (1947). The Marshall Plan. 

Truman, H. (1947). Truman doctrine. 

Marxists Internet Archive. (2008). Interview to “Pravda” correspondent concerning Mr. Winston Churchill’s speech at Fulton, March 1946. 

United Nations. (1948). The universal declaration of human rights.

Assignment: Factors Leading to the Cold War

Both Winston Churchill and Josef Stalin were world renowned for their influence during the early Cold War era and their hand in the rivalry between the English-speaking world and the Soviet Union. Both men were well educated and well spoken. They were also influential and compelling, powerful, political world leaders.

When creating or implementing foreign policy, Churchill and Stalin were never quick to act. Whether speaking publicly, positioning military or creating new policy, they acted in a calculated fashion and were always careful to consider the other’s position and agenda. Their calculated movements ensured that they would have the greatest impact on any issue they addressed. The rivalry between the two leaders and their actions did not only greatly affect their nations, but multiple foreign nations as well.

Within this assignment, you will describe dynamics that lead to the Cold War. In doing so, you will discuss how the rivalry between Churchill and Stalin became one of the factors that led to the Cold War.

To prepare for this assignment:

  • Review the Lukacs reading and the Truman Doctrine speech in this week’s Learning Resources.
  • Review Churchill’s “The Sinews of Peace” speech and Stalin’s speech in this week’s Learning Resources.
  • Compare and contrast Churchill’s and Stalin’s speeches.
  • Reflect upon the differences and similarities between Churchill and Stalin’s leadership styles.
  • Evaluate the rivalry between Churchill and Stalin.
  • Think about what underlying factors could have led to the Cold War.
  • Consider the following questions:
    • What was the role of the United Nations in the context of maintaining international peace?
    • Was Stalin correct in his assertion that Great Britain (and the United States) was motivated by their belief in the superiority of the English-speaking nations?
    • Do you support Stalin’s argument in favor of a buffer zone between the Soviet Union and Central Europe as legitimate?
    • Do you agree with Churchill’s argument that the Soviet Union desires the “indefinite expansion of their power and doctrines” cannot be substantiated by Soviet actions before March 1946?
    • How do Churchill and Stalin invoke the memory of Hitler’s unchecked expansion in the 1930s, and how do both make incorrect comparisons?
    • What was Truman’s assessment of the world situation as expressed in his “Truman Doctrine” speech?

The assignment:

  • Compose a 2- to 3-page essay in which you do the following:
    • Analyze the underlying factors that led to the Cold War.
      • Identify the nature of the rivalry between the two blocs and explain the potential strengths and weaknesses of the English-speaking world (as Churchill explained it) versus the Soviet world in 1946.
    • Support your assertions by making at least 2 references, in proper APA format, to your course readings.

Questions about this assignment? Post them in the Contact the Instructor area. That way, everyone in the class will see, and benefit from, the Instructor’s response.

By Day 7

Submit your Assignment. In order to receive full credit, all assignments are due on time. Should you encounter an unanticipated and uncontrollable life event that may prevent you from meeting an assignment deadline, contact the Instructor immediately to request an extension. Your Instructor’s contact information is in the Contact the Instructor area. For a full description of the late policy, please refer to the “Policies on Late Assignments” section of your Syllabus.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
  • Click the Assignment Evaluation Criteria to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your evaluation criteria:
Assignment Evaluation Criteria

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 2 Assignment