Discuss the context of your selected article, the author’s purpose, and the style and tone. What have you learned from this early analysis?

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Overview: This journal activity is private between you and the instructor.

This week, you learned about active reading and analysis by looking more closely at a selected reading. In doing so, you uncovered ideas in the “Turning Off, Dining In” article that may have been difficult to identify during your literal reading of the text.

To prepare for this assignment, please re-read your selected article and your notes from Module 1. Then, using a Word Document, answer the following questions:

  • Discuss the context of your selected article, the author’s purpose, and the style and tone. What have you learned from this early analysis?
  • How will a closer analysis of the author’s claim and the structure of the writing help you to learn more about your selected reading?
  • Now that you have discussed the author’s purpose for writing the selected reading, do you think the author’s writing is effective in achieving their purpose? What led you to this conclusion?

In total, the reflection should be three fully developed paragraphs (5-8 sentences each) in length (consider one paragraph per question). As you work on the journal, remember to refer to the rubric below to make sure you’re fulfilling the requirements for this assignment.

Guidelines for Submission: Save your work in a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.. Then, check your writing for errors. Once you have proofread your document, submit it via the Module 2, 2-5 Journal: Importance of Analysis Assignment link in Brightspace.

Explain the issues involved in the “interest view’ and the “potentiality argument.”

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  1. On abortion: Steinbeck bases her defense of the morality of abortion on the “interest view,” and makes a strong argument against the anti-abortionist “potentiality argument.” On the on the other hand, thinking he has overcome the “interest view” and the “potentiality argument,” Don Marquis argues that abortion is immoral. Steinbeck disagrees. Explain the issues involved in the “interest view’ and the “potentiality argument.”
  2. On the death penalty: In our discussion of the death penalty, Bright emphasized (among other reasons) the failures of the system to argue against death penalty, while Pojman focused on the importance of “retribution” and “deterrence.” Explain the argument you find more persuasive?
  3. Prostitution: Ericsson’s interpretation of prostitution is based on the contractarian liberal idea of individualism, equality and free market sexuality to sexual life, but Carole Pateman thinks that he has misunderstood the problem. Why does she say that? Answer the question using the terminology involved in the discussion.
  4. Freedom: Discuss the different ways in which freedom and determinism are compatible and incompatible
  5.  This semester we have studied several types of social contract theory. Hobbes, Rousseau relied on a theory of nature to ground their contract theory, but their understanding of basic human nature varies, and finally, Rawls instead discusses the “veil of ignorance.” What do their contractarian ethics have in common, and how can they be so different? Include in your discussion what you think are the benefits of this kind of theory

Write the corresponding letters next to each principle.  (no need to include the entire text, just the letters) Match these influence techniques with the examples below (2 for each)

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For this chapter, instead of a survey, there is an assignment.

Indicate which of the examples on the bottom of the page match with the influence principles listed. There are two examples that match with each principle. Write the corresponding letters next to each principle.  (no need to include the entire text, just the letters)

Match these influence techniques with the examples below (2 for each)

1. Foot-in-the-door

  1. Door-in-the-face
  2. Scarcity
  3. Reciprocity
  4. Low-balling
  5. That’s-not-all-technique
  6. If you give someone a favor, they tend to feel indebted to you. They want to pay you back somehow.
  7. A professor asks students to help move boxes of books from the office building to the library. After the students agree, the professor reveals that the students must arrive on campus at 7:30 A.M. to help.
  8. “Can you wear a button about the importance of recycling?” Once the person agrees, you ask “would you be willing to volunteer at the local recycling center?”
  9. If you purchase $50 in makeup, you will receive a full-sized mascara for free.
  10. If you mow your neighbor’s lawn while he’s on vacation, maybe he’ll watch your pets while you’re visiting family at Thanksgiving.
  11. Offer products or services at a bargain price in order to first attract a buyer, but then inform them about additional expenses that make the purchase less of a bargain than originally thought
  12. People fill out a form and provide an email address, a name, a phone number, or other information. This can then lead them to greater commitment later on.
  13. You tell interested car buyers that you only have five left of the newest sedan.
  14. Tell people at the restaurant that the kitchen will close in 20 minutes and this is the last call for orders.
  15. Can you please give me $100? No? Okay, how about $50?
  16. A boss asks an employee whether she can attend all Saturday meetings this month. Once she says no, he asks whether she can at least attend one Saturday this month?
  17. If you buy this mop, you will also get a mop cleaner.

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Apply basic knowledge of research methodology, statistics, measurement, guidelines, ethical standards, laws, and regulations in order to design, participate in and to evaluate research in a variety of contexts.

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Portfolio

You will create a professional planning portfolio that contains a Core section—completed by all students—and either an Employment section or a Graduate School section, depending upon your post-baccalaureate plans. The final section of your portfolio will be a copy of your review paper, which has been corrected according to the feedback you received from your instructor.

The Core section will contain the following documents:

  • Document 1 – A personal statement describing your immediate and long-term career and life goals, including an explanation of why these goals are appropriate and realistic in terms of your curricular, extracurricular, professional, and personal experiences
  • Document 2- Students will write a paper reflecting upon their educational experiences within their psychology program journey, using the Program Goals as an organizational paradigm. That means you will organize your paper using the Goals. Sections of the body of the paper will correspond to the Goals. This paper should include thoughts regarding successes and challenges, new insights, and personal transformations. This should be at a deep level rather than a surface mention. You must address each of the Program Goals which are displayed below and discuss how you have specifically met that goal, referencing courses, papers and concepts. List the Program Goal verbatim (with proper citation) and then address each component to receive maximum points. The reflective paper will be 7 to10 pages, double-spaced, not including the expected title and reference pages. APA format is expected and you must reference yourself when quoting from past papers. Only academic/scholarly sources should be used. You should organize it by the Program Goals and use headings per the APA Manual.

UMUC Psychology Program Goals

  • Apply major concepts, theoretical perspectives, empirical findings, and historical trends in psychology to prepare for graduate studies or careers in which psychological training is relevant.

 

  • Apply basic knowledge of research methodology, statistics, measurement, guidelines, ethical standards, laws, and regulations in order to design, participate in and to evaluate research in a variety of contexts.

 

  • Apply knowledge of human behavior to inform personal growth, communicate effectively, solve problems, make decisions and interact with individuals, communities, and organizations.

 

  • Use critical and creative thinking, skeptical inquiry, and where possible appropriate technology and the scientific approach to solve problems related to current and emergent trends within the domains of psychology.

 

  • Value diversity and different perspectives, tolerate ambiguity, and act ethically to communicate appropriately with various sociocultural and international populations.
  • Document #3 A current, accurate, and professional-appearing resume or curriculum vitae written
  1. The Employment section will contain the following documents:
  • The results of a computerized job search that yielded at least three job possibilities and a brief report that explains why each of these programs is appropriate for you based on your immediate and long-term career and life goals as described in the first section of this portfolio.
  • A professional-appearing cover letter that can be modified for specific job applications
  • Completed letter of recommendation request forms from at least three appropriate people who have agreed to write you strong letters of recommendation for a job
  1. The Graduate School section will contain the following documents:
  • Results of a search for appropriate graduate programs that yielded at least three possible programs and a brief report that explains why each of these programs is appropriate for you based on your immediate and long-term career and life goals as described in the first section of this portfolio.
  • A professional appearing personal statement that can be modified for specific graduate programs
  • Completed letter-of-recommendation request-forms from at least three appropriate people who have agreed to write you strong letters of recommendation for graduate school