Explain the objections that can be made against the various assumptions that craniologists make in their arguments, and why, as a scientific discipline, craniology appears to be misguided.

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Please write a 3-page essay, typed and double-spaced, in response to one of the questions below. In your essay, it is important that you explain the issue you are writing about clearly in your own words. Make sure to explain and critically evaluate the reasons the authors give in support of their views and the reasons that lead you to your own position. Please, do not plagiarize. Plagiarism will result in an F for the assignment or an F for the course.

 

  1. According to Schiebinger’s Competing Cosmologies, how does the prevalent cosmology in ancient antiquity account for the various aspects of an individual’s character and for the inferiority of women to men? What are the areas to which the supposed inferiority extends? How do you evaluate the plausibility of the ancient account? In your opinion, to what extent are these ancient ideas reflected in Metropolis?
  2. Explain Descartes’ mind/matter dualism. Explain how Schiebinger argues in Competing Cosmologies that Descartes’ mind/matter dualism allows for overcoming ancient claims based on the four-element theory such as the one that differences between male and female bodies indicate differences in mental abilities between man and women. Explain Princess Elizabeth of Bohemia’s objection to Descartes’ mind/matter dualism. In your opinion, whose position is more convincing? In your view, does Metropolis suggest that dualism is the case or not? Give the reasons underlying your assessment.
  3. What is Descartes’ view on the nature of biological bodies in Discourse on Method, Part V? According to Descartes, what are the two ways in which we can distinguish actual human beings from artificial ones? How do you evaluate Descartes’ position? To what extent are Descartes’ ideas in the Discourse on Method detectable in Metropolis, to what extent does the movie differ from Descartes’ account? How would you explain the fact that the men in the excerpts from the movie that we watched (with the exception of Fredersen and Rotwang) do not immediately identify Maria the ‘machine-man’ as artificial?
  4. In God, Women and the New Physics, Wertheim reports on craniology as a scientific discipline. Explain what craniology is and what its supposed purpose is. Explain how craniologists argue for male intellectual superiority no matter what empirical evidence they use as the starting point for their arguments. Explain the objections that can be made against the various assumptions that craniologists make in their arguments, and why, as a scientific discipline, craniology appears to be misguided.https://www.youtube.com/watch?v=rGgon2YeISw Metropolis Film link

    http://literature.org/authors/descartes-rene/reason-discourse/chapter-05.html

What differences did you note in your ability to judge the shape, distance, speed, and direction of the objects with which you were working?

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Do you take vision for granted? Many of us do. Select an activity you can do safely with your eyes closed (e.g. play catch with something soft, fold laundry, put away dishes, water plants, walk the dog). You will likely need a person to help you. First, perform the activity with both eyes open. Cover one eye gently with a patch of some sort or close one (if you can do it!) and do the activity again. Then try it with both eyes closed. (PLEASE pick something you can be safe doing!  Check for sharp objects, don’t go in the street, etc.)  Then, answer the following questions:

  1. What differences did you note in your ability to judge the shape, distance, speed, and direction of the objects with which you were working?
  2. How did your attention change or focus differently in each situation?
  3. Which situation was the most difficult for you? Now, practice doing the activity several times under these most difficult circumstances. Did you adapt? How long did it take?
  4. Do you think there are some activities that are easier to perform completely blindfolded than with one eye patched? If so, what might be an example? If not, why not?

Citing Guidelines:

You shouldn’t need to cite this week, but if you use an outside source beyond your experience for some reason, use APA style.

Writing Guidelines: 

Delete the questions themselves as it makes it look nicer (and we all know what the questions were), but refer to the questions in your answers.  Also, number them!  For example:

1. I decided to try ____ as an activity.  I noted several differences in my judgments.  First, I noticed that ___.  Second, I noticed _____.  I also noticed that ___ was not different.

Construct proper paragraphs and use complete sentences.  It may be appropriate (and necessary) to use several paragraphs for each numbered response.  Also, edit your work.

explain one way you might transform a negative reaction into an appropriate therapeutic response and how. Be specific and use examples.

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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 Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). 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 12/19/18 at 8pm.

Discussion – Week 4

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Disruptive Behaviors

Many children and adolescents who go to counseling engage in behaviors that are disruptive to others. These children and adolescents are sometimes labeled as having “externalizing” disorders, because they tend to “ act out” their symptoms, which causes other people distress. Disorders such as depression and anxiety are “internalizing” disorders because children and adolescents generally internalize their symptoms in a way that causes them distress. When children “act out” their symptoms, adults can become impatient, annoyed, and angry. These responses often intensify when children are unwilling or unable to take personal responsibility for their behavior. As a future child and adolescent counselor, it is important for you to gauge your reactions toward children and adolescents with disruptive behaviors and consider how your reactions may impact the counseling process.

For this Discussion, review each of the clips in the media, Disruptive Behaviors, and think about your reactions to the behavior exhibited in the media. Select one particular child or adolescent in the media and think about how your reactions to that child’s or adolescent’s behavior might impact a therapeutic relationship with that child or adolescent. Also, consider how you might transform any negative reactions you may have to the child or adolescent you selected to an appropriate therapeutic response. I chose the blaming child.

With these thoughts in mind:

Post by Day 4 a brief description of the disruptive behavior you selected, and explain one way your reactions might positively or negatively influence the development of a therapeutic relationship with that child or adolescent. Then, explain one way you might transform a negative reaction into an appropriate therapeutic response and how. Be specific and use examples.

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

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Required Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments. This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

o Chapter 6 “Attention-Deficit/Hyperactivity Disorder”

o Chapter 16 “Disruptive, Impulse-Control, and Conduct Disorders”

· Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American Counseling Association.

·

o Chapter 3, “Resistance Busters: Quick Solutions and Long-Term Strategies”

o Chapter 7, “Ecological Theory and Parent Education Strategies”

· DSM-5 BridgeDocument:Disruptive Behaviors Click for more options

Media

· Laureate Education (Producer). (2011). Child and adolescent counseling [Video file].
Retrieved from https://class.waldenu.edu

·

o “Disruptive Behaviors: A Discussion With John Sommers-Flanagan and Eliana Gil” (approximately 19 minutes)

· Laureate Education (Producer). (2011). Disruptive behaviors: Part one [Interactive media].
Retrieved from https://class.waldenu.edu

·

o Disruptive Behaviors: Part One Transcript Click for more options

· Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].
Retrieved from https://class.waldenu.edu

·

o Angry Adolescent Transcript Click for more options

o Withdrawn Child Transcript Click for more options

o Blaming Adolescent Transcript Click for more options

o Hyperactive Child Transcript Click for more options

Optional Resources

· Cochran, J. L., Cochran, N. H, Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143.
Retrieved from the Walden Library databases.

· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237.
Retrieved from the Walden Library databases.

· Powers, C. J.. & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behaviour in early elementary school. Developmental Psychology, 49(6), 1174–1186.
Retrieved from the Walden Library databases.

· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section. Journal of Abnormal Psychology, 119(4), 683–688.
Retrieved from the Walden Library databases.

Create a 12- to 15-slide Microsoft® PowerPoint® presentation discussing your analysis of the data. Include the following in your presentation:

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PART1-Due Thursday PLEASE COMPLETE ONLY A OR B!!!!

Respond to the following in a minimum of 175 words:

A ·      Provide an example of research when the data might require the use of a nonparametric test. What parameters in this research would cause you to forego the use of a parametric test? Provide a specific example of data that might not meet the requirement for a parametric test.

B ·      Explain a research situation in the field of psychology where you would use multivariate statistical procedures (MANOVA). Explain your response thoroughly and provide examples of the variables involved.

PART2-   SEE ATTACHMENT!!!Resource: Happiness Engagement Dataset-THIS  IS ATTACHED BELOW
You have made it to the final step of your individual project. In this assignment, you will develop the skills needed to compile statistics as a part of the research process.
Imagine you must present your research findings to your Human Resources department.
Create a 12- to 15-slide Microsoft® PowerPoint® presentation discussing your analysis of the data. Include the following in your presentation:

  • An introduction that includes the data and variables from the Happiness and Engagement Dataset.
  • A description and the results of each analysis, including:
  • The descriptive statistics from Part 1
  • The t test from Part 2
  • The ANOVA from Part 3
  • The bivariate correlations from Part 4
  • A conceptual summary of the results stating what the data conveys.
  • Include detailed speaker notes on each slide as a transcript of what you would say while presenting this information.
    Format any citations in your presentation and speaker notes according to APA guidelines.
  • PART3-THIS WORKSHEET IS ATTACHED BELOW!!!This worksheet will provide you with experience in calculating (by hand or using Microsoft®Excel®) the formulas from the weekly readings. Using these formulas and performing these calculations will provide with you an understanding of how and why statistical formulas work and what they mean. This worksheet also provides you the opportunity to interpret results in the context of specific problems, which in turn provides experience that will assist you in critically evaluating current research in your field.

Complete the Chi-Square Worksheet.

Submit your worksheet to the assignment.