Briefly outline the three types of censorship discussed in the chapter and connect with ideas concerning how culture regulates and influences behavior and the law.

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text book required: Shiraev, E. & Levy, D. (2017). Cross-cultural psychology: Critical thinking and contemporary applications. (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc

  1. For this paper you must include a response to all of the following:
  2. Challenging or Respecting Traditional Values:(this criterion should take approximately 1-2 paragraphs to address)
    1. According to the text, in today’s multicultural communities, customary rules of behavior shared by the people of one group may appear strange and even unacceptable to others (Shiraev & Levy, 2013). With this in mind respond to the following questions regarding culture, behavior and the law:
      1. How far should people go on challenging deep-seated customs and values of a traditional community?
      2. Which is more important in your life: to respect all traditions, even though you may disagree with some OR to challenge them, thus possibly undermining a society’s cultural foundation? Why?
  3. Democracy & Ethnocentricity:(this criterion should take approximately 1-2 paragraphs to address)
    1. Is the American view on democracy ethnocentric?,
    2. A full credit responses will broadly address the cultural and “human” factors which may be important in democratic and non-democratic systems as well as providing a clear and logical explanation of why they believe democracy is or is not ethnocentric.
    3. Overall, full credit responses may consider a few possible areas of emphasis: human rights, freedom or economic opportunity and tolerance or acceptance of different religions, languages, and customs.
  4. Censorship:(this criterion should take approximately 1-2 paragraphs to address)
    1. Define and discuss censorship.
    2. Briefly outline the three types of censorship discussed in the chapter and connect with ideas concerning how culture regulates and influences behavior and the law.
  5. Textbook and Research Connection:(this criterion applies throughout the response as textbook support for each criterion and clear connection to textbook and additional research examples)
  6. Additional Paper Requirements:
    1. APA style in-text citation and reference is required. Students may not use websites, of any kind, as a primary source in their responses. Submissions which do not contain both APA style in-text citation and reference and/or which use websites of any kind as a primary source may receive a zero.
    2. Papers formatting must be:
      1. A minimum of 2 FULL pages, single-spaced, 12-point New Times Roman font or similar. Do not exceed 3 pages. Reference citations included on a separate page do not count towards writing minimum or maximum.
      2. Do not use any titles, title pages, or headings, course name or date, etc. If you include your name or PID it should be included in the “header” of the document and not part of the main content.
      3. Do not use bullet points, outlines, or numbering in your response.  Essay/paragraph format is required.
      4. APA style in-text citation and reference is required.
      5. Students may not use websites, of any kind, as a primary source in their responses. Submissions which do not contain both APA style in-text citation and reference and/or which use websites of any kind as a primary source may receive a zero.
    3. Assignment responses which do not fulfill all of the above criteria will receive point deductions.
    4. As stated in the syllabus and Obojobo modules on Avoiding Plagiarism, responses which do not contain BOTH in-text citation and references will be flagged for plagiarism and receive a zero.

Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of the different theories. Each reply must be minimum 250-word APA format cited referenced biblical worldview

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Reply: Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of the different theories. Each reply must be minimum 250-word APA format cited referenced biblical worldview

Reference:“Liberty University Custom: Wong, D., Hall, K. R., Justice, C. A., and Hernandez, L. W.  (2015). Human growth and development (Custom Package). Thousand Oaks, CA:  Sage Publication. ISBN: 9781506355153. *Custom bundle contains Wong et al. (2015), Counseling individuals through the lifespan, ISBN: 9781452217949 and supplemental journal articles.

Anna Post-Although delaying leaving home may be considered a failure, it does not necessarily mean that one is not an adult. A study done by Evie Kins and colleagues at Ghent College found that the motivation behind the living situations is s better indicator of having made the transition into adulthood or not (Kin’s et. Al, 2009). If the parent and the child have reached an arrangement about the living situation, the child could still exhibit complete freedom while still residing in their house and receiving the parents emotional support (Holdsworth, 2006). It is also important to note that living at home does not necessarily result in negative consequences or delayed maturity. In some cases, the young adult is more emotionally stable. The main marker for adulthood and living on one’s own is financial stability.
Being financially stable as a young adult can be challenging. As Clark-Cobb and Gorges note, living at home after college can provide financial stability as well as the opportunity for one to find a good on and save up (Clark-Cobb & Gorgens, 2012). This is a clear benefit of staying at home and not branching out on one’s own. In fact there is s high correlation between parental support seeking employment and education (Clark-Cobb & Gorgens, 2012). In this way, living at home a few years while establishing one’s autonomy may be beneficial.
During this stage of life, the person is in the stage battling isolation versus intimacy. Emotional stability during this stage depends on various things such as living situation, friend group, and financial situation. If one does not have a strong support group, living at home with one’s parents could present a stable environment for the individual to grow into s fully fledged adult role. This is also the stage where one truly defines their personal identity (Wong et. Al., 2015). In a study done by Neyer and Asendorpf, it was found that young adults who live within a partnership tend to emotionally mature faster than those who are single (2001). Being within a partnership provides emotional support and in some cases financial stability. Because establishing a parent-child relationship that is more of a peer relationship is a mark of emotional maturity as well as a transition into adulthood, living with one’s parents can provide a healthy transition for that role. In a study done by Kira Birditt and her colleagues about family maturity and adulthood, it was determined that final family maturity involves a strong personal identity as well as distancing one’s self from the family unit (2008).
In my research I found very little reporting delayed adult maturity based on the living situation. I found many studies that showed positive outcomes of one living at home longer. However, none of these studies involved focuses on possibly abusive parents or living situations. In all these studies, both the parent and the child had the goal of living independently. Financial stability and emotional support are two reasons a young adult would stay with their parents rather than independent living.
References:
Kins, E., & Beyers, W. (2010). Failure to launch, failure to achieve criteria for adulthood? Journal of Adolescent Research, 25(5), 743-777. doi:10.1177/0743558410371126
Holdsworth, C. (2005). ‘when are the children going to leave home!’: Family culture and delayed transitions in spain. European Societies, 7(4), 547-566. doi:10.1080/14616690500342568
Cobb-Clark, D. A., & Gørgens, T. (2014). Parents’ economic support of young-adult children: Do socioeconomic circumstances matter? Journal of Population Economics, 27(2), 447-471. doi:10.1007/s00148-013-0484-6
Neyer, F. J., & Asendorpf, J. B. (2001). Personality-relationship transaction in young adulthood. Journal of Personality and Social Psychology, 81(6), 1190-1204. doi:10.1037//0022-3514.81.6.1190
Birditt, K. S., Fingerman, K. L., Lefkowitz, E. S., & Kamp Dush, C. M. (2008). Parents perceived as peers: Filial maturity in adulthood. Journal of Adult Development, 15(1), 1-12. doi:10.1007/s10804-007-9019-2
Wong, D. W. (2015). Counseling individuals through the lifespan. Los Angeles: SAGE.

Melissa-Adult children living at home is a fairly common occurrence that has been on the increase in recent years. Socioeconomic status and ethnicity have been shown to correlate with the likelihood of adult children living at home with their parents.  “Some authors have argued that parents in higher socioeconomic positions may have greater tendency to expect their children to be independent earlier than those with less education and income; others have said that parents with greater incomes might use their resources to help their older adult children to leave home” (Turcotte, 2006). “For young adults grappling with financial and domestic independence, the family home can represent a safe haven; however, living with parents can also pose a threat to autonomy and self-image as they strive for adult status” (Burn & Szoeke, 2016). Some of the other factors that correlate with adult children living at home is the age and marital status of the children (Burn & Szoeke, 2016) and parental determinants tend to relate to the strength or wholeness of the family or household (Burn & Szoeke, 2016). These are just a few of the many potential contributing factors that could affect the possibility of adults children choosing to live at home with their parents. In regards to the possible effects that coresidence can have on the relationship between parents and adult children living at home, studies have shown that there are many positive and negative outcomes. “Most parents report feeling that their child is taking advantage of them” (Burn & Szoeke, 2016). In Ephesians 6:2 it says, “Honor your father and mother that it may be well with you and you may live long on earth” (New Living Translation). However, once a child becomes an adult they have established more independence and may be reluctant to abide by their parent’s rules or requests (Burn & Szoeke, 2016). Financial burdens become commonplace for parent’s who take on more expenses by the increased number in the household. “The most frequent causes of conflict included money, children, and household chores and responsibilities” (Turcotte, 2006). Still, there are many instances when the relationship between parents and adult children can be improved and enjoyed by living in the same house. This time together can increase the likelihood of improve interpersonal relationships and emotional connectedness, increase the likelihood of reciprocal behavior from the children when the parents need support or care, and combat potential loneliness (Burn & Szoeke, 2016). “In some cultures where coresidence is the norm, having adult children living with parents is a generally happy and harmonious arrangement” (Burn & Szoeke, 2016). However, in most situations “cooperation and renegotiation of roles and expectations is required in order to ensure the best possible outcomes for all parties” (Burn & Szoeke, 2016).

References

Burn, K. & Szoeke, C. (2016). Boomerang families and failure-to-launch: Commentary on adult children living at home. Maturitas, 83(9-12). Retrieved from: www.elsevier.com/locate/maturitas

Turcotte, M. (2006). Parents with adult children living at home. Statistics Canada, 11(8). Retrieved from: http://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=20245642&S=R&D=f5h&EbscoContent=dGJyMNLe80SeqK84y9fwOLCmr1GeqK9Ssqe4SLOWxWXS&ContentCustomer=dGJyMOrf4H3w6vdT69fnhrnb5ofx6gAA

What should Lucy conclude about Monica’s reading comprehension score in comparison to the population?

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Discussion: Probability in Real Life

Individuals of all ages use probability to make decisions in everyday activities. For instance, when deciding whether to cross a street with traffic, people estimate the odds of making it safely across. Consider the prevalence of probability in your daily life. How does knowing the likelihood of something occurring affect how you make daily decisions? Usually, you choose an option because you believe that it will have a more pleasing outcome than the other choice(s). If you knew your likelihood of succeeding or failing, you would have an even easier time making a decision. Each decision you make is influenced by probability. Using what you know about probability might help you make decisions of low importance, such as purchasing goods, but it can also play a role in making critically important decisions. For example, scientists often use probability testing to evaluate the safety of drugs for human use and to help determine the likely outcome of other high-stakes decisions.
For this week’s Discussion, you will have the opportunity to practice your understanding by describing probability “in real life.” You will select one age group (elementary school students, high school students, or colleague/significant other) and explain how you would teach probability to that group.
To prepare: Think about examples of how individuals of various ages use probability to make decisions, and decide which age group you will write about in your discussion response.
By Day 3
Post the following:
  1. An explanation of how you would initially teach the concept of probability to one of the age groups, listed below, in a way they would understand. In other words, describe how you would initially present and explain the concept in order to create background knowledge and a basic understanding of probability. Be sure to Include the age group you chose in the Subject of your post.
    • Elementary school students
    • High school students
    • Colleague/significant other
  2. An example of a demonstration you could use to illustrate the concept of probability to the age group you chose.
  3. An example of how this age group might use probability to make decisions in everyday life.
Think outside the box by avoiding common examples such as coin tosses, decks of cards, and dice. Take care not to confuse the concepts of probability and relative frequency when writing your post.
Be sure to fully explain your rationale for each of your suggestions, and support your ideas with evidence from the text and Learning Resources.
Provide an APA reference list.
Assignment

Assignment: z-Test

Hypothesis testing is the foundation of conducting research in psychology. Researchers must first determine the question they wish to answer and then state their prediction in a null hypothesis and an alternative hypothesis. Once the hypotheses are stated, researchers move on to data collection. However, once the results come in, the real challenge is to determine if they have meaning; that is, are the results statistically significant or just due to random variation?
This application will allow you to practice hypothesis testing by using z-scores to compare a single score to a population mean in order to determine if results are statistically significant. Download the data set that you will use for this Assignment from the Weekly Data Set forum found in Week 3. Be sure to watch this week’s instructional video in the introduction or Learning Resources folder before beginning your Assignment.
Scenario: Lucy wants to know how her fourth-grade daughter, Monica, scored on a test of reading comprehension compared to the population of other fourth graders in the school district. Luckily, Lucy has taken this course and knows that a z-score will help her understand Monica’s reading score in relation to the population. You can find the data for this Assignment in the Weekly Data Set forum found on the course navigation menu. (not posted yet) …will send once received,
By Day 7
  1. State the dependent variable.
  2. Explain whether Lucy should use a one-tailed or a two-tailed z-test and explain why.
  3. State the null hypothesis in words (not formulas).
  4. State the alternative hypothesis in words (not formulas).
  5. Calculate the obtained z-score by hand. Describe your calculations (i.e., show your work).
  6. When alpha is set at .05, the critical value is ± 1.96. Should the null hypothesis be retained or rejected? Explain why.
  7. Are the results statistically significant? How do you know?
  8. What should Lucy conclude about Monica’s reading comprehension score in comparison to the population?
  9. Lucy is excited that she remembers how to compute a z-score and does some additional computations to find Monica’s z-score in math. You can find the information you need in the Weekly Data Set forum. Use it to calculate Monica’s raw math score by hand. Provide your calculations in your Assignment submission (i.e., explain your work).
Submit responses to the following:
Be sure to fully explain the rationale for your answer to each question, including evidence from the text and Learning Resources.
Provide an APA reference list.
References
Required Readings
Heiman, G. (2015). Behavioral sciences STAT (2nd ed.). Stamford, CT: Cengage.
  • Chapter 5, “Describing Data with z-Scores and the Normal Curve” (pp. 68–84)
  • Chapter 6, “Using Probability to Make Decisions about Data” (pp. 88–102)
  • Chapter 7, “Overview of Statistical Hypothesis Testing: The z-Test” (pp. 106–123)
Weekly Data Set: Your instructor will post the data set that you will need for the week’s Assignment to the Weekly Data Set forum found in the course navigation area of the classroom.
Required Media
Laureate Education (Producer). (2015d). Introduction to z-score [Video file]. Baltimore, MD: Author.
Note: The video is available in this week’s Introduction section
Laureate Education (Producer). (2015k). Probability and introduction to inferential statistics [Video file]. Baltimore, MD: Author.
Note: The video is available in this week’s Introduction section
Optional Resources
Rugg, G. (2008). Using statistics: A gentle introduction [E-book]. Retrieved from http://site.ebrary.com/lib/waldenu/docDetail.action?docID=10229869&p00=statistics

 

StatSoft. (2015). Electronic statistics textbook. Retrieved from http://www.statsoft.com/textbook/elementary-statistics-concepts/

Explain how creative decision-making can improve our ability to make better decisions, considering the numerous obstacles to do so. Include an analysis about how good decision making can potentially affect productivity and job satisfaction.

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Decision-Making

Our text suggests that objective reality is often significantly different from perceived reality and is an important variable to consider when making decisions within an organization. In addition, attribution theory describes how people create the explanations for their own and others’ actions, as well as the outcomes of the applied behaviors. Based on these two premises, consider the following and then, formulate an analysis about how attribution theory and bias (according to chapter 8 in our text) can explain human behaviors within organizations and industry.

Use, or closely follow, this template for your paper.

Consider the following information associated with attribution theory to support to your writing about decision-making:

perceptions

bounded rationality

cognitive biases

conjunction fallacy

consistency

consensus

distinctiveness

fundamental attribution error

creative decision making

Writing Content

Decision-Making

Based on our content this week, discuss the importance of rationale decision-making in an organization, using necessary citations. Include how bounded rationality cognitive biases, and conjunction fallacy might affect decision-making.

Attribution Theory

Explain attribution theory using necessary citations. Include a discussion about the effects of consistency, consensus, distinctiveness, and fundamental attribution error. Consider inclusion about the effects of perception, primacy and recency effects, selective perceptions, contrast effect, stereotyping to further support your discussion.

Personal Experience: Inaccurate Judgement

Based on our content this week, consider your own experiences with others. Have your actions ever been judged inaccurately by a person such as a boss, a peer, or a family member? How could this experience support your thesis about whether or not attribution theory and bias affect human behaviors with organization?

Can self-serving, or other, bias affect one’s perception of a behavior?

Creative Decision Making

Explain how creative decision-making can improve our ability to make better decisions, considering the numerous obstacles to do so. Include an analysis about how good decision making can potentially affect productivity and job satisfaction.

Writing considerations:

The introduction paragraph should introduce your topic and clearly explain what the paper will address.

Headings can be used to organize your information. See templatePreview the document. (Each heading should include at least two paragraphs – minimum.)

Each paragraph should make a point which can be linked back to your introduction paragraph. Design the topic sentence to embody what the paragraph will entail.

The most important consideration in the body paragraphs is the argument that you want to develop (is or is not perceptions, attribution theory and bias applicable?) in response to the topic (applicability of perception, attribution theory and bias). This argument is developed by making and linking points in and between paragraphs.

The conclusion paragraph should restate your thesis (your suggestion that perceptions, attribution theory and bias does or does not apply to human behaviors in organizations.)

Your assignment should be a minimum of five to six double-spaced pages, and should adequately discuss the topic, demonstrate maturating self-awareness, and include at least one peer-reviewed source, in addition to your text. Use the rubric to check for thoroughness. Include frequent citation to resources.

The Ashford Library should be used as your primary resource for this assignment, but other credible sources will also be accepted. Your sources should be cited according to APA format as outlined in the Ashford Writing Center (Links to an external site.).

The paper

Must be five to six double-spaced pages in length, not including the title or references pages, and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

Must include a title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must begin with an introductory paragraph which will outline the two parts to be addressed within the paper.

Must address the topics with critical thought and support all assertions with peer-reviewed sources.

Must end with a conclusion that synthesizes your findings about attribution theory and bias effect on human behavior.

Must use at least one peer-reviewed sources from the Ashford University Library, not including your textbook.

Must document all sources in APA style as outlined in the In-Text Citation Guide (Links to an external site.).

Must include a separate references page that is formatted according to APA style as outlined in the APA References List (Links to an external site.).

Resource: Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly tutorial set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.