All humans are descended from common ancestors originating from Africa. True or False?

1. The belief that humans are subdivided into distinct hereditary groups that are innately different in their social behavior and mental capacities and that can therefore be ranked as superior or inferior, according to Martin Marger, is called ______________.

 

2. Ethnocentrism refers to the habit of viewing one’s own group with favor and viewing other groups and their differences with disfavor. Thus, ethnocentrism involves noticing differences, then ranking, and, finally, placing one’s own group at the top of a classification. All others who differ are regarded as inferior.  True or False

 

3. McGee, other anthropologists, and many others of his generation believed in the survival of the fittest. Social Darwinists, following the ideas of Herbert Spencer (1820–1903) believed that only the fittest individuals survive and that the “inferior,” weak, and less  able ones necessarily and rightfully should be left to die off. Social Darwinism was used to justify slavery and to postpone its abolition in the United States. It was also used to support the often cutthroat environment of capitalism that prevailed in American businesses and factories at the turn of the twentieth century.

Social Darwinists believed the poor and “unfit,” including members of “primitive races” should be left to die rather than be helped and kept alive by charity. Theodore Roosevelt, campaigning for the presidency of the United States in 1898, echoed this view when he said, “I hope that every man who strives to be efficient and moral will realize that it is for the interest of mankind to have civilization go forward, to have the higher supplant the lower life” (Paulet, 2001, p. 3).

 

This statement reflected a misreading of Darwin. True or False?

 

4. People have always been able to self-identify or to determine one’s own racial group when filling out the census.  True or False?

5. All humans are descended from common ancestors originating from Africa. True or False?

6. Race, ethnicity, and culture are biological, and thus are not social constructs. True or False?

7. The science of breeding is called _________.

8. What is it called when enslaved mothers passed down the status of bondage to their children?

A. Vendue

B. Indenture

C. Manumission

D. Chattle Slavery

9. What is it called when one group gives up their customs and language and adopts those of the dominant group in order to attempt to blend in and become indistinguishable from the members of that group?

A. Competition

B. Accomodation

C. Assimilation

D. Contact

10. The study of cultures for their own attributes, without assigning value judgments is called

A. Eugenics

B. Cultural Relativity

C. Cultural Awareness

D. Ethnocentrism

11. The majority or dominant group in society is the group that controls most of the resources and wields the most power within different institutional settings. These settings include those of government, religion, education, and commerce. Minority groups lack equal access to these institutional settings, resources, privileges, and opportunities. The power imbalance reinforces the notion that minority groups are inferior.

True or False?

12. In 1830, the U.S. Congress passed the _________ to seize lands historically occupied by Native Americans for government use and for private farming by white settlers.

13. Policies, programs, and funding set aside to help minorities and women overcome the history of discrimination is called ___________

14. Following the Japanese attack on Pearl Harbor in 1941, many Americans developed strong feelings against Japanese Americans and believed that the Japanese Americans were a danger to the security of the nation. In 1942, in another exercise of plenary power, President Franklin D. Roosevelt signed Executive Order 9066, which mandated the immediate removal of Japanese American individuals from coastal areas in Washington, Oregon, and California (Saito, 2007).

 

Virtually all Japanese Americans in this region were asked to leave the universities where they studied and ordered to abandon their businesses, homes, and farms. About 10,000 Japanese Americans were able to relocate to other parts of the United States in time to avoid the internment, but over 110,000 were evacuated to hastily built relocation centers (Saito, 2007). With so little time to prepare for relocation, most lost their entire businesses, farms, and all personal possessions. What was this called?

A. The Japanese Removal Act

B. The Dawes Act

C. Japanese American Enslavement

D. Executive Order 9066: The Japanese Internment

 

15. In 1857, the Supreme Court handed down a decision in the case of Scott v. Sandford (1857), stating that African Americans were not citizens and therefore were not entitled to the benefits of American citizenship was called what?

A. Plessy v. Ferguson

B. Brown v. The Board of Education

C. The Dawes Act

D. Dred Scot Decision

16. In addition to presenting so-called racial groups, the Congress of Races at the St. Louis fair had a second objective which was to justify dismantling American policies toward conquered groups at home and abroad.

True or False?

17. The first American sociologist to study race was

A. Gunnar Myrdal

B. W.E.B. DuBois

C. Franz Boas

D. E. Franklin Frazier

18. Some states passed mandatory sterilization laws for those deemed unfit and legislated restrictive marriage clauses. Virginia, for example, made it illegal for a white person to marry a person who had “one drop” of black blood (Black, 2003, p. 165). These laws were intended to prevent “mongrels and mental defectives” (terms the 1924 Virginia legislature used) from reproducing and spreading their damaged genes through society. Mandatory sterilization laws were applied in the United States, where many individuals in mental institutions and in institutions for the feebleminded were sterilized without their consent. In California, over 11,000 inmates of institutions were sterilized.

True or False?

19. With money from the United States as well as other international funding, Germany founded the Institute for Anthropology, Human Heredity, and Eugenics in 1927 to conduct research on eugenics. One of the contributors of ideas to this enterprise was American eugenicist Charles Davenport, the head of the Station for Experimental Evolution at Cold Spring Harbor (New York), where he founded the Eugenics Record Office. In Heredity in Relation to Eugenics (1911), Davenport examined how race and disease were biologically based and determined that the “racially robust” were destined to rule the earth (Black, 2003, p. 386). Davenport’s subsequent book Race Crossing in Jamaica (1929) was of special interest to the Germans. His contribution enabled the Nazis to use “pedigrees,” or family trees, to identify Mischlinge (mixed-race Jews).

True or False?

20. Reading and interpreting the bumps on the skull was one method used to assess an individual’s abilities and character and was called ________.

Ecomap

Need by 24 Apr 2016 by 2300hrs

 

An eco-map is a visual graphic that illustrates the systems in a person’s life that influence his or her behavior.

 

In this Assignment, you will be creating an ecomap based on Sandra Lambardino, whose story can be found attached to the original post. Read Sandra’s story, and create an ecomap based on the information provided showing Sandra as the micro (center circle).

 

Be sure to include all systems (influences) that affect Sandra. In addition to filling in the circles around Sandra with systems (influences), be sure to add two corresponding arrows pointing from the systems (influences) that signify the strength of the relationship (strong or weak) and the type of relationship (positive or stressful) between Sandra and each system. The goal of this basic ecomap is to illustrate how systems are affecting Sandra, however, in a more advanced ecomap, as seen in our text, you would want to display how the micro (Sandra for our map) is impacting the systems around them. If you want to show the reciprocal nature of the relationship between the influence and Sandra on your ecomap, you will show two more arrows pointing from Sandra to the system (influence) to illustrate how Sandra affects the system (influence).

 

Create your ecomap using the template attached to this post.

 

  • In the “Comments” field, make sure to add at least the title of your paper.
  • Click the “Add Attachments” button.
  • Follow the steps listed to attach your Word document.
  • To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it.
  • Make sure that you save a copy of your submitted Assignment.

 

You may use the following reference: Zastrow, Charles, Karen Kirst-Ashman. Brooks/Cole Empowerment Series: Understanding Human Behavior and the Social Environment. Cengage Learning, 02/2012. VitalSource Bookshelf Online.

HN144: Ecomap Template

image1.emf

 

 

 

Type here

 

Positive

 

Strong �

 

Weak

 

Stressful �

 

Type here

 

Type here

 

Sandra Lombardino

 

Type here

 

Type here

 

Type here

 

Instructions:

 

Type the name of the client in the large circle.

Determine the systems/influence which affect the client’s behavior. Replace the “Type here” areas (use all 6 textboxes) with the systems/influences.

3. Click and drag the arrows to point from the systems/influence to Sandra to indicate type (stressful or positive) and strength (weak or strong) of the relationship. If the relationship is reciprocal use two more arrows pointing from Sandra to the systems/influence.

4. As you move the arrows around, feel free to delete the arrow key boxes and move the circles to fit your needs. If you need more circles, right click to select the object, click “Copy,” and then paste a new one. [Note: the “Type here” textbox should copy as well, but if you need a new textbox for the object, go to the “Insert” tab and click the Textbox icon. Select “Simple textbox.” Type the system/influence in the new textbox and move the textbox into place.]

5. If you need more arrows, simply right click to select an arrow, click “Copy,” and then paste a new one. Move the new arrow into place.

6. Delete any objects that are not going to be used.

7. Feel free to delete the instructions in this box and use the box to bullet point notes to further explain your arrows/influences and/or to offer more space for your ecomap. NOTE: Please use “Web Layout” view to ensure proper format in MS Word.

7. Save as .doc or .docx file and then submit to the Unit 8 Assignment DropBox.

Research Proposal For Experimental

1

UNIVERSIDAD INTERAMERICANA DE PUERTO RICO

RECINTO METROPOLITANO

DEPARTAMENTO DE EDUCACIÓN Y PROFESIONES DE LA CONDUCTA

PROGRAMA DE PSICOLOGÍA

PROF. NOÉ J. GARCÍA

PSYCH 4600

 

General Guide for the Research Proposal

Here’s a general guideline that you must follow when drafting the Research Proposal. It

is important that you follow the organization, the specific instructions and the terminology of

each of the sections that constitute a Research Proposal. Each section of the Research Proposal

should consist of coherent and clearly defined expositions, explanations, and arguments. It

should not consist of a list of terms and phrases. The final proposal will be due for the last day

of class (the last day we gather in class): May/26/2016. The final proposal has a value of twenty-

five (25) points and makes up the 25% of the final grade. The length of the proposal should

range from eight (8) to fifteen (15) pages of content. At the end it should have a list of at least

ten (10) references that should consist of academic journals, articles, chapters of specialized

books or a dissertation.

 

In essence, a Research Proposal is a structured text that identifies, defines, substantiates

and explains what you’re planning to investigate and how you’re going to do it. The logic behind

a well drafted Research Proposal is that the reader, without prior knowledge on the subject matter

(or topic), understands clearly:

 what you’re going to investigate?

 why does it matter?

 how it has been researched?

 how you’re going to investigate it?

 how your particular way of researching it makes a contribution on the subject matter?

 

The sections of this guideline reflect this logic, which consists of:

1) An Introduction 2) A Justification 3) The Theoretical Framework 4) The Objectives, Questions and Hypothesis 5) The Method and Design 6) The References.

You will notice that in each of these sections I have described what needs to be elaborated. I

have also emphasized in bold, just below each section, the “general idea” behind each one.

 

A. Cover title (front page) “What title best captures the subject or topic and its problem?”

1. In the first page you should have a “Title” related to your topic. You can be creative in this aspect, but make sure that such title has an effective connection with your topic

(be weary of sensationalistic titles).

 

 

 

 

2

2. Below the title you should put the usual student information (name, student number, name and section of the class and the date).

 

B. Introduction “What is the topic and problem you’re going to investigate?”

 

1. It should clearly state your research topic and the problem that you intend to investigate.

2. What is the purpose of your research? In other words, justify, very briefly the importance of your research topic and/or problem.

 

3. Usually this section is brief and should consist of a minimum of one (1) paragraph and a maximum of two (2) paragraphs if you decide to dedicate one paragraph for section B.1.

and another for section B.2.

 

C. Justification “Why does it matter and what are you going to contribute with your research?”

 

1. You have already given a brief justification in the introduction, so in this section you will elaborate more about the significance of the problem you are investigating.

 

2. You should give a very brief overview of the review of literature that reinforces or shows the importance and purpose of your research topic and/or problem. I emphasize very brief

because you will not elaborate a comprehensive review of literature (this will be done on

the next section-Theoretical perspective). This very brief review of literature should focus

on:

a. How your research problem has been generally defined. b. How it has been researched or what are the main venues in which it has been

approached.

c. The strengths and limitations regarding how it has been researched. d. How you are proposing to research it.

 

Regarding this last part, you don’t need to go into methodological details, just introduce

how your view and take on the subject matter relates to what has been generally done. Bear in

mind that the logic here is to give the reader an impression of why your inquiry is important, how

it has been generally researched and what your work will contribute in the on-going debates and

research.

 

D. Theoretical perspective (or Theoretical framework) How you conceptualize the subject matter (according to a certain model, paradigm or

theory) and how it’s been conceptualized and researched?

 

1. State and explain the theoretical perspective (or perspectives) you’ve chosen for your research. If possible, try to delimitate some core authors or groups with the theoretical

perspective and framework you’ve chosen. Show how this perspective is linked to how

you have defined your research topic and problem. This means that there’s a terminology

and way of conceptualizing that is relevant to your mode of inquiry. Also bear in mind

 

 

 

 

3

that the terminology and way of conceptualizing your topic should correspond with how

you’re going to research it (the “method” you’re going to choose and elaborate in a later

section).

2. You will justify this choice by elaborating a review of the research done (with regards to your topic) by this theoretical perspective. Try to focus on the research that, in one way

or another, reinforces and justifies your approach (your purpose, problem and mode

inquiry in the matter).

 

3. Also integrate other views that could oppose yours or simply focuses on other aspects of your research topic or problem. Remember that you should demonstrate a general domain

on your subject and if you wish to give credibility and validity to your work, you should

also give a critical and fair overview of other views (even if it’s brief).

 

E. Questions, Objectives and Hypothesis “What you’re going to do and what you expect to find?”

 

1. Describe what are you interested in “measuring” or analyzing. Bear in mind that these are either the “variables” or “key instances” you’re going to measure, correlate, select, code or

compile.

 

2. State the main questions that you’re making and you’re interested in investigating. Bear in mind that these questions must be compatible and answerable in accordance with your

choice of method and the “variables” or “key instances”. Usually you should have a

minimum of one (1) clear and specific question that guides your research (and is derived

from the problem you are researching) and a maximum of five (5) questions.

 

3. List the main objectives of your research. In other words, briefly state what you plan to do and how you plan to accomplish it (the details of this will be further elaborated in the

next section “Method and Design”). Usually objectives go from “general aims” to

“specific aims” (or concrete aims) and should range from a minimum of three (3) and a

maximum of eight (8).

 

4. State the main hypothesis of your research, either in terms of what you expect to find or what you are trying to prove. Remember that if you’ve identified a set of variables that

you’re going to be measuring, the hypothesis should state a prediction regarding the

relationship between said variables.

 

F. Method and Design How do you plan to do it?

 

1. Identify the method you will be using (if qualitative, quantitative or mixed).

2. Define the variables (give operational definitions) and how you’re going to “measure” them.

 

3. Identify the population and how you’re going to sample it. a. Define the characteristic of your population.

 

 

 

 

4

b. You must also choose how you will make your sample, in other words your sampling technique.

c. Justify and explain your choice of population and sampling technique. 4. The “instrument” or technique you will be using to “measure” and/or gather your “data”.

a. Depending on your choice of method you will choose a suitable instrument or technique, which could be surveys, interviews, etc.

b. Give details of the type of instrument (for example, the type of survey) and other necessary appliances or technology needed (for example if you will be using tape

recorders, videos, etc.).

c. Describe how you will gather the data, taking into account the steps in the process, how you plan to approach (or reunite) the participants, how will you apply your

instruments and how will you gather your data (and all the necessary steps and

precautions in doing so).

 

5. How will you analyze your data? a. State what you will use to organize and analyze your data. This ranges from the

use of statistical methods (example ANOVA) and computer programs to how will

you make the analysis of texts and/or interviews (what type of “coding” or how

you will analyze the narrative, discourse or image).

b. Try to be specific on how you will analyze your data and bear in mind how this analysis has to be related to your choice of method and your theoretical

framework. In this sense, explain why you have chosen to analyze it in that

particular way.

 

6. Ethics and limitations a. What ethical considerations should be taken into account, ranging from informed

consent forms to the type of interaction, treatment and possible feedback from the

participants?

b. All investigations have limitations that affect their validity, credibility or application in other settings. State these limitations, bearing in mind the

specificity of your research and aims.

 

G. References

At the end of your text you should list at least ten (10) references from scientific journal or

specialized books following the American Psychology Association (APA) format.

Clinical Diagnosis And Treatment Worksheet

 

Complete the following table. Answer the following questions in 150-200 words each. Please cite all references including in-text citations.

 

Clinical Diagnosis and Treatment Worksheet

 

Complete the following table.

 

  Description (50-100 words)
Clinical Assessment

 

 

 

 

 
Diagnosis

 

 

 

 

 
Treatment

 

 

 

 

 

 

 

Answer the following questions in 150-200 words each.

 

1.       What role does the DSM-5 play in clinical assessment, diagnosis, and treatment?

 

 

 

2.       What is an example of abnormal psychology that you have seen in your community?

 

 

 Clinical Diagnosis and Treatment Worksheet PSY/275 Version 3