Develop a 1,050-word summary contrasting law and ethics describing the following:

Develop a 1,050-word summary contrasting law and ethics describing the following:

  • Describe how laws or regulations affect your past or current job or industry.
  • Describe how ethical rules affect your past or current job or industry and explain why ethics are considered an asset to a workplace.
  • Discuss the various types of alternative dispute resolution (ADR) and analyze which types of ADRs are regularly used in your workplace.

Cite a minimum of two peer-reviewed references.

Week 6 Of Psychological Assessments

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the howwhat, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (https://content.bridgepointeducation.com/curriculum/file/7aa7d868-2fb0-4b7f-a892-e61ee1bbb9cd/1/PSY640%20Content%20for%20Testing%20Pamphlets%20and%20Information%20Sheets.pdf). Be sure to reference prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e

Exhibition Curatorial Leaflet

Your exhibition curatorial leaflet is to demonstrate your ability to communicate with the general public in a direct/clear and an effective/crystalizing way. You are required to prepare a leaflet (max. 2 pages of A4-sized paper) containing (1) and (2) shown below. Your leaflet is supposed to help your audience to understand your exhibition in the way you want. A hard copy of your leaflet should be handed in at your own seminar presentation session.

(1) Your curatorial statement is about the set of artworks (after 1900) as selected and arranged by you for your seminar presentation topic and should illustrate the theoretical framework behind your selection of the artworks (e.g. overall theme, philosophy, rationale, etc.) that they are NOT your random or personal choice BUT highly related to your seminar presentation topic in a particular way as put forth by you.

(2) Your general introduction of those artworks is a brief explanation of in what sense the artworks form a coherent set. It should explain the logic behind your grouping and/or sequencing of the artworks.

Grading System

  • –  A: directly and effectively state the theoretical framework behind your selection of the artworks, and clearly explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  • –  B: properly state the theoretical framework behind your selection of the artworks, and satisfactorily explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  • –  C: adequately state the theoretical framework behind your selection of the artworks, and acceptably explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  • –  D: vaguely state the theoretical framework behind your selection of the artworks, and roughly explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  1. Finish your seminar presentation assignment first.
  2. Mull over the lecture materials on curatorial writing after attending the lecture
  3. Follow the recommended considerations for curatorial writing as discussed at the lecture; OR come up with other considerations that you think they serve better in attaining a higher level of performance for your leaflet assignment.
  4. Select max. 3 key points from your seminar presentation for your curatorial statement. These 3 points are the perspectives / viewpoints for understanding the set of artworks that you chose for your exhibition at the seminar presentation, i.e. what your exhibition tries to convey in relation to the Seminar Topic’s readings. By doing so, the artworks shown in your exhibition are not your random choice but a coherent set of artworks illustrating those 3 points.
  5. Express (4) in a manner for the general public (NOT academic writing).
  6. Figure out and come up with a way in which you give your audience a brief idea how to understand your exhibition, i.e. the logic of your sequencing and/or grouping the artworks so that you work on your general introduction of those artworks.
  7. Check your captions for the artworks discussed in your leaflet.
  8. Check your English writing (grammar, usage of words, etc.).
  9. Design your leaflet in order to make your leaflet look attractive / eye-catching before your audience starts reading the contents. ***Write down your official name and student number somewhere in the leaflet without lowering the level of your leaflet’s attractiveness.
  10. Print out your leaflet, and hand it in to the lecture on the same day of your seminar presentation.

How Do You Know 2+2 = 4?

Rene Descartes. The Philosophical Works of Descartes. Translated by Elizabeth S. Haldane and G. Ross. Cambridge University Press (Cambridge, 1911) ————————————– Meditations on the First Philosophy (1641) Meditation I.� Of the things which may be brought within the sphere of the doubtful. �It is now some years since I detected how many were the false beliefs that I had from my earliest youth admitted as true, and how doubtful was everything I had since constructed on this basis; and from that time I was convinced that I must once for all seriously undertake to rid myself of all the opinions which I had formerly accepted, and commence to build anew from the foundation, if I wanted to establish any firm and permanent structure in the sciences.� But as this enterprise appeared to be a very great one, I waited until I had attained an age so mature that I could not hope that at any later date I should be better fitted to execute my design.� This reason caused me to delay so long that I should feel that I was doing wrong were I to occupy in deliberation the time that yet remains to me for action.� To-day, then, since very opportunely for the plan I have in view I have delivered my mind from every care [and am happily agitated by no passions] and since I have procured for myself an assured leisure in a peaceable retirement, I shall at last seriously and freely address myself to the general upheaval of all my former opinions. �Now for this object it is not necessary that I should show that all of these are false�I shall perhaps never arrive at this end.� But inasmuch as reason already persuades me that I ought no less carefully to withhold my assent from matters which are not entirely certain and indubitable than from those which appear to me manifestly to be false, if I am able to find in each one some reason to doubt, this will suffice to justify my rejecting the whole.� And for that end it will not be requisite that I should examine each in particular, which would be an endless undertaking; for owing to the fact that the destruction of the foundations of necessity brings with it the downfall of the rest of the edifice, I shall only in the first place attack those principles upon which all my former opinions rested. All that up to the present time I have accepted as most true and certain I have learned either from the senses or through the senses; but it is sometimes proved to me that these senses are deceptive, and it is wiser not to trust entirely to anything by which we have once been deceived. �But it may be that although the senses sometimes deceive us concerning things which are hardly perceptible, or very far away, there are yet many others to be met with as to which we cannot reasonably have any doubt, although we recognize them by their means.� For example, there is the fact that I am here, seated by the fire, attired in a dressing gown, having this paper in my hands and other similar matters. And how could I deny that these hands and this body are mine, were it not perhaps that I compare myself to certain persons, devoid of sense, whose cerebella are so troubled and clouded by the violent vapours of black bile, that they constantly assure us that they think they are kings when they are really quite poor, or that they are clothed in purple when they are really without covering, or who imagine that they have an earthenware head or are nothing but pumpkins or are made of glass. But they are mad, and I should not be any the less insane were I to follow examples so extravagant. �At the same time I must remember that I am a man, and that consequently I am in the habit of sleeping, and in my dreams representing to myself the same things or sometimes even less probable things, than do those who are insane in their waking moments.� How often has it happened to me that in the night I dreamt that I found myself in this particular place, that I was dressed and seated near the fire, whilst in reality I was lying undressed in bed!� At this moment it does indeed seem to me that it is with eyes awake that I am looking at this paper; that this head which I move is not asleep, that it is deliberately and of set purpose that I extend my hand and perceive it; what happens in sleep does not appear so clear nor so distinct as does all this.� But in thinking over this I remind myself that on many occasions I have in sleep been deceived by similar illusions, and in dwelling carefully on this reflection I see so manifestly that there are no certain indications by which we may clearly distinguish wakefulness from sleep that I am lost in astonishment.� And my astonishment is such that it is almost capable of persuading me that I now dream. �Now let us assume that we are asleep and that all these particulars, e.g. that we open our eyes, shake our head, extend our hands, and so on, are but false delusions; and let us reflect that possibly neither our hands nor our whole body are such as they appear to us to be.� At the same time we must at least confess that the things which are represented to us in sleep are like painted representations which can

 

 

only have been formed as the counterparts of something real and true, and that in this way those general things at least, i.e. eyes, a head, hands, and a whole body, are not imaginary things, but things really existent.� For, as a matter of fact, painters, even when they study with the greatest skill to represent sirens and satyrs by forms the most strange and extraordinary, cannot give them natures which are entirely new, but merely make a certain medley of the members of different animals; or if their imagination is extravagant enough to invent something so novel that nothing similar has ever before been seen, and that then their work represents a thing purely fictitious and absolutely false, it is certain all the same that the colours of which� this is composed are necessarily real.� And for the same reason, although these general things, to wit, [a body], eyes, a head, hands, and such like, may be imaginary, we are bound at the same time to confess that there are at least some other objects yet more simple and more universal, which are real and true; and of these just in the same way as with certain real colours, all these images of things which dwell in our thoughts, whether true and real or false and fantastic, are formed. �To such a class of things pertains corporeal nature in general, and its extension, the figure of extended things, their quantity or magnitude and number, as also the place in which they are, the time which measures their duration, and so on. �That is possibly why our reasoning is not unjust when we conclude from this that Physics, Astronomy, Medicine and all other sciences which have as their end the consideration of composite things, are very dubious and uncertain; but that Arithmetic, Geometry and other sciences of that kind which only treat of things that are very simple and very general, without taking great trouble to ascertain whether they are actually existent or not, contain some measure of certainty and an element of the indubitable.� For whether I am awake or asleep, two and three together always form five, and the square can never have more than four sides, and it does not seem possible that truths so clear and apparent can be suspected of any falsity [or uncertainty]. �Nevertheless I have long had fixed in my mind the belief that an all-powerful God existed by whom I have been created such as I am. But how do I know that He has not brought it to pass that there is no earth, no heaven, no extended body, no magnitude, no place, and that nevertheless [I possess the perceptions of all these things and that] they seem to me to exist just exactly as I now see them?� And, besides, as I sometimes imagine that others deceive themselves in the things which they think they know best, how do I know that I am not deceived every time that I add two and three, or count the sides of a square, or judge of things yet simpler, if anything simpler can be imagined?� But possibly God has not desired that I should be thus deceived, for He is said to be supremely good.� If, however, it is contrary to His goodness to have made me such that I constantly deceive myself, it would also appear to be contrary to His goodness to permit me to be sometimes deceived, and nevertheless I cannot doubt that He does permit this. �There may indeed be those who would prefer to deny the existence of a God so powerful, rather than believe that all other things are uncertain.� But let us not oppose them for the present, and grant that all that is here said of a God is a fable; nevertheless in whatever way they suppose that I have arrived at the state of being that I have reached� whether they attribute it to fate or to accident, or make out that it is by a continual succession of antecedents, or by some other method�since to err and deceive oneself is a defect, it is clear that the greater will be the probability of my being so imperfect as to deceive myself ever, as is the Author to whom they assign my origin the less powerful.� To these reasons I have certainly nothing to reply, but at the end I feel constrained to confess that there is nothing in all that I formerly believed to be true, of which I cannot in some measure doubt, and that not merely through want of thought or through levity, but for reasons which are very powerful and maturely considered; so that henceforth I ought not the less carefully to refrain from giving credence to these opinions than to that which is manifestly false, if I desire to arrive at any certainty [in the sciences]. �But it is not sufficient to have made these remarks, we must also be careful to keep them in mind.� For these ancient and commonly held opinions still revert frequently to my mind, long and familiar custom having given them the right to occupy my mind against my inclination and rendered them almost masters of my belief; nor will I ever lose the habit of deferring to them or of placing my confidence in them, so long as I consider them as they really are, i.e. opinions in some measure doubtful, as I have just shown, and at the same time highly probable, so that there is much more reason to believe in than to deny them.� That is why I consider that I shall not be acting amiss, if, taking of set purpose a contrary belief, I allow myself to be deceived, and for a certain time pretend that all these opinions are entirely false and imaginary, until at last, having thus balanced my former prejudices with my latter [so that they cannot divert my opinions more to one side than to the other], my judgment will no longer be dominated by bad usage or turned away from the right knowledge of the truth.� For I am assured that there can be neither peril nor error in

 

 

this course, and that I cannot at present yield too much to distrust, since I am not considering the question of action, but only of knowledge. �I shall then suppose, not that God who is supremely good and the fountain of truth, but some evil genius not less powerful than deceitful, has employed his whole energies in deceiving me; I shall consider that the heavens, the earth, colours, figures, sound, and all other external things are nought but the illusions and dreams of which this genius has availed himself in order to lay traps for my credulity; I shall consider myself as having no hands, no eyes, no flesh, no blood, nor any senses, yet falsely believing myself to possess all these things; I shall remain obstinately attached to this idea, and if by this means it is not in my power to arrive at the knowledge of any truth, I may at least do what is in my power [i.e. suspend my judgment], and with firm purpose avoid giving credence to any false thing, or being imposed upon by this arch deceiver, however powerful and deceptive he may be.� But this task is a laborious one, and insensibly a certain lassitude leads me into the course of my ordinary life.� And just as a captive who in sleep enjoys an imaginary liberty, when he begins to suspect that his liberty is but a dream, fears to awaken, and conspires with these agreeable illusions that the deception may be prolonged, so insensibly of my own accord I fall back into my former opinions, and I dread awakening from this slumber, lest the laborious wakefulness which would follow the tranquillity of this repose should have to be spent not in daylight, but in the excessive darkness of the difficulties which have just been discussed.