Exegetical Paper’s Thesis, Outline, And Bibliography

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NBST 610

Discussion Board Forum Instructions

For Discussion Board Forum 4, you will submit the thesis, passage outline, and bibliography for your Exegetical Paper for discussion among your classmates and evaluation by your instructor.

This is necessary for FINAL PAPER.

You will find instructions for a basic exegetical paper in Appendix 2 of the textbook Grasping God’s Word. Submit a .doc or .docx file of your paper by uploading it to Blackboard. Submit your paper as an attachment rather than pasting it into the comments box.

Discussion: Confounding Variables

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Discussion: Confounding Variables

Internal validity in a research study is the extent to which changes in the dependent variable can confidently be attributed to the influence of the independent variable rather than to possible confounding variables. In other words, was it really the independent variable that had an effect on the dependent variable or did something else cause the effect?

For example, presume that an instructor wants to try a new reading efficiency strategy to improve reading comprehension of college students in an online course. The instructor divides the class into two equal groups. One group (the experimental group) reads a passage using the new reading strategy taught by the instructor. The other group (the control group) reads the same passage but is not exposed to the new strategy. Next, both groups of students complete a reading comprehension test. The assumption is that if the group exposed to the new reading strategy scored higher than the other group, the new reading strategy is effective.

What else could explain the difference in scores? Is it possible that the students enrolled in the group that learned the new strategy already had high reading comprehension skills? What if this group already knew more about the information in the reading passage? Could the instructor have inadvertently biased the study because he taught the new reading strategy, and he selected the reading passages that both groups read?

Possible situations, or reasons, that could interfere with obtaining accurate results are called confounds, and could be a threat to the internal validity of a study. It is important to keep in mind though, that the presence of a possible confounding variable in a study does not necessarily mean it is responsible for obtained results. Rather, the independent variable (e.g., the reading intervention) may have actually had an effect on the dependent variable (the test results).

In this Discussion, you will examine possible confounding variable(s) in research studies from your course textbook and apply methodology for addressing and/or eliminating the possible confound(s).

To prepare:

  • Read Chapter 12 in your course text.
  • Read the “Thinking Critically About Research” scenarios (a—i) in Chapter 12, pages 256–258.
  • Choose the scenario that most interests you. Note: Before selecting a scenario, view the Discussion 4 Forum to see if any colleagues have already posted. If so, select a letter that has not yet been chosen. All nine (a–i) letters should addressed before a student repeats a letter.

For your chosen scenario, determine the possible confounding variable(s) (there may be more than one), and consider how they might be eliminated using research designs presented in the readings (e.g., 2×2 factorial design).

Note: You can assume that random assignment took care of any potential differences in the groups; therefore, group differences are not a potential confound.

With these thoughts in mind:

By Day 3
  1. Indicate the letter of the scenario you selected in the “Subject” field of your post. You should be addressing a scenario different from those posted, unless your colleagues have already addressed all nine scenarios. Identify and explain the possible confounding variable(s) (e.g., demand characteristics, placebo effect) in your chosen scenario.
  2. Drawing from the Learning Resources this week, explain a specific research design (e.g., 2×2 factorial design, repeated measures design) the researcher(s) could use to control for confounding variables.

Note: Be sure to support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.

Teaching Portfolio Assignment: Course Syllabus Development

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Teaching Portfolio Assignment: Course Syllabus Development

Usually at the start of the college term, students receive a syllabus outlining the course requirements. From classroom rules and grading criteria to required texts and assignments, the course syllabus provides students with a roadmap for the course. As an instructor, the course syllabus is your initial communication with students regarding your expectations for successful completion of the course. In this week’s Teaching Portfolio Assignment, you incorporate all of the information you have examined this quarter into your own Introductory Psychology syllabus. Some things to keep in mind are the atmosphere that you would like to develop in your class and your beliefs about the best way to motivate students to learn.

For this Teaching Portfolio Assignment, review the Narrowing Topics and Resources media piece as well as the Developing Discussions and Assignments media piece included in this week’s Learning Resources. Then develop a syllabus for a 12-week introductory psychology course. Select whether your course will be taught online or in-person and whether your course is geared toward psychology majors or non-psychology majors.

Your syllabus should include the following:

  • APA cover page
  • Classroom management rules and expectations regarding student participation
  • Course description
  • Course introduction that includes a rationale for the course
  • List of prerequisites, if applicable
  • Textbook* and readings (peer-reviewed journal articles, reputable websites, books); be sure to provide full references for all textbooks and readings
  • Titles for each week of the course that reflect the topic(s) covered that week
    • At least one discussion question each week
  • At least six assignments over the course of the 12 weeks
  • Tests (You may select the number of tests to administer and when to administer them; however, be sure to include the test type you will use to assess learning.)
  • At least four activities that promote student engagement and facilitate rapport over the course of the 12 weeks (apart from other discussions and assignments)
  • Grading criteria for discussions, assignments, and assessments
  • Media ideas (optional)

*Note: You may select any college-level introductory psychology textbook, including the Griggs text, as the required text for your course.

Create an experiment where you test the relationship between alcohol consumption and aggression.

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Answer each of the questions clearly and thoroughly, using specific examples from course content to illustrate your points and your understanding of important concepts. You can expect to write at least one and probably two paragraphs (maybe three—but not more than that) for each response. It is open book so my expectations are related to that in terms of how well you can potentially answer questions. Also you have until the 15th to complete it, again, that means you have the opportunity to ask me questions.  Remember, this is your opportunity to demonstrate your learning. And be sure to answer the question asked. Most students lose points because they either didn’t answer the question asked or didn’t answer it thoroughly, that is, they didn’t use clear examples to illustrate the point they were making. I would encourage you to read back over the question and your response, once you think you’ve completed the exam, to make sure that indeed you have answered the question asked and supported it in the way indicated in the question. Your completed exam will probably be 2-3 pages long (it will  not be shorter than that if you’ve answered the questions in a way that will possibly earn full credit), if you’ve answered the questions and used supporting examples from our course content to show that you understand and have learned about the concepts. Be sure to ask questions you might have on the midterm exam questions thread or you can email me if you wish.

  1. If we make a materialistic assumption about the relationship between the mind and the body, how would we explain the psychological concept of aggression? Remember that aggression very often complicated; it not only includes aggressive behavior, as in action, but also includes aggression as in thoughts and feelings. Include in your response what is emphasized in a materialistic assumption and then specifically how this applies using a specific aggressive behavior. (fundamental assumptions material)
  2. Provide a compelling argument for or against evidence of humans acting with (or not) free will. Include in your response a clear understanding of the assumption about behavior that you are using (for example, of hard determinism), and then how that applies specifically and explains a behavior you have decided to use as your illustrating example. (fundamental assumptions material)
  3. Use Freudian theory and one other personality theory to explain the observation that females carry significantly more writing utensils than males.  (personality material)
  4. Choose one of the disorders from class and describe classic or distinctive features of the disorder. Then offer a specific cause for the disorder illustrating your knowledge of a major perspective (e.g. psychodynamic). (abnormal psychology material)
  5. Based on the scenario presented in the previous question, what treatment might be most effective in treating your chosen disorder (make sure the connection is clear between assumed cause and effective treatment)? Why would this treatment be effective? Which treatment may be least effective? Why might that treatment be ineffective? (treatments material)
  6. Why is psychology concerned with biology? Be specific in your response and use at least two examples to demonstrate your understanding. (physiological psychology material)
  7. Create an experiment where you test the relationship between alcohol consumption and aggression. You will identify the following components: independent variable, dependent variable, experimental condition, control condition, hypothesis, random assignment,  in your experimental design and then write a paragraph describing how each of these will fit in the experiment. (Research design, chapter 1 material)
  8. Use one of the dream theories (identify which one you’re using and demonstrate your understanding of the theory) presented in to interpret what possible purpose or meaning the following dream might have. Be sure to apply your chosen theory specifically to the dream, that is, make specific reference to aspects of the dream to support the interpretation you are making which shows you understand the theory.

“I was swimming in a small lake and it was fairly dark outside. There wasn’t anyone else in the water with me when suddenly a large snake came at me. I knew that the snake’s intent was negative towards me so I tried to swim away, but the snake caught up with me and attacked me. I struggled against the snake as it pulled me under the water. Meanwhile, on the beach, a crowd of people had gathered to watch the fight. They cheered for the snake. Then I woke up.” (chapter 2 end-consciousness/sleep material, plus material provided in modules material)