Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).

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n this unit, you are introduced to a variety of theories of intelligence, including Spearman’s two-factor theory (1927), Cattell-Horn’s two-factor theory (1966), Luria’s information processing approach (1966), Cattell-Horn and Carroll’s CHC model (1997), and Carroll’s three-stratum theory (1997).

For this discussion:

  • Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).
  • Explain how these theories are relied upon in each of the following current tests that you also read about in this unit. Please note that some of these tests may now rely on more than one theory, or a theory different than the original versions of the same test. Subsequently, you will need to address such multiple contributions and only for the versions listed below (for example, fifth edition).
    • Wechsler Intelligence Scale for Children, fourth and fifth editions.
    • Kaufman Assessment Battery for Children, second edition.
    • Stanford-Binet Intelligence Scales, fifth edition.
    • Woodcock-Johnson Tests of Cognitive Abilities, third or fourth editions.
  • Explain your thoughts regarding an intelligence test that has a dual theoretical basis, based on your readings and review of the theoretical influences on these tests. Explain your position by including consideration of validity.
  • Explain which theory of intelligence you find yourself most affiliated with in the context of your professional goals. Explain how your selected theoretical model aligns with your interests and career.

Utilitarianism, Good Or Bad?

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One famous worry about utilitarianism is that it demands that we regard our own set of desires, ends, and our own happiness, as just one among a great many others whose lives we might impact.  Accordingly, our own desires, ends, etc. bear very little weight when determining what the greatest happiness of the greatest number is, and thus what our moral responsibility is.  Think of a situation or area of life in which this might be true, and our concern for our own well-being and happiness has to take a back seat to the concern for the well-being and happiness of the greatest number.  What might a utilitarian say to someone who thinks this is too high a sacrifice? Would this be a plausible response?  Be sure to back up your answer with references to the resources, and respond to your peers by considering what someone who disagrees with them might say.

Explore the resources under the Time Management Tool Kit.

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Balancing Work, Life, School, Time And Space: Being Everywhere, Everywhen And Everywho Without Losing Your Mind

Often there are more than words or online imagery in your workspace—it might be children or pets or roommates or spouses. It might at times seem like you have information overload—as if you were standing in the middle of Times Square, New York, or Piccadilly Circus, London. Even the most focused and dedicated student can be easily distracted.

Often when focusing on one task, you lose track of others. That is why it is important to have a plan for stepping out of your other roles and into your new role as student. Don’t be tugged by online distractions—keep your place. Staying focused is a professional competency.

You all have multiple roles in life, and maybe “student” is a new role for you. Being engaged in the work requires you to plan, prioritize and create a space where learning takes place; to combat a feeling of selfishness that you might feel.

For this Discussion you will consider how to address distractions you might encounter as a student at Walden.

To prepare for the Discussion:

  • Read the Week 2 Notes and Readings, which address life’s distractions.
  • Review the article by William, D. K. (n.d.). 10 proven time management skills you should learn today located in this week’s Resources.
  • Explore the resources under the Time Management Tool Kit. Make sure to complete the Time Management Tracking Table and at least one additional resource.
  • Review the Walden Support Community resources and complete the Walden Support Networks Exercise.
  • Review the Discussion Rubric.

What distractions in your life pull your focus away from your new student responsibilities? What concerns do you have about managing these distractions? After completing the Support Network Exercise, what did you learn about your support network?

How will you describe the status of equality between men and women in contemporary Western culture?

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Gender Equality

 

 

Women have a long history of being considered inferior to men. However, during the middle to the late 20th century, the women’s rights movement began to improve the plight of women in Western society by granting them access to societal positions previously held only by men.

Some people claim that women have finally achieved equality with men in the 21st century; others are not convinced.

How will you describe the status of equality between men and women in contemporary Western culture?

Do you see any major areas where women are still discriminated against on a large scale? If so, give at least two examples

 

600 Words

 

Please do not use Wikipedia.

 

NEED 2 References

 

Must use as one of references:  

 

Title: The Convergence of Race, Ethnicity, and Gender
Author: Tracy Lynn Robinson-Wood
Edition: 5
Copyright Date: 2017-01-01
Publisher: SAGE Publications, Incorporated