Describe and explain how different types of intelligence theory can be used to modify modern education or work setting in order to maximize peoples behavioral skills and cognitive performance

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In this assignment involves how the work or education settings can be improved by using psychology concepts you have learned. Approaches to psychology, brain and behaviors, behaviorism, and cognition. Please address the following topics in your essay:
An introduction paragraph no longer than 125 words.
Describe and explain how different types of intelligence theory can be used to modify modern education or work setting in order to maximize peoples behavioral skills and cognitive performance (this section should be no longer than 150 words.
Identify and explain how the concept of behaviorism can be used to maximize peoples behavioral skills and cognitive performance in education or work settings. This section should be no longer than 150 words.

Demonstrate throughout the paper why your point is relevant and how it helps us reach a greater understanding of the work in question.

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This research paper assignment supports the following objectives:
Write critical papers that make arguments salient to the students’ reading of the texts in question.
Demonstrate critical thinking and reading skills when reading and responding to texts.
Assignment Overview
This assignment requires that students submit a research paper following MLA documentation standards.
Activity Details
Perform the following tasks:
Step 1: Write a research following MLA documentation standards.
You must cite all sources referred to, no matter how much youve paraphrased
the idea and regardless of how oblique your reference is. If you are quoting something
not specifically referred to in your textbook, consult the MLA Guide available through
the library or me.
You must use at least 3 sources. None may come through the internet unless
approved by me (although databases like Expanded Academic Index, Magill, MLA index may be
used as much as you want); do not use excerpted collections of criticism as
Dictionary of Literary Biography or Encyclopedia of Criticism. The primary
text (the work you are writing about) does NOT count as a source.
This research paper is NOT to be a biographical study. This is to be a work of
critical analysis. It should be thesis-driven, which means that you will posit an
argumentative thesis that will enlighten the reader as to the possible meanings
of the text, and that your research will therefore help prove your points regarding
the text. Thus, all research must concentrate on the primary text, not the authors
life. Use quotes and examples from the text to help prove your point, but avoid
extensive paraphrasing of the text. Remember that this is a literature class, not a
sociology or history class; therefore, your research should draw from books and
articles about the literacy works weve read, and not from psychology texts, how-to
or self-help books, or so on. A typical source might be an article on Twain published
in American Literature, located by the student through using the MLA Bibliographical Index.

Demonstrate throughout the paper why your point is relevant and how it helps us reach a greater
understanding of the work in question. AVOID OVER-SUMMARIZING. Assume your audience is
familiar with the primary text. The paper must be on a work covered in this class.

Determine whether the following arguments are inductive generalizations or analogical arguments. Identify the sample, target, property in question, or, for analogical arguments, identify the analogues, the basis of the comparison, and the feature in question. Also identify any inductive fallacies from chapter 10 of your textbook

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Instructions:

Determine whether the following arguments are inductive generalizations or analogical arguments. Identify the sample, target, property in question, or, for analogical arguments, identify the analogues (the sample and target, also called the terms of the comparison), the basis of the comparison, and the feature in question. Also identify any inductive fallacies from chapter 10 of your textbook (if there are fallacies, explain your reasoning).

The Passages:

  1. Stratton goes to his first day at classes at PCC and concludes he is going to like his anthropology course. “You can just tell,” he says to his girlfriend later, “it’s gonna be a great course. The teacher brought up all these interesting subjects, and it was just the first day!”
  1. The cocktail Betsy that orders before dinner is watery, so she decides not to eat at the restaurant after all. “I don’t think they can make a decent dinner if they can’t even make a decent martini,” she mutters.
  1. Stortz has heard from his friends that the folks in North Carolina are pretty friendly, so he looks forward to going through there on his bike trip.
  1. Agnes has read that fair-skinned, blonde, blue-eyed people are more likely to develop problems from over-exposure to the sun, but she discounts these reports. “After all,” she reasons, “my Uncle Bob works outside all day on a boat, and I’ve never heard of him having problems with sun exposure, even though he is blonde, blue-eyed, and fair-skinned.”
  2. Mr. Al C. Holic reads a report in the newspaper that a daily glass of wine or two might be good for the heart, so he decides to get hammered. “Why in hell not,” he says. “If one glass of wine is good for you, then surely five or six is really good for you!”
  1. Overheard: “You don’t think this country is in a slump Get real. George here was laid off before Memorial Day, and Howie’s wife and a whole bunch of other people lost their jobs when the Safeway over on Jeffrey closed down. These are tough times.”
  1. Fewer than 20% of college professors think of themselves as shy, according to a new study by two psychologists. “We were surprised by this result because other studies have reported almost 50% of adult Americans think of themselves as shy, said Jane Smalley, professor at Chico State University. “College professors are sometimes considered an introverted group and so we expected perhaps a majority to think of themselves as shy,” she said. Smalley and her associate John Mason interviewed 150 college professors who were identified by their deans and other administrators at 25 American universities as “typical” faculty. The universities were selected by a random procedure from a list of American colleges and universities.
  1. Juanita has taken six courses at Valley Community College, and she has a grade average of B so far. All the courses she has taken have been in sociology and psychology. She’s thinking of enrolling in another course next term, and she expects to make at least a B in whatever she takes. Suppose that when she took the previous courses, Juanita had done all her studying alone because she didn’t know any of the other students at Valley but that now she knows several good students and plans to study with them when she takes her next course. Would her argument be stronger or weaker than if she were planning to study alone? Discuss.
  1. A random survey of 1000 callers to a drug-help hotline produced the following results: 535 of the callers were heavy users of cocaine freebase, amphetamines, or heroine; 220 were “recreational” users of cocaine or marijuana, 92 were not drug users at all, and the remainder refused to answer. This survey proves that most people who use drugs are not of the “recreational” type.
  1. Goldman may have won the Supervisor of the Year award, but that just means they didn’t look very hard for a winner. I know a couple of people who work in Goldman’s division and they say that he’s a real pain to work for. I’d sooner trust my friends than some awards committee.

Consider, analyze, and explain why general education courses should be a significant part of every student’s education.

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Prepare: As you prepare to write your answer to the discussion question, think about the general education courses that you have taken as a university student. To help you address the prompts, carefully read the Week One required resources that address the purpose of general education courses. 
Reflect: After reviewing the required resources, and in light of what you discovered in preparing to write your answer to the discussion question, consider, analyze, and explain why general education courses should be a significant part of every student’s education.
Write: For this discussion, address the following prompts:·         Provide at least three reasons why every student should be required to take general education courses. Explain your rationale. Support your rationale with evidence from at least one scholarly source.·         Describe what you have learned from at least three specific courses (e.g., philosophy, history, English, math, psychology, etc.) that has proved its usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?