Do you think “multiple intelligences” is a valid construct?

 Topic: Multiple Intelligences

Use the results of the attached test or take the test yourself that is attached, you can address the following questions with your own personal results in mind.

1. Do you think “multiple intelligences” is a valid construct?  In other words, do multiple intelligences exist?  (Be sure to include connections to the textbook/research when building your argument.)

2. Do you think that the test you took gave a valid picture of your intellectual abilities?  In other words, do you think that test accurately measured what it is supposed to measure?

3. Provide at least one recommendation about how the developers of this multiple intelligences test could demonstrate evidence for the validity of the test.  Your recommendation should focus on one of the types of validity described in the textbook the chapter that covers these items is attached [i.e., content-related validity, predictive validity, concurrent validity, or construct validity (using convergent or discriminant evidence)].

4. Finally, make a Biblical argument either for or against the existence of multiple intelligences.  Whichever stance you take, be sure to back it up with meaningful and relevant scripture references.

In your replies, evaluate (e.g., identify strengths and limitations) your classmates’ arguments using unique scholarly and scriptural citations.  Make sure that your replies extend discussion by building on what your classmates wrote.  Please go beyond simply agreeing/disagreeing with your classmates or reiterating the main points that you made in your own thread.

Please adhere to the following standards:

· post should be a minimum of 350 words.

· In all of your posts, you should support your assertions with at least one scholarly citation AND one scriptural citation MUST BE A VERSE FROM THE BIBLE NOT JUST A RELIGIOUS REFERENCE IN GENERAL (made in current APA format). Acceptable sources include: the Bible, the textbook, and other peer-reviewed articles and/or books.

· Appropriate citations of and references for all source materials should be made in current APA format.

· First person (“I” and “we”) is allowed in all posts.

Textbook Reference you must use:

 

Cohen, R. J. & Swerdlik, M. E. (2017). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). Boston, MA: McGraw-Hill. ISBN: 9781259870507.

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How often do you experience severe memory loss?

Questions
• For how long have you been experiencing the loss of memory?
The memory loss problem appears to have affected the patient for about three years although the problem went unnoticed because it was confused with the busy schedule the patient has had for the same span of time. The patient could also not know when the memory loss condition actually began because of their busy engagements and he has been involved in activities that do not require much memorization. He might have not been interacting much with people and events and only noticed he has a problem with his memory after learning that he was unable to recognize people and friends who were one familiar.

Did you get injured or involved in an accident?
The patient might have never been involved in an accident that would be the cause of their memory loss. This is because accident-caused memory loss issues would be a sudden occurrence and noticed instantly. They might have, however, suffered an injury during their childhood which was ignored. Failure to treat such and injury could have affected the part of the brain that is responsible for memory.
How often do you experience severe memory loss?
The memory loss could often be experienced when the patient is mentally engaged as they might be having a lot of issues to address. When interrupted, they might fail to recall some of the tasks they supposed to address. The loss of memory intensifies when the patient is stressed or when they lack enough sleep. The memory can also be distorted when they are angered or pressurized by others. Sometimes, the loss of memory occurs in the morning s when the bogy is not fully active to get to remember events activities and processes of the past.

Summary of views
From a historical perspective, memory loss and confusion was considered a sign of the normal aging process. However, it is nowadays proven that most aged people remain alert as they continue to age although they may take longer to recall certain things. A lot of many young people experience memory lapses and this clearly indicates that there is little connection between memory loss and aging. Another misconception about aging and memory loss is that some older people experience emotional problems which can be obviously mistaken for memory loss. Sadness, worry and loneliness in the older people leaves them confused and forgetful (Bennett, 2011). As such they portray symptoms that could be confused with dementia spreading the concept of loss of memory and aging.

Treatment for memory loss is much dependent on the cause of the memory loss. Is the loss of memory is as a result of a particular medication. Medicines can be used to reverse the process. When depression is a factor, treating the depression can help restore the memory. If the memory loss is caused by a stroke, therapy can be a healing procedure. The cause of the prevailing patient condition is not clearly known although the symptoms indicate a possible Alzheimer’s disease which drug treatment can be used to heal the condition. The drugs for lowering blood pressure can be used to treat the patient (Bennett, 2011). This is the recommended treatment because it deals with the exact condition resulting in the memory loss.

Reference
Bennett, P. (2011). Abnormal and clinical psychology: An introductory textbook. McGraw-Hill
Education (UK).

How would you rate your overall health?

Case study 18: Julia

Psychologist: How would you rate your overall health?

Julia: I feel that my overall health is good. I have finally been able to loose most of my baby fat, which is helping me in many ways. I am able to run good while sticking to a diet that is working for me. I started out weighing 145 pounds, but my weight and eating habits were not healthy and were affecting my running performance. So, my coach inspired me to exercise a bit more while maintaining a healthier diet. Since then, I am down to 103 pounds and on a strict diet, which has helped me improve my running times and maintain my weight. This really works for me as I am continuing to do good academically and I’m able to keep my scholarship. Overall, I feel I’m in good health.

Psychologist: What do you feel are your greatest successes and biggest challenges?

Julia: I feel my greatest successes are the fact that I’m able to maintain good grades while improving my running times. Academics have always been important in my parent’s eyes, so I strive to maintain good grades. It’s always been difficult though because I feel like no matter how hard I try my mom doesn’t think I perform to the best of my ability. This sometimes puts stress on me and makes me feel that I need to try harder even though I’m putting in great effort.

My biggest challenges are trying to juggle college life and trying to make people understand that I’m taking good care of myself. People are nagging me telling me that I’m too skinny, that I don’t eat enough, and I’m exercising too much. This is hard for me because I did exactly what my coach wanted. I lost weight, stuck to a strict diet, and improved my running times. To top it off, I’m doing well in school.  Now, I still feel that it’s not good enough. I thought my coach and my mom would be proud of me, but I guess they’re not.

Psychologist: Are you currently experiencing anxiety, sadness, or depressive symptoms?

Julia: I get a little bit sad because I don’t have time to really hang out with friends anymore. I discovered this last semester when it came time for finals. I became stressed because I waited too long to prepare for my finals. So, I decided this semester I was going to do things differently. I am going to study throughout the semester so that I don’t get overwhelmed or stressed when it comes to taking my finals. Plus, I was really tired of hearing others comment about my weight and eating that it’s just easier to be by myself so I don’t have to deal with it. I’m just so focused on what I need to be doing in my life right now that socializing just doesn’t fit into my schedule. Focusing on my studies and running is really time consuming and I just don’t have time for other things right now. I’m happy just being by myself and focusing on my routine. So, I guess I don’t really have symptoms of anxiety, sadness, or depression.

Rationale:

The initial assessment is a critical part of the evaluation process. According to Akhtar (2009) the initial assessment provides an opportunity to evaluate the nature and severity of the client’s psychopathology as well as provides both parties a chance to get an emotional understanding of each other.  Assessing how Julia feels about her overall health is important. This question would provide the psychologist with a better understanding about Julia’s attitude and how she views her health. Although her medical doctor may provide a different, concerning point of view, it is important for Julia to realize that she is not in good health. Julia’s body weight is concerning as a common symptom of Anorexia Nervosa (AN) is purposely consuming less food in order to decrease body weight and is lower when compared to other individuals of the same age and gender (Gorenstein & Comer, 2015). In addition, assessing Julia’s responses to her greatest successes and biggest challenges is also an important question. Uncovering information in various ways such as having an in depth conversation is critical as gathering data assist in making a diagnosis and implementing a treatment plan. For example, there may be a stressor-related disorder as noted in the DSM-5 made easy: The Clinician’s Guide to Diagnosis that may be relative to Julia’s condition as well (Morrison, 2014). Therefore, allowing Julia to elaborate on what she feels are some of her strengths and weaknesses may provide the psychologist with some underlying and additional information. Direct questioning is a great strategy for encouraging the client to elaborate while the psychologist listens in a non-judgmental way in order to gather important patient related information (Akhtar, 2009). Finally, symptoms of anxiety, sadness, and depression can be linked to AN. According to Gorenstein & Comer (2015) individuals with AN commonly struggle with other conditions such as depression and anxiety disorders. Thus, it is important to get an understanding of the patient’s perspective and possibly uncover some warning signs related to the disorders. After watching the video on PTSD, I realized that although individuals who are diagnosed with the same disorder may have similar symptoms, they all have different needs. Thus, it is important to assess individuals and implement a treatment plan that is unique to that individual in order to increase their health and well-being.

References

Akhtar, S. (2009). Turning points in dynamic psychotherapy : Initial assessment, boundaries, money, disruptions and suicidal crises. London, England: Karnac Books. Retrieved from http://www.ebrary.com (Links to an external site.)Links to an external site.

Gorenstein, E., & Comer, J. (2015). Case studies in abnormal psychology (2nd ed.). New York, NY: Worth Publishers. ISBN: 9780716772736

Morrison, J. (2014). DSM-5 made easy: The clinician’s guide to diagnosis. New York, NY: The Guilford Press.

How often do middle-aged adults taking classes for their master's complete their degree after promotion?

CLASSMATE-#1—-Martin R.

 

Research Questions

  1. Do people in marital relationships cheat because of disconnection, feeling betrayed or unloved or fear of commitment?
  2. Is religion seen more negatively due to religious figures deceitful behaviors and church scandals?
  3. Marijuana has been said to be a dangerous drug and should be banned. But, in the same breath, marijuana has been seen as a therapeutic narcotic known to help people with diseases.
  4. Do children, who are victims of child-abuse, subject to violence behaviors in their adulthood life?
  5. What unconditioned stimuli’s triggers violent behaviors in students causing them to commit mass shootings in educational settings?

I attempted to construct five measurable question which will be interesting for a research design once planning is done.  For question number one, the criterion variable would be the individuals (husband or wife) affected. According to Sukal (2013), “The outcome itself is the dependent variable, also known as the outcome variable or criterion; it is the affected variable, or the consequence variable” (Sukal, 2013, para. 7).  My predictor variable was identified as the variables which instigates the behaviors. There are multiple independent variables in this questions which relate to feelings of betrayal, being unloved by your partner, and fear of commitment.  There could also be confounding variables that can play a substantial role within this context.

Question number two, is a personal area of interest due to the many disturbing behaviors being displayed by religious leaders. This will be an interesting topic for a potential research design.  The outcome variable for this question would be religion.  Our independent variables are the disturbing acts themselves such as sexual child abuse and sex crimes which has been covered up and concealed for decades by prestigious religious institutions.  Question threeis yet another interesting topic.  Reason, being, my mother uses medical marijuana for leukemia which is very effective for her.  However, many people see marijuana as a dangerous narcotic?  Nevertheless, the dependent variable here would be dangerous examples vs. effective treatment of the drug since this is being assumed to be both dangerous and therapeutic.  The independent variable, would be considered the marijuana as this is the variable causing either the dangerous concerns which are conflicting with the fact that marijuana is effective in treatment for specific illnesses.

Question fouris yet another area which I am interested in. Social learning theory suggest that a cycle of violence is connected to the violent behaviors demonstrated in intimate-partner relationships, which potentially could stem from what these individuals experience in the home during childhood.  Ireland and Smith (2009) mentioned that, “Links between living in a partner-violent home and subsequent aggressive and antisocial behavior are suggested by the ‘‘cycle of violence’’ hypothesis derived from social learning theory” (Ireland & Smith, 2009, p. 323).  The outcome variables within this context could be multiple, consisting of children, and adults encompassing both genders and sexual orientations.  Independent variables range from types of violence experience (i.e., sexual, physical, or emotional) by the child.

Last but not least, question fivedeals with a prevalent crisis which we are seeing in our children’s place of learning.  School shootings and violence are becoming more prevalent each year within the United States.  The dependent variables can be considered the behaviors triggering violent acts.  These behaviors could be influenced by psychological disorders such as depression which identifies the dependent variables as (murder, suicide, and harm). The independent variables guides our attention to some perceptions behind mass shootings that presents sociological factors that should be taken in consideration as they create associations. Farrall, Jackson, and Gray (2009); Hawdon, Ryan, and Agnich (2010) mentioned that, “Perceptions of social solidarity are expected to capture the individual judgments of a neighborhood’s moral order and sense of community” (as cited by Vuori, 2016, p. 521).

References

Ireland, T. O., & Smith, C. A. (2009). Living in partner-violent families: Developmental links to antisocial behavior and relationship violence. Journal of Youth and Adolescence, 38(3), 323-39. Retrieved from https://search-proquest-com.proxy-campuslibrary.rockies.edu/docview/204523363?accountid=39364

Sukal, M. (2013). Research methods: Applying statistics in research. San Diego, CA: Bridgepoint Education, Inc.

Vuori, M. (2016). Revisiting local responses to mass violence. Journal of Risk Research, 19(4), 515–532. https://doi-org.proxy-campuslibrary.rockies.edu/10.1080/13669877.2014.1003317

Reply Reply to Comment

———————————————————————————————–CLASSMATE-#-2—Mark D.

 

1. What is the frequency of injury for gymnasts who train on the uneven bars during advanced training practice for the Olympics?

*The independent variable is gymnasts who train on the uneven bars during practice, and the dependent variable would be the frequency of injuries. One would deduce that injury risk may increase during extreme pressure to compete and extended hours of training in preparation of the Olympics.
*Due to increased training in preparation for the event, one may use interval data collection to address the gap between injuries several months before the tournament, then compare these statistics and develop a proportion or scaling of injuries. This method would highlight the increased risk of injury and even forecast potential areas of concern for future training initiatives.

2. What is the relationship between increased interview volume and a professional development course on resume writing?

*The dependent variable is the increase in interviews, and the independent variable is the course on resume writing. Conceptually by increasing skills with resume writing and learning the art of creating a well written professional summary will increase the number of interviews scheduled.
*Categorical data can be used to determine the range of success before and after the session. Before the course, candidates will be surveyed to assess their current interview success. After the course candidate will be polled again to determine the Median (average) of success by calculating the middle scores. This method can determine the margin of success for candidates.

3. Do SAT/ACT prep classes positively affect the attitude and confidence levels of seniors and increase scoring results for their second testing attempt?

*The dependent variable would be the scores for the student’s second attempt, and the independent variable is the prep class. By surveying high school seniors using ordinal data can determine the success of the course, similar to the previous testing example.
*However, a mixed method approach would be best to gauge the confidence levels from a qualitative approach by asking questions like, how do you feel? Similarly, by using an ordinal approach, one could have surveys that address the scaling of confidence. 1). Extremely Confident 2). Somewhat Confident 3). Confident 4). Lacked Confidence 5). Unconfident.

4. How often are Army veterans who have served during wartime diagnosed with PTSD after returning to civilian life?

*The independent variable is the veterans who served during wartime, and the dependent variable is the amount of PTSD cases found in veterans who served afterward.
*By plotting points from start to end point and analyzing the data collected from VA hospitals before and after wartimes, then developing a midpoint or range, it is possible to determine the increase or ratio of accretion between Army veterans who served during wartime and developed the disorder compared to those who have not.

5. How often do middle-aged adults taking classes for their master’s complete their degree after promotion?

*The independent variable would be promoted middle-aged adults in their master’s, and the dependent variable would be degree completion. Success is defined differently for everyone. Therefore, if an individual is vying for their degree because of promotions or better job opportunities, then they may feel accomplished enough from their advancement and no longer complete their degree.
*One could start by using the nominal scale to determine the most typically answered question within the age category. Then follow up with original scaling questions to assess their current level of education and current status in school. Then surveying further to determine their completion status and why they were unable to achieve their degree.

Reply Reply to Comment——————————————————————————————————————————————————————————-(SAMPLE: RESPONSES)

1)

Hi Martin,

Your research questions are all on interesting subjects. Some research questions are better suited to qualitative research rather than quantitative research. Since this is a class on quantitative statistics, you will end up working with a question that is appropriate for quantitative research. Questions 1, 2, and 4 will be the easiest to research quantitatively with statistics.

Some other suggestions are:

  • Phrase research questions as questions. The third research question needs to be rephrased as a question. The makes it much easier to identify the dependent and independent variables too.
  • In question 2, the dependent variable (outcome) is perception of religion rather than simply religion. This distinction will help when operationalizing the variable.

I hope this helps.

2)

Hi Kaitlyn,

I am really interested in your second question; perhaps becuase I just read an article suggesting that males do not reach full maturity until the age of 43 and females at 32 (NASPA2, 2013). Granted, this is a qualitative study and that warrants further scrutiny and research, but the concept is along the same lines as your question. Your question though, offers a quantitative measure that is easily collected by obtaining the number of times the subjects have broken the law!

Jen

References

NASPA2. (2013, June 19). Men Mature at What Age?! Retrieved from NASPA.org: https://www.naspa.org/constituent-groups/posts/men-mature-at-what-age

Demonstration of application of theory-based motivation (expectancy-value, self-worth, social comparison, and so forth) for motivating athletes to push themselves to their highest competitive levels

Title

ABC/123 Version X

1
Applications of Motivation in Learning Theory

PSYCH/635 Version 2

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University of Phoenix Material

Applications of Motivational Learning Theory

Select and complete one of the following assignments:

Option 1: Forensic Psychology Literature Handout

Option 2: Health and Sports Psychology Literature Chapter

Option 1: Forensic Psychology Literature Handout

Select an infamous serial killer and perform an analysis of this individual’s motivation, in terms of at least two of the four learning theories.

Prepare a 3- to 5-page handout for police officers, explaining the behavior of serial killers in terms of established learning theories and theories of motivation.

Address the following in your handout:

· Identification of intrinsic and extrinsic rewards in the killers’ behaviors

· Demonstration of application of theory-based motivation (expectancy-value, self-worth, social comparison, and so forth) for how serial killers may have been motivated to learn such violent behavior

Option 2: Health and Sports Psychology Literature Chapter

Write a chapter on motivation for a book on coaching Olympic athletes in a sport of your choice. Use (and identify) each of the four learning theories in your exposition.

Address the following in your chapter:

· Identification of intrinsic and extrinsic rewards in developing and practicing Olympic competitor-level athletic and/or sport skills

· Demonstration of application of theory-based motivation (expectancy-value, self-worth, social comparison, and so forth) for motivating athletes to push themselves to their highest competitive levels

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2016, 2012 by University of Phoenix. All rights reserved.

Evaluate drug therapies for treating the disorder based on the current understanding of the biological basis of the disorder and the corresponding behavioral effects of the disorder

Critical Review

The final assignment for this class will be a 10-page critical review of the drug treatment for a psychiatric disorder (broadly defined to include psychological and neurological disorders as well). The review will use peer-reviewed sources to evaluate the current drug treatment modalities for the selected disorder and determine the adequacy of those treatments. The paper will be evaluated on the inclusion of the following information:

Introduction  
Evaluate the disorder in terms of symptomatic and behavioral presentation. Include the time, course, and progression of the disorder. Evaluate and explain special features of the disease epidemiology.

Theory
Evaluate the predominant theory or theories regarding the biological basis of the disorder. Explain the disorder in terms of pertinent neurotransmitter and receptor theories and describe the pertinent evidence of their involvement.  Analyze the neurotransmitter systems in terms of the involved receptors and the use receptor agonists and antagonists in the treatment of the disorder receptor. Include information on the anatomic changes to the central nervous system as appropriate to the topic.

Treatment  
Evaluate drug therapies for treating the disorder based on the current understanding of the biological basis of the disorder and the corresponding behavioral effects of the disorder. Explain pharmacokinetics and pharmacodynamics in relation to the disorder and corresponding drug treatment. Describe any side effects and adverse effects of the drug treatment and their biological basis, including issues related to contraindications, interactions, drug metabolism, and elimination. In addition, explain risks, benefits, and ethical implications for high-risk and exceptional treatment conditions.

Conclusion  
Summarize theories of psychiatric disease as they relate to principles of drug action within the chosen topic. Evaluate advantages and disadvantages of the current theory of the disorder and its treatment and evaluate any controversies regarding ethical and/or risk-benefits perspectives associated with the current treatment. Describe possible areas for future research.

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 Critical Review, 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 Critical Review 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.

Writing the Critical Review
The paper:

  • Must be 10 to 12 double-spaced 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 paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources in addition to the course text.
  • 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
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, describe at least two challenges or barriers you foresee in completing your degree

As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

To prepare for this Discussion:

  • Locate and download your Program of Study (POS) from your Field of Study tab, found in the left navigation menu.
  • Review Walden’s mission and vision statements and Walden’s goals and values in this week’s Learning Resources.
  • Explore the web page “Social Change,” located in this week’s Learning Resources.
  • Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.
  • Consider factors that could pose a challenge to the successful completion of your chosen degree.
  • Reflect on your values, ideals, and goals in relation to what you have learned about Walden.
  • Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

With these thoughts in mind:

Post by Day 3 a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden’s mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

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Explain what you believe to be the greatest challenges in the use of psychoactive medications over the next several years.

Prior to beginning work on this discussion, read the required chapters from the text and review the required articles for this week. Over the course of the past weeks, we have considered the use of medications in the treatment of various psychological disorders. This discussion will provide you with an opportunity to give an informed appraisal on the use of drugs to treat disorders and defend your stance based on your judgment of the literature. In your initial post, describe what you believe are the greatest strengths and weaknesses of using the medications to treat psychological disorders.  Evaluate the employment of psychoactive drugs in the treatment of disorders over the lifespan from both an ethical and risk-benefits perspective. Summarize the theories of psychiatric disease and the scientific rationale behind its treatment through the employment of drug therapies. Explain what you believe to be the greatest challenges in the use of psychoactive medications over the next several years. Support your statements with references and logical arguments.

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Why have random mass shootings become relatively commonplace in American society?

VIGENETTE

Why Mass Shootings Won’t Go Away

Mass shootings by lone gunmen seem to be a uniquely American phenomenon. To date, the 2017 shooting of nearly 600 people (of whom 58 died) in Las Vegas by 64-year-old Stephen Paddock is the deadliest such attack. Paddock fired from a guest room on the 32nd floor of a nearby resort into a music festival crowd of more than 30,000 people. In 2016, Omar Marteen (who is featured in a Criminal Profile  box elsewhere in this text) shot over 100 people at the Pulse nightclub in Orlando. Forty-nine of them died. Marteen, who was 29 years old at the time of the attack, was killed after a police SWAT team forced its way into the building.

In 2012, 20-year-old Adam Lanza, a mentally troubled young man, killed 25 people at an elementary school in Newtown, Connecticut—20 of them children.

Mass shootings show no signs of declining, despite an overall drop in the U.S. homicide rate. “The frequency of gun violence does not fluctuate much year to year,” said James Alan Fox, a criminology professor at Northeastern University. Looking back 35 years, Fox counted 19 such shootings in 1976 and 18 in 2010, with a range of 7 in 1985 to 30 in 2003.

A study of past incidents reveals a portrait of the mass shooter. He tends to be a young man without friends and recently encountered some humiliation. He’s aiming for a high body count. Sometimes he copies another mass shooter or a figure from the movies, as Colorado shooter James Holmes did when imitating the Joker, Batman’s sworn enemy. Although many mass shooters are depressed, they rarely suffer psychosis, according to James L. Knoll, a psychiatrist at SUNY Upstate Medical Center.

Little in this portrait, however, can help predict future mass shootings. Mass shooters rarely talk about their exploits in advance. But many of them do undergo a personality change just before their crimes, as evidenced by Holmes dyeing his hair orange. Larry Burton, a professor at Bryn Mawr College in Pennsylvania, thinks people should notice these changes and report them to authorities.

Other ways to address mass shootings might be to ban assault rifles, which could reduce the carnage, and the imposition of stricter background checks for gun purchases. But a mass shooter, like Paddock, without a criminal record might not be identified and prevented from buying weapons. Fox argues that preventing these calamities is pretty much impossible. “We’re not going to turn our country into one big fortress,” he said. “People hate it when I say this, but it’s true. This kind of tragedy is one of the unfortunate prices we pay for our freedoms.”

Discussion Questions

1. Why have random mass shootings become relatively commonplace in American society?

2. What can be done to prevent future incidents of random mass shootings?

PROJECT

Post your response to the questions for the vignette you selected. Also, briefly explain whether you think the individual or society is more to blame for the crime portrayed and why.

VIGENETTE

Why Mass Shootings Won’t Go Away

Mass shootings by lone gunmen seem to be a uniquely American phenomenon. To date, the 2017

shooting of nearly 600 people (of whom 58 died) in Las Vegas by 64

year

old Stephen Paddock is the

deadliest such attack. Paddock fired from a guest room on the 32nd

floor of a nearby resort into a music

festival crowd of more than 30,000 people. In 2016, Omar Marteen (who is featured in a

Criminal

Profile

box elsewhere in this text) shot over 100 people at the Pulse nightclub in Orlando. Forty

nine of

them died. Marteen, who was 29 years old at the time of the

attack, was killed after a police SWAT team

for

ced its way into the building.

In 2012, 20

year

old Adam Lanza, a mentally troubled young man, killed 25 people at an elementary

school in Newtown, Connecticut

20 of them children.

Mass shootings show no signs of declining, despite an overall drop in the U

.S. homicide rate. “The

frequency of gun violence does not fluctuate much year to year,” said James Alan Fox, a criminology

professor at Northeastern University. Looking back 35 years, Fox counted 19 such shootings in 1976 and

18 in 2010, with a range of 7

in 1985 to 30 in 2003.

A study of past incidents reveals a portrait of the mass shooter. He tends to be a young man without

friends and recently encountered some humiliation. He’s aiming for a high body count. Sometimes he

copies another mass shooter or a

figure from the movies, as Colorado shooter James Holmes did when

imitating the Joker, Batman’s sworn enemy. Although many mass shooters are depressed, they rarely

suffer psychosis, according to James L. Knoll, a psychiatrist at SUNY Upstate Medical Cente

r.

Little in this portrait, however, can help predict future mass shootings. Mass shooters rarely talk about

their exploits in advance. But many of them do undergo a personality change just before their crimes, as

evidenced by Holmes dyeing his hair orange

. Larry Burton, a professor at Bryn Mawr College in

Pennsylvania, thinks people should notice these changes and report them to authorities.

Other ways to address mass shootings might be to ban assault rifles, which could reduce the carnage,

and the imposit

ion of stricter background checks for gun purchases. But a mass shooter, like Paddock,

without a criminal record might not be identified and prevented from buying weapons. Fox argues that

preventing these calamities is pretty much impossible. “We’re not go

ing to turn our country into one big

fortress,” he said. “People hate it when I say this, but it’s true. This kind of tragedy is one of the

unfortunate prices we pay for our freedoms.”

Discussion Questions

1.

Why have random

mass shootings become relatively commonplace in American society?

2.

What can be done to prevent future incidents of random mass shootings?

PROJECT

Pos

t

your response to the questions for the vignette you selected. Also, briefly explain whether you

think the indivi

dual or society is more to blame for the crime portrayed and why

.

VIGENETTE

Why Mass Shootings Won’t Go Away

Mass shootings by lone gunmen seem to be a uniquely American phenomenon. To date, the 2017

shooting of nearly 600 people (of whom 58 died) in Las Vegas by 64-year-old Stephen Paddock is the

deadliest such attack. Paddock fired from a guest room on the 32nd floor of a nearby resort into a music

festival crowd of more than 30,000 people. In 2016, Omar Marteen (who is featured in a Criminal

Profile box elsewhere in this text) shot over 100 people at the Pulse nightclub in Orlando. Forty-nine of

them died. Marteen, who was 29 years old at the time of the attack, was killed after a police SWAT team

forced its way into the building.

In 2012, 20-year-old Adam Lanza, a mentally troubled young man, killed 25 people at an elementary

school in Newtown, Connecticut—20 of them children.

Mass shootings show no signs of declining, despite an overall drop in the U.S. homicide rate. “The

frequency of gun violence does not fluctuate much year to year,” said James Alan Fox, a criminology

professor at Northeastern University. Looking back 35 years, Fox counted 19 such shootings in 1976 and

18 in 2010, with a range of 7 in 1985 to 30 in 2003.

A study of past incidents reveals a portrait of the mass shooter. He tends to be a young man without

friends and recently encountered some humiliation. He’s aiming for a high body count. Sometimes he

copies another mass shooter or a figure from the movies, as Colorado shooter James Holmes did when

imitating the Joker, Batman’s sworn enemy. Although many mass shooters are depressed, they rarely

suffer psychosis, according to James L. Knoll, a psychiatrist at SUNY Upstate Medical Center.

Little in this portrait, however, can help predict future mass shootings. Mass shooters rarely talk about

their exploits in advance. But many of them do undergo a personality change just before their crimes, as

evidenced by Holmes dyeing his hair orange. Larry Burton, a professor at Bryn Mawr College in

Pennsylvania, thinks people should notice these changes and report them to authorities.

Other ways to address mass shootings might be to ban assault rifles, which could reduce the carnage,

and the imposition of stricter background checks for gun purchases. But a mass shooter, like Paddock,

without a criminal record might not be identified and prevented from buying weapons. Fox argues that

preventing these calamities is pretty much impossible. “We’re not going to turn our country into one big

fortress,” he said. “People hate it when I say this, but it’s true. This kind of tragedy is one of the

unfortunate prices we pay for our freedoms.”

Discussion Questions

1. Why have random mass shootings become relatively commonplace in American society?

2. What can be done to prevent future incidents of random mass shootings?

PROJECT

Post your response to the questions for the vignette you selected. Also, briefly explain whether you

think the individual or society is more to blame for the crime portrayed and why.

Does the question(s) and/or hypothesis specify the participants and research site?

Resources for this week please apply to answer

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

· Chapter 5, “Conceptualization, Operationalization, and Measurement”

Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.

· Chapter 4, “Quantitative Research Designs”

·

Research Questions and Hypotheses Checklist

Use the following criteria to evaluate an author’s research questions and/or hypotheses.

Look for indications of the following:

• Is the research question(s) a logical extension of the purpose of the study?

• Does the research question(s) reflect the best question to address the problem?

• Does the research question(s) align with the design of the study?

• Does the research question(s) align with the method identified for collecting data?

If the study is qualitative, does the research question(s) do as follows?

• Relate the central question to the qualitative approach

• Begin with What or How (not Why)

• Focus on a single phenomenon

• Use exploratory verbs

• Use nondirectional language

• Use an open-ended format

• Specify the participants and research site If the study is quantitative:

• Do the descriptive questions seek to describe responses to major variables?

• Do the inferential questions seek to compare groups or relate variables?

• Do the inferential questions follow from a theory?

• Are the variables positioned consistently from independent/predictor to dependent/outcome in the inferential questions?

• Is a null and/or alternative hypothesis provided as a predictive statement?

• Is the hypothesis consistent with its respective research question?

• Does the question(s) and/or hypothesis specify the participants and research site? If the study is mixed methods, do the research questions and/or hypotheses do the following?

• Include the characteristics of a good qualitative research question (as listed above)

• Include the characteristics of a good quantitative research and/or hypothesis (as listed above)

• Indicate how the researcher will mix or integrate the two approaches of the study

• Specify the participants and research site

• Convey the overall intent of the study that calls for a mixed methods approach

Discussion: Evaluating Research Questions, Hypotheses, and Quantitative Research Designs

With a clear purpose in place, quantitative researchers have a roadmap for crafting their research questions and hypotheses that will further focus the approach they will take to investigate their topic (i.e., their study’s research design).

The selection of a research design is guided by the study’s purpose and research questions and hypotheses, and the design then links the research questions and hypotheses to the data that will be collected. You should keep in mind, however, that the research process is interactive, not necessarily proceeding in a linear fashion from one component to the next. Rather, the writing of research questions could, for example, necessitate adjustments to the study’s purpose statement. Nevertheless, when presented together, the various components of a research study should align. As you learned last week, alignment means that a research study possesses clear and logical connections among all of its various components.

In addition to considering alignment, when researchers select a research design, they must also consider the ethical implications of their choice, including, for example, what their design selection means for participant recruitment, procedures, and privacy.

For this Discussion, you will evaluate quantitative research questions and hypotheses in assigned journal articles in your discipline and consider the alignment of theory, problem, purpose, research questions and hypotheses, and design. You will also identify the type of quantitative research design the authors used and explain how it was implemented. You will also complete online training in the protection of human research participants.

With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. If your last name starts with A through I, use Article A. If your last name starts with J through R, use Article B. If your last name starts with S through Z, use Article C.

By Day 4

Post a critique of the research study in which you:

· Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide

· Identify the type of quantitative research design used and explain how the researchers implemented the design

· Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

This article is part of discussion please read and apply to answer

Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. doi:10.1037/a0039826