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July 25, 2025

Comparing Psychological Theories

A. Scientific nature

Do the theories you selected differ on their scientific nature? Is one theory more scientific? Consider the techniques used to collect information and devise theories.

Justify your response.

B. Nature versus nurture

Do the theories you selected differ on the roles of nature versus nurture? Does one theory favor one role to a greater degree than the other? Or is one more neutral in regard to the role of nature and nurture?

Justify your response.

C. Origin of problems

Do the theories you selected differ in their determination of the origin of mental health or adjustment issues?

Justify your response.

Comparing Psychological Theories

D. Pathology

Do the theories you selected differ in the emphasis on the pathology of problems versus focusing on thriving and finding meaning in life? Or is one theory more neutral on the role of pathology versus thriving?

Justify your response.

E. Free will

Do the theories you selected differ on the role of free will? Does one theory do a better job of conveying that people have free will to become the person they wish to be?

Justify your response.

F. Environmental influences

Do the theories you selected differ on the role of environmental influences? If both theories take environmental factors into consideration, how do they do so differently?

Justify your response.

G. Internal versus external stimuli

Do the theories you selected favor the role of internal or external stimuli more? Do they define behavior as more active or reactive?

Justify your response.

Comparing Psychological Theories

Do the theories differ in scientific nature or methods?,
How do the theories address nature vs. nurture?,
Do they differ in views on the origin of mental health issues?,
Do they emphasize pathology or thriving?,
How do the theories treat free will and environmental influence?

July 25, 2025

Hypothesis Test on Cookie Chips

By Academic Wizard Blog

Hypothesis Test on Cookie Chips

Imagine you are a product manager at Chips Amor Cookie Company and you want to test how accurate the claim is that your cookies have more chocolate chips than the those produced by a local grocery store brand.

To do this, you gather a team of consumers to compare the cookies. You give each participant a Chips Amor cookie in a bag labeled A and a local grocery store brand cookie in a bag labeled B. They are asked to count the number chips in each cookie. You have 30 participants.

What parameters would they be comparing?
How can you write a null hypothesis and an alternative hypothesis?
What are the populations from which the samples came?
Based on your hypothesis, is this a one-tailed or two-tailed test?

Write a null hypothesis and a research hypothesis:

So, are the samples of cookies random?
Are the two samples independent of each other?

Hypothesis Test on Cookie Chips

What parameters are being compared?,
How can you write a null and alternative hypothesis?,
What populations do the cookie samples represent?,
Is this a one-tailed or two-tailed test?,
Are the samples random and independent?

Comprehensive General Answer:

1. Parameters Being Compared:

The participants are comparing the mean number of chocolate chips per cookie for two different brands:

Chips Amor cookies
Local grocery store brand cookies

So, the parameter being compared is the mean number of chocolate chips per cookie for each brand.

2. Null and Alternative Hypotheses:

To statistically test the claim that Chips Amor cookies have more chocolate chips, we define:

Null Hypothesis (H₀):
There is no difference in the mean number of chocolate chips between Chips Amor cookies and the grocery store brand.
$H0:μA≤μBH_0: \mu_A \leq \mu_B$
Alternative (Research) Hypothesis (H₁):
Chips Amor cookies have more chocolate chips on average than the grocery store brand.
$H1:μA>μBH_1: \mu_A > \mu_B$

Hypothesis Test on Cookie Chips

3. Populations from Which the Samples Came:

Population A: All Chips Amor cookies
Population B: All cookies made by the local grocery store brand

The 30 participants each received one cookie from each brand. Each cookie they received represents a sample from each population.

4. One-Tailed or Two-Tailed Test?

This is a one-tailed test, because the alternative hypothesis specifies a direction — that Chips Amor cookies have more chips than the other brand.

5. Are the Samples Random and Independent?

Random Samples:
If the cookies were randomly selected from a large batch of each brand, then yes — the samples can be considered random. If not, there may be selection bias.
Independent Samples:
No — the samples are not independent, because each participant compares both cookies (one from each brand). This makes it a paired sample design, meaning the observations are dependent (matched pairs).
Hypothesis Test on Cookie Chips

July 25, 2025

Group Therapy Facilitation

By Academic Wizard Blog

Group Therapy Facilitation

Respond to at least two colleagues in one or more of the following ways:

Describe an insight you gained from your colleagues’ analysis of the group’s cohesion or the group facilitator’s skills.
Suggest a resource that might help your colleagues further develop their group facilitation skills and explain how it could be beneficial.

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Analyze the impact of Jimmy’s disclosure on Jimmy and on the group as a whole. What do you notice about the level of trust and cohesion within the group? What do you think the group leaders did in sessions prior to this one that led to the disclosure and the discussion that followed?

After the client Jimmy shares his story about caring for his sick mother and stealing her medication to sell and get drugs the entire group dynamic changes. Other members applaud Jimmy for sharing, showing understanding and comfort. Jimmy’s disclosure creates a level of trust within the group and makes it more of a safe space. Group leaders build up client disclosure by establishing a safe environment, encouraging open communication, and guiding the conversation through empathy and strategic questioning. “The group therapist is as active participant of the group and helps its members to understand their individual problems as well as interpersonal problems” (Ezhumalai et al., 2018, pg.515).

Analyze the group leaders’ facilitation skills. When did they choose to speak and when did they choose to remain quiet? How did their comments and behavior influence the discussion? What do you think the group Group Therapy Facilitation
leaders did in prior sessions that created these dynamics?

The group leader remained quiet throughout Jimmy’s disclosure to allow him to fully talk through what he was sharing. They then remained quiet afterwards to allow other group members the chance to respond to Jimmy and further the group discussion. It wasn’t until after multiple group member interactions and a pause until the group leader responded asking Jimmy what he thought led to him feeling comfortable sharing this information this day. This strategic questioning helped Jimmy further reflect on his feelings and lead the entire group to see the level of trust and unity within the group. “Group therapy is a form of treatment in which emotionally disturbed persons are placed in a group, guided by one or more therapists for the purpose of helping individuals to bring a change in them. It helps individuals to enhance their social functioning through purposeful group experiences and to cope more effectively with their personal, group or community problems” (Ezhumalai et al., 2018, pg. 514).

Describe your own readiness to lead group therapy sessions with clients with substance use disorders. Do you have experience leading groups? What skills do you currently bring to this type of work and what group facilitation skills would you like to develop further?

I do not feel fully comfortable in leading group therapy sessions with clients with substance use disorders. This is because while I have acquired knowledge of the history, implications and best interventions for SUD, it takes experience to connect the education with real life practices. I have experience leading at risk youth shelter groups. I have extensive experience with working with families within dependency cases often involving parents with substance use disorders. Throughout my work in that field, I have strengthened skills of empathy, rapport building, communication, empowerment, strengths focused interventions, and cultural sensitivity. Some group facilitation skills I would like to further are group management skills, delegating, establishing boundaries, and overcoming resistance.

Reference:

Ezhumalai, S., Muralidhar, D., Dhanasekarapandian, R., & Nikketha, B. S. (2018). Group interventions. Indian Journal of Psychiatry, 60(Suppl 4), S514–S521. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_42_18

2-amy-

Reflection on Jimmy’s Disclosure & Group Dynamics:

Jimmy’s moment of vulnerability sharing a deep personal struggle had a profound effect. For Jimmy, the emotional relief was palpable: he seemed more at ease and self-accepting afterward. That kind of open expression often marks a turning point in recovery, fostering self-awareness and hope.

For the group, Jimmy’s courage reinforced a shared sense of safety and solidarity. Members responded with attentive listening, nods, and validating comments clear signs of trust and cohesion. This kind of environment doesn’t emerge instantly; it arises from consistent care and thoughtful facilitation.

Foundations of Trust and Cohesion Built in Prior Sessions:

Establishing group norms (e.g., confidentiality, nonjudgmental listening) early on sets the stage.
Icebreakers and check-ins promote empathy and peer support.
Small disclosures are encouraged first, perhaps discussing non-sensitive challenges allowing trust to build gradually.
Leader modeling: When leaders share their own relevant experiences or struggles, it normalizes vulnerability and signals safety.

Leading up to Jimmy’s disclosure, the facilitators likely prioritized these steps: respectful interruptions to affirm safety, gradual escalation of self-sharing, and reinforcing norms around confidentiality and respect. This scaffolding allowed Jimmy to open.

Analysis of Group Leaders’ Facilitation Skills:

Timing their interventions wisely: Notice when they give space pausing rather than jumping in allowing the group to process and respond organically.
Using reflective remarks: They often rephrase or mirror what Jimmy or others say, showing deep listening and helping participants feel heard (“It sounds like that was really difficult for you…”).
Balancing silence and prompts: When things get emotionally heavy, they don’t rush to fill silence instead allowing the group to sit with discomfort before guiding discussion.
Re-focusing with gentle prompts: When the conversation lags or drifts, they bring it back to therapeutic aims, saying things like, “Let’s connect that to your goals for recovery.”

Prior sessions likely included leader modeling of vulnerability, teaching turn-taking, and practicing responses like validation rather than advice-giving.

My Readiness & Growth Goals for Leading SUD Group Therapy:

Current Strengths:

Experience in active listening, reflecting emotions, and maintaining group focus.
Comfort with empathic presence valuing silence, normalizing feelings, avoiding premature solutions.
Skilled at setting and reinforcing group agreements around respect and confidentiality.

Areas to Develop:

Facilitating emotional intensity: Helping members tolerate deep disclosures and managing collective emotional arousal without anxiety.
Sequencing self-disclosure: Learning to pace when and how to introduce deeper sharing in group trajectories.
Encouraging peer support: Training more intentionally in facilitating member-to-member feedback rather than leader-centered prompts.
Cultural competence: Enhancing ability to navigate disclosures that vary across cultural contexts and skillfully integrating those cultural factors into group dynamics.

Conclusion:

Jimmy’s disclosure highlights the power of well-facilitated group therapy: when trust is scaffolded over time, courage builds. The facilitators skillfully balanced silence and intervention, validation and guidance. Observing this inspires me to aim for that same balance creating spaces where clients like Jimmy can share, find community, and experience healing together.

Resources:

Action on Addiction. (2016, September 29). Interpersonal Group Therapy for Addiction Recovery DemonstrationLinks to an external site.. [Video]. YouTube.https://www.youtube.com/watch?v=szS31h0kMI0Links to an external site.

What insight did you gain from your colleagues’ analysis of group cohesion or facilitation?,
What resource could help further develop facilitation skills?,
How did group leaders’ silence impact the group?,
How do early sessions influence later disclosures?,
What areas for growth did each peer identify in leading group therapy?

July 25, 2025

Empathy in Recovery Mentorship

By Academic Wizard Blog

Empathy in Recovery Mentorship

1. How would you define empathy?,

2. What inspires you to be a mentor and help college students during their recovery from alcoholism?,

3. What is your point of view concerning the connection between mentorship and empathy?,

4. When is it easier to be empathic?,

5. When is it most challenging to be empathic in mentoring students with alcoholism and support their recovery efforts?

6. When you first began the mentoring relationship, how did you feel, and how did you convey empathy?

7. In what ways has empathy been helpful to your mentee?

8. How has your use of empathy or how has your development of empathy changed over time in your mentoring others?

9. How has mentoring impacted your mentee’s recovery journey?

10. In what ways was empathy most helpful to the client?

11. Do you have other comments you’d like to add about how your use of empathy was beneficial in your mentoring experiences?

Empathy in Recovery Mentorship

Empathy and Mentorship in Recovery

1. Defining Empathy:
Empathy is the ability to understand and share the feelings of another person, without judgment. It involves emotionally attuning to another’s experience while remaining aware that their emotions are separate from your own. In a mentoring relationship, empathy allows the mentor to build trust and provide meaningful support by truly seeing the mentee’s pain, struggles, and efforts through their lens.

2. Inspiration to Mentor Recovering College Students:
The motivation to become a mentor often stems from a personal connection—either having experienced recovery personally or having supported someone through it. Watching college students reclaim their lives through recovery is deeply fulfilling. Mentoring offers a chance to give back, to break stigma, and to walk alongside someone as they build a healthier future.

3. Connection Between Mentorship and Empathy:
Mentorship and empathy are inherently intertwined. Mentorship without empathy is transactional and surface-level. With empathy, it becomes transformational. Empathy allows the mentor to offer validation, listen without judgment, and provide guidance that resonates emotionally. This connection often becomes the foundation for the mentee’s growth and motivation.

4. When Empathy is Easier:
Empathy flows more naturally when the mentee is open and communicative or when the mentor can relate personally to the mentee’s experiences. Moments of honesty, vulnerability, or shared emotional milestones often create the easiest space for deep empathy.

5. Challenges in Being Empathic During Recovery Mentorship:
Empathy becomes challenging when the mentee is resistant, relapsing, dishonest, or pushing boundaries. At times, mentors may feel overwhelmed or emotionally drained, especially when progress seems stagnant. Balancing compassion with healthy detachment can be difficult—especially when the mentor feels personally invested in the mentee’s success.

6. Initial Feelings and Conveying Empathy at the Start:
At the beginning of the mentoring relationship, it’s common to feel both hopeful and cautious. Empathy is often conveyed through active listening, open body language, and reassuring communication. Using reflective statements like “That sounds really hard” or “I hear how much that hurt you” can validate the mentee’s emotions and create trust.

7. How Empathy Helped the Mentee:
Empathy helped the mentee feel heard, accepted, and less alone. It created a safe space where the mentee could express fears, relapses, or regrets without fear of judgment. This emotional support often encouraged them to stay committed to recovery, take responsibility, and seek help when needed.

8. Development of Empathy Over Time:
With each mentoring experience, empathy tends to deepen. Initially, mentors may try to “fix” or offer advice too quickly. Over time, they learn that listening, patience, and allowing the mentee to lead their journey is more powerful. Empathy matures from a reactive emotion into a thoughtful practice of presence and understanding.

9. Mentoring’s Impact on Mentee Recovery:
Mentorship offers emotional grounding, accountability, and hope. Many mentees credit their mentors with helping them stay sober, face tough decisions, and rebuild self-worth. The empathic bond often becomes a lifeline during moments of relapse temptation or emotional crisis.

Empathy in Recovery Mentorship

July 25, 2025

Ethical Case Study Assignment

By Academic Wizard Blog

Ethical Case Study Assignment

Report and Powerpoint Presentation

Scenario: a client who confides in their counselor that they are having violent thoughts about a co-worker but insists they won’t act on them

Report Due: July 29

Powerpoint Due: July 29

Develop an ethical scenario or you may choose one of the videos in “MyLab” (one that you have not already done) to present to the class via blackboard for discussion. If you choose a video, please email me your choice by Wednesday, July 1 for approval so that no one will use the same scenario.

Ethical Case Study Assignment

Each person will be responsible for one report and should submit via canvas (see…”case study report and presentation” folder). The expected length of the report is approximately 6 pages. Here is a guide you may use to set up your report.

1. Present the scenario and describe the setting (eg. school, inpatient, outpatient)- 1 page.

2. Describe the ethical dilemma(s) presented in the case. What issues are at play here? Are there legal considerations as well? Moral? Why is this dilemma relevant? What are some potential ramifications? 1 page.

3. Identify an ethical decision-making model and provide rationale to support your decision for choosing this model. Evidence using scholarly literature. 1 page.

4. Use the ethical decision-making model to walk through the decision-making process. Provide your thoughts as you discuss the pros and cons, debate your decision-making process. Consider alternative thoughts and arguments (devil’s advocate so to speak).

Be sure to reference specific ACA codes during your considerations. 3 pages.

B. Presentation (40 pts.)

Each person will upload to blackboard using powerpoint or other similar medium.

Your presentation will follow the outline of the report. Submit your PowerPoint to canvas. (see…”case study report and presentation” folder). Include at least three discussion questions.Ethical Case Study Assignment

What is the setting and scenario involving the client’s disclosure?,
What are the ethical legal and moral dilemmas in this case?,
Which ethical decision-making model is being used and why?,
How does the decision-making process unfold using that model?,
What ACA codes are relevant, and how do they guide the counselor’s response?

July 25, 2025

Art Inspired by Laocoön

By Academic Wizard Blog

Art Inspired by Laocoön

This week you will use your readings from the past two weeks as a point of departure to create your own artistic production and a reflection paper.

Part 1: Art Creation Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.

FIGURE 5-5 Purchase, Florance Waterbury Bequest, 1970/The Metropolitan Museum of Art, New York

HIGH-RELIEF SCULPTURE

The high-relief sculpture from a thirteenth-century temple in Orissa (Figure 5-5) was carved during a period of intense temple-building in that part of India. The tenderness of the two figures is emphasized by the roundness of the bodies as well as by the rhythms of the lines of the figures and the overarching swoop of the vegetation above them. This temple carving was made in a very rough stone, which emphasizes the bulk and mass of the man and woman, despite their association with religious practice. Almost a thousand years of weathering have increased its sense of texture. The happy expression on the faces is consistent with the erotic religious sculpture of this period.

Mithuna Couple. Twelfth to thirteenth century. Orissa, India. Stone, 83 inches high. Metropolitan Museum of Art, New York. Stone, high-relief sculpture like this, found on Indian temples built in the thirteenth and fourteenth centuries, represents figures combining the divine spirit with the erotic.

SCULPTURE ANCIENT AND MODERN

Much ancient sculpture represents the gods, such as the thirty-foot statue of the goddess Athena that once stood in the Parthenon (Figure 6-4) in Athens. Some ancient sculpture portrays moments in epic literature, such as Homer’s Iliad or his Odyssey. One of the most famous of all ancient sculptures is Laocoön (Figure 5-11), discovered in a Roman vineyard in 1506. It is currently believed that it was created close to 42 BCE by Hagesander, Athenodoros, and Polydorus, who specialized in copying Greek originals for very wealthy Roman families. The original is assumed to have been a Greek bronze dating to approximately 183 BCE. According to the Roman poet Virgil, the Trojan priest Laocoön and his sons, Antiphas and Thymbraeus, tried to warn the Trojans that the great wooden horse they received from the Greeks was a trick of war. However, the goddess Athena, protector of the Greeks, sent giant sea serpents to kill Laocoön and his sons. The resulting sculpture is said to portray human anguish more intensely than any other ancient work.

Laocoön is not only a representational sculpture in that we see bodies in action, but it is also one that represents a moment in great classic literature. Although this is a sculpture in the round and can be viewed from different positions, it is clearly designed to be viewed straight on. The position from which to view a work of art can be called “the privileged position.” Such positions are often obvious, as in Edvard Munch’s The Scream (Figure 1-5), which also needs to be viewed “head-on.” When you look at Laocoön, which figure dominates? Parallelism and contrast dominate the composition. How does the diagonal twisting line of Laocoön’s body (center) parallel the body of his son Antiphas (left)? What is the effect on the viewer of such a dynamic pose? As you examine the sculpture, how do you imagine the original sculptors wanted you to respond? Is there a specific emotion expressed in the work? Is this a sculpture in which you participate easily, or is it resistant?

Art Inspired by Laocoön

FIGURE 5-11

Hagesander, Athenodoros, and Polydorus, Laocoön ca. 42 BCE. Marble (6 ft. 10 in. × 5 ft. 4 in. × 3 ft. 8 in.). Vatican Museum of Art, Pio Climento Museum, Rome. The discovery of this ancient sculpture inspired Michelangelo and became something of a Renaissance ideal.

Peter Horree/Alamy Stock Photo

Part 2: Reflection Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:

· Introduction

· Inspiration Piece

· Include image.

· Record the title, artist, year, and place of origin.

· Briefly explain the background of the inspiration piece.

· Your Art Piece

· Include image.

· Provide a title.

· Explain the background of your piece.

· Connection

· Explain the thematic connection between the two pieces.

· How are they similar and different?

· Are they the same medium? How does the medium impact what the viewer experiences?

· How do the formal elements of design compare to one another?

Original Artwork Requirements

· Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)

· No computer-generated pieces

· Your assignment is not graded on your skill or ability as an artist.

Writing Requirements (APA format)

· Length: 1.5-2 pages (not including title page, references page, or image of artwork)

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Title page

· References page (minimum of 2 scholarly source)

Art Inspired by Laocoön

What is the background of your inspiration piece?,
What medium did you use for your own artwork?,
What is the thematic connection between your piece and the inspiration?,
How are the two pieces similar and different in form and content?,
How does the chosen medium impact the viewer’s experience?

July 24, 2025

Cloud Computing Technical Writing

By Academic Wizard Blog

Cloud Computing Technical Writing

Instructions:

You are required to write an 10 page technical paper on a technical topic of your choosing. Your final draft is due at the end of Week 8. Be sure your paper meets the following requirements:

Include in the final paper: A description of the scope and principal features of writing a technical paper, cite core theories and practices, and offer a similar explication (explanation) of a related field such as business field that would benefit from technical writing.

Cloud Computing Technical Writing

1) 10 pages (double-spaced).

2) Choose any technical topic to write your report about.

3) Identify the purpose and audience of your report.

4) Use at least seven references outside of your textbook (you may use your textbook too, but are not required to).

5) In addition to the required number of pages for the assignment, you must also include the index from week 6, a reference page (bibliography), written in APA style, and a title page. Be sure to give all of your papers a descriptive title!

6) Use your approved topic.

7) Use your approved outline.

8) Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).

9) Arial 11 or 12-point font or Times New Roman styles.

10) Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations

11) Your paper must be in your own words, representing original work. Paraphrases of others’ work must include attributions to the authors. Limit quotations to an average of no more than 3-5 lines, and use quotations sparingly!

Submission Instructions: Submit your completed assignment. See attached rubric for further guidance.

Cloud Computing Technical Writing

What is the purpose and scope of technical writing?,
What technical topic is selected?,
Who is the report’s intended audience?,
What theories support technical writing?,
How can business benefit from it?

July 24, 2025

ABA Intervention Effectiveness

By Academic Wizard Blog

ABA Intervention Effectiveness

May 19th, 2025 Comment by Microsoft Office User: Polly, nice job with your title page. It is close to proper APA format. Here is a link to a resource for proper APA formatting. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

Part I: Treatment Effectiveness Comment by Microsoft Office User: You will need to format your paper differently. Here is a link for proper APA formatting. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_sample_paper.html

1. ependent Variable and Target Behaviors

The dependent variable is disruptive behavior, consisting of the following three target behaviors: – Yelling profanities: Any instance of John shouting inappropriate or offensive language that can be heard from a distance of at least 5 feet. – Kicking over a desk: Using force from the foot or leg to tip or move a desk from its upright position. – Tipping over his chair: Deliberately leaning or shifting his weight such that the chair falls to the ground, with or without him in it. Comment by Microsoft Office User: 1.1 Nice job with the dependent variable. 4/4

ABA Intervention Effectiveness

2. Operational Definitions Comment by Microsoft Office User: It’s a little confusing to have both an explanation of the behavior and operational definitions. I would recommend taking off descriptions and just leaving the operational definitions.

– Yelling profanities: A vocal outburst containing inappropriate words at a volume exceeding conversational level. – Kicking over a desk: Contact with the desk using the foot or leg resulting in the desk tipping or being displaced. – Tipping chair: Purposeful movement leading the chair to fall onto the floor from an upright position. Comment by Microsoft Office User: 1.2 This is a hard one to define. What makes it hard is trying to not use subjective words like inappropriate. Words can be considered inappropriate by one person and be viewed differently by another individual. Look for using words other than inappropriate in your definition. Maybe you could say ‘uses profane words’ or ‘words that are not allowed in the setting’. 1/2 Comment by Microsoft Office User: 1.2 Great job with this definition. 2/2 Comment by Microsoft Office User: 1.2 When we are writing operational definitions, we are not trying to determine the intention, just defining what to observe. 1/2

3. Measurement Dimension and Recording System

The measurement dimension used is frequency, and the recording method is event recording. This approach is appropriate for discrete, observable behaviors that have a clear beginning and end, allowing for accurate counts of how often the target behaviors occur. Comment by Microsoft Office User: 1.3 Excellent, this is correct. 5/5 Comment by Microsoft Office User: 1.3 Good job. 5/5

4. Single-Subject Design

An ABAB reversal design was used to assess the intervention’s effectiveness. Comment by Microsoft Office User: 1.4 Nice work. 5/5

5. Graph of the Data

Graph displaying data across four phases of intervention: Comment by Microsoft Office User: 1.6 For proper formatting you will want to put the graph in this section and not at the end of the paper. Additionally, we typically don’t connect the data points across the phase change line. This will help with the visual analysis process. 7/10

6. Intervention Effectiveness

Yes, the intervention was effective. Disruptive behaviors decreased significantly during intervention phases and increased again during baseline phases.

7. Visual Analysis

– Level: Sharp reduction in frequency noted in intervention phases. – Trend: Decreasing trend in intervention; increasing trend during baselines. – Variability: Moderate variability in baseline phases, more stability during intervention. Comment by Microsoft Office User: 1.7 You will need to add more detail in your analysis and explanation of why the intervention is effective. 6/9

Part II: Treatment Generalization

1. Single-Subject Design for Generalization

Multiple baseline across settings was used. Comment by Microsoft Office User: 2.1 That is correct. 5/5

2. Type of Generalization Evaluated

Setting generalization. Comment by Microsoft Office User: 2.2 Correct. 5/5

3. Initial Generalization Effect

Generalization did not occur initially in Classrooms 2 and 3 during the first intervention in Classroom 1. Disruptive behavior remained unchanged in those settings. Comment by Microsoft Office User: 2.3 I would like to see a little more explanation on what you are analyzing and seeing in the data. What led you to this conclusion? 3/5

4. Effect of Break Card Without Instruction

– Classroom 2: Slight decrease, not significant. – Classroom 3: No change. Generalization was not evident without instruction. Comment by Microsoft Office User: 2.4 Think back to the definition of setting generalization. Generalization is the decrease, in this scenario, of the behaviors in the novel settings without instruction occurring. 3/5

5. Effect of Break Card + Instruction in Classroom 2

– Classroom 2: Disruptive behavior decreased noticeably. – Classroom 3: No change. Generalization did not occur in Classroom 3. Comment by Microsoft Office User: 2.5 I want you to look again the data in classroom 3. 0/5

6. Why Not Implement in Classroom 3

To test whether generalization would occur naturally through mediated stimuli without additional instruction. Comment by Microsoft Office User: 2.6 You are almost there. Generalization is not going to occur ‘naturally’ it is from deliberate programming. How did the behavior analyst in this scenario program for generalization? 1/5

7. Summary Statement

Generalization only occurred when the break card was paired with specific instruction. The presence of the card alone was not sufficient to produce behavior change. Comment by Microsoft Office User: 2.7 This is incorrect. The intervention worked but that does not mean there was generalization. Review the definition of setting generalization. 0/9

8. Suggestion for Future Treatment

Future interventions should ensure that mediating stimuli are introduced with explicit instruction across all relevant settings. Booster sessions and consistent prompts can support generalization. Comment by Microsoft Office User: 2.8 –It is unethical and impractical to provide instruction in all targeted settings. Ethically, as behavior analysts, we have to program for generalization. Can you imagine having to teach what 2+2 is in the home environment, in the store, at McDonalds, at school, at the park, at a friend’s house, etc.? We can’t provide instruction in all settings. 0/5

Graphical Analysis of Treatment Generalization

The following figure illustrates disruptive behavior across the three classrooms:

ABA Intervention Effectiveness

What are the dependent variables and their operational definitions?,
What measurement and recording systems were used?,
Was the intervention effective and how was this determined?,
Did treatment generalize to other settings?,
What improvements are suggested for future interventions?

July 24, 2025

Maternal Health in Poverty

By Academic Wizard Blog

Maternal Health in Poverty

A causal pathway is the first step in organizing an intervention to address a public health issue. Think of a public health issue you want to address through a behavioral intervention. Throughout this course, we will work to address the public health issue within a specific population. Take a look back at Week 2 and review your discussion feedback as well as the “assignment preparation” module. The public health issue you select will be the same topic you address throughout the assignments this term.

A causal pathway is the outline to identifying the determinants of health of your selected public health issue. Use what you have learned from your studies material to “map” a path FROM the Structural Determinants of Health (SDOH) to a health outcome THROUGH the intermediary determinants of health for the public health issue you have selected.

Instructions

The SDOH Framework is outlined on page 25 of your textbook. Construct a “flowchart” (an example is provided below) and a narrative describing the pathway of your flowchart. It is highly encouraged to use PowerPoint to construct your map and use the “Notes” portion below to write the narrative describing the pathway. Please be aware that your ‘notes’ will not be visible in the ‘preview’ of the assignment during the submission process. The instructor will download the PPT file and view the notes on the download.

Maternal Health in Poverty

Your pathway should include at least one complete path from a structural determinant to the health outcome (i.e., there should not be any “gaps” in the connections between the mediating constructs in your illustration or narrative) and the points marked on your map for potential interventions.

Mark the “points of potential public health interventions” on your pathway with a star. You should have at least two points of intervention (one will be used as potential interventions to develop on later assignments). Provide a narrative (in the notes section under the slide) identifying and discussing each of the constructs in your model along with potential interventions that could be utilized to change the points you identified.

Points will be deducted for lack of correspondence between the structural determinants, the intermediary determinants and the health behavior and outcome, and for unprofessional presentation of your exercise (i.e., poor organization in your writing, misspelling, etc.). You do not need to cite literature or provide references in this exercise.

It may be helpful to review the Causal Pathway Example [PPTX] before beginning work on your assignment.

Your submission will be assessed on the following criteria:

Create a pathway from the structural determinants to the selected health outcome.
- Make sure the pathway clearly flows through the structural and intermediary determinants. Please note the structural determinants begin with a policy, governance, etc. as outlined in the SDOH Framework in your book on page 25.
Identify two points of intervention on the causal pathway.
- Why are the points of intervention you identified relevant?
- How do these points of intervention have the potential to have positive impacts?
Describe the connection between the constructs of the causal pathway and the health outcome(s).
- Are the connections clear and easy to follow for someone else?
- Are the constructs clearly explained?
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Maternal Health in Poverty

Please note the following when submitting your assignment:

The file must be a PPT or PPTX file of your presentation. You cannot upload slides from google slides or any other cloud-based service. You must upload as a PowerPoint file for the notes to be visible to the instructor when downloaded.

The Public Health Masters Program Library GuideLinks to an external site. and Writing CenterLinks to an external site. may also be helpful resources.

Topic pregnant women in low-income communities as a vulnerable healthcare population

What public health issue is being addressed?,
What structural determinants affect this issue?,
What intermediary determinants connect to health outcomes?,
What are two key points for intervention?,
How do these interventions influence outcomes?

July 24, 2025

Museum Artwork Analysis

By Academic Wizard Blog

Museum Artwork Analysis

The objective of this project is to see works in person, research into the object(s) or artwork for background information, and discuss its purpose and importance in the history of art.

The Project counts for 10% of your grade. Please see the Rubric below for information on how the paper is to be graded.

A visit to an art museum and a report of that visit is required.

Alternatively, a student may not have physical access to a museum in his/her area and a virtual visit may be arranged with the instructor’s prior approval. Many museums have virtual visits, some are listed with the Google Arts and Culture project partners. Some of these have a virtual walkthrough and a Google Arts & Culture app is available for virtual reality tours. The following list contains examples of museum resources to explore and choose from:

· The MET Heilbrunn Timeline of Art History (Essays and Works of Art)

· Google Arts & Culture:

. Pergamon Museum , Germany

Museum Artwork Analysis

. The Catedral de Santiago Foundation , Spain

. Grotte Chauvet/Chauvet Cave , France

. Museo della Civiltà Romana , Italy

. The British Library , London

. Museum of Cycladic Art , Greece

. Mev Museu d’Art Medieval , Spain

The report must discuss one artwork, including the style and time period in which the artwork was created. The report should be three to five typed pages saved in MS Word document or as a PDF. using MLA (Modern Language Association) format. It must include the information listed in the following outline:

I. Chosen Artwork

a. Name and location of the museum

b. Name of exhibition

c. Name of artist or group associated with if there is no artist name

d. Title of work

e. Dimensions of work

f. Media

g. Date or time period created

h. Art movement, period, or region if it is ancient

i. Place of origin

j. Manner of display

II. Description of Artwork

a. A description of the work (what does it look like, include things that would allow people to recognize it)

b. An analysis of the work

i. To understand how to analyze, two references should be researched before starting:

· Introduction to art historical analysis (article from Smarthistory)

· How to do a visual (formal) analysis (video from Smarthistory)

ii. Elements of Art (describe types of lines, marks, tones, textures, colors, etc.)

iii. Principles of Art (describe placement of elements, symmetry, movement, sense of weight, etc.)

III. Response to Artwork

a. Your personal reaction to the work (how do you feel when you see it, what does it remind you of, would it be difficult to replicate, etc.).

b. Additional interesting information (is there some background about the object we should know about such as materials it’s made of, how it came to be, or its utilitarian use).

IV. Images

a. Proof of concept—you will need to take a selfie on location and/or informational literature such as a brochure or pamphlet from the exhibit or museum OR if using an alternative museum resource (with prior approval), provide the online URL of the location of the museum resources and/or virtual visit and a screenshot of the website it was obtained from.

b. Photo/card/slide of Artwork (if a work is not allowed to be photographed, research to find one, or find it in a brochure or other materials from the museum.) Any images obtained from online resources must provide proper credit and licensing whether it is a Creative Commons License or Public Domain.

V. References

The paper is to include:

· Cover page with Title, location of the works chosen, date visited, and your name.

· A well-written and edited three to five-page paper which is to be single-spaced, paragraph indented or double-spaced between paragraphs, 12 pt text in a serif font (either Georgia, Palatino, Minion, or Times/Times Roman).

· Quoted material: No more than 15% of the written paper may be directly copied and included in the total work. The quoted portion must be cited in the bibliography.

· The paper should include an overview of what the object or exhibition is about, the materials and techniques used in the work, your research into the background and history of the work, the work’s significance in the arts, and your personal observations about the work, such as what made you choose this work, how you feel about the work, how it impact you or others.

· A page with images of the art, artifact, or an example of art from the exhibition printed either in color or black and white with caption labels.

· A bibliography of references where you found your research.

Suggested Schedule: (Note: This is for a 16 week-course, you should adjust the schedule accordingly for a shorter course.)

· Weeks 1-4 Visit a museum or exhibit, take notes, and gather resources.

· Weeks 5-8 Write the outline and the first draft.

· Weeks 9-12 Add more in-depth information and revisions to the first & second drafts.

· Weeks 13-15 Finish proofreading and finalize the paper.

Check the local or regional museum, gallery, or arts organization offerings.

Museum Artwork Analysis

What is the selected artwork’s name medium and historical background?,
What museum or virtual gallery did the artwork come from?,
How does the artwork reflect its artistic period or movement?,
What elements and principles of art are present in the work?,
What is your personal interpretation and response to the artwork?

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