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  • [Solved] LF002

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    Executive Solution Overview

    Assessment – 2 years ago **files (5)** – ## LF002.docx – ## LF002.docx – LF002_Rubric.pdf – 2A-Babys_First_Year-191016_Transcript.pdf – Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf **## LF002.docx** [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38…

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    Assignment Prompt & Instructions

    Assessment

    – 2 years ago

    **files (5)**

    – ## LF002.docx

    – ## LF002.docx

    – LF002_Rubric.pdf
    – 2A-Babys_First_Year-191016_Transcript.pdf
    – Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf

    **## LF002.docx**

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://www.sciencedirect.com/science/article/pii/S1364661315002363](https://www.sciencedirect.com/science/article/pii/S1364661315002363)

    [https://www.sciencedirect.com/science/article/pii/S0306453015008926](https://www.sciencedirect.com/science/article/pii/S0306453015008926)

    [https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis](https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis)

    [https://www.marchofdimes.org/](https://www.marchofdimes.org/)

    [https://www.cdc.gov/birth-defects/](https://www.cdc.gov/birth-defects/)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://eric.ed.gov/?id=ED427896](https://eric.ed.gov/?id=ED427896)

    [https://journals.sagepub.com/doi/10.1177/0022022112472253](https://journals.sagepub.com/doi/10.1177/0022022112472253)

    [https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc](https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://www.sciencedirect.com/science/article/pii/S1054139X14007599](https://www.sciencedirect.com/science/article/pii/S1054139X14007599)

    [https://www.sciencedirect.com/science/article/pii/S0140197115002249](https://www.sciencedirect.com/science/article/pii/S0140197115002249)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296](https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296)

    [https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss](https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss)

    **## LF002.docx**

    For this Performance Task Assessment, you will analyze a family case study in a multi-part 7- to 11-page paper where you will closely examine environmental and genetic influences on an infant in the family, examine childrearing styles and their impact on attachment for a 3-year-old, explore the association of an adolescent’s physical development and his peer relationships and academic motivation, and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    **Submission Length:** 7–11 pages in a Developmental Concepts and Processes in a Family Case Study paper.

    **Professional Skills:** [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home),
    [Engaging Multiple Social and Cultural Perspectives](https://tempolearning.brightspace.com/d2l/le/content/11676/Home), and
    [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home) are assessed in this Competency.

    **Your response to this Assessment should:**

    · Reflect the criteria provided in the Rubric.

    · Adhere to the required assignment length.

    · Use the APA Course Paper Template (APA 6th edition) available
    [here](http://academicguides.waldenu.edu/writingcenter/templates/general).

    This Assessment requires submission of one (1) document that includes your analysis of the family case study which includes Parts I, II, III, and IV. Save this file as
    **LF002_firstinitial_lastname** (for example, LF002_J_Smith).

    You may submit a draft of your assignment to the
    [Turnitin Draft Check](https://tempolearning.brightspace.com/d2l/home/23019) area to check for authenticity. When you are ready to upload your completed Assessment, use the
    **Assessment** tab on the top navigation menu.

    Instructions

    Before submitting your Assessment, carefully review the Rubric. This is the same Rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the Rubric criteria help them direct their focus and use their time most productively.

    Rubric

    **Developmental Concepts and Processes in a Family Case Study**

    This Family Case Study will be a multi-part Assessment in which each part of the Assessment will be related to each family member. You will closely examine environmental and genetic influences on an infant in the family; examine childrearing styles and their impact on attachment for a 3-year-old; explore adolescent development of an adolescent from a previous marriage; and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    The following case study depicts the circumstances surrounding the Gonzalez family:

    Jane, 35, and Roberto, 31, are married and have three children. Their first child, Julie, is 3 years old and is in preschool. Alex, Jane’s son from a previous relationship, is 14 years old and is a freshman in high school. Their third child, Sam, is an infant. Ruby, Jane’s mother, has come to stay with the family to provide support to Jane and Roberto during the transition around Sam’s birth.

    Jane works in the city as a medical transcriptionist but is in the midst of her 12 weeks of family leave that was effective immediately upon Sam’s birth. She has a 45-minute commute to her work each day. Roberto just began a job at a local recycling facility 2 weeks ago.

    Sam was born 6 weeks premature by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

    Jane drank occasionally throughout the pregnancy but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has fetal alcohol spectrum disorders (FASDs), a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Sam is a fussy eater, requiring short and frequent feedings. He has been home for 4 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

    Three-year-old Julie is in the midst of her first year of preschool in a Head Start program. This is her first experience with formal education. At home, Julie’s parents tend to have very high standards for her and expect strict obedience. Julie has been acting out at home occasionally since her brother Sam has been born. Julie’s teachers have reported that she has been struggling to get along with her peers and to focus on her work at school. At home, Roberto is a very strict disciplinarian. Julie, at times, appears fearful of her father and does not find comfort in his presence.

    Alex is in the midst of his freshman year of high school. Physically, Alex went through puberty early compared to his peers. He has a girlfriend at school whom he is involved with sexually, and he is well liked among his peers. Alex excels at several sports, and plays on both the baseball and the basketball teams at high school. Alex is not motivated to do well in school, however, and does not believe homework is important.

    Roberto and Jane have been married for 8 years and live in a rural area. They do not have a strong network of friends and family who live nearby but Jane’s mother has moved in with them temporarily to support them as they adjust to their new baby. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she planned so they can begin making money again to contribute to the household bills

    Complete the following parts to generate a single paper:

    [Part I: Infant Development (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on the Family Case study, write 2–3 pages for your Part I portion of your paper, and include the following:

    · Explain the environmental factors presented in the case study, as well as others that may be present but not specifically identified in the case study, that might affect Sam’s development.

    · With the environmental factors you explained, further explain what you think the best-case scenario and the worst-case scenario might be for Sam’s short-term developmental outcomes in childhood, and explain why.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part II: Child-Rearing Styles and Implications for Attachment (1–2 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Jane and Roberto’s 3-year-old Julie, and write 1–2 pages for your Part II portion of your paper. Include the following:

    · Identify three (3) factors in Julie’s family that currently have implications for her development.

    · Analyze Roberto’s parenting style and the implications of that parenting style on Julie’s attachment style.

    · Describe ways that Julie’s teachers can specifically support her in school given her current family dynamics at home.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part III: Adolescence (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Alex, the 14-year-old high school freshman in this family. Write 2–3 pages addressing the following topics:

    · Analyze three (3) ways in which Alex’s physical changes impact his social relationships including both romantic and peer relationships. Pay special attention to the impact of timing of Alex’s puberty on development.

    · Explain three (3) factors that explain Alex’s current level of academic motivation. More generally, explain the implications of academic motivation for academic success, as well as other aspects of development.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part IV: Middle Adulthood (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on what you have been presented, regarding this family case study, select Jane or Roberto for this part (Part IV) of your paper. Once you select the adult for this part, select one aspect of adulthood (e.g., identity development, vocational development, marital relationships, or parenting) as it relates to who you selected.

    Write 2–3 pages for your Part IV of your paper and complete the following:

    · Describe an aspect of adulthood you selected within the developmental framework of middle adulthood. How does physical, cognitive, social, and emotional development each play into this aspect of adulthood?

    · Explain individuation in terms of that aspect. Include an explanation of three (3) challenges that might influence individuation in this area for the adult you selected.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    **LF002_Rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lf002-rubric-pdf-10216085)

    **2A-Babys_First_Year-191016_Transcript.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2a-babys-first-year-191016-transcript-pdf-10216087)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

    **## LF002.docx**

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://www.sciencedirect.com/science/article/pii/S1364661315002363](https://www.sciencedirect.com/science/article/pii/S1364661315002363)

    [https://www.sciencedirect.com/science/article/pii/S0306453015008926](https://www.sciencedirect.com/science/article/pii/S0306453015008926)

    [https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis](https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis)

    [https://www.marchofdimes.org/](https://www.marchofdimes.org/)

    [https://www.cdc.gov/birth-defects/](https://www.cdc.gov/birth-defects/)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://eric.ed.gov/?id=ED427896](https://eric.ed.gov/?id=ED427896)

    [https://journals.sagepub.com/doi/10.1177/0022022112472253](https://journals.sagepub.com/doi/10.1177/0022022112472253)

    [https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc](https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://www.sciencedirect.com/science/article/pii/S1054139X14007599](https://www.sciencedirect.com/science/article/pii/S1054139X14007599)

    [https://www.sciencedirect.com/science/article/pii/S0140197115002249](https://www.sciencedirect.com/science/article/pii/S0140197115002249)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296](https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296)

    [https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss](https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss)

    **## LF002.docx**

    For this Performance Task Assessment, you will analyze a family case study in a multi-part 7- to 11-page paper where you will closely examine environmental and genetic influences on an infant in the family, examine childrearing styles and their impact on attachment for a 3-year-old, explore the association of an adolescent’s physical development and his peer relationships and academic motivation, and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    **Submission Length:** 7–11 pages in a Developmental Concepts and Processes in a Family Case Study paper.

    **Professional Skills:** [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home),
    [Engaging Multiple Social and Cultural Perspectives](https://tempolearning.brightspace.com/d2l/le/content/11676/Home), and
    [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home) are assessed in this Competency.

    **Your response to this Assessment should:**

    · Reflect the criteria provided in the Rubric.

    · Adhere to the required assignment length.

    · Use the APA Course Paper Template (APA 6th edition) available
    [here](http://academicguides.waldenu.edu/writingcenter/templates/general).

    This Assessment requires submission of one (1) document that includes your analysis of the family case study which includes Parts I, II, III, and IV. Save this file as
    **LF002_firstinitial_lastname** (for example, LF002_J_Smith).

    You may submit a draft of your assignment to the
    [Turnitin Draft Check](https://tempolearning.brightspace.com/d2l/home/23019) area to check for authenticity. When you are ready to upload your completed Assessment, use the
    **Assessment** tab on the top navigation menu.

    Instructions

    Before submitting your Assessment, carefully review the Rubric. This is the same Rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the Rubric criteria help them direct their focus and use their time most productively.

    Rubric

    **Developmental Concepts and Processes in a Family Case Study**

    This Family Case Study will be a multi-part Assessment in which each part of the Assessment will be related to each family member. You will closely examine environmental and genetic influences on an infant in the family; examine childrearing styles and their impact on attachment for a 3-year-old; explore adolescent development of an adolescent from a previous marriage; and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    The following case study depicts the circumstances surrounding the Gonzalez family:

    Jane, 35, and Roberto, 31, are married and have three children. Their first child, Julie, is 3 years old and is in preschool. Alex, Jane’s son from a previous relationship, is 14 years old and is a freshman in high school. Their third child, Sam, is an infant. Ruby, Jane’s mother, has come to stay with the family to provide support to Jane and Roberto during the transition around Sam’s birth.

    Jane works in the city as a medical transcriptionist but is in the midst of her 12 weeks of family leave that was effective immediately upon Sam’s birth. She has a 45-minute commute to her work each day. Roberto just began a job at a local recycling facility 2 weeks ago.

    Sam was born 6 weeks premature by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

    Jane drank occasionally throughout the pregnancy but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has fetal alcohol spectrum disorders (FASDs), a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Sam is a fussy eater, requiring short and frequent feedings. He has been home for 4 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

    Three-year-old Julie is in the midst of her first year of preschool in a Head Start program. This is her first experience with formal education. At home, Julie’s parents tend to have very high standards for her and expect strict obedience. Julie has been acting out at home occasionally since her brother Sam has been born. Julie’s teachers have reported that she has been struggling to get along with her peers and to focus on her work at school. At home, Roberto is a very strict disciplinarian. Julie, at times, appears fearful of her father and does not find comfort in his presence.

    Alex is in the midst of his freshman year of high school. Physically, Alex went through puberty early compared to his peers. He has a girlfriend at school whom he is involved with sexually, and he is well liked among his peers. Alex excels at several sports, and plays on both the baseball and the basketball teams at high school. Alex is not motivated to do well in school, however, and does not believe homework is important.

    Roberto and Jane have been married for 8 years and live in a rural area. They do not have a strong network of friends and family who live nearby but Jane’s mother has moved in with them temporarily to support them as they adjust to their new baby. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she planned so they can begin making money again to contribute to the household bills

    Complete the following parts to generate a single paper:

    [Part I: Infant Development (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on the Family Case study, write 2–3 pages for your Part I portion of your paper, and include the following:

    · Explain the environmental factors presented in the case study, as well as others that may be present but not specifically identified in the case study, that might affect Sam’s development.

    · With the environmental factors you explained, further explain what you think the best-case scenario and the worst-case scenario might be for Sam’s short-term developmental outcomes in childhood, and explain why.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part II: Child-Rearing Styles and Implications for Attachment (1–2 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Jane and Roberto’s 3-year-old Julie, and write 1–2 pages for your Part II portion of your paper. Include the following:

    · Identify three (3) factors in Julie’s family that currently have implications for her development.

    · Analyze Roberto’s parenting style and the implications of that parenting style on Julie’s attachment style.

    · Describe ways that Julie’s teachers can specifically support her in school given her current family dynamics at home.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part III: Adolescence (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Alex, the 14-year-old high school freshman in this family. Write 2–3 pages addressing the following topics:

    · Analyze three (3) ways in which Alex’s physical changes impact his social relationships including both romantic and peer relationships. Pay special attention to the impact of timing of Alex’s puberty on development.

    · Explain three (3) factors that explain Alex’s current level of academic motivation. More generally, explain the implications of academic motivation for academic success, as well as other aspects of development.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part IV: Middle Adulthood (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on what you have been presented, regarding this family case study, select Jane or Roberto for this part (Part IV) of your paper. Once you select the adult for this part, select one aspect of adulthood (e.g., identity development, vocational development, marital relationships, or parenting) as it relates to who you selected.

    Write 2–3 pages for your Part IV of your paper and complete the following:

    · Describe an aspect of adulthood you selected within the developmental framework of middle adulthood. How does physical, cognitive, social, and emotional development each play into this aspect of adulthood?

    · Explain individuation in terms of that aspect. Include an explanation of three (3) challenges that might influence individuation in this area for the adult you selected.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    **LF002_Rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lf002-rubric-pdf-10216085)

    **2A-Babys_First_Year-191016_Transcript.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2a-babys-first-year-191016-transcript-pdf-10216087)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

    **## LF002.docx**

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38235/View)

    [https://www.sciencedirect.com/science/article/pii/S1364661315002363](https://www.sciencedirect.com/science/article/pii/S1364661315002363)

    [https://www.sciencedirect.com/science/article/pii/S0306453015008926](https://www.sciencedirect.com/science/article/pii/S0306453015008926)

    [https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis](https://eds.p.ebscohost.com/eds/search/advanced?vid=0&sid=b6d64684-36e4-4679-9288-00eede4f144f%40redis)

    [https://www.marchofdimes.org/](https://www.marchofdimes.org/)

    [https://www.cdc.gov/birth-defects/](https://www.cdc.gov/birth-defects/)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38237/View)

    [https://eric.ed.gov/?id=ED427896](https://eric.ed.gov/?id=ED427896)

    [https://journals.sagepub.com/doi/10.1177/0022022112472253](https://journals.sagepub.com/doi/10.1177/0022022112472253)

    [https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc](https://headstart.gov/sites/default/files/pdf/rtp-school-readiness.pdf?redirect=eclkc)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38239/View)

    [https://www.sciencedirect.com/science/article/pii/S1054139X14007599](https://www.sciencedirect.com/science/article/pii/S1054139X14007599)

    [https://www.sciencedirect.com/science/article/pii/S0140197115002249](https://www.sciencedirect.com/science/article/pii/S0140197115002249)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View](https://tempolearning.brightspace.com/d2l/le/content/109482/viewContent/38241/View)

    [https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296](https://www.tandfonline.com/doi/full/10.1080/00377317.2016.1116296)

    [https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss](https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=71f113c3-3d19-404f-9b11-e8d8003424bd%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000207954800004&db=edswss)

    **## LF002.docx**

    For this Performance Task Assessment, you will analyze a family case study in a multi-part 7- to 11-page paper where you will closely examine environmental and genetic influences on an infant in the family, examine childrearing styles and their impact on attachment for a 3-year-old, explore the association of an adolescent’s physical development and his peer relationships and academic motivation, and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    **Submission Length:** 7–11 pages in a Developmental Concepts and Processes in a Family Case Study paper.

    **Professional Skills:** [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home),
    [Engaging Multiple Social and Cultural Perspectives](https://tempolearning.brightspace.com/d2l/le/content/11676/Home), and
    [Written Communication](https://tempolearning.brightspace.com/d2l/le/content/11682/Home) are assessed in this Competency.

    **Your response to this Assessment should:**

    · Reflect the criteria provided in the Rubric.

    · Adhere to the required assignment length.

    · Use the APA Course Paper Template (APA 6th edition) available
    [here](http://academicguides.waldenu.edu/writingcenter/templates/general).

    This Assessment requires submission of one (1) document that includes your analysis of the family case study which includes Parts I, II, III, and IV. Save this file as
    **LF002_firstinitial_lastname** (for example, LF002_J_Smith).

    You may submit a draft of your assignment to the
    [Turnitin Draft Check](https://tempolearning.brightspace.com/d2l/home/23019) area to check for authenticity. When you are ready to upload your completed Assessment, use the
    **Assessment** tab on the top navigation menu.

    Instructions

    Before submitting your Assessment, carefully review the Rubric. This is the same Rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the Rubric criteria help them direct their focus and use their time most productively.

    Rubric

    **Developmental Concepts and Processes in a Family Case Study**

    This Family Case Study will be a multi-part Assessment in which each part of the Assessment will be related to each family member. You will closely examine environmental and genetic influences on an infant in the family; examine childrearing styles and their impact on attachment for a 3-year-old; explore adolescent development of an adolescent from a previous marriage; and, finally, aspects of adulthood and individuation as it relates to the parents of the family.

    The following case study depicts the circumstances surrounding the Gonzalez family:

    Jane, 35, and Roberto, 31, are married and have three children. Their first child, Julie, is 3 years old and is in preschool. Alex, Jane’s son from a previous relationship, is 14 years old and is a freshman in high school. Their third child, Sam, is an infant. Ruby, Jane’s mother, has come to stay with the family to provide support to Jane and Roberto during the transition around Sam’s birth.

    Jane works in the city as a medical transcriptionist but is in the midst of her 12 weeks of family leave that was effective immediately upon Sam’s birth. She has a 45-minute commute to her work each day. Roberto just began a job at a local recycling facility 2 weeks ago.

    Sam was born 6 weeks premature by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

    Jane drank occasionally throughout the pregnancy but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has fetal alcohol spectrum disorders (FASDs), a group of conditions that can occur in a person whose mother drank alcohol during pregnancy. Sam is a fussy eater, requiring short and frequent feedings. He has been home for 4 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

    Three-year-old Julie is in the midst of her first year of preschool in a Head Start program. This is her first experience with formal education. At home, Julie’s parents tend to have very high standards for her and expect strict obedience. Julie has been acting out at home occasionally since her brother Sam has been born. Julie’s teachers have reported that she has been struggling to get along with her peers and to focus on her work at school. At home, Roberto is a very strict disciplinarian. Julie, at times, appears fearful of her father and does not find comfort in his presence.

    Alex is in the midst of his freshman year of high school. Physically, Alex went through puberty early compared to his peers. He has a girlfriend at school whom he is involved with sexually, and he is well liked among his peers. Alex excels at several sports, and plays on both the baseball and the basketball teams at high school. Alex is not motivated to do well in school, however, and does not believe homework is important.

    Roberto and Jane have been married for 8 years and live in a rural area. They do not have a strong network of friends and family who live nearby but Jane’s mother has moved in with them temporarily to support them as they adjust to their new baby. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she planned so they can begin making money again to contribute to the household bills

    Complete the following parts to generate a single paper:

    [Part I: Infant Development (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on the Family Case study, write 2–3 pages for your Part I portion of your paper, and include the following:

    · Explain the environmental factors presented in the case study, as well as others that may be present but not specifically identified in the case study, that might affect Sam’s development.

    · With the environmental factors you explained, further explain what you think the best-case scenario and the worst-case scenario might be for Sam’s short-term developmental outcomes in childhood, and explain why.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part II: Child-Rearing Styles and Implications for Attachment (1–2 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Jane and Roberto’s 3-year-old Julie, and write 1–2 pages for your Part II portion of your paper. Include the following:

    · Identify three (3) factors in Julie’s family that currently have implications for her development.

    · Analyze Roberto’s parenting style and the implications of that parenting style on Julie’s attachment style.

    · Describe ways that Julie’s teachers can specifically support her in school given her current family dynamics at home.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part III: Adolescence (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Analyze the development of Alex, the 14-year-old high school freshman in this family. Write 2–3 pages addressing the following topics:

    · Analyze three (3) ways in which Alex’s physical changes impact his social relationships including both romantic and peer relationships. Pay special attention to the impact of timing of Alex’s puberty on development.

    · Explain three (3) factors that explain Alex’s current level of academic motivation. More generally, explain the implications of academic motivation for academic success, as well as other aspects of development.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    [Part IV: Middle Adulthood (2–3 pages)](https://tempolearning.brightspace.com/content/enforced/109482-LF002.2/Assessment.html)

    Based on what you have been presented, regarding this family case study, select Jane or Roberto for this part (Part IV) of your paper. Once you select the adult for this part, select one aspect of adulthood (e.g., identity development, vocational development, marital relationships, or parenting) as it relates to who you selected.

    Write 2–3 pages for your Part IV of your paper and complete the following:

    · Describe an aspect of adulthood you selected within the developmental framework of middle adulthood. How does physical, cognitive, social, and emotional development each play into this aspect of adulthood?

    · Explain individuation in terms of that aspect. Include an explanation of three (3) challenges that might influence individuation in this area for the adult you selected.

    Be specific, provide examples, and justify your response with citations from the Resources in your Learning Activities or from your search from the literature and/or the Walden Library.

    **LF002_Rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lf002-rubric-pdf-10216085)

    **2A-Babys_First_Year-191016_Transcript.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2a-babys-first-year-191016-transcript-pdf-10216087)

    **Wentzel_Peer-Relationships_Motivation_Academic_Performance.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wentzel-peer-relationships-motivation-academic-performance-pdf-10216089)

  • [Solved] Trauma-focused Care

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    Can you assist with a homework question? – 2 years ago

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    Can you assist with a homework question?

    – 2 years ago

  • [Solved] CT #3

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    These assignment will cover the reading material for that week. **The assignment will be two full pages, single-spaced, 12-point font, 1” margins, no heading.** I only want your name at the top and nothing else; again, two FULL pages, which will be between **1300-1400 words in length.** There is no …

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    These assignment will cover the reading material for that week. **The assignment will be two full pages, single-spaced, 12-point font, 1” margins, no heading.** I only want your name at the top and nothing else; again, two FULL pages, which will be between **1300-1400 words in length.**

    There is no prompt. These assignment will include your thoughts on the assigned reading; there is no prompt. It is expected that the assignment will be well edited, thoughtful, and written in true assignment format. Points will be deducted for short assignment, poor grammar, bullet points, and the like. The assignment will be checked with turnitin.com, so do not collaborate with others. Quotes from the book can be used but should not be the majority of your assignment and should be marked as quotations so as not to plagiarize. The assignment should not show more than 10% match with other sources in Turnitin.com.  If so, points will be deducted.

    **These assignment can include:** personal stories of experiences you have had related to this section, information from the research you found in the books that sheds more light on the topic, questions/arguments about the reading you want to bring to light, thoughts on applications of the material to your own life, etc. This is your time to show you thorough read the material and understand it.

    **DO NOT use Grammarly, ChatGPT, SpinBot or any outside software to help write these assignment or a 0 will be given.

    – [\
    \
    ch06.PPTX](https://www.sweetstudy.com/files/ch06-pptx-10217115 "ch06.PPTX")
    – [\
    \
    ch08.PPTX](https://www.sweetstudy.com/files/ch08-pptx-10217117 "ch08.PPTX")
    – [\
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    ch07.pptx](https://www.sweetstudy.com/files/ch07-pptx-10217119 "ch07.pptx")

    – 2 years ago

  • [Solved] personal statement

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    I need to perfect my personal statement. A rough draft is attached – 2 years ago **files (1)** – ## roughdrafthoward.docx **## roughdrafthoward.docx** **Instructions** MSW Program Application Essay Guidelines The application essay provides faculty with insight and understanding of you, your interest…

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    I need to perfect my personal statement. A rough draft is attached

    – 2 years ago

    **files (1)**

    – ## roughdrafthoward.docx

    **## roughdrafthoward.docx**

    **Instructions**

    MSW Program Application Essay Guidelines
    The application essay provides faculty with insight and understanding of you, your interests, and goals. Please respond to EACH of the following questions using APA 7 format as you develop your essay in no more than 9 pages double spaced.

    1 Discuss what you consider the most important social justice issue(s) today. What sparked your interest in this issue? What is the role of a social worker within the social justice movement?

    2 Discuss your long-term career path in the social work profession. What level of licensure does your state require? How will your interests and career goals be met at the Howard University School of Social Work?

    3 The MSW program requires onsite agency-based education in a social work setting and showing up (in-person or online) for your course. Your onsite agency-based education site will expect your commitment to your agreed upon hours. Discuss your strategies to manage life/work/school balance.

    4 Social Workers are guided by the National Association of Social Work Code of Ethics; what does ethical conduct mean to you in the classroom, at an agency, and as a professional?

    5 There are many technological applications like GroupMe, Linkedin, and AI programs; what are the pros and cons of using such applications as a student? A professional?

    6 Which experiences (employment, community service, social, educational) have significantly influenced your interest in social work?

    **Rough Draft**

    My aspiration to become a social worker is deeply rooted in my professional experiences and the insights I’ve gained about the challenges faced by vulnerable populations. During my internship at the VA hospital, where I handled patient records, I often engaged with my supervisors about the difficulties veterans encounter upon returning home. Many veterans face issues such as homelessness, mental health struggles, and suicidal ideation. This exposure highlighted the urgent need for effective advocacy and support systems for those who have served our country, inspiring my desire to pursue a Master’s in Social Work to advocate for veterans specifically. One personal connection that drives this ambition is my cousin, an immigrant from Haiti who served six years in the U.S. Army. Despite her hopes for stability through military service, she now struggles to make ends meet, exemplifying the obstacles many veterans grapple with after service.

    Additionally, my current role as a claims adjuster at Progressive has further shaped my understanding of the emotional and psychological challenges individuals face after car accidents. I assist clients in navigating the aftermath of their traumatic experiences, often witnessing their feelings of helplessness and confusion. This experience has solidified my commitment to providing compassionate support and effective resources to help individuals regain a sense of normalcy in their lives. It motivates me to further develop my skills as a social worker, emphasizing the vital role that advocacy plays in transforming the lives of those who encounter significant disruptions.

    Howard University’s MSW program is my first choice because of its commitment to social justice and its Black perspective, which aligns perfectly with my mission to advocate for marginalized communities, particularly within the veteran population. I recognize the systemic barriers that my community and veterans face, and I am dedicated to addressing these challenges head-on. In Florida, where I currently reside, licensure requires 1-2 years of supervised clinical experience and passing the National Social Work Licensing Exam from the Association of Social Work Boards (ASWB). Similarly, I know that Maryland, where I plan to relocate, has equivalent licensure requirements, compelling me to obtain a degree from an accredited program like that offered by Howard University.

    Time management has been crucial in my academic and professional journey. While pursuing my undergraduate degree, I maintained a meticulous schedule that included class times, deadlines, work commitments, and relaxation periods, ensuring I balanced my responsibilities effectively. This strategy will serve me well in Howard University’s online MSW program, enabling me to engage fully with my studies and practice.

    The National Association of Social Workers’ Code of Ethics serves as an essential guideline in my professional conduct, emphasizing integrity, social justice, and respect for every individual’s dignity and worth. I aspire to embody these principles in my practice, being a strong advocate for my clients and promoting equitable treatment for those in need.

    Technology plays an integral role in today’s academic and professional landscapes. While platforms like LinkedIn facilitate networking and provide access to opportunities, I recognize the limitations of relying solely on technology. My professors instilled the importance of mastering foundational processes, encouraging me to engage in traditional networking while also utilizing technology for efficiency. By striking this balance, I aim to foster meaningful connections within the social work field.

    Through these experiences and insights, I am committed to addressing the unique challenges facing both veterans and marginalized communities. With Howard University’s esteemed MSW program, I am determined to translate my aspirations into tangible change, contributing to a more equitable society where all individuals, particularly veterans, have the support they need to succeed.

    **## roughdrafthoward.docx**

    **Instructions**

    MSW Program Application Essay Guidelines
    The application essay provides faculty with insight and understanding of you, your interests, and goals. Please respond to EACH of the following questions using APA 7 format as you develop your essay in no more than 9 pages double spaced.

    1 Discuss what you consider the most important social justice issue(s) today. What sparked your interest in this issue? What is the role of a social worker within the social justice movement?

    2 Discuss your long-term career path in the social work profession. What level of licensure does your state require? How will your interests and career goals be met at the Howard University School of Social Work?

    3 The MSW program requires onsite agency-based education in a social work setting and showing up (in-person or online) for your course. Your onsite agency-based education site will expect your commitment to your agreed upon hours. Discuss your strategies to manage life/work/school balance.

    4 Social Workers are guided by the National Association of Social Work Code of Ethics; what does ethical conduct mean to you in the classroom, at an agency, and as a professional?

    5 There are many technological applications like GroupMe, Linkedin, and AI programs; what are the pros and cons of using such applications as a student? A professional?

    6 Which experiences (employment, community service, social, educational) have significantly influenced your interest in social work?

    **Rough Draft**

    My aspiration to become a social worker is deeply rooted in my professional experiences and the insights I’ve gained about the challenges faced by vulnerable populations. During my internship at the VA hospital, where I handled patient records, I often engaged with my supervisors about the difficulties veterans encounter upon returning home. Many veterans face issues such as homelessness, mental health struggles, and suicidal ideation. This exposure highlighted the urgent need for effective advocacy and support systems for those who have served our country, inspiring my desire to pursue a Master’s in Social Work to advocate for veterans specifically. One personal connection that drives this ambition is my cousin, an immigrant from Haiti who served six years in the U.S. Army. Despite her hopes for stability through military service, she now struggles to make ends meet, exemplifying the obstacles many veterans grapple with after service.

    Additionally, my current role as a claims adjuster at Progressive has further shaped my understanding of the emotional and psychological challenges individuals face after car accidents. I assist clients in navigating the aftermath of their traumatic experiences, often witnessing their feelings of helplessness and confusion. This experience has solidified my commitment to providing compassionate support and effective resources to help individuals regain a sense of normalcy in their lives. It motivates me to further develop my skills as a social worker, emphasizing the vital role that advocacy plays in transforming the lives of those who encounter significant disruptions.

    Howard University’s MSW program is my first choice because of its commitment to social justice and its Black perspective, which aligns perfectly with my mission to advocate for marginalized communities, particularly within the veteran population. I recognize the systemic barriers that my community and veterans face, and I am dedicated to addressing these challenges head-on. In Florida, where I currently reside, licensure requires 1-2 years of supervised clinical experience and passing the National Social Work Licensing Exam from the Association of Social Work Boards (ASWB). Similarly, I know that Maryland, where I plan to relocate, has equivalent licensure requirements, compelling me to obtain a degree from an accredited program like that offered by Howard University.

    Time management has been crucial in my academic and professional journey. While pursuing my undergraduate degree, I maintained a meticulous schedule that included class times, deadlines, work commitments, and relaxation periods, ensuring I balanced my responsibilities effectively. This strategy will serve me well in Howard University’s online MSW program, enabling me to engage fully with my studies and practice.

    The National Association of Social Workers’ Code of Ethics serves as an essential guideline in my professional conduct, emphasizing integrity, social justice, and respect for every individual’s dignity and worth. I aspire to embody these principles in my practice, being a strong advocate for my clients and promoting equitable treatment for those in need.

    Technology plays an integral role in today’s academic and professional landscapes. While platforms like LinkedIn facilitate networking and provide access to opportunities, I recognize the limitations of relying solely on technology. My professors instilled the importance of mastering foundational processes, encouraging me to engage in traditional networking while also utilizing technology for efficiency. By striking this balance, I aim to foster meaningful connections within the social work field.

    Through these experiences and insights, I am committed to addressing the unique challenges facing both veterans and marginalized communities. With Howard University’s esteemed MSW program, I am determined to translate my aspirations into tangible change, contributing to a more equitable society where all individuals, particularly veterans, have the support they need to succeed.

  • [Solved] Discussion Post

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  • [Solved] see below

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    Please follow instructions – 2 years ago **files (2)** – ## Week3_Assignment.pdf – ## Week3_LearningResources_Cross-CulturalPsychology-Spring20252.pdf **## Week3_Assignment.pdf** Due Mar 16 by 10:59pm Points 80 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2 Start Assi…

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    Please follow instructions

    – 2 years ago

    **files (2)**

    – ## Week3_Assignment.pdf

    – ## Week3_LearningResources_Cross-CulturalPsychology-Spring20252.pdf

    **## Week3_Assignment.pdf**

    Due Mar 16 by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
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    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184082

    Motivation is defined as a “condition—usually an internal one—that initiates, activates, or maintains” a
    person’s behavior (Shiraev & Levy, 2021). In other words, it is a reason for doing something or working
    toward a goal. What motivates you? Pause to consider that question as it is key to this Assignment. For
    example, are you driven by the need for security, duty, recognition, self-actualization, or something else?
    Your answer probably depends on the context in life (e.g., school, work, health, family) in question.
    Various motivational theories can be applied in all of these contexts.

    Now consider the influence culture has on shaping motivations within you. Most likely from your life
    experiences, you are already aware that what motivates you may not be the same as what motivates
    someone else, especially someone from a different cultural background. Emphasis placed on individual
    achievement differs among cultures, as does tendency toward collective responsibility, consumerism,
    spontaneity, and other factors related to motivation.

    As you develop your understanding of motivation and view of achievement within cross-cultural
    psychology, you will also continue to work on your scholarly writing skills. Your opinions in this
    Assignment should be supported by evidence from the Learning Resources. Each time you mention an
    idea from a resource, you should provide a citation (e.g., Author, Date) and include the full APA reference
    in your reference list.

    MOTIVATION AND ACHIEVEMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184082](https://waldenu.instructure.com/courses/155407/modules/items/6184082)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184082](https://waldenu.instructure.com/courses/155407/modules/items/6184082)

    Review the assigned Learning Resources.
    Consider your most powerful drives and needs.
    Consider what motivation you possess that are intrinsic and which are extrinsic.
    Think about individualist vs. collectivist achievement, and what success means to you.
    Review the Writing Center resources to understand APA style and the overall expectations of
    scholarly writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for
    this Assignment.

    Write a 2-page paper that addresses the following:

    Analyze and then explain your most powerful drives and needs.
    Building on the first prompt, further explain which of your strongest sources of motivation are intrinsic
    and which are extrinsic. Do you have more of one type or the other, or an overall balanced
    motivational style?
    Discuss your thoughts on individualist vs. collectivist achievement. Which is more appealing to you?
    What does success mean to you?
    Humans bring motivation into every personal and work relationship. Knowing this, how can
    understanding different views of motivation help you at work, with personal relationships, and with
    cross-cultural interactions?

    Support the responses within your assignment with credited evidence from the assigned learning
    resources (including sentence-level citations). Provide a reference list in APA Style for resources you
    used in the assignment.

    Note: Remember you have been working on your scholarly writing skills. Whenever you
    mention something from the course text or other resources in your paper, you must give
    proper credit. Include a citation as this example shows (Powers, 2022) in your writing to

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184085)

    TO PREPARE:

    ASSIGNMENT:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184085](https://waldenu.instructure.com/courses/155407/modules/items/6184085)

    PSYC_2001_Week3_Assignment_Rubric

    show that your information or idea came from a source, and then provide a list of
    references at the end of your paper.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK3Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    15 pts

    15 pts

    15 pts

    Analyze and
    then explain
    your most
    powerful
    drives and
    needs. (15
    points)

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Explain which
    of your
    strongest
    sources of
    motivation are
    intrinsic and
    which are
    extrinsic. Do
    you have more
    of one type or
    the other, or
    an overall
    balanced
    motivational
    style? (15
    points)

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Discuss your
    thoughts on
    individualist
    vs. collectivist
    achievement.
    Which is more
    appealing to

    15 pts
    A
    Response is
    complete and
    accurate;
    contains

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;

    11 pts
    C
    Response is
    somewhat
    complete
    and/or is

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are

    Criteria Ratings Pts

    20 pts

    15 pts

    you? What
    does success
    mean to you?
    (15 points)

    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    How can
    understanding
    different views
    of motivation
    help you at
    work, with
    personal
    relationships,
    and with
    cross-cultural
    interactions?
    (20 points)

    20 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    17 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    15 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Quality of
    Writing (15
    points)

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS). There
    is a
    preponderance
    of original

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information

    11 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains many
    MUGS errors.
    There is an
    overuse of
    direct
    quotations
    and/or

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and

    Total Points: 80

    Criteria Ratings Pts

    writing (i.e.,use
    of own words
    and proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    from the
    Learning
    Resources is
    properly mostly
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and/or does
    not follow
    correct APA
    style.

    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and/or does
    not follow
    correct APA
    style.

    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    **## Week3_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Emotion Across Cultures

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 6, “Emotion” (pp. 226–270)

    Chapter 7, “Motivation and Behavior” (pp. 271–312)

    Matsumoto, D. (1990). Cultural similarities and differences in display rules
    (https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)
    (https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)
    . Motivation and Emotion, 14(3), 195–214. https://doi.org/10.1007/BF00995569

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Undergraduate writing: Assignment resources
    (https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments) .
    https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    Galef, J. (2016, June). Julia Galef: Why you think you’re right – even if you’re
    wrong [Video]
    (https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/trans
    cript?language=en) .
    https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/tra

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    nscript?language=en
    Note: This media program is approximately 11 minutes.

    Optional Resources

    Holt, M. (2016). Culture awareness in the workplace
    (http://smallbusiness.chron.com/culture-awareness-workplace-737.html) . Chron.
    http://smallbusiness.chron.com/culture-awareness-workplace-737.html

    Passport to Trade 2.0. (2014). Cultural differences in business
    (http://businessculture.org/business-culture/cultural-differences-in-business/) .
    http://businessculture.org/business-culture/cultural-differences-in-business/

    Gross, J. (2015). What motivates us at work? More than money [Video]
    (http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/) . TED.
    http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/

    Swazey, K. (2013, October). Kelli Swazey: Life that doesn’t end with death [Video]
    (https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en) .
    https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    **## Week3_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Emotion Across Cultures

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 6, “Emotion” (pp. 226–270)

    Chapter 7, “Motivation and Behavior” (pp. 271–312)

    Matsumoto, D. (1990). Cultural similarities and differences in display rules
    (https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)
    (https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)
    . Motivation and Emotion, 14(3), 195–214. https://doi.org/10.1007/BF00995569

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Undergraduate writing: Assignment resources
    (https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments) .
    https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    Galef, J. (2016, June). Julia Galef: Why you think you’re right – even if you’re
    wrong [Video]
    (https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/trans
    cript?language=en) .
    https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/tra

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    nscript?language=en
    Note: This media program is approximately 11 minutes.

    Optional Resources

    Holt, M. (2016). Culture awareness in the workplace
    (http://smallbusiness.chron.com/culture-awareness-workplace-737.html) . Chron.
    http://smallbusiness.chron.com/culture-awareness-workplace-737.html

    Passport to Trade 2.0. (2014). Cultural differences in business
    (http://businessculture.org/business-culture/cultural-differences-in-business/) .
    http://businessculture.org/business-culture/cultural-differences-in-business/

    Gross, J. (2015). What motivates us at work? More than money [Video]
    (http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/) . TED.
    http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/

    Swazey, K. (2013, October). Kelli Swazey: Life that doesn’t end with death [Video]
    (https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en) .
    https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    **## Week3_Assignment.pdf**

    Due Mar 16 by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184082

    Motivation is defined as a “condition—usually an internal one—that initiates, activates, or maintains” a
    person’s behavior (Shiraev & Levy, 2021). In other words, it is a reason for doing something or working
    toward a goal. What motivates you? Pause to consider that question as it is key to this Assignment. For
    example, are you driven by the need for security, duty, recognition, self-actualization, or something else?
    Your answer probably depends on the context in life (e.g., school, work, health, family) in question.
    Various motivational theories can be applied in all of these contexts.

    Now consider the influence culture has on shaping motivations within you. Most likely from your life
    experiences, you are already aware that what motivates you may not be the same as what motivates
    someone else, especially someone from a different cultural background. Emphasis placed on individual
    achievement differs among cultures, as does tendency toward collective responsibility, consumerism,
    spontaneity, and other factors related to motivation.

    As you develop your understanding of motivation and view of achievement within cross-cultural
    psychology, you will also continue to work on your scholarly writing skills. Your opinions in this
    Assignment should be supported by evidence from the Learning Resources. Each time you mention an
    idea from a resource, you should provide a citation (e.g., Author, Date) and include the full APA reference
    in your reference list.

    MOTIVATION AND ACHIEVEMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184082](https://waldenu.instructure.com/courses/155407/modules/items/6184082)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184082](https://waldenu.instructure.com/courses/155407/modules/items/6184082)

    Review the assigned Learning Resources.
    Consider your most powerful drives and needs.
    Consider what motivation you possess that are intrinsic and which are extrinsic.
    Think about individualist vs. collectivist achievement, and what success means to you.
    Review the Writing Center resources to understand APA style and the overall expectations of
    scholarly writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for
    this Assignment.

    Write a 2-page paper that addresses the following:

    Analyze and then explain your most powerful drives and needs.
    Building on the first prompt, further explain which of your strongest sources of motivation are intrinsic
    and which are extrinsic. Do you have more of one type or the other, or an overall balanced
    motivational style?
    Discuss your thoughts on individualist vs. collectivist achievement. Which is more appealing to you?
    What does success mean to you?
    Humans bring motivation into every personal and work relationship. Knowing this, how can
    understanding different views of motivation help you at work, with personal relationships, and with
    cross-cultural interactions?

    Support the responses within your assignment with credited evidence from the assigned learning
    resources (including sentence-level citations). Provide a reference list in APA Style for resources you
    used in the assignment.

    Note: Remember you have been working on your scholarly writing skills. Whenever you
    mention something from the course text or other resources in your paper, you must give
    proper credit. Include a citation as this example shows (Powers, 2022) in your writing to

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184085)

    TO PREPARE:

    ASSIGNMENT:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184085](https://waldenu.instructure.com/courses/155407/modules/items/6184085)

    PSYC_2001_Week3_Assignment_Rubric

    show that your information or idea came from a source, and then provide a list of
    references at the end of your paper.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK3Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    15 pts

    15 pts

    15 pts

    Analyze and
    then explain
    your most
    powerful
    drives and
    needs. (15
    points)

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Explain which
    of your
    strongest
    sources of
    motivation are
    intrinsic and
    which are
    extrinsic. Do
    you have more
    of one type or
    the other, or
    an overall
    balanced
    motivational
    style? (15
    points)

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Discuss your
    thoughts on
    individualist
    vs. collectivist
    achievement.
    Which is more
    appealing to

    15 pts
    A
    Response is
    complete and
    accurate;
    contains

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;

    11 pts
    C
    Response is
    somewhat
    complete
    and/or is

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are

    Criteria Ratings Pts

    20 pts

    15 pts

    you? What
    does success
    mean to you?
    (15 points)

    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    How can
    understanding
    different views
    of motivation
    help you at
    work, with
    personal
    relationships,
    and with
    cross-cultural
    interactions?
    (20 points)

    20 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    17 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    15 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Quality of
    Writing (15
    points)

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS). There
    is a
    preponderance
    of original

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information

    11 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains many
    MUGS errors.
    There is an
    overuse of
    direct
    quotations
    and/or

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and

    Total Points: 80

    Criteria Ratings Pts

    writing (i.e.,use
    of own words
    and proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    from the
    Learning
    Resources is
    properly mostly
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and/or does
    not follow
    correct APA
    style.

    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and/or does
    not follow
    correct APA
    style.

    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    **## Week3_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Emotion Across Cultures

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 6, “Emotion” (pp. 226–270)

    Chapter 7, “Motivation and Behavior” (pp. 271–312)

    Matsumoto, D. (1990). Cultural similarities and differences in display rules
    (https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)
    (https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)
    . Motivation and Emotion, 14(3), 195–214. https://doi.org/10.1007/BF00995569

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Undergraduate writing: Assignment resources
    (https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments) .
    https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    Galef, J. (2016, June). Julia Galef: Why you think you’re right – even if you’re
    wrong [Video]
    (https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/trans
    cript?language=en) .
    https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/tra

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    nscript?language=en
    Note: This media program is approximately 11 minutes.

    Optional Resources

    Holt, M. (2016). Culture awareness in the workplace
    (http://smallbusiness.chron.com/culture-awareness-workplace-737.html) . Chron.
    http://smallbusiness.chron.com/culture-awareness-workplace-737.html

    Passport to Trade 2.0. (2014). Cultural differences in business
    (http://businessculture.org/business-culture/cultural-differences-in-business/) .
    http://businessculture.org/business-culture/cultural-differences-in-business/

    Gross, J. (2015). What motivates us at work? More than money [Video]
    (http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/) . TED.
    http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/

    Swazey, K. (2013, October). Kelli Swazey: Life that doesn’t end with death [Video]
    (https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en) .
    https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    **## Week3_Assignment.pdf**

    Due Mar 16 by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184082

    Motivation is defined as a “condition—usually an internal one—that initiates, activates, or maintains” a
    person’s behavior (Shiraev & Levy, 2021). In other words, it is a reason for doing something or working
    toward a goal. What motivates you? Pause to consider that question as it is key to this Assignment. For
    example, are you driven by the need for security, duty, recognition, self-actualization, or something else?
    Your answer probably depends on the context in life (e.g., school, work, health, family) in question.
    Various motivational theories can be applied in all of these contexts.

    Now consider the influence culture has on shaping motivations within you. Most likely from your life
    experiences, you are already aware that what motivates you may not be the same as what motivates
    someone else, especially someone from a different cultural background. Emphasis placed on individual
    achievement differs among cultures, as does tendency toward collective responsibility, consumerism,
    spontaneity, and other factors related to motivation.

    As you develop your understanding of motivation and view of achievement within cross-cultural
    psychology, you will also continue to work on your scholarly writing skills. Your opinions in this
    Assignment should be supported by evidence from the Learning Resources. Each time you mention an
    idea from a resource, you should provide a citation (e.g., Author, Date) and include the full APA reference
    in your reference list.

    MOTIVATION AND ACHIEVEMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184082](https://waldenu.instructure.com/courses/155407/modules/items/6184082)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184082](https://waldenu.instructure.com/courses/155407/modules/items/6184082)

    Review the assigned Learning Resources.
    Consider your most powerful drives and needs.
    Consider what motivation you possess that are intrinsic and which are extrinsic.
    Think about individualist vs. collectivist achievement, and what success means to you.
    Review the Writing Center resources to understand APA style and the overall expectations of
    scholarly writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for
    this Assignment.

    Write a 2-page paper that addresses the following:

    Analyze and then explain your most powerful drives and needs.
    Building on the first prompt, further explain which of your strongest sources of motivation are intrinsic
    and which are extrinsic. Do you have more of one type or the other, or an overall balanced
    motivational style?
    Discuss your thoughts on individualist vs. collectivist achievement. Which is more appealing to you?
    What does success mean to you?
    Humans bring motivation into every personal and work relationship. Knowing this, how can
    understanding different views of motivation help you at work, with personal relationships, and with
    cross-cultural interactions?

    Support the responses within your assignment with credited evidence from the assigned learning
    resources (including sentence-level citations). Provide a reference list in APA Style for resources you
    used in the assignment.

    Note: Remember you have been working on your scholarly writing skills. Whenever you
    mention something from the course text or other resources in your paper, you must give
    proper credit. Include a citation as this example shows (Powers, 2022) in your writing to

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184085)

    TO PREPARE:

    ASSIGNMENT:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184085](https://waldenu.instructure.com/courses/155407/modules/items/6184085)

    PSYC_2001_Week3_Assignment_Rubric

    show that your information or idea came from a source, and then provide a list of
    references at the end of your paper.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK3Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    15 pts

    15 pts

    15 pts

    Analyze and
    then explain
    your most
    powerful
    drives and
    needs. (15
    points)

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Explain which
    of your
    strongest
    sources of
    motivation are
    intrinsic and
    which are
    extrinsic. Do
    you have more
    of one type or
    the other, or
    an overall
    balanced
    motivational
    style? (15
    points)

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    12 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Discuss your
    thoughts on
    individualist
    vs. collectivist
    achievement.
    Which is more
    appealing to

    15 pts
    A
    Response is
    complete and
    accurate;
    contains

    12 pts
    B
    Response is
    complete and
    mostly
    accurate;

    11 pts
    C
    Response is
    somewhat
    complete
    and/or is

    9 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are

    Criteria Ratings Pts

    20 pts

    15 pts

    you? What
    does success
    mean to you?
    (15 points)

    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    How can
    understanding
    different views
    of motivation
    help you at
    work, with
    personal
    relationships,
    and with
    cross-cultural
    interactions?
    (20 points)

    20 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    17 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains some
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence from
    the Learning
    Resources.

    15 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does not
    contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence from
    the Learning
    Resources.

    Quality of
    Writing (15
    points)

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS). There
    is a
    preponderance
    of original

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information

    11 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains many
    MUGS errors.
    There is an
    overuse of
    direct
    quotations
    and/or

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and

    Total Points: 80

    Criteria Ratings Pts

    writing (i.e.,use
    of own words
    and proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    from the
    Learning
    Resources is
    properly mostly
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and/or does
    not follow
    correct APA
    style.

    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with citation(s)
    and/or
    reference(s),
    and/or does
    not follow
    correct APA
    style.

    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    **## Week3_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Emotion Across Cultures

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 6, “Emotion” (pp. 226–270)

    Chapter 7, “Motivation and Behavior” (pp. 271–312)

    Matsumoto, D. (1990). Cultural similarities and differences in display rules
    (https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)
    (https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)
    . Motivation and Emotion, 14(3), 195–214. https://doi.org/10.1007/BF00995569

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Undergraduate writing: Assignment resources
    (https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments) .
    https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    Galef, J. (2016, June). Julia Galef: Why you think you’re right – even if you’re
    wrong [Video]
    (https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/trans
    cript?language=en) .
    https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/tra

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1](https://waldenu.instructure.com/courses/155407/files/12372808?wrap=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1](https://waldenu.instructure.com/courses/155407/files/12372808/download?download_frd=1)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments](https://academicguides.waldenu.edu/writingcenter/undergraduate/assignments)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    [https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en](https://www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong/transcript?language=en)

    nscript?language=en
    Note: This media program is approximately 11 minutes.

    Optional Resources

    Holt, M. (2016). Culture awareness in the workplace
    (http://smallbusiness.chron.com/culture-awareness-workplace-737.html) . Chron.
    http://smallbusiness.chron.com/culture-awareness-workplace-737.html

    Passport to Trade 2.0. (2014). Cultural differences in business
    (http://businessculture.org/business-culture/cultural-differences-in-business/) .
    http://businessculture.org/business-culture/cultural-differences-in-business/

    Gross, J. (2015). What motivates us at work? More than money [Video]
    (http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/) . TED.
    http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/

    Swazey, K. (2013, October). Kelli Swazey: Life that doesn’t end with death [Video]
    (https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en) .
    https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?
    language=en

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://smallbusiness.chron.com/culture-awareness-workplace-737.html](http://smallbusiness.chron.com/culture-awareness-workplace-737.html)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://businessculture.org/business-culture/cultural-differences-in-business/](http://businessculture.org/business-culture/cultural-differences-in-business/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/](http://ideas.ted.com/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

    [https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en](https://www.ted.com/talks/kelli_swazey_life_that_doesn_t_end_with_death/transcript?language=en)

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