My Blog

Tag: Homework Solution

  • [Solved] Nursing Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Nursing Assignment.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Randomized Trials in Epidemiology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## WK4Discussion8310.docx – ## WK4Discussion8310.docx **## WK4Discussion8310.docx** Randomized Trials in Epidemiology ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-tria…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## WK4Discussion8310.docx

    – ## WK4Discussion8310.docx

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

    **## WK4Discussion8310.docx**

    Randomized Trials in Epidemiology

    ![A blue glove and a white pad with yellow and blue circles AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/randomized-trials-in-epidemiology-20892395)

    Imagine that researchers are conducting a randomized controlled trial of a high-fiber supplement as a preventive measure in persons at increased risk of type 2 diabetes. People enrolled in the study are disease free at the time they agree to participate in the trial, but they all have a family history of type 2 diabetes and are considered at high risk (80%) to develop the disease during their lifetime. The 10,000 participants who start the trial are healthy individuals who are randomly allocated to receive either high-fiber supplements or placebo for several years. As you can imagine, this study will be quite expensive and will require a large infrastructure of personnel and materials to carry it out successfully.

    Because type 2 diabetes has reached epidemic proportions in the United States, the potential benefits of this research are important at a population level. Unfortunately, high-fiber supplements have also been shown in a few studies to be associated with gastrointestinal blockage (which can be life-threatening) and reduced nutrient absorption, which may lead to anemia, osteoporosis, and other debilitating chronic diseases. The supplements may also reduce absorption of certain medications and cause gastrointestinal distress. The potential side effects of continuous high-fiber supplementation are only partially understood, and long-term effects are unknown.

    For this Discussion, you are asked to identify an example of an experimental study design in the literature and consider the ethical implications of the randomized controlled trial design.

    Resources

    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/161210/modules/items/6261004)

    **To prepare:**

    · Search databases in the Walden Library and locate a peer-reviewed article from the last 5 years that uses a randomized controlled trial study design. The subject of the study may be any topic professionally relevant or interesting to your practice. You may not select an article already posted by one of your colleagues for this Discussion. (
    **Tip:** When searching, you may use “randomized trial” as one of your search phrases.)

    · Critically analyze the following aspects of the research study:

    · Purpose

    · Study population

    · Length of the trial

    · Data collection methods

    · Outcome measures

    · Results and conclusions

    · Ethical issues associated with the study

    · Ask yourself: How did this research study benefit from its experimental design? What was achieved by randomization that might not otherwise have been achieved?

    **By Day 3 of Week 4**

    **Post** a cohesive scholarly response that addresses the following:

    · Summarize the research study addressing the aspects bulleted above.

    · Identify and discuss the ethical issues associated with this study.

    · Be sure to include a link to the article in your post.

    ## image1.jpeg

  • [Solved] Research Methods

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Notes:** **TEXTBOOK(S) AND REQUIRED MATERIALS**: Title: Introduction to Research Methods: A Hands-On Approach Author: Pajo, Bora Publisher: SAGE Vantage Year Published: 2023 Edition: 2nd ISBN: 19781544391724 (electronic) 9781544391700 **APA Requirement** **APA (American Psychological Association) …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Notes:**

    **TEXTBOOK(S) AND REQUIRED MATERIALS**:

    Title: Introduction to Research Methods: A Hands-On Approach

    Author: Pajo, Bora Publisher: SAGE Vantage

    Year Published: 2023 Edition: 2nd

    ISBN: 19781544391724 (electronic) 9781544391700

    **APA Requirement**

    **APA (American Psychological Association) style is most commonly used to cite sources within the social**

    **sciences. This resource, revised according to the 7th edition, research papers, in-text citations, endnotes/footnotes, and the reference page.**

    **Q.1** In research, the role of researchers' biases cannot be overstated. Researchers are human, and their inherent biases can significantly influence the outcomes of their studies. This discussion will focus on various types of biases that researchers can exhibit, as outlined in the provided information.

    **Objectivity vs. Subjective Thinking**: How do you think researchers can maintain objectivity in their work while being aware of their subjective experiences and emotions? Can subjectivity ever be entirely eliminated from research, or does it have a place in certain types of studies?

    **In your response**, explain the concepts based on the assigned text readings. Explain it to demonstrate an integration of the information within your professional interests. Your response should be detailed and demonstrate a graduate level of understanding.

    – 2 years ago

  • [Solved] Week_3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago **files (4)** – ## 3.2Discussion.CapstoneProjectImplementation.docx – ## 3.3Assignment.ComprehensiveReportIntroduction.docx – ## 3.3Assignment.Final_Compreh_ensiveReport.docx – ## 3.1Discussion…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

    **files (4)**

    – ## 3.2Discussion.CapstoneProjectImplementation.docx

    – ## 3.3Assignment.ComprehensiveReportIntroduction.docx

    – ## 3.3Assignment.Final_Compreh_ensiveReport.docx

    – ## 3.1Discussion.FacingFear.docx

    **## 3.2Discussion.CapstoneProjectImplementation.docx**

    3.2 Discussion: Capstone Project Implementation

    **Getting Started**

    You are in the midst of your Capstone Project implementation. Stay focused, enjoy the process, anticipate roadblocks, share your successes and failures, and support and pray for one another through the next few weeks.

    **Upon successful completion of this discussion, you will be able to:**

    · Implement creative projects for the benefit of self and others.

    **Background Information**

    You are well on your way to implementing your project. In this assignment, you will continue to put your plans into action and share with your peers how everything is going.

    **Instructions**

    1. Continue implementation of your project.

    2. Write 3-4 paragraphs that share the details of your week with others in the class by the fourth day of the workshop.

    a. Update the rest of the class about your current process and what you are going through.

    b. Share any roadblocks or highlights relevant to where you are as you are taking action to complete your Capstone Project.

    **## 3.3Assignment.ComprehensiveReportIntroduction.docx**

    3.3 Assignment: Comprehensive Report Introduction

    **Getting Started**

    By the end of this course, you will submit what is referred to as a
    **Comprehensive Report**. Think of this report as a complete recap of your entire program and major projects, including your TED-Style Talk and Capstone Project. You want to write it in such a way that someone who has no knowledge of your program/projects would be able to read it and understand exactly what you did, why you did it, how you implemented your projects, the reactions others had to your projects, your personal reaction to implementing the projects, and your recommendations for future changes or revisions. Don’t assume your reader knows anything about your program/projects. This approach will help you develop the clearest report possible.

    **Upon successful completion of this assignment, you will be able to:**

    · Write a comprehensive report summarizing the key lessons learned in the MA in Psychology Program and the results of the major projects.

    **Background Information**

    Your final report, which is due in Workshop Six, will provide a review and summary of your program and major projects and will be approximately 10-12 pages in length.  For this assignment, you will begin to fill in sections of the report.

    As you formulate your paper, be mindful of the following guidelines:

    · Insert headings in your
    **Comprehensive Report** for each of the sections listed in the instructions. Don’t copy and paste the instructions.  You’ll need to summarize the information in two or three-word headings.

    · Make sure that the
    **Comprehensive Report** reflects the content of your entire program and projects and not just select portions of them.

    · Your writing should be clear and original. Do not simply cut and paste whole sections of previously written material into your comprehensive report. Instead, paraphrase information from other sources you may have written during the course. You can refer to previous journals and papers from the program and this course, but make sure this report flows as a stand-alone paper separate from any other previous work that you’ve done.

    This is the document that you could show a potential employer if he or she wanted to learn about your MA in Psychology and major projects. The document should be professional in style, tone, and content.

    **Instructions**

    1. Begin to assemble relevant materials for your program and projects into a Comprehensive Report utilizing the outline provided below. While you will only work on sections 1 and 2 of the report for this assignment, you will need to complete the entire report for Workshop 6.

    2. Open the
    [Comprehensive Report Outline\
    _(Word document)_](https://brightspace.indwes.edu/content/enforced/262083-4SP2025PSY-590-01C/Files/Final_Compreh_ensive%20Report_1.docx?isCourseFile=true&ou=262083) and review the entire document.

    3. Complete your responses to sections
    **1. Opening Statement** and
    **2. Reflective Summary** in a Word document.  This first part of your Comprehensive Report will only be three to four pages, but the final report will be 10-12 pages long.

    4. Include title and reference pages, use correct APA formatting, double-space, and use a 12-point Times New Roman font.

    5. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the Assignment link by the end of the workshop.

    **## 3.3Assignment.Final_Compreh_ensiveReport.docx**

    | | | |
    | — | — | — |
    | | | |

    **Comprehensive Report**

    Use the following as an outline. Your paper needs to be written in a scholarly format according to APA guidelines, with a title page, an introduction, clear, brief section headings (but not copied and pasted sentences from this outline), a conclusion and a reference page for sources you are citing.

    Your writing should be clear and original. Do not simply cut and paste whole sections of previously written material into your comprehensive report. Instead, paraphrase information from other sources you may have written during the course. You can refer to previous journals and papers from the program and this course, but make sure this report flows as a stand-alone paper separate from any other previous work that you’ve done.

    **Report Sections:**

    1. An opening statement about your personal and professional background and what led you to the point of starting the MA in Psychology program. (1 page)

    2. Reflective Summary (2 pages)

    a) Identify key lessons learned while in the program.

    b) Summarize what the Good Life means to you.

    c) How do you hope to continue to apply the personal, positive psychology and spiritual formation principles from this course in your own life moving forward?

    3. TED-Style Talk (2 pages)

    a) Summarize your TED-Style Talk content.

    b) Reflect on the experience of creating the talk.

    c) Discuss the feedback you received from others and what you need to do to improve it for final production.

    d) How might you use the TED-style talk in the future (e.g. to promote your business as a Life Coach or I/O consultant, refine it further for submission to a TED or TEDx conference, turn it into an article or book, etc…)

    4. Capstone Creative Project (3 pages)

    a) Provide a summary of your Capstone Creative project; introduce and explain the purpose of your project.

    b) Write about the history of the project; what did you originally think about doing in the foundation courses and how did it evolve?

    c) Identify key results, findings, and lessons learned.

    d) Evaluate the success of the project. Write about the pros and cons of implementation.

    e) Recommend next steps for moving forward with your project; what would you like to do with your project in the future?

    5. Odyssey Plans (1-2 pages)

    a) Refer to your Odyssey Plan from PSY-520. Pick one of the three options/plans you created and write about your life and/or career trajectory for the next five years.

    b) Identify obstacles that might come up and how you might handle them.

    c) If everything goes according to plan, even anticipating the obstacles and challenges, where would you like to be in five years?

    6. Conclusion (1 page)

    a) Write a concluding section about your experience in the program.

    7. Reference page

    | | | |
    | — | — | — |
    | | | |

    **## 3.1Discussion.FacingFear.docx**

    3.1 Discussion: Facing Fear

    **Getting Started**

    In this workshop devotional, you will reflect on another segment of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. You will always face obstacles, setbacks, and fears in any worthy venture or cause. No doubt that you have already experienced some of these dynamics as you have implemented your Capstone Project and your TED-Style Talk.  In this week’s devotional, you will witness what I went through at one of the lowest points in my ‘12 Month’ project journey as I faced fears of rejection.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    "The Lord himself goes before you and will be with you; he will never leave you nor forsake you. Do not be afraid; do not be discouraged" (
    _New International Version_, 1978/2011,
    [Deuteronomy 31:8\
    _(new tab)_](https://www.biblegateway.com/passage/?search=deuteronomy+31%3A8&version=NIV)).

    "But now, this is what the Lord says—
        he who created you, Jacob,
        he who formed you, Israel:
    'Do not fear, for I have redeemed you;
        I have summoned you by name; you are mine'" (
    _New International Version_, 1978/2011,
    [Isaiah 43:1\
    _(new tab)_](https://www.biblegateway.com/passage/?search=isaiah+43%3A1&version=NIV)).

    "There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love" (
    _New International Version_, 1978/2011,
    [1 John 4:18\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+John+4%3A18&version=NIV)).

    These are just a few of the verses and references to fear in the Scriptures. There are many more passages in the Bible that encourage and command us to not fear. But, regardless of these admonitions, I still find myself in situations where I am fearful when I probably don’t need to be. And science, and common sense, tells us that some fear is good.  Fear can protect, warn, and even guide us to better decisions. However, there are moments and situations when we need not run or freeze in fear; we know that we can rely on God to see us through, when there is work to be done for Christ and His Kingdom when we need to fight for good in this world, to realize a dream or desire that He has given us, or to share the good news and hope of the gospel.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will watch me as I try to face down fears of pitching ideas to publishers at the national publication called Outside Magazine in Santa Fe, NM.  As you watch, you will also be challenged to consider your own approach to fear and how to face down the fear of implementing your key projects in this workshop.

    **Instructions**

    1.
    **Take brief notes as you watch YOUTUBE and listen to this segment from Seg 5 (Start at 13:34 and Stop at 33.32)**
    **_Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:**

    2. Reflect on the verses and the above clip as you consider areas in your own life that you have been afraid to face, including the Capstone project and TED talk.

    3. Write down anything that comes to mind.

    4. Formulate your reflections and thoughts into a discussion post that includes the following in three paragraphs (250 words).

    a. Summarize key points from the documentary.

    b. Consider Deuteronomy, Isaiah, and 1 John as you respond to these questions:

    2. How has fear influenced your life and decisions for good or perhaps hindered you from accomplishing what you wanted?

    2. What can you learn from Jesus’ example and what he did in the face of fear?

    c. Describe how you have overcome or tried to face down fears in the past and what you are doing now to advance your projects in light of any fears or obstacles.

    5. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

    **## 3.1Discussion.FacingFear.docx**

    3.1 Discussion: Facing Fear

    **Getting Started**

    In this workshop devotional, you will reflect on another segment of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. You will always face obstacles, setbacks, and fears in any worthy venture or cause. No doubt that you have already experienced some of these dynamics as you have implemented your Capstone Project and your TED-Style Talk.  In this week’s devotional, you will witness what I went through at one of the lowest points in my ‘12 Month’ project journey as I faced fears of rejection.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    "The Lord himself goes before you and will be with you; he will never leave you nor forsake you. Do not be afraid; do not be discouraged" (
    _New International Version_, 1978/2011,
    [Deuteronomy 31:8\
    _(new tab)_](https://www.biblegateway.com/passage/?search=deuteronomy+31%3A8&version=NIV)).

    "But now, this is what the Lord says—
        he who created you, Jacob,
        he who formed you, Israel:
    'Do not fear, for I have redeemed you;
        I have summoned you by name; you are mine'" (
    _New International Version_, 1978/2011,
    [Isaiah 43:1\
    _(new tab)_](https://www.biblegateway.com/passage/?search=isaiah+43%3A1&version=NIV)).

    "There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love" (
    _New International Version_, 1978/2011,
    [1 John 4:18\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+John+4%3A18&version=NIV)).

    These are just a few of the verses and references to fear in the Scriptures. There are many more passages in the Bible that encourage and command us to not fear. But, regardless of these admonitions, I still find myself in situations where I am fearful when I probably don’t need to be. And science, and common sense, tells us that some fear is good.  Fear can protect, warn, and even guide us to better decisions. However, there are moments and situations when we need not run or freeze in fear; we know that we can rely on God to see us through, when there is work to be done for Christ and His Kingdom when we need to fight for good in this world, to realize a dream or desire that He has given us, or to share the good news and hope of the gospel.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will watch me as I try to face down fears of pitching ideas to publishers at the national publication called Outside Magazine in Santa Fe, NM.  As you watch, you will also be challenged to consider your own approach to fear and how to face down the fear of implementing your key projects in this workshop.

    **Instructions**

    1.
    **Take brief notes as you watch YOUTUBE and listen to this segment from Seg 5 (Start at 13:34 and Stop at 33.32)**
    **_Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:**

    2. Reflect on the verses and the above clip as you consider areas in your own life that you have been afraid to face, including the Capstone project and TED talk.

    3. Write down anything that comes to mind.

    4. Formulate your reflections and thoughts into a discussion post that includes the following in three paragraphs (250 words).

    a. Summarize key points from the documentary.

    b. Consider Deuteronomy, Isaiah, and 1 John as you respond to these questions:

    2. How has fear influenced your life and decisions for good or perhaps hindered you from accomplishing what you wanted?

    2. What can you learn from Jesus’ example and what he did in the face of fear?

    c. Describe how you have overcome or tried to face down fears in the past and what you are doing now to advance your projects in light of any fears or obstacles.

    5. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

    **## 3.2Discussion.CapstoneProjectImplementation.docx**

    3.2 Discussion: Capstone Project Implementation

    **Getting Started**

    You are in the midst of your Capstone Project implementation. Stay focused, enjoy the process, anticipate roadblocks, share your successes and failures, and support and pray for one another through the next few weeks.

    **Upon successful completion of this discussion, you will be able to:**

    · Implement creative projects for the benefit of self and others.

    **Background Information**

    You are well on your way to implementing your project. In this assignment, you will continue to put your plans into action and share with your peers how everything is going.

    **Instructions**

    1. Continue implementation of your project.

    2. Write 3-4 paragraphs that share the details of your week with others in the class by the fourth day of the workshop.

    a. Update the rest of the class about your current process and what you are going through.

    b. Share any roadblocks or highlights relevant to where you are as you are taking action to complete your Capstone Project.

    **## 3.3Assignment.ComprehensiveReportIntroduction.docx**

    3.3 Assignment: Comprehensive Report Introduction

    **Getting Started**

    By the end of this course, you will submit what is referred to as a
    **Comprehensive Report**. Think of this report as a complete recap of your entire program and major projects, including your TED-Style Talk and Capstone Project. You want to write it in such a way that someone who has no knowledge of your program/projects would be able to read it and understand exactly what you did, why you did it, how you implemented your projects, the reactions others had to your projects, your personal reaction to implementing the projects, and your recommendations for future changes or revisions. Don’t assume your reader knows anything about your program/projects. This approach will help you develop the clearest report possible.

    **Upon successful completion of this assignment, you will be able to:**

    · Write a comprehensive report summarizing the key lessons learned in the MA in Psychology Program and the results of the major projects.

    **Background Information**

    Your final report, which is due in Workshop Six, will provide a review and summary of your program and major projects and will be approximately 10-12 pages in length.  For this assignment, you will begin to fill in sections of the report.

    As you formulate your paper, be mindful of the following guidelines:

    · Insert headings in your
    **Comprehensive Report** for each of the sections listed in the instructions. Don’t copy and paste the instructions.  You’ll need to summarize the information in two or three-word headings.

    · Make sure that the
    **Comprehensive Report** reflects the content of your entire program and projects and not just select portions of them.

    · Your writing should be clear and original. Do not simply cut and paste whole sections of previously written material into your comprehensive report. Instead, paraphrase information from other sources you may have written during the course. You can refer to previous journals and papers from the program and this course, but make sure this report flows as a stand-alone paper separate from any other previous work that you’ve done.

    This is the document that you could show a potential employer if he or she wanted to learn about your MA in Psychology and major projects. The document should be professional in style, tone, and content.

    **Instructions**

    1. Begin to assemble relevant materials for your program and projects into a Comprehensive Report utilizing the outline provided below. While you will only work on sections 1 and 2 of the report for this assignment, you will need to complete the entire report for Workshop 6.

    2. Open the
    [Comprehensive Report Outline\
    _(Word document)_](https://brightspace.indwes.edu/content/enforced/262083-4SP2025PSY-590-01C/Files/Final_Compreh_ensive%20Report_1.docx?isCourseFile=true&ou=262083) and review the entire document.

    3. Complete your responses to sections
    **1. Opening Statement** and
    **2. Reflective Summary** in a Word document.  This first part of your Comprehensive Report will only be three to four pages, but the final report will be 10-12 pages long.

    4. Include title and reference pages, use correct APA formatting, double-space, and use a 12-point Times New Roman font.

    5. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the Assignment link by the end of the workshop.

    **## 3.3Assignment.Final_Compreh_ensiveReport.docx**

    | | | |
    | — | — | — |
    | | | |

    **Comprehensive Report**

    Use the following as an outline. Your paper needs to be written in a scholarly format according to APA guidelines, with a title page, an introduction, clear, brief section headings (but not copied and pasted sentences from this outline), a conclusion and a reference page for sources you are citing.

    Your writing should be clear and original. Do not simply cut and paste whole sections of previously written material into your comprehensive report. Instead, paraphrase information from other sources you may have written during the course. You can refer to previous journals and papers from the program and this course, but make sure this report flows as a stand-alone paper separate from any other previous work that you’ve done.

    **Report Sections:**

    1. An opening statement about your personal and professional background and what led you to the point of starting the MA in Psychology program. (1 page)

    2. Reflective Summary (2 pages)

    a) Identify key lessons learned while in the program.

    b) Summarize what the Good Life means to you.

    c) How do you hope to continue to apply the personal, positive psychology and spiritual formation principles from this course in your own life moving forward?

    3. TED-Style Talk (2 pages)

    a) Summarize your TED-Style Talk content.

    b) Reflect on the experience of creating the talk.

    c) Discuss the feedback you received from others and what you need to do to improve it for final production.

    d) How might you use the TED-style talk in the future (e.g. to promote your business as a Life Coach or I/O consultant, refine it further for submission to a TED or TEDx conference, turn it into an article or book, etc…)

    4. Capstone Creative Project (3 pages)

    a) Provide a summary of your Capstone Creative project; introduce and explain the purpose of your project.

    b) Write about the history of the project; what did you originally think about doing in the foundation courses and how did it evolve?

    c) Identify key results, findings, and lessons learned.

    d) Evaluate the success of the project. Write about the pros and cons of implementation.

    e) Recommend next steps for moving forward with your project; what would you like to do with your project in the future?

    5. Odyssey Plans (1-2 pages)

    a) Refer to your Odyssey Plan from PSY-520. Pick one of the three options/plans you created and write about your life and/or career trajectory for the next five years.

    b) Identify obstacles that might come up and how you might handle them.

    c) If everything goes according to plan, even anticipating the obstacles and challenges, where would you like to be in five years?

    6. Conclusion (1 page)

    a) Write a concluding section about your experience in the program.

    7. Reference page

    | | | |
    | — | — | — |
    | | | |

    **## 3.1Discussion.FacingFear.docx**

    3.1 Discussion: Facing Fear

    **Getting Started**

    In this workshop devotional, you will reflect on another segment of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. You will always face obstacles, setbacks, and fears in any worthy venture or cause. No doubt that you have already experienced some of these dynamics as you have implemented your Capstone Project and your TED-Style Talk.  In this week’s devotional, you will witness what I went through at one of the lowest points in my ‘12 Month’ project journey as I faced fears of rejection.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    "The Lord himself goes before you and will be with you; he will never leave you nor forsake you. Do not be afraid; do not be discouraged" (
    _New International Version_, 1978/2011,
    [Deuteronomy 31:8\
    _(new tab)_](https://www.biblegateway.com/passage/?search=deuteronomy+31%3A8&version=NIV)).

    "But now, this is what the Lord says—
        he who created you, Jacob,
        he who formed you, Israel:
    'Do not fear, for I have redeemed you;
        I have summoned you by name; you are mine'" (
    _New International Version_, 1978/2011,
    [Isaiah 43:1\
    _(new tab)_](https://www.biblegateway.com/passage/?search=isaiah+43%3A1&version=NIV)).

    "There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love" (
    _New International Version_, 1978/2011,
    [1 John 4:18\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+John+4%3A18&version=NIV)).

    These are just a few of the verses and references to fear in the Scriptures. There are many more passages in the Bible that encourage and command us to not fear. But, regardless of these admonitions, I still find myself in situations where I am fearful when I probably don’t need to be. And science, and common sense, tells us that some fear is good.  Fear can protect, warn, and even guide us to better decisions. However, there are moments and situations when we need not run or freeze in fear; we know that we can rely on God to see us through, when there is work to be done for Christ and His Kingdom when we need to fight for good in this world, to realize a dream or desire that He has given us, or to share the good news and hope of the gospel.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will watch me as I try to face down fears of pitching ideas to publishers at the national publication called Outside Magazine in Santa Fe, NM.  As you watch, you will also be challenged to consider your own approach to fear and how to face down the fear of implementing your key projects in this workshop.

    **Instructions**

    1.
    **Take brief notes as you watch YOUTUBE and listen to this segment from Seg 5 (Start at 13:34 and Stop at 33.32)**
    **_Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:**

    2. Reflect on the verses and the above clip as you consider areas in your own life that you have been afraid to face, including the Capstone project and TED talk.

    3. Write down anything that comes to mind.

    4. Formulate your reflections and thoughts into a discussion post that includes the following in three paragraphs (250 words).

    a. Summarize key points from the documentary.

    b. Consider Deuteronomy, Isaiah, and 1 John as you respond to these questions:

    2. How has fear influenced your life and decisions for good or perhaps hindered you from accomplishing what you wanted?

    2. What can you learn from Jesus’ example and what he did in the face of fear?

    c. Describe how you have overcome or tried to face down fears in the past and what you are doing now to advance your projects in light of any fears or obstacles.

    5. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

    **## 3.2Discussion.CapstoneProjectImplementation.docx**

    3.2 Discussion: Capstone Project Implementation

    **Getting Started**

    You are in the midst of your Capstone Project implementation. Stay focused, enjoy the process, anticipate roadblocks, share your successes and failures, and support and pray for one another through the next few weeks.

    **Upon successful completion of this discussion, you will be able to:**

    · Implement creative projects for the benefit of self and others.

    **Background Information**

    You are well on your way to implementing your project. In this assignment, you will continue to put your plans into action and share with your peers how everything is going.

    **Instructions**

    1. Continue implementation of your project.

    2. Write 3-4 paragraphs that share the details of your week with others in the class by the fourth day of the workshop.

    a. Update the rest of the class about your current process and what you are going through.

    b. Share any roadblocks or highlights relevant to where you are as you are taking action to complete your Capstone Project.

    **## 3.3Assignment.ComprehensiveReportIntroduction.docx**

    3.3 Assignment: Comprehensive Report Introduction

    **Getting Started**

    By the end of this course, you will submit what is referred to as a
    **Comprehensive Report**. Think of this report as a complete recap of your entire program and major projects, including your TED-Style Talk and Capstone Project. You want to write it in such a way that someone who has no knowledge of your program/projects would be able to read it and understand exactly what you did, why you did it, how you implemented your projects, the reactions others had to your projects, your personal reaction to implementing the projects, and your recommendations for future changes or revisions. Don’t assume your reader knows anything about your program/projects. This approach will help you develop the clearest report possible.

    **Upon successful completion of this assignment, you will be able to:**

    · Write a comprehensive report summarizing the key lessons learned in the MA in Psychology Program and the results of the major projects.

    **Background Information**

    Your final report, which is due in Workshop Six, will provide a review and summary of your program and major projects and will be approximately 10-12 pages in length.  For this assignment, you will begin to fill in sections of the report.

    As you formulate your paper, be mindful of the following guidelines:

    · Insert headings in your
    **Comprehensive Report** for each of the sections listed in the instructions. Don’t copy and paste the instructions.  You’ll need to summarize the information in two or three-word headings.

    · Make sure that the
    **Comprehensive Report** reflects the content of your entire program and projects and not just select portions of them.

    · Your writing should be clear and original. Do not simply cut and paste whole sections of previously written material into your comprehensive report. Instead, paraphrase information from other sources you may have written during the course. You can refer to previous journals and papers from the program and this course, but make sure this report flows as a stand-alone paper separate from any other previous work that you’ve done.

    This is the document that you could show a potential employer if he or she wanted to learn about your MA in Psychology and major projects. The document should be professional in style, tone, and content.

    **Instructions**

    1. Begin to assemble relevant materials for your program and projects into a Comprehensive Report utilizing the outline provided below. While you will only work on sections 1 and 2 of the report for this assignment, you will need to complete the entire report for Workshop 6.

    2. Open the
    [Comprehensive Report Outline\
    _(Word document)_](https://brightspace.indwes.edu/content/enforced/262083-4SP2025PSY-590-01C/Files/Final_Compreh_ensive%20Report_1.docx?isCourseFile=true&ou=262083) and review the entire document.

    3. Complete your responses to sections
    **1. Opening Statement** and
    **2. Reflective Summary** in a Word document.  This first part of your Comprehensive Report will only be three to four pages, but the final report will be 10-12 pages long.

    4. Include title and reference pages, use correct APA formatting, double-space, and use a 12-point Times New Roman font.

    5. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the Assignment link by the end of the workshop.

    **## 3.3Assignment.Final_Compreh_ensiveReport.docx**

    | | | |
    | — | — | — |
    | | | |

    **Comprehensive Report**

    Use the following as an outline. Your paper needs to be written in a scholarly format according to APA guidelines, with a title page, an introduction, clear, brief section headings (but not copied and pasted sentences from this outline), a conclusion and a reference page for sources you are citing.

    Your writing should be clear and original. Do not simply cut and paste whole sections of previously written material into your comprehensive report. Instead, paraphrase information from other sources you may have written during the course. You can refer to previous journals and papers from the program and this course, but make sure this report flows as a stand-alone paper separate from any other previous work that you’ve done.

    **Report Sections:**

    1. An opening statement about your personal and professional background and what led you to the point of starting the MA in Psychology program. (1 page)

    2. Reflective Summary (2 pages)

    a) Identify key lessons learned while in the program.

    b) Summarize what the Good Life means to you.

    c) How do you hope to continue to apply the personal, positive psychology and spiritual formation principles from this course in your own life moving forward?

    3. TED-Style Talk (2 pages)

    a) Summarize your TED-Style Talk content.

    b) Reflect on the experience of creating the talk.

    c) Discuss the feedback you received from others and what you need to do to improve it for final production.

    d) How might you use the TED-style talk in the future (e.g. to promote your business as a Life Coach or I/O consultant, refine it further for submission to a TED or TEDx conference, turn it into an article or book, etc…)

    4. Capstone Creative Project (3 pages)

    a) Provide a summary of your Capstone Creative project; introduce and explain the purpose of your project.

    b) Write about the history of the project; what did you originally think about doing in the foundation courses and how did it evolve?

    c) Identify key results, findings, and lessons learned.

    d) Evaluate the success of the project. Write about the pros and cons of implementation.

    e) Recommend next steps for moving forward with your project; what would you like to do with your project in the future?

    5. Odyssey Plans (1-2 pages)

    a) Refer to your Odyssey Plan from PSY-520. Pick one of the three options/plans you created and write about your life and/or career trajectory for the next five years.

    b) Identify obstacles that might come up and how you might handle them.

    c) If everything goes according to plan, even anticipating the obstacles and challenges, where would you like to be in five years?

    6. Conclusion (1 page)

    a) Write a concluding section about your experience in the program.

    7. Reference page

    | | | |
    | — | — | — |
    | | | |

    **## 3.1Discussion.FacingFear.docx**

    3.1 Discussion: Facing Fear

    **Getting Started**

    In this workshop devotional, you will reflect on another segment of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. You will always face obstacles, setbacks, and fears in any worthy venture or cause. No doubt that you have already experienced some of these dynamics as you have implemented your Capstone Project and your TED-Style Talk.  In this week’s devotional, you will witness what I went through at one of the lowest points in my ‘12 Month’ project journey as I faced fears of rejection.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    "The Lord himself goes before you and will be with you; he will never leave you nor forsake you. Do not be afraid; do not be discouraged" (
    _New International Version_, 1978/2011,
    [Deuteronomy 31:8\
    _(new tab)_](https://www.biblegateway.com/passage/?search=deuteronomy+31%3A8&version=NIV)).

    "But now, this is what the Lord says—
        he who created you, Jacob,
        he who formed you, Israel:
    'Do not fear, for I have redeemed you;
        I have summoned you by name; you are mine'" (
    _New International Version_, 1978/2011,
    [Isaiah 43:1\
    _(new tab)_](https://www.biblegateway.com/passage/?search=isaiah+43%3A1&version=NIV)).

    "There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love" (
    _New International Version_, 1978/2011,
    [1 John 4:18\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+John+4%3A18&version=NIV)).

    These are just a few of the verses and references to fear in the Scriptures. There are many more passages in the Bible that encourage and command us to not fear. But, regardless of these admonitions, I still find myself in situations where I am fearful when I probably don’t need to be. And science, and common sense, tells us that some fear is good.  Fear can protect, warn, and even guide us to better decisions. However, there are moments and situations when we need not run or freeze in fear; we know that we can rely on God to see us through, when there is work to be done for Christ and His Kingdom when we need to fight for good in this world, to realize a dream or desire that He has given us, or to share the good news and hope of the gospel.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will watch me as I try to face down fears of pitching ideas to publishers at the national publication called Outside Magazine in Santa Fe, NM.  As you watch, you will also be challenged to consider your own approach to fear and how to face down the fear of implementing your key projects in this workshop.

    **Instructions**

    1.
    **Take brief notes as you watch YOUTUBE and listen to this segment from Seg 5 (Start at 13:34 and Stop at 33.32)**
    **_Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:**

    2. Reflect on the verses and the above clip as you consider areas in your own life that you have been afraid to face, including the Capstone project and TED talk.

    3. Write down anything that comes to mind.

    4. Formulate your reflections and thoughts into a discussion post that includes the following in three paragraphs (250 words).

    a. Summarize key points from the documentary.

    b. Consider Deuteronomy, Isaiah, and 1 John as you respond to these questions:

    2. How has fear influenced your life and decisions for good or perhaps hindered you from accomplishing what you wanted?

    2. What can you learn from Jesus’ example and what he did in the face of fear?

    c. Describe how you have overcome or tried to face down fears in the past and what you are doing now to advance your projects in light of any fears or obstacles.

    5. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

  • [Solved] AC

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10230525 "emptyfile.docx") – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – [\
    \
    emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10230525 "emptyfile.docx")

    – 2 years ago

  • [Solved] see below

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please read and follow the instructions – 2 years ago **files (1)** – ## Week4_Discussion_1.pdf **## Week4_Discussion_1.pdf** You must post before seeing replies. Edit history will be available to instructors. Due Mar 19 60 points 4 Replies (4) Week 4: Discussion View Split Screen All Search ent…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please read and follow the instructions

    – 2 years ago

    **files (1)**

    – ## Week4_Discussion_1.pdf

    **## Week4_Discussion_1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Mar 19 60 points

    4 Replies (4)

    Week 4: Discussion

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184

    Human beings are not merely brains in vats; if that were the case, we could leave any study of
    psychology solely to geneticists and neuroscientists. The reality, of course, is that though
    biopsychological influences are indeed important and merit careful study, sociocultural
    environments, including influences related to history, society, culture, and family, also deeply impact
    humans.

    PARENTING AND FAMILY

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    Family influences, in particular, are perhaps the earliest and longest lasting influences upon us. For
    most people, family—however it is defined—begins to have impact from birth, or even during the
    prenatal period, and continues to have influence into adolescence and beyond. Many families
    remain influential even when its members are all well into adulthood. Families exert their influence in
    many ways, such as through the type of discipline practices they utilize, the degree to which they
    encourage a child’s independence or dependence, and the social and moral values they instill (such
    as religious beliefs and ideas about the value of formal education). Such influences vary across the
    globe. Other examples of international variation include significant differences in which persons are
    viewed as family (such as only close biological relatives, extended family relatives, or non-related
    cohabiting adults and children) and differences in sleeping patterns (such as whether or not, or for
    how many years, parents or siblings sleep together in the same bed with a child).

    Review the assigned learning resources.
    Compare the Shiraev & Levy (2024) and Lansford (2022) article and consider how the authors
    see the tension/balance between individualistic and collective parenting skills.
    Reflect on the position you took from the article “Can Parents Be Both Individualist and
    Collectivist?” for the Skill Building exercise.

    In at least two paragraphs, build on your submission to the Skill Building Activity and, integrating the
    textbook information, do the following:

    RESOURCES

    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/6184106)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/155407/modules/items/6184106](https://waldenu.instructure.com/courses/155407/modules/items/6184106)

    Describe one commonality between how Shiraev & Levy (2024) and Lansford (2022) address
    the balance between individualist and collective parenting skills.
    Describe one difference between how Shiraev & Levy (2024) and Lansford (2022) address the
    balance between individualist and collective parenting skills.
    Explain your own position in this comparison and provide an illustrative example.

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

    Note: For this Discussion, you are required to complete your initial post before you will
    be able to view and respond to your colleagues' postings. Begin by clicking on
    the Reply button to complete your initial post. Remember, once you click on Post
    Reply, you cannot delete or edit your own posts and you cannot post anonymously.
    Please check your post carefully before clicking on Post Reply!

    Respond to at least one of your colleagues’ posts and using the course text as a resource, support
    your insights or thoughts as to your colleague posts. Provide evidence to support your colleagues’
    posts.

    BY DAY 5

    Reply

    **## Week4_Discussion_1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Mar 19 60 points

    4 Replies (4)

    Week 4: Discussion

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184

    Human beings are not merely brains in vats; if that were the case, we could leave any study of
    psychology solely to geneticists and neuroscientists. The reality, of course, is that though
    biopsychological influences are indeed important and merit careful study, sociocultural
    environments, including influences related to history, society, culture, and family, also deeply impact
    humans.

    PARENTING AND FAMILY

    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/1920×938/AdobeStock_237330823.jpg)

    Family influences, in particular, are perhaps the earliest and longest lasting influences upon us. For
    most people, family—however it is defined—begins to have impact from birth, or even during the
    prenatal period, and continues to have influence into adolescence and beyond. Many families
    remain influential even when its members are all well into adulthood. Families exert their influence in
    many ways, such as through the type of discipline practices they utilize, the degree to which they
    encourage a child’s independence or dependence, and the social and moral values they instill (such
    as religious beliefs and ideas about the value of formal education). Such influences vary across the
    globe. Other examples of international variation include significant differences in which persons are
    viewed as family (such as only close biological relatives, extended family relatives, or non-related
    cohabiting adults and children) and differences in sleeping patterns (such as whether or not, or for
    how many years, parents or siblings sleep together in the same bed with a child).

    Review the assigned learning resources.
    Compare the Shiraev & Levy (2024) and Lansford (2022) article and consider how the authors
    see the tension/balance between individualistic and collective parenting skills.
    Reflect on the position you took from the article “Can Parents Be Both Individualist and
    Collectivist?” for the Skill Building exercise.

    In at least two paragraphs, build on your submission to the Skill Building Activity and, integrating the
    textbook information, do the following:

    RESOURCES

    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/6184106)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/155407/modules/items/6184106](https://waldenu.instructure.com/courses/155407/modules/items/6184106)

    Describe one commonality between how Shiraev & Levy (2024) and Lansford (2022) address
    the balance between individualist and collective parenting skills.
    Describe one difference between how Shiraev & Levy (2024) and Lansford (2022) address the
    balance between individualist and collective parenting skills.
    Explain your own position in this comparison and provide an illustrative example.

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

    Note: For this Discussion, you are required to complete your initial post before you will
    be able to view and respond to your colleagues' postings. Begin by clicking on
    the Reply button to complete your initial post. Remember, once you click on Post
    Reply, you cannot delete or edit your own posts and you cannot post anonymously.
    Please check your post carefully before clicking on Post Reply!

    Respond to at least one of your colleagues’ posts and using the course text as a resource, support
    your insights or thoughts as to your colleague posts. Provide evidence to support your colleagues’
    posts.

    BY DAY 5

    Reply

  • [Solved] Chronic Pancreatitis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached 2 pages APA times new roman double spaced – 2 years ago **files (1)** – ## ChronicPancreatitis.docx **## ChronicPancreatitis.docx** Chronic Pancreatitis Discuss the overview of the health problem identified, an in-depth review of the associated anatomy and physiology, an overview of tre…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached

    2 pages APA times new roman double spaced

    – 2 years ago

    **files (1)**

    – ## ChronicPancreatitis.docx

    **## ChronicPancreatitis.docx**

    Chronic Pancreatitis

    Discuss the overview of the health problem identified, an in-depth review of the associated anatomy and physiology, an overview of treatment methodologies, and information related to the needs of the patient and/or family related to the problem.

    **## ChronicPancreatitis.docx**

    Chronic Pancreatitis

    Discuss the overview of the health problem identified, an in-depth review of the associated anatomy and physiology, an overview of treatment methodologies, and information related to the needs of the patient and/or family related to the problem.

  • [Solved] Power point

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    8-9 slides power point – [\ \ image.jpg](https://www.sweetstudy.com/files/image-jpg-10230467 "image.jpg") – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    8-9 slides power point

    – [\
    \
    image.jpg](https://www.sweetstudy.com/files/image-jpg-10230467 "image.jpg")

    – 2 years ago

  • [Solved] see below

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please check and follow directions – 2 years ago **files (2)** – ## Week4_SkillBuildingActivity1.pdf – ## Week4_LearningResources_Cross-CulturalPsychology-Spring20254.pdf **## Week4_SkillBuildingActivity1.pdf** This assignment does not count toward the final grade. Due Tuesday by 10:59pm Points …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please check and follow directions

    – 2 years ago

    **files (2)**

    – ## Week4_SkillBuildingActivity1.pdf

    – ## Week4_LearningResources_Cross-CulturalPsychology-Spring20254.pdf

    **## Week4_SkillBuildingActivity1.pdf**

    This assignment does not count toward the final grade.

    Due Tuesday by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    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 WK4Assgn+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.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    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/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

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

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    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.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    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

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

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

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

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

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

    [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)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

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

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    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.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    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

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

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

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

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

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

    [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)

    **## Week4_SkillBuildingActivity1.pdf**

    This assignment does not count toward the final grade.

    Due Tuesday by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    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 WK4Assgn+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.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    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/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

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

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    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.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    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

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

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

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

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

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

    [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)

    **## Week4_SkillBuildingActivity1.pdf**

    This assignment does not count toward the final grade.

    Due Tuesday by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    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 WK4Assgn+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.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    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/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

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

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    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.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    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

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

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

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

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

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

    [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)

  • [Solved] Assessment Description

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Assessment Description.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.