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Tag: Model Answer

  • [Solved] PLAGIARISM FREE “A” WORK IN 12 HOURS

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    Executive Solution Overview

    Review the Action Research Proposal: Proposed Study and Research Draft section for at least two classmates. If there are peers who have not had their drafts and posts reviewed, review their drafts and posts first. Using the critical friends framework for collaboration, provide specific, meaningful f…

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    Assignment Prompt & Instructions

    Review the Action Research Proposal: Proposed Study and Research Draft section for at least two classmates. If there are peers who have not had their drafts and posts reviewed, review their drafts and posts first. Using the critical friends framework for collaboration, provide specific, meaningful feedback that is based on best practice in action research. As their critical friend, you may provide additional resources to help your classmate with a specific area of focus or direct them to specific textbook content or articles to guide and inform their thinking. Ask questions to clarify or challenge ideas when you need to understand their perspective and follow up with feedback and insights accordingly. In your post,

    a) Be a good listener by asking questions, clarifying ideas, and working towards understanding your friend’s perspective.

    b) Respond to your critical friend with integrity, kindness, and honesty.

    c) Be an advocate for the success of your critical friend.

    – 2 years ago

  • [Solved] Discussion

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    – 2 years ago **files (5)** – ## DiscussionBoard.docx – ## CULTPSY3_Chapter13_PDFHandout.pdf – CULTPSY3_Chapter11_PDFHandout.pdf – CULTPSY3_Chapter12_PDFHandout.pdf – CULTPSY3_Chapter14_PPT.pdf **## DiscussionBoard.docx** **Discussion Board** You will be required to participate in the eight …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (5)**

    – ## DiscussionBoard.docx

    – ## CULTPSY3_Chapter13_PDFHandout.pdf

    – CULTPSY3_Chapter11_PDFHandout.pdf
    – CULTPSY3_Chapter12_PDFHandout.pdf
    – CULTPSY3_Chapter14_PPT.pdf

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter11-pdfhandout-pdf)

    **CULTPSY3_Chapter12_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter12-pdfhandout-pdf)

    **CULTPSY3_Chapter14_PPT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter14-ppt-pdf)

    **CULTPSY3_Chapter14_PPT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter14-ppt-pdf)

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter11-pdfhandout-pdf)

    **CULTPSY3_Chapter12_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter12-pdfhandout-pdf)

    **CULTPSY3_Chapter14_PPT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter14-ppt-pdf)

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter11-pdfhandout-pdf)

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  • [Solved] Group Dynamics

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    see attachment – 2 years ago **files (1)** – ## GDmodule2discussionGroupSelection.docx **## GDmodule2discussionGroupSelection.docx** _Group Selection_ To complete this task, each student will choose one of the following groups: · A group of friends · Members of a company · An association supporting …

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    – 2 years ago

    **files (1)**

    – ## GDmodule2discussionGroupSelection.docx

    **## GDmodule2discussionGroupSelection.docx**

    _Group Selection_

    To complete this task, each student will choose one of the following groups:

    · A group of friends

    · Members of a company

    · An association supporting a cause

    After selecting the group, they wish to work with, students will conduct a critical analysis by answering each of the following questions:

    · What type of leader is most suitable?

    · In what specific contexts of this group can the indicated leadership style be applied?

    · How could another type of leadership affect the group’s dynamics?

    After creating their "Forum," each student will respectfully comment on what other classmates have presented.

    **Important**: The comment should indicate whether the student agrees or disagrees with the type of leadership chosen for the group and provide reasons to explain why that leadership style is the most suitable.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **## GDmodule2discussionGroupSelection.docx**

    _Group Selection_

    To complete this task, each student will choose one of the following groups:

    · A group of friends

    · Members of a company

    · An association supporting a cause

    After selecting the group, they wish to work with, students will conduct a critical analysis by answering each of the following questions:

    · What type of leader is most suitable?

    · In what specific contexts of this group can the indicated leadership style be applied?

    · How could another type of leadership affect the group’s dynamics?

    After creating their "Forum," each student will respectfully comment on what other classmates have presented.

    **Important**: The comment should indicate whether the student agrees or disagrees with the type of leadership chosen for the group and provide reasons to explain why that leadership style is the most suitable.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

  • [Solved] 1resp

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    APA FORMAT CHECK FILE – 2 years ago

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    APA FORMAT

    CHECK FILE

    – 2 years ago

  • [Solved] d2-re

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    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago

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    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

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  • [Solved] wk6 database

    ✓ Verified Academic Solution Available

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    1) Describe functional dependency only; NOT full functional dependency, or partial dependency, or transitive dependency. Hint – review the Functional Dependencies Topic in the Terms and Concepts discussion. While you may incorporate the formal definition, you must explain the concept in your own wor…

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    1) Describe functional dependency only; NOT full functional dependency, or partial dependency, or transitive dependency. Hint – review the Functional Dependencies Topic in the Terms and Concepts discussion. While you may incorporate the formal definition, you must explain the concept in your own words, using fields names and values from this exercise.

    Identify the functional dependencies that exist in the above figure. All attributes should be included at least once. There may be more than one row of functional notation needed.

    2) Identify a primary key for the table in the above figure.

    Indicate whether there are any alternate keys (for this table)

    explain each of the above choices

    3) Is the table in 3NF?

    If not, explain why – (provide specific rationale, use field names and values in the table to demonstrate your understanding).

    Explain what normal form the table provided is in.

    4) Once you have determined the format for 3NF, provide the create table commands to create the tables as if you were to create the tables in SQLite or MS ACCESS.

    APA guidelines, spelling, grammar, file name

    **Submit a Word compatible document. Name your document Last Name_Assignment6 (i.e. Smith_Assignment6).**

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  • [Solved] Group Dynamics

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    see attachment – 2 years ago **files (1)** – ## GDmodule1asigArgumentativeEssay.docx **## GDmodule1asigArgumentativeEssay.docx** _Argumentative Essay_ After completing the following reading: Iacopini, I., Karsai, M. & Barrat, A. The temporal dynamics of group interactions in higher-order social netw…

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    see attachment

    – 2 years ago

    **files (1)**

    – ## GDmodule1asigArgumentativeEssay.docx

    **## GDmodule1asigArgumentativeEssay.docx**

    _Argumentative Essay_

    After completing the following reading:

    Iacopini, I., Karsai, M. & Barrat, A. The temporal dynamics of group interactions in higher-order social networks.
    _Nat Commun 15_, 7391 (2024).
    [https://www.nature.com/articles/s41467-024-50918-5#citeasLinks to an external site.](https://www.nature.com/articles/s41467-024-50918-5)

    · Additionally, they must ensure they address the following questions:

    · What characteristics of a group are necessary to achieve the specific objectives for which it was formed?

    · Can intrinsic and extrinsic differences exist among the individuals who make up the team?

    · How can these differences positively and negatively affect the group?

    Contribute a minimum of 2 pages. It should include at least 2 academic sources, formatted and cited in APA.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.  If you are new to Turnitin,
    [review the information](https://agmu.instructure.com/courses/1876/pages/using-turnitin) in the Student Resource Center about it.

    If you are new to Canvas, follow
    [these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-submit-an-online-assignment/ta-p/503) for submitting your assignments and review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission. Follow
    [these instructionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-view-assignment-comments-from-my-instructor/ta-p/283) to review your grades and comments from your professor after it is graded.

    **## GDmodule1asigArgumentativeEssay.docx**

    _Argumentative Essay_

    After completing the following reading:

    Iacopini, I., Karsai, M. & Barrat, A. The temporal dynamics of group interactions in higher-order social networks.
    _Nat Commun 15_, 7391 (2024).
    [https://www.nature.com/articles/s41467-024-50918-5#citeasLinks to an external site.](https://www.nature.com/articles/s41467-024-50918-5)

    · Additionally, they must ensure they address the following questions:

    · What characteristics of a group are necessary to achieve the specific objectives for which it was formed?

    · Can intrinsic and extrinsic differences exist among the individuals who make up the team?

    · How can these differences positively and negatively affect the group?

    Contribute a minimum of 2 pages. It should include at least 2 academic sources, formatted and cited in APA.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.  If you are new to Turnitin,
    [review the information](https://agmu.instructure.com/courses/1876/pages/using-turnitin) in the Student Resource Center about it.

    If you are new to Canvas, follow
    [these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-submit-an-online-assignment/ta-p/503) for submitting your assignments and review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission. Follow
    [these instructionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-view-assignment-comments-from-my-instructor/ta-p/283) to review your grades and comments from your professor after it is graded.

  • [Solved] Wk4_300

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    Need help with a question. – 2 years ago **files (1)** – ## Wk4_300.docx **## Wk4_300.docx** Due 3/10/2025 @ 9PM n the Week 4 labs, you performed tasks such as creating a cluster, restoring files, configuring account lockout policies, and verifying RAM usage. _Note:_ Ensure you have completed all …

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    Need help with a question.

    – 2 years ago

    **files (1)**

    – ## Wk4_300.docx

    **## Wk4_300.docx**

    Due 3/10/2025 @ 9PM

    n the Week 4 labs, you performed tasks such as creating a cluster, restoring files, configuring account lockout policies, and verifying RAM usage.

    _Note:_ Ensure you have completed all lab exercises from Week 4 before completing this assessment.

    **Assessment Details**

    **Write** a 350- to 700-word summary on your experience completing these labs. Include the following in your summary:

    · Explain how knowledge gained from the labs can be used for cloud management in a real-life environment.

    · Describe a situation in which these tasks can be used for security and performance purposes.

    · Discuss how monitoring disk capacity and RAM usage contributes to achieving optimal performance in a cloud environment. Provide a workplace example where proactive monitoring and management might be essential.

    **Submit** your assessment.

    **## Wk4_300.docx**

    Due 3/10/2025 @ 9PM

    n the Week 4 labs, you performed tasks such as creating a cluster, restoring files, configuring account lockout policies, and verifying RAM usage.

    _Note:_ Ensure you have completed all lab exercises from Week 4 before completing this assessment.

    **Assessment Details**

    **Write** a 350- to 700-word summary on your experience completing these labs. Include the following in your summary:

    · Explain how knowledge gained from the labs can be used for cloud management in a real-life environment.

    · Describe a situation in which these tasks can be used for security and performance purposes.

    · Discuss how monitoring disk capacity and RAM usage contributes to achieving optimal performance in a cloud environment. Provide a workplace example where proactive monitoring and management might be essential.

    **Submit** your assessment.

  • [Solved] Group Dynamics

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    Executive Solution Overview

    see attachment – 2 years ago **files (1)** – ## GDmodule1VideoAnalysis.docx **## GDmodule1VideoAnalysis.docx** _Video Analysis_ After reflecting on the ideas presented in the video mentioned in the module: Educationleaves. (2024, January 29). _What is group dynamics? | Meaning, types, importance, s…

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    see attachment

    – 2 years ago

    **files (1)**

    – ## GDmodule1VideoAnalysis.docx

    **## GDmodule1VideoAnalysis.docx**

    _Video Analysis_

    After reflecting on the ideas presented in the video mentioned in the module:

    Educationleaves.  (2024, January 29).
    _What is group dynamics? | Meaning, types, importance, stages_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=OUJJgktZqTw Links to an external site.](https://www.youtube.com/watch?v=OUJJgktZqTw)

    Answer the following questions:

    · What essential elements must a group have?

    · How do groups develop, and how can one group be distinguished from another?

    · In your opinion, how does group membership affect our development as human beings?

    Then, each student will provide respectful feedback to what has been presented by two (2) classmates. Be sure to indicate:

    · Your opinion on what was presented.

    · If you agree, explain why.

    · If you disagree, offer alternatives or complement the information respectfully.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **## GDmodule1VideoAnalysis.docx**

    _Video Analysis_

    After reflecting on the ideas presented in the video mentioned in the module:

    Educationleaves.  (2024, January 29).
    _What is group dynamics? | Meaning, types, importance, stages_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=OUJJgktZqTw Links to an external site.](https://www.youtube.com/watch?v=OUJJgktZqTw)

    Answer the following questions:

    · What essential elements must a group have?

    · How do groups develop, and how can one group be distinguished from another?

    · In your opinion, how does group membership affect our development as human beings?

    Then, each student will provide respectful feedback to what has been presented by two (2) classmates. Be sure to indicate:

    · Your opinion on what was presented.

    · If you agree, explain why.

    · If you disagree, offer alternatives or complement the information respectfully.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

  • [Solved] What is qualitative research

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    In-depth study guidance and analytical solution covering What is qualitative research.

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