Tag: Psychology

[Solved] see below

✓ Verified Academic Solution Available

Executive Solution Overview

Please follow instructions – 2 years ago **files (2)** – ## Week4_SkillBuildingActivity.pdf – ## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf **## Week4_SkillBuildingActivity.pdf** This assignment does not count toward the final grade. Due Mar 18 by 10:59pm Points 0 Submitting…

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 follow instructions

– 2 years ago

**files (2)**

– ## Week4_SkillBuildingActivity.pdf

– ## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf

**## Week4_SkillBuildingActivity.pdf**

This assignment does not count toward the final grade.

Due Mar 18 by 10:59pm
Points 0
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/155407/modules/items/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-Spring2025.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-Spring2025.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_SkillBuildingActivity.pdf**

This assignment does not count toward the final grade.

Due Mar 18 by 10:59pm
Points 0
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/155407/modules/items/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-Spring2025.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_SkillBuildingActivity.pdf**

This assignment does not count toward the final grade.

Due Mar 18 by 10:59pm
Points 0
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/155407/modules/items/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-Spring2025.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)

November 5, 2026
[Solved] Group Dynamics

✓ Verified Academic Solution Available

Executive Solution Overview

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 …

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 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 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.

November 5, 2026
[Solved] Group Dynamics

✓ Verified Academic Solution Available

Executive Solution Overview

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…

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 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.

November 5, 2026
[Solved] Group Dynamics

✓ Verified Academic Solution Available

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…

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 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.

November 5, 2026
[Solved] Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

– 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 …

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 (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)

**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)

November 5, 2026
[Solved] Psychology Homework

✓ Verified Academic Solution Available

Executive Solution Overview

Select and organization and write that describes the PREPARE process for their organization Mental Health Skill building and Substance Abuse Agency not enough qualified QMHP personnel. – 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

Select and organization and write that describes the PREPARE process for their organization Mental Health Skill building and Substance Abuse Agency not enough qualified QMHP personnel.

– 2 years ago

November 5, 2026
[Solved] proposal

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## careerprojectpurposal.docx – ## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx **## careerprojectpurposal.docx** In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is yo…

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)**

– ## careerprojectpurposal.docx

– ## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx

**## careerprojectpurposal.docx**

In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is your topic? What is your reason for choosing this topic? Which career theory are you using as a model? How will this project benefit you? What do you expect to learn, etc.? See the attached document for general information.

**## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

**ECED 6260: Career Development and Appraisal**

**Spring 2025**

**Career Project Rubric**

Total Points: 100

You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

Proposal (10 Pts.)

· Submit your proposal to blackboard by March 11-

· You must have my approval prior to submitting the final report and powerpoint.

Report (50 Pts.)

· Submit your report to blackboard by April 15.

Class Presentations (40 Pts.)

· Submit your PowerPoint to Canvas by April 15.

**## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

**ECED 6260: Career Development and Appraisal**

**Spring 2025**

**Career Project Rubric**

Total Points: 100

You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

Proposal (10 Pts.)

· Submit your proposal to blackboard by March 11-

· You must have my approval prior to submitting the final report and powerpoint.

Report (50 Pts.)

· Submit your report to blackboard by April 15.

Class Presentations (40 Pts.)

· Submit your PowerPoint to Canvas by April 15.

**## careerprojectpurposal.docx**

In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is your topic? What is your reason for choosing this topic? Which career theory are you using as a model? How will this project benefit you? What do you expect to learn, etc.? See the attached document for general information.

**## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

**ECED 6260: Career Development and Appraisal**

**Spring 2025**

**Career Project Rubric**

Total Points: 100

You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

Proposal (10 Pts.)

· Submit your proposal to blackboard by March 11-

· You must have my approval prior to submitting the final report and powerpoint.

Report (50 Pts.)

· Submit your report to blackboard by April 15.

Class Presentations (40 Pts.)

· Submit your PowerPoint to Canvas by April 15.

**## careerprojectpurposal.docx**

In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is your topic? What is your reason for choosing this topic? Which career theory are you using as a model? How will this project benefit you? What do you expect to learn, etc.? See the attached document for general information.

**## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

**ECED 6260: Career Development and Appraisal**

**Spring 2025**

**Career Project Rubric**

Total Points: 100

You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

Proposal (10 Pts.)

· Submit your proposal to blackboard by March 11-

· You must have my approval prior to submitting the final report and powerpoint.

Report (50 Pts.)

· Submit your report to blackboard by April 15.

Class Presentations (40 Pts.)

· Submit your PowerPoint to Canvas by April 15.

November 5, 2026
[Solved] Group Dynamics

✓ Verified Academic Solution Available

Executive Solution Overview

See attachment – 2 years ago **files (1)** – ## GDmodule2asig1AnalyzingGroupStructure.docx **## GDmodule2asig1AnalyzingGroupStructure.docx** _Analyzing Group Structure: "Real-Life Application"_ Each student, individually, will think about and analyze their "role" in the groups to which they belong. …

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 attachment

– 2 years ago

**files (1)**

– ## GDmodule2asig1AnalyzingGroupStructure.docx

**## GDmodule2asig1AnalyzingGroupStructure.docx**

_Analyzing Group Structure: "Real-Life Application"_

Each student, individually, will think about and analyze their "role" in the groups to which they belong. Consider the following:

· Family

· Sports

· Social

· Academic

· Neighborhood

· Others

Then, the student will choose one of these groups. Confidentially, and without identifying the members of the group, they will describe the structure of the group, the positions each member holds, and why they believe those members occupy those positions. They will also indicate who the leader is, what type of leadership the leader exhibits, and the reason they believe that is the type of leadership.

100% of the writing must be in the student’s own words. If other sources are referenced, ensure they are included and cited in the document.

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

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

**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.

**## GDmodule2asig1AnalyzingGroupStructure.docx**

_Analyzing Group Structure: "Real-Life Application"_

Each student, individually, will think about and analyze their "role" in the groups to which they belong. Consider the following:

· Family

· Sports

· Social

· Academic

· Neighborhood

· Others

Then, the student will choose one of these groups. Confidentially, and without identifying the members of the group, they will describe the structure of the group, the positions each member holds, and why they believe those members occupy those positions. They will also indicate who the leader is, what type of leadership the leader exhibits, and the reason they believe that is the type of leadership.

100% of the writing must be in the student’s own words. If other sources are referenced, ensure they are included and cited in the document.

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

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

**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.

November 5, 2026
[Solved] Psychology

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## EAB4764LectureSummaryTemplate.docx – ## EAB4764MayerCh1819VerbalBehavior_JAM.pdf **## EAB4764LectureSummaryTemplate.docx** **EAB4764 Assessment and Intervention** **Lecture Engagement: Written Lecture Summary** | | | | — | — | | Student Name: | Date Completed: |…

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)**

– ## EAB4764LectureSummaryTemplate.docx

– ## EAB4764MayerCh1819VerbalBehavior_JAM.pdf

**## EAB4764LectureSummaryTemplate.docx**

**EAB4764 Assessment and Intervention**

**Lecture Engagement: Written Lecture Summary**

| | |
| — | — |
| Student Name: | Date Completed: |
| Student ID: | |

Please answer the questions below in a narrative form. Each answer should be a complete paragraph.

1. What was the main point of the video/podcast?

2. Provide 2 major points discussed and describe those points.

3. What did you learn from the video/podcast?

**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19

Jenilee Acevedo-Medina, BCBA
Florida International University

VERBAL BEHAVIOR

VERBAL BEHAVIOR DEFINED

Behavior that is mediated
by the behavior of others.

Behavior that is learned
and maintained the same
way as other operant
behaviors.

Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive

Focus on function of
verbalizations rather than
form.

ANALYZING VERBAL
BEHAVIOR

• Controlling antecedents:

• State of deprivation or aversive stimulation

• Environmental change

• Other person’s verbal behavior

• One’s own verbal behavior

• Consequences:

• Related to deprivation/aversive state

• Social

VERBAL OPERANTS

DUPLIC

• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.

• Includes both echoics and imitative responses.

MAND

A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.

Mands can be for items, but also for information, access to activities and events,
social interaction, etc.

Me want
cookies

TACT

• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.

• The SD most be present in order to
consider a response a tact, including
private events.

INTRAVERBAL

• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.

• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.

AUTOCLITIC

• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.

• A way to modify a verbal statement

• I really want a cookie right now.

• I could sort of go for a cookie right now.

AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR

TYPES OF AAC
• Signs – e.g., ASL

• Pointing – e.g., menu board

• Exchanging – e.g., PECS

• Voice Output Device – e.g., proloquo

RFT

RFT IN LANGUAGE DEVELOPMENT

• Is Skinner’s VB enough to explain all of human language development? Probably
not.

• RFT can explain generative language, creative expression, and the emergence of
novel words.

• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.

• Sameness

• Greater/bigger vs. lesser/smaller, worse, etc.

• This is clearly important to teach!

**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19

Jenilee Acevedo-Medina, BCBA
Florida International University

VERBAL BEHAVIOR

VERBAL BEHAVIOR DEFINED

Behavior that is mediated
by the behavior of others.

Behavior that is learned
and maintained the same
way as other operant
behaviors.

Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive

Focus on function of
verbalizations rather than
form.

ANALYZING VERBAL
BEHAVIOR

• Controlling antecedents:

• State of deprivation or aversive stimulation

• Environmental change

• Other person’s verbal behavior

• One’s own verbal behavior

• Consequences:

• Related to deprivation/aversive state

• Social

VERBAL OPERANTS

DUPLIC

• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.

• Includes both echoics and imitative responses.

MAND

A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.

Mands can be for items, but also for information, access to activities and events,
social interaction, etc.

Me want
cookies

TACT

• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.

• The SD most be present in order to
consider a response a tact, including
private events.

INTRAVERBAL

• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.

• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.

AUTOCLITIC

• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.

• A way to modify a verbal statement

• I really want a cookie right now.

• I could sort of go for a cookie right now.

AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR

TYPES OF AAC
• Signs – e.g., ASL

• Pointing – e.g., menu board

• Exchanging – e.g., PECS

• Voice Output Device – e.g., proloquo

RFT

RFT IN LANGUAGE DEVELOPMENT

• Is Skinner’s VB enough to explain all of human language development? Probably
not.

• RFT can explain generative language, creative expression, and the emergence of
novel words.

• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.

• Sameness

• Greater/bigger vs. lesser/smaller, worse, etc.

• This is clearly important to teach!

**## EAB4764LectureSummaryTemplate.docx**

**EAB4764 Assessment and Intervention**

**Lecture Engagement: Written Lecture Summary**

| | |
| — | — |
| Student Name: | Date Completed: |
| Student ID: | |

Please answer the questions below in a narrative form. Each answer should be a complete paragraph.

1. What was the main point of the video/podcast?

2. Provide 2 major points discussed and describe those points.

3. What did you learn from the video/podcast?

**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19

Jenilee Acevedo-Medina, BCBA
Florida International University

VERBAL BEHAVIOR

VERBAL BEHAVIOR DEFINED

Behavior that is mediated
by the behavior of others.

Behavior that is learned
and maintained the same
way as other operant
behaviors.

Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive

Focus on function of
verbalizations rather than
form.

ANALYZING VERBAL
BEHAVIOR

• Controlling antecedents:

• State of deprivation or aversive stimulation

• Environmental change

• Other person’s verbal behavior

• One’s own verbal behavior

• Consequences:

• Related to deprivation/aversive state

• Social

VERBAL OPERANTS

DUPLIC

• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.

• Includes both echoics and imitative responses.

MAND

A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.

Mands can be for items, but also for information, access to activities and events,
social interaction, etc.

Me want
cookies

TACT

• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.

• The SD most be present in order to
consider a response a tact, including
private events.

INTRAVERBAL

• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.

• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.

AUTOCLITIC

• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.

• A way to modify a verbal statement

• I really want a cookie right now.

• I could sort of go for a cookie right now.

AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR

TYPES OF AAC
• Signs – e.g., ASL

• Pointing – e.g., menu board

• Exchanging – e.g., PECS

• Voice Output Device – e.g., proloquo

RFT

RFT IN LANGUAGE DEVELOPMENT

• Is Skinner’s VB enough to explain all of human language development? Probably
not.

• RFT can explain generative language, creative expression, and the emergence of
novel words.

• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.

• Sameness

• Greater/bigger vs. lesser/smaller, worse, etc.

• This is clearly important to teach!

**## EAB4764LectureSummaryTemplate.docx**

**EAB4764 Assessment and Intervention**

**Lecture Engagement: Written Lecture Summary**

| | |
| — | — |
| Student Name: | Date Completed: |
| Student ID: | |

Please answer the questions below in a narrative form. Each answer should be a complete paragraph.

1. What was the main point of the video/podcast?

2. Provide 2 major points discussed and describe those points.

3. What did you learn from the video/podcast?

**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19

Jenilee Acevedo-Medina, BCBA
Florida International University

VERBAL BEHAVIOR

VERBAL BEHAVIOR DEFINED

Behavior that is mediated
by the behavior of others.

Behavior that is learned
and maintained the same
way as other operant
behaviors.

Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive

Focus on function of
verbalizations rather than
form.

ANALYZING VERBAL
BEHAVIOR

• Controlling antecedents:

• State of deprivation or aversive stimulation

• Environmental change

• Other person’s verbal behavior

• One’s own verbal behavior

• Consequences:

• Related to deprivation/aversive state

• Social

VERBAL OPERANTS

DUPLIC

• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.

• Includes both echoics and imitative responses.

MAND

A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.

Mands can be for items, but also for information, access to activities and events,
social interaction, etc.

Me want
cookies

TACT

• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.

• The SD most be present in order to
consider a response a tact, including
private events.

INTRAVERBAL

• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.

• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.

AUTOCLITIC

• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.

• A way to modify a verbal statement

• I really want a cookie right now.

• I could sort of go for a cookie right now.

AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR

TYPES OF AAC
• Signs – e.g., ASL

• Pointing – e.g., menu board

• Exchanging – e.g., PECS

• Voice Output Device – e.g., proloquo

RFT

RFT IN LANGUAGE DEVELOPMENT

• Is Skinner’s VB enough to explain all of human language development? Probably
not.

• RFT can explain generative language, creative expression, and the emergence of
novel words.

• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.

• Sameness

• Greater/bigger vs. lesser/smaller, worse, etc.

• This is clearly important to teach!

November 5, 2026
[Solved] Evidence-Based Project, Part 1: Identifying Research Methodologies

✓ Verified Academic Solution Available

Executive Solution Overview

Fall prevention in older people – 2 years ago **files (1)** – ## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf **## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf** Evidence-Based Project, Part 1: Identifying Research Methodologies Is there a difference between “…

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

Fall prevention in older people

– 2 years ago

**files (1)**

– ## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf

**## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf**

Evidence-Based Project, Part 1:
Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may
have shared with you details about processes and procedures. Perhaps you even
attended an orientation session to brief you on these matters. As a “rookie,” you likely
kept the nature of your questions to those with answers that would best help you
perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes
and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To
continuously improve patient care, all nurses should consistently use clinical inquiry to
question why they are doing something the way they are doing it. Do they know why it is
done this way, or is it just because we have always done it this way? Is it a common
practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice
searching for research in support of maintaining or changing these practices. You will
also analyze this research to compare research methodologies employed.

Resources

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

WEEKLY RESOURCES

To Prepare:

● Review the Resources and identify a clinical issue of interest that can form
the basis of a clinical inquiry. Keep in mind that the clinical issue you identify
for your research will stay the same for the entire course.

● Based on the clinical issue of interest and using keywords related to the
clinical issue of interest, search at least four different databases in the
Walden Library to identify at least four relevant peer-reviewed articles related
to your clinical issue of interest. You should not be using systematic reviews
for this assignment, select original research articles.

● Review the results of your peer-reviewed research and reflect on the process
of using an unfiltered database to search for peer-reviewed research.

● Reflect on the types of research methodologies contained in the four relevant
peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix
Worksheet template to analyze the methodologies applied in each of the four
peer-reviewed articles. Your analysis should include the following:

● The full citation of each peer-reviewed article in APA format.
● A brief (1-paragraph) statement explaining why you chose this peer-reviewed

article and/or how it relates to your clinical issue of interest, including a brief
explanation of the ethics of research related to your clinical issue of interest.

● A brief (1-2 paragraph) description of the aims of the research of each
peer-reviewed article.

● A brief (1-2 paragraph) description of the research methodology used. Be
sure to identify if the methodology used was qualitative, quantitative, or a
mixed-methods approach. Be specific.

● A brief (1- to 2-paragraph) description of the strengths of each of the research
methodologies used, including reliability and validity of how the methodology
was applied in each of the peer-reviewed articles you selected.

[https://waldenu.instructure.com/courses/158224/modules/items/6481734](https://waldenu.instructure.com/courses/158224/modules/items/6481734)

– Evidence-Based Project, Part 1: Identifying Research Methodologies
– Resources

**## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf**

Evidence-Based Project, Part 1:
Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may
have shared with you details about processes and procedures. Perhaps you even
attended an orientation session to brief you on these matters. As a “rookie,” you likely
kept the nature of your questions to those with answers that would best help you
perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes
and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To
continuously improve patient care, all nurses should consistently use clinical inquiry to
question why they are doing something the way they are doing it. Do they know why it is
done this way, or is it just because we have always done it this way? Is it a common
practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice
searching for research in support of maintaining or changing these practices. You will
also analyze this research to compare research methodologies employed.

Resources

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

WEEKLY RESOURCES

To Prepare:

● Review the Resources and identify a clinical issue of interest that can form
the basis of a clinical inquiry. Keep in mind that the clinical issue you identify
for your research will stay the same for the entire course.

● Based on the clinical issue of interest and using keywords related to the
clinical issue of interest, search at least four different databases in the
Walden Library to identify at least four relevant peer-reviewed articles related
to your clinical issue of interest. You should not be using systematic reviews
for this assignment, select original research articles.

● Review the results of your peer-reviewed research and reflect on the process
of using an unfiltered database to search for peer-reviewed research.

● Reflect on the types of research methodologies contained in the four relevant
peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix
Worksheet template to analyze the methodologies applied in each of the four
peer-reviewed articles. Your analysis should include the following:

● The full citation of each peer-reviewed article in APA format.
● A brief (1-paragraph) statement explaining why you chose this peer-reviewed

article and/or how it relates to your clinical issue of interest, including a brief
explanation of the ethics of research related to your clinical issue of interest.

● A brief (1-2 paragraph) description of the aims of the research of each
peer-reviewed article.

● A brief (1-2 paragraph) description of the research methodology used. Be
sure to identify if the methodology used was qualitative, quantitative, or a
mixed-methods approach. Be specific.

● A brief (1- to 2-paragraph) description of the strengths of each of the research
methodologies used, including reliability and validity of how the methodology
was applied in each of the peer-reviewed articles you selected.

[https://waldenu.instructure.com/courses/158224/modules/items/6481734](https://waldenu.instructure.com/courses/158224/modules/items/6481734)

– Evidence-Based Project, Part 1: Identifying Research Methodologies
– Resources

November 5, 2026