Perception, Consciousness, and Attention

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QUESTION

Create a professional development PowerPoint presentation focused on how theories, principles, and evidence-based best practices related to perception, consciousness, and attention can be applied in the context of a professional specialization.

Cognitive psychology explores functions, such as learning, memory, thinking, and decision-making, whereas affective psychology concentrates on mood and emotion. These have been researched as independent domains of investigation; however, research has revealed that they are interdependent in many important ways.

Two pervasive topics in all the assessments in this course are:

Historical perspective on the origins and evolution of cognitive and affective psychology.

How neuroscience can shed light on these fields.

As a professional psychologist, you will need to review theory and research and use it as the basis to develop best practices. For this assessment, you will focus on the following topics:

Perception.

  • Consciousness.

Attention.

This first assessment focuses on visual perception, attention, and consciousness. For context on these topics, read the following:

Introduction to Visual Perception [PDF].

Note: Do not submit a paper for this assessment. Papers will not be graded.

You will complete this assessment by replacing all language that is enclosed within brackets [. . .] in the Presentation Template with your own words.

  • Imagine you are now a professional psychologist working in the specialization that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.

For this assessment, you will create a PowerPoint presentation focused on the following topics:

  • Perception.

Consciousness.

Attention.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • Where do our thoughts come from? How is it that physical processes in the brain cause consciousness?

What determines how perception or information enters into consciousness? Is there a gatekeeper that lets only some information through?

Why do you find it easier to concentrate on some things or in some situations, rather than others?

Can we process information even if we are not aware of doing so?

Is it time to give up the Cartesian dualism for a more integrated understanding of the relationship between the physical brain and the mind based on the research since the time of Descartes?

How do brain physiology and neuroscience help to explain normal and abnormal perception, problems with attention, and issues related to consciousness? Does science point toward interventions that could help persons with issues in these areas? Does it point toward ways to enhance capacities?

Do culturally diverse populations experience perception, attention, and consciousness differently?

How do emotions impact perception and attention

  • Number of words: The number of words on each slide should be cut to the bare minimum without losing meaning. Instead of crowding slides with words, it is better to use more slides. Think of the entries on the slide as headings. In an actual presentation, the presenter would deliver details and support information verbally. All details and supporting information should be entered in the notes area below the slides.
  • Design: You may wish to enhance the design of the presentation to make it more effective. For guidance on PowerPoint design, you may review the documents PowerPoint Presentation Design Suggestions [PDF] and Guidelines for Effective PowerPoint Presentations.
  • If you feel that any aspect of the Presentation Template can be improved, you are encouraged to design your presentation as you see fit, as long as the required information is complete, clear, and well organized.

Language: Remember that your presentation is for an interdisciplinary team, so it will be important to communicate in a manner that can be understood by those not trained in psychology. Be sure to include plain language definitions of psychological terms used in the presentation in the notes section.

References: Remember to cite references just as you would in a written assessment.

  • Title Slide
  • On the first slide of the PowerPoint presentation, enter the following:
  • A descriptive title of approximately 5–15 words. It should stir interest while maintaining professional decorum.
  • Professional development for [enter the type of institutional context your presentation is designed for].
  • Your name.
  • Your specialization.
  • Course number and title.
  • Capella University.

Faculty name.

  • Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization, and perhaps your contact information.

Topic Introduction Slides

  • Present each of the three topics in a separate section that begins with a slide naming the topic and concisely introducing it.

Theoretical Background Slides

Use one or more slides to briefly analyze the origins and evolution of each theory that you will reference in relation to each topic.

Application Slides

Use slides as needed to explain how theories, principles, and evidence-based best practices related to each topic can be used to explain behavior and help people. Remember, these factors should be relevant to the context your presentation is designed for. For each of these:

  • Analyze how and to what extent brain physiology and neuroscience can provide an explanation of relevant phenomena.
  • Analyze how affect may impact cognitive performance in this area.

Evaluate how cultural diversity should be considered in relation to at least one of the topics in your presentation.

  • Conclusion Slide

Conclude your presentation with a succinct statement that sums up the utility of what you have presented.

SDSU Characteristics Grit Discussion

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Question

Student Replies That Needs to Be Responded to:

CLASSMATE POST 1

What it Means to Have Grit. How Does Grit Indicate Achievement?

Grit is the ability to drive towards a goal or outcome. It is the result of having dedication and a purpose. It represents a person’s desire to persevere despite the difficulty of the wanted outcome. This often results in individuals who have grit to find success and gain achievement. Michael D. Mathews (2020) has a statement that agrees with what I have said: “Higher grit scores are associated with less burnout, a higher sense of well-being, greater clinical knowledge, less attrition, and overall academic success.” The article Michael D. Mathews also explains that having more grit inspires greater resilience. This is because a person with grit, has the determination to bounce back after a setback. So when a person with grit is encountered with a problem, they will decide to rise above it through show of perseverance and resilience.

When it comes to life’s many difficulties. It would make sense to say that grit is necessary for accomplishments and achievements. Not an indicator of achievement, but a factor of it. When it comes to meeting a goal; grit is what will separate a person from someone who does not have it. A person who is passionate about something will generally do a lot better than someone who has no passion for it.

Grit can also make up for things that are not in your favor. Some people are born into situations that immediately put them into a disadvantage. A reading disorder can make reading material very difficult to learn. Autism can make a person have a difficult time adjusting to life’s constantly changing nature. Some people will be in a family or environment that can take lots of time away from necessary work that needs to be done. In reality, almost everyone has things in their life that will make success difficult. Gritty individuals will even be able to even surpass those who are more talented in their respective areas. It all comes down to how bad someone wants something. Or how much work they are willing to put in.

CLASSMATE POST 2

Some characteristics of grit are courage & resolve, strength of character. Grit is a personality trait possessed by individuals who demonstrate passion and perseverance toward a goal despite being confronted by significant obstacles and distractions. I think this demonstrates what it is like to be a nursing student. You have to have courage and determination despite difficulty. We all know that nursing school will not be easy, and it is not for the faint of heart. We have chosen this path because we are passionate about the care other people receive and we want to be a part of making sure the care received is the best it can be.

We must follow guidelines and rules outlining our responsibility as nurses to see that the rights of our clients are met. We must demonstrate passion in nursing to care for our clients and in doing what is right at all times. I believe that when we get to the end of the next 4 semesters it will show our achievement through grit. We know we are going to be exhausted at times, but we must push on. We must persevere and follow our passion.

We must find a way to overcome obstacles and pursue a long-term goal. Someone possessing grit has courage, shows strength, and also shows resilience. I think someone pursuing their dream must have the true qualities of grit to get to the finish line. We must have grit to find our success. I believe that I can achieve my goal of becoming a nurse through grit. I know that I possess courage and strength to do the best that I can and to push on when I am exhausted.

Original Discussion Prompt:

What characteristics describe grit? Can achievement be based on grit? Defend why or why not?

Example of How to Respond to a Student Discussion Post

Hi Nita,

I like how you discuss both the teacher observing the student and the student observing their own art. You bring up excellent points about the teachers observing the children, because it does help the teacher to better communicate with the children and understand them better. As teachers, it is very important to nurture students, particularly if they are very young, I think, because it allows them to better understand the needs of the student, and how to work with them. Paying attention to what the student is drawing, and seeing how the student reacts to their own work can improve the teachers’ understanding.

Expressing feelings in this discussion board reply examples is a major component of growing up. The more a student is able to express those feelings, the more they can understand them. I liked reading about what you said on this topic, and I agree that the art is a very useful tool that students can learn to express their feelings effectively. If they do not express them, they are keeping them inside, and drawing can become a form of counseling for them. In my opinion, I think the drawing can be particularly useful for many students who are quiet. These students do not often express themselves verbally, and drawing can be a way for them to understand their feelings, and to release some pent up sadness of hostile feelings, for example. I think this form of therapy sticks with many people throughout life, and they continue to use drawing as a coping mechanism.

Thanks,

Steven

Participation Expectations

Mind map Video “

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QUESTION

For your final discussion, you will reflect on all the learning you have done in this course by completing a recorded video presentation of what you have learned by creating a variation of a mind map This mind map is another example of how you might formatively assess your learners in your classroom. Additionally, this visual provides a way of organizing your understanding of assessments.

Prepare:

Prior to beginning work on this discussion,

Create, Write, and Present:

You will create a multimedia introduction based on the requirements below by creating a video:

Posting Instructions

Requirements for Presentation:

Part 1: Mind Map. Below is the list of requirements for each slide:

  • Slide 1: This is your title page. Your title should be “Mind Map: Assessments,” since assessments will be the focus of your mind map and reflection.
  • Slide 2: Put the phrase “Purpose of Assessments” at the center of your slide. Then select three to five key words that represent “Purpose of Assessments” as well as three to five images. Below is an example to get you started:

Image shows an example of a mindmap slide using PowerPoint. Three images surrounding Purpose of Assessments captioned, measure students learning, guide teacher instructions, and determine student learning needs.

  • Slide 3: Put the phrase “Formative Assessments” at the center of your slide. Then select three to five key words that represent “Formative Assessments” as well as three to five images.
  • Slide 4: Put the phrase “Summative Assessments” at the center of your slide. Then select three to five key words that represent “Summative Assessments” as well as three to five images.
  • Slide 5: Put the phrase “Grading and Feedback” at the center of your slide. Then select three to five key words that represent “Grading and Feedback” as well as three to five images.
  • Slide 6: Put the phrase “Statistics in Education” at the center of your slide. Then select three to five key words that represent “Statistics in Education” as well as three to five images.
  • Slide 7: Include at least one question that you are still seeking to get answered about assessments.

Part 2: Transcript. You will create a transcript for each slide for your recorded presentation and include it in your discussion response. Your transcript must include the following:

  • Describe the images you selected that represent your learning in this course.
  • Explain how the three to five words you chose represent your learning in this course.
  • Explain why you selected the one question you seek further knowledge. What are you hoping to find out?

MDC Google The New Monopolist Case Study

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Question

In
1998 the U.S. Department of Justice (DOJ) filed a major antitrust
lawsuit against Microsoft for abusing its monopoly power against
Netscape in the browser wars. The protracted case ended with a partial
government victory, though it scarcely hurt Microsoft’s uncontested
monopoly power in the operating system business. At the time, it seemed
clear that, in the information age, monopoly was becoming the norm
rather than the exception. This normalization of monopoly power began
with the emergence of companies like Intel, Cisco, and Microsoft, which
controlled critical ubiquitous software and hardware platforms.
Concentration of power often depends on network effects, whereby a
product’s value increases with the number of people who use it. While
the power of Intel and Microsoft has waned over the years, there are
some new potential monopolists, including Google, Facebook, and Twitter.

Hence
it is not surprising that the U.S. and European antitrust officials
have shifted their attention away from Microsoft to Facebook and Google.
Google dominates the search engine business with a 78% global market
share, despite Microsoft’s late entry into the market several years ago
with its Bing search engine. Antitrust laws such as the Sherman Act do
not necessarily make it illegal to be a monopoly. However, it is illegal
for a company to abuse its monopoly power, to leverage that power
in order to tilt the playing field against new competitors or
competitors in related businesses to which the monopolist wants to
extend its scope. Accordingly, Microsoft was accused of “tying” in
violation of the Sherman Act, that is, combining its Internet Explorer
browser with Windows so that it could gain control of the browser
market.

Google’s
founders realized that the information delivered to users by a pattern
of searches was the information needed to determine relevant ads. Search
results could produce the ads that users were interested in seeing.
Thus, while Google’s content and information is free, the company
generates massive revenues from its innovative ad business Google’s
algorithms dramatically transformed the advertising industry and ushered
in the “Google era” along with the company’s online dominance. Like
Microsoft, Google was in a position to use its expanding monopoly power
in one business (search engines) to gain market share in other online
industries. The company could simply adjust its secret search engine
algorithms to favor its own products or services and direct users to its
own websites instead of those operated by competitors. Concerned with
Google’s growing power and reach, the Federal Trade Commission (FTC),
working in conjunction with the Department of Justice (DOJ), launched an
investigation into Google’s practices. The FTC considered whether
Google has rigged its search ratings to promote links to its own
shopping, local, travel, and finance sites over those of rivals.
Google’s own sites frequently showed up on the top spots of its search
results. Search for a restaurant like “Capital Grille” in Dallas and
it’s likely that you’ll be directed to Google Places, the company’s
local business information page. Critics of Google say that given its
large market share, the company should treat its own content in the same
way that it treats the contents of its competitors.

Google’s
practices became more obvious when it entered the lucrative $110
billion online travel business in 2011. Google conspicuously placed its
own travel service atop services such as Expedia, Orbitz Worldwide,
Inc., and Priceline. A search such as “Memphis to Omaha” yields a
“Google-powered interactive chart” of the least expensive airfares
between these two cities, and a Google flight tool links exclusively to
the airlines’ websites. Further down on the list are links to the top
travel websites such as Expedia. Similarly, in the past, a user’s search
for a hotel might return a dozen or so conspicuous links to online
travel agencies and hotel operators. But more recently the search most
prominently displayed a Google shopping services page with reviews,
hotel photos, and an offer to book a room.

Google
also favors its own comparison shopping services, known as Google
Shopping. When someone initiates a product-related search such as
“electric heater,” or “toaster,” Google returns ads above the organic
search results that link directly to retailer sites (such as Target or
Walmart) where those items can be purchased. The picture ads appear at
the top of the first page under a title, such as “Shop for electric
heaters on Google.” The businesses featured in those ads pay Google each
time a user clicks on their ad. Other comparison shopping sites like
Nextag operate in the same way, but those sites, which also have links
to retailers, are often demoted in the search results, even though they
may offer better deals. Google claims that it gives its own content
preference because users prefer links that send them directly to a
company’s website rather than a link to a comparison shopping site.

The
FTC eventually concluded that while Google definitely favored its own
shopping and travel services, its sincere desire to improve search
results for consumers made it difficult to justify filing suit against
the company. But Google hasn’t been so fortunate in Europe. In April
2015, the European Commission of the EU charged Google with abusing the
power of its search engine to favor its own comparison shopping and
travel services. Two years later, after negotiations failed, the
European Union’s antitrust regulator fined Google $2.7 billion.

As
Google increases its stake in online commerce, it will continue to
struggle with its dual role in cyberspace as a search engine
facilitating commerce and as a marketplace competitor. Google’s core
business principles include “Don’t be evil.” Google has interpreted this
principle to mean that it would always deliver unbiased and neutral
organic search results.

But
is Google faithful to its principles when it uses its power in the
search engine market to gain advantage in other markets such as
comparison shopping? Please give your answer to this question.

Case Study Week 2

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Question

Case Study Week 2: High Expectations or Unrealistic Goals?

Ms. Sutter was in the middle of her first year teaching sixth grade at Pinewood Elementary School when she decided to form an after-school club for students who could become the first people in their families to attend college. She came to see a need for such a group as she noticed that many of her students lacked knowledge about postsecondary education. Although many of their parents encouraged them to think about college, her students did not have the same opportunities as some of their peers to see a college campus or hear about higher education options.

The school was located close to several colleges and even a world-renowned university, but only a few of Ms. Sutter’s students saw those institutions’ potential relevance to their own futures. Ms. Sutter, on the other hand, had fond memories of the friendly rivalry between her parents when they discussed their alma maters.  At an early age she understood that there was no question about whether she would pursue higher education; rather, the question was where she would earn her degree.

Ms. Sutter proposed the new club at a staff meeting. Some teachers thought it was unnecessary, but several others were excited and offered their support. A major point of discussion was the club’s grade range. Should it be open to all students from kindergarten through sixth grade or limited to higher grade levels?

Ms. Bates, a second grade teacher, commented, “Experience tells me that sixth grade is too early to start talking to these kids about college. It’s way over their heads.”

Another teacher, Ms. Clark, added, “Families in our school will enroll their children in any free after-school program just to keep them busy. You’ll be swamped and end up spending more time on discipline than on college. Limit it to sixth graders.” Many teachers nodded in agreement. Ms. Sutter listened carefully to the suggestions and although she disagreed with her peers’ opinions, she reluctantly agreed to offer the club exclusively to sixth graders.

Several months later, Ms. Sutter paused during her “College Club” meeting to marvel at how well it was going. Over half of the sixth graders attended regularly. Many parents and guardians would arrive before pick-up time to join the lively discussions about college life. The students even created a map, which was hung in the front office, showing all the colleges and universities that the school’s teachers had attended. It seemed everybody was impressed with the students’ enthusiasm and willingness to do additional work.

As a year-end celebration for club members, Ms. Sutter scheduled a Saturday field trip to the renowned local university, which would include a guided tour and lunch. When they arrived on campus she asked the students to wait outside the admissions office while she went in to notify the receptionist that the group had arrived. Because it was a weekend, the office was crowded with high school students their families, all awaiting their tours. After speaking with the receptionist Ms. Sutter was shocked to learn that their assigned tour guide had called in sick and that, as a result, her group would need to conduct a self-guided tour.

“But I didn’t even attend this university! I can’t give them an adequate tour. Why not just let us join another group?” she implored.

“I’m sorry but our guides are prioritized for the high school students,” the receptionist responded. As Ms. Sutter continued to plead the club’s case, she was approached by the director of admissions, Mr. Stein.

“Can I help you?” he asked warmly.

“Yes, thank you!” responded Ms. Sutter, hopefully that he would secure a tour guide for the group. “I have a group of sixth graders here, potential first-generation college students,” she said, before explaining the purpose of the club and how excited the students were about the tour.

Mr. Stein looked around the crowded room and asked Ms. Sutter to step into his office. Wonderful! Though Ms. Sutter. Maybe he’ll be the person who gives us a tour.  

Instead Mr. Stein said, “I’m sorry that tour guide is unavailable. We do our best to avoid these situations, but I have students waiting in the other room who are credible applicants. Unfortunately, I can’t compromise their interest by prioritizing sixth graders ahead of them.” He paused briefly before adding, “Frankly, I worry that you’re getting your students excited about a place they probably will never be able to attend. Perhaps you should be touring a community college or trade school.”  

With this, he opened his office door inviting Ms. Sutter to leave so that he could attend to the families in the lobby. Ms. Sutter glanced through a window and saw her students waiting patiently for their tour. She fought back tears as she contemplated what to tell them and how to address Mr. Stein’s prejudiced comments.

Questions:

What advice would you have given Ms. Sutter when she was deciding which students should be permitted to participate in the club? 

Ms. Sutter heard from multiple people, including Mr. Stein, that it was unnecessary to discuss post-secondary options with her students. To what extent, if at all, do you agree with this sentiment? 

Mr. Stein expressed his concern about Ms. Sutter creating false excitement about a prestigious university. How would you have responded to Mr. Stein’s comments? 

California State University memo

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QUESTION

Scenario

Congratulations! You have just been appointed the new Special Envoy on North Korean Human Rights Issues, a Congressionally-mandated and Senate-confirmed position within the State Department. You have spent much of your career focusing on Asia and North Korea, including substantial periods in the State Department’s Bureau of Democracy, Human Rights, and Labor.

You realize that this is going to be a tough job. Without doubt, the North Korean regime’s record on human rights is abysmal. A lengthy paragraph in the Department’s 2022 Human Rights Report catalogues dozens of categories of human rights abuses perpetrated by authorities in North Korea. International observers and NGOs routinely condemn Pyongyang’s abuse of its citizens. Even the UN Human Rights Council adopted a resolution in April 2023 that expressed its deep concern “about the systematic, widespread and gross human rights violations in the Democratic People’s Republic of Korea that, in many instances, constitute crimes against humanity…”

At the same time, you also understand that U.S. concerns about the DPRK encompass far more than human rights issues. You also wonder how much leverage the U.S. wields vis-a-vis the DPRK.

The National Security Advisor plans to convene a Principals Committee meeting next week to review U.S. policy toward the DPRK. The White House has made it clear that it wants to develop a new strategy toward North Korea that includes, among other priorities, a focus on human rights. This meeting is intended to give shape to the new strategy. The Secretary of State has asked you to draft a memo that will help define State’s thinking before the high-level interagency discussion takes place.

Assignment and Instructions

The Secretary’s tasking requests that you address the following topics in a memo that may not exceed four pages.

Your tasking includes a list of topics (below) that must be included in the memo, including several illustrative questions to consider. You must address those questions at a minimum, but you are not limited by them. Feel free to explore other dimensions of each topic as you see fit. You may also change the order of these topics if that would facilitate the flow of your memo.

Please use the following format for your memo. Memo Template (State Dept) DPRK.docx(Do not include in your memo the text of the questions in the template. They are there merely to serve as prompts for your responses.)

Topics for the Memo

  • (U) U.S. Efforts to Date: Assess U.S. policy — including in the area of human rights — toward the DPRK over the last decade. Which elements of national power (using the “DIME” paradigm) has the U.S. employed? Which aspects of our approach, if any, have produced positive results? Are there some elements of our policy that have failed or produced no results? (U) Interests and Values: Assess which U.S. national interests and/or values are at stake in the DPRK. Do they compete or converge? To what extent should interests and/or values guide U.S. policy and actions? Describe the extent to which human rights concerns have impacted U.S. policy toward North Korea over the last decade and assert your view as to whether the U.S. should assign a greater or lesser priority to human rights in its dealings with Pyongyang. (U) International Law: Does international human rights law apply to the situation in the DPRK? To what extent, if at all, should international legal considerations affect the U.S. approach? Are there any legal obligations for the U.S. or the broader international community to act in the face of ongoing human rights violations in North Korea?(U) Responsibility to Protect: Should or could R2P apply in this case and, if so, in what way? Would there be any diplomatic or other obstacles to R2P implementation?(U) Accountability and Responsibility: Is there any criminal liability on the part of DPRK officials for reported human rights violations and/or violations of international humanitarian law? Does the U.S. have an obligation, or role of any kind for that matter, in punishing perpetrators of human rights crimes in North Korea? Regardless of any U.S. role, which mechanism(s) or jurisdiction(s), if any, could/should be employed to investigate, prosecute, and punish perpetrators? (U) The Path Forward: Based upon your findings, and the White House’s desire for a new DPRK strategy, spell out at least three specific recommendations relating to human rights considerations that the State Department should advocate in interagency discussions.

Optional Materials

You will have to conduct your own research for this project, but I have included here some potentially useful materials to help get you started. You are not required to use and/or cite any of these materials.

Multicultural Case Study

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QUESTION

Create a PowerPoint presentation  that analyzes a simulated case study of a multicultural conflict that could potentially occur within your psychology specialization.

You are strongly encouraged to complete the assessments in this course in the order in which they are presented.

After analyzing one’s multifaceted cultural identity and biases, the next step toward multicultural competency is to plan how you can use best practices to minimize the negative impact of these factors on professional relationships.

Multicultural competence is essential to be an equitable and effective psychologist; therefore, both working practitioners and learners require professional development in this area. The case study, which is an in-depth report and analysis of events, activities, or processes involving one or more individuals or a situation, is an important tool for training as it allows us to analyze real-life professional concerns without doing harm to the people who service our services.

Working psychologists continue to consult with colleagues on case studies to improve their professional competencies. While actual case studies are based on factual reports, simulated (or fictional) case studies, or vignettes, are often used to illustrate situations that could occur in practice and evaluate potential courses of action. A PowerPoint presentation can be an effective means of sharing case study details and lessons learned in a professional context.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

What are some common cultural conflicts that occur in the workplace?

How might cultural differences contribute to conflicts?

  • How might a person’s biases impact cultural conflict and potential solutions?
  • What are some productive ways that cultural conflicts can be resolved? The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
  • Create a simulated (or fictional) case study, concerning a cultural conflict between yourself, working in your area of specialization, and some person or persons, agency/business, or institution. Several points of cultural difference must exist between you and the others involved in this conflict. While the details of your case will be fictional, it must be entirely believable and realistic
  • Download and use the Multicultural Case Study Template [PPTX] Download Multicultural Case Study Template [PPTX]to complete this assessment. Do not submit a paper for this assessment. Papers will not be graded. You will complete this assessment by replacing all language that is enclosed with brackets […] in the PowerPoint with your own words.

For guidance on PowerPoint design, consult the PowerPoint Resources activity in this assessment

  • Title slide: On the first slide of the PowerPoint:

Enter a descriptive title of approximately 5–15 words that concisely communicates the heart of the case study. It should stir interest while maintaining professional decorum.

  • Enter your name, and a job title and organization that would fit with your case study.

Case Study Overview slide: Provide the briefest possible narrative QUESTION of the case. Additional supporting details and references can be added in the notes section on the slide. The overview should include:

The professional setting of the case, based on your psychology specialization (for example, in treatment, in the classroom, in a hospital, jail, or a community-based setting).

The relationship that exists between you and the other persons involved. Some possible examples may be:

Professor—Student.

Therapist—Patient.

Colleague—Colleague.

Consultant—Business.

Clinical Supervisor—Student intern.

Professional Supervisor—Employee.

  • A very brief summation of the cultural conflicts involved in the case.

Cultural Differences slides: On the table provided in the template, list side by side the main cultural identities from the Hays model, relevant to the conflict in the case, of yourself and another person, agency, or institution in the case.

  • If more than one person, agency, or institution is involved in the case, make a copy of this slide for each one, to compare yourself to all others involved.

In the notes section:

Identify common concerns with each cultural identity. Be careful to avoid using stereotypes.

  • Analyze how cultural differences contributed to the conflict in this case.
  • Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.
  • Relevant Biases: Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.

Best Practices When Working With [Cultural Identity] slides: Identify a best practice for working with a cultural identity in this case and cite its source. Then, briefly analyze how the best practice could help you navigate this particular relationship and conflict.

In the notes section, describe the best practice in more detail and elaborate as needed on your analysis of how the best practice could help you navigate the relationship and conflict.

  • Citation requirements: You must cite best practices from at least three scholarly research articles. You may cite reputable sources form websites, books, textbooks, and suggested resources as well, but these will not count toward the three required scholarly research references.
  • Copy this slide as needed to address each cultural identity in this case.

Community Engagement Action Plan

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QUESTION

Community Engagement Action Plan

The purpose of the Community Engagement Action Plan project is to help you critically think about and plan for your community engagement quarter. It provides an opportunity to reflect on what community engagement pathway best balances your interests with other demands and responsibilities that you may have. It will help you situate community engagement and community engaged learning with larger social/environmental justice issues. You will also be able to make connections between the themes of this course and critical practices for future community engagement experiences. At this point in the EST program, you may not exactly know what pathway you want to select to fulfill your community engagement requirement. That is okay. Use this assignment to explore a particular pathway of interest and write about your ideal scenario of fulfilling your community engagement requirement (Please know you are not obligated to use the particular pathway you select for this assignment to fulfill your actual community engagement requirement). There will be scaffolded check- in assignments and class activities to assist you in progressing with this project. 

Using the below structure for this assignment, the assignment should be in essay form. All the questions in each section must be answered thoroughly and in detail to receive full credit for this action plan.  

Section 1 [ 5 points] : Community Engagement Pathway [2 pages] The purpose of this section is to describe the particular community engagement pathway that you will choose, and to discuss in detail relevant information connected with this pathway. Please answer all the following questions:  

How do you plan on fulfilling your community engagement requirement? (Internship/EDUC 195; Course Work; Research/ EDUC 196XP ) 

Describe what the particular community engagement pathway entails

Why are you interested in this community engagement pathway? 

What proposed quarter are you planning on fulfilling the community engagement requirement? What are some key dates/deadlines in enrolling in the necessary coursework?

Do you need a course contract for this pathway? If so, explain the steps to creating and completing the course contract. 

What challenges do you foresee facing during this experience?

  • What questions do you have?  Where can you seek questions to these answers? 
  • Section 2 [ 5 points]: Explaining and Justifying the Social/Environmental Justice Issue [2-3 pages] The purpose of this section is to better understand the social/environmental justice issue in Los Angeles you will be engaged in at your community site. Issues can include: climate change; economic inequality; racial/ethnic justice; environmental degradation and pollution; labor rights; LGBTQ+ rights; housing and gentrification; immigration; poverty and housing insecure/houselessness; women’s equity; (dis)ability; public health etc.). This section must be supported with at least 5 academic resources. 
  • What is the social/environmental justice issue that you are interested in engaged with during your community engagement experience?  
  • Explain how your community engagement site is connected to this issue
  • What are the structural factors that cause this issue? 
  • Who/what/where does it impact? 
  • What are key concepts and their definitions related to this issue? 

What are the consequences if this issue is not addressed, and why does it need to change?

Section 3 [ 5 points]: Evaluation of Community Organizations in Los Angeles [1-2 pages] The purpose of this section is to explore the services of a community organization in Los Angeles/ Southern California. Even though you will not be interning  at the community organization for your particular community engagement pathway, this section will help to familiarize you with community organization engaged in the social/environmental justice issues described in Section 2. 

Identity the organization and website 

  • How does this organizations relate to the community engagement pathway that your chose? 

What rhetoric in the mission statement/organization philosophies demonstrates it addresses the social/environmental issue of focus? 

  • What initiatives, programs, service activities address the social/environmental issue of focus? 

What communities does the organization serve that demonstrate the issue of focus?  

  • What are your general impressions of these organizations? How does one become a volunteer/intern with these organizations.  

Section 4 [ 5 points]: Reflection and Action [ 2-3 pages] This purpose of this section is reflect on what you learned this quarter and to describe in detail how you plan to practice some of the main concepts of this course through your community engagement pathway. 

  • What is social transformation and how do you envision the ways that your community engagement pathway will facilitate/facilitates social transformation? 

How do you plan on building reciprocal relationships at your particular community engagement site? 

  • Choose one critical community engagement concept and describe in detail how you will practice it with/ at your community engagement site

What are the specific areas of learning/growth that you experienced this quarter, and how do you plan on incorporating what you learn into your specific community engagement site? 

  • Section 5 [ 2.5 points] : Reference Section & Resources Section: 

Reference: Should include at least five relevant academic sources that support answering the questions in Section 2. 

Resources: Additionally, should include list of resources including community organization sites and media where people can find more information on this topic. Make sure the title/name of each site/source accompanies each link.

Memory, Knowledge, and Language

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QUESTION

Create a professional development PowerPoint presentation on how theories, principles, and evidence-based best practices related to memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency can be applied in the context of a professional specialization.

As a professional psychologist, you will need to review theory and research and use it as the basis to develop best practices. For this assessment, you will focus on the following topics:

Memory models and processes.

Knowledge representation, organization, and manipulation.

  • Language.
  • Imagine you are now a professional psychologist working in the specialization that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.
  • The second assessment focuses on memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency. For context on these topics, read the following:

Introduction to Memory Models and Processes [PDF].

Introduction to Knowledge Representation, Manipulation, and Organization [PDF].

Introduction to Language Acquisition and Competency [PDF].

  • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

How did theories and models of memory, language, and knowledge evolve over time? Which ones seem most credible today?

  • What processes are involved in the acquisition and use of language? Are they more guided by inherited or environmental factors (nature or nurture)?

What are the relationships between memory, language, and knowledge?

  • What would it be like to live without memory? Without language?

What is declarative knowledge and how is its representation and organization explained by various theories?

What is procedural knowledge and how is it represented in the mind? How does it differ from declarative knowledge?

How do brain physiology and neuroscience help to explain normal and abnormal facilities with language, memory, and acquisition and retrieval of knowledge? Does science point toward interventions that could help persons with issues in these areas? Does it point toward ways to enhance capacities?

  • How might you help clients or students give up their intuitively held yet erroneous beliefs about the world?
  • Do culturally diverse populations experience memory, knowledge, and language differently?
  • How do emotions impact memory, knowledge, and language ability?
  • For this assessment, you will create a PowerPoint presentation focused on the following topics:
  • Memory models and processes.
  • Knowledge representation, organization, and manipulation.
  • Language acquisition and competency.
  • The following resource is required to complete the assessment.
  • Presentation Template [PPTX].
  • Note: Do not submit a paper for this assessment. Papers will not be graded.

You will complete this assessment by replacing all language that is enclosed within brackets [. . .] in the PowerPoint Presentation Template with your own words.

As in the previous assessment, you may see the Suggested Resources for guidance on basics of PowerPoint. The same design recommendations apply to this assessment as well.

  • Remember, your presentation is for an interdisciplinary team, so it will be important to communicate in a manner that can be understood by those not trained in psychology.
  • Title Slide
  • On the first slide of the PowerPoint, enter the following:

A descriptive title of approximately 5–15 words. It should stir interest while maintaining professional decorum.

Professional development for [enter the type of institutional context your presentation is designed for].

  • Your name.

Your specialization.

Course number and title.

Capella University.

Faculty name.

Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization, and perhaps your contact information.

Topic Introduction Slides

Present each of the three topics in a separate section that begins with a slide naming the topic and concisely introducing it.

Theoretical Background Slides

  • Use one or more slides to briefly analyze the origins and evolution of each theory that you will reference in relation to each topic.
  • Application Slides

Use one or more slides to explain how theories, principles, and evidence-based best practices related to each topic can be used to explain behavior and help people. Remember, these factors should be relevant to the context your presentation is designed for. For each of these:

  • Analyze how and to what extent brain physiology and neuroscience can provide an explanation of relevant phenomena.
  • Analyze how affect may impact cognitive performance in these areas.
  • Explain one or more ethical issues that might arise in the application of theories and principles related to memory, language, or knowledge.

Develop research-based guidelines for neutral and fair public debates and media coverage

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QUESTION

Develop research-based guidelines for neutral and fair public debates and media coverage, in your role as a consultant, to ensure that voters make up their own minds as free of social influence as possible.

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Introduction

The concepts and principles of social perception, social interaction, and social influence can be applied to any social or professional setting.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

Social Psychology and Science

What are some of the core ideas defined by social psychologists that impact your career and home life?

How is your profession influenced by principles of social psychology?

How can understanding and applying concepts of social cognition and person perception be applied in your personal and professional life?

Preparation

  • Read the Assessment 1 Context document for information about the subject of this assessment.
  • Use the Capella library and the Internet to research theories of social psychology and strategies for minimizing social influence in political debates. Some suggestions for keyword searches include (but are not limited to): debate format analysis; moderator influence; the impact of social and mainstream media; self-presentation and visual influence; minimizing bias; presentation style, and voter perception.
  • The authentic deliverable for this assessment is a proposal with an executive summary. There are many resources on the Internet and free templates or examples, if you choose to use one as a guide for completing this assessment. This assessment is also an exercise in disciplined professional writing. Carefully distilling information to maximize conveyance of knowledge with the minimum of space is as rigorous as writing an academic paper.

Click the link provided to view the following resource, which you will use to complete the assessment.

Executive Summary/Proposal Template [DOC] Download Executive Summary/Proposal Template [DOC].

Instructions

Assume the role described in the following scenario as you complete this assessment.

You are a political consultant to a “better government” citizen group, such as the League of Women Voters. You have been hired to develop guidelines for holding neutral and fair public town-hall style debates, covered by social and mainstream media, to ensure that the voters make up their own minds as free of social influence as possible.

Deliverable

Develop a proposal of research-based guidelines for neutral and fair public debates and media coverage. The first part of the proposal is an executive summary, which should be about one page in length.

The Executive Summary

  • Writing must be succinct, clear, and comprehensible to a layperson. The purpose of the executive summary is to:

Provide a concise analysis of the problem.

Explain the rationale.

Report the main conclusions.

The first two subheadings constitute the executive summary portion of your proposal:

Analysis of the Issue: Social Influence and Politics

Analyze how social psychology theory can be applied to identify and reduce sources of social influence in a debate setting.

Write an introductory paragraph or two.

Analysis of the Issue: Perception and Bias

Assess how social context (relationships, groups, and culture) influences perception and behavior in a debate setting.

Write an explanatory paragraph or two.

Proposed Guidelines

Write research-based guidelines for fair public debates and media coverage.

Use subheadings to organize content.

Use bullet points and phrases for main points, in addition to short, succinct paragraphs.

Include a visual, such as a graph, table, or chart to succinctly convey information, if you choose.

Guidelines for Fair Public Debate

  • Integrate principles of social psychology and research to develop guidelines for fair public debate.
  • Consider the following guiding questions as you develop the guidelines.
  • How does the format affect voter perception?

How can a moderator influence voter perception?

How can social and mainstream media be managed in a debate for balance?

Consider the implications of visuals and voter perception.

  • What participant behaviors would you prohibit?

How do you propose to manage the behavior of the audience?

  • References

Support positions with references from scholarly and professional literature.

Support each guideline with at least one reference using APA format and style.

Additional Requirements

Length: Maximum length is four pages.

  • References: Your references may include both scholarly literature and practitioner sources. Support each guideline with at least one current reference.

Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze methods and principles of social psychology and their application to important social phenomena in contemporary society.

Analyze how social psychology theory can be applied to identify and reduce sources of social influence in a debate setting.

Competency 3: Synthesize social psychological theory and research to generate new understandings of social phenomena in contemporary society.

Assess how social context (relationships, groups, and culture) influences perception and behavior in a debate setting.

  • Integrate principles of social psychology and research to develop guidelines for fair public debate and media coverage.

Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.

  • Support positions with references from scholarly and professional literature.