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  • [Solved] Education Montessori Assignment

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    Create a 7-10 slide PowerPoint presentation providing information, images, classroom model of a Montessori classroom. In your presentation you are required to discuss what Montessori theory is, why it has been used for many years, and what should parents expect when they are looking into enrolling t…

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    Create a 7-10 slide PowerPoint presentation providing information, images, classroom model of a Montessori classroom. In your presentation you are required to discuss what Montessori theory is, why it has been used for many years, and what should parents expect when they are looking into enrolling their child in a Montessori school.
    Each presentation should have a title slide, introduction slide, and a reference page slide. This is not included in the 7-10 slide requirement.

  • [Solved] Statement of Philosophy

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    A personal statement of philosophy about early childhood education can send a strong message about you, and if you mail it with your cover letter and résumé, it can serve as an introduction well before someone meets you in person. **What you should turn in:** 1- 2 page statement on your beliefs abou…

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    A personal statement of philosophy about early childhood education can send a strong message about you, and if you mail it with your cover letter and résumé, it can serve as an introduction well before someone meets you in person.
    **What you should turn in:**
    1- 2 page statement on your beliefs about teaching early childhood education. Consider the following:
    – Your motivations for teaching
    – The teaching methods you believe are best
    – Your teaching goals, methods, and strategies
    – Explanation of how your teaching is consistent with your goals
    – Personal goals that you have set for yourself as a teacher
    **Note: Write from your heart and be creative in how you present your beliefs.**
    **Your "Statement of Philosophy should be at least 1-2 pages. Please use Word, Times New Roman, 12 point font, and double space your philosophy. If you cite or quote any information within your philosophy, be sure to reference the cite within your philosophy – APA style. Should you cite any information, be sure to include a reference page.**
    **For information on APA style, please look at The Purdue OWL: APA Style https://owl.english.purdue.edu/owl/section/2/10/**

  • [Solved] m5d

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  • [Solved] Chapter 5-6 Discussion

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    Please pick one of the following questions and write at least one paragraph (5-6 complete, fully thought-out, error-free, sentences), detailing your thoughts. In addition, please reply to at least two other classmates' threads in at least 3-4 complete, fully thought-out, error-free, sentences. 1. Wh…

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    Please pick one of the following questions and write at least one paragraph (5-6 complete, fully thought-out, error-free, sentences), detailing your thoughts.  In addition, please reply to at least two other classmates' threads in at least 3-4 complete, fully thought-out, error-free, sentences.
    1. What      are the primary problems with the concept of race and what are the social      and political implications of using race to define and study groups of      people?
    2. Using      Brown and Landrum-Brown’s dimensions, describe the dimensions across which      cultural characteristics are defined.
    3. Select      one of the four cultures describe by M. Ho and compare its cultural      characteristics to those of Northern European culture in the following      dimensions: nature, time orientation, people relations, work and activity, and human nature.   How might these differences manifest      themselves in the helping relationship?
    4. Discuss      the consequences of the movement from “primitive” to “civilized” culture.
    5. What      are the pros and cons of employing an alternative helping model, as      opposed to an adaptive or adjusted model?
    \
    Diller_CulturalDiversity_6e_PPT_Ch05.pptx](https://www.sweetstudy.com/files/diller-culturaldiversity-6e-ppt-ch05-pptx "Diller_CulturalDiversity_6e_PPT_Ch05.pptx")
    \
    Diller_CulturalDiversity_6e_PPT_Ch06.pptx](https://www.sweetstudy.com/files/diller-culturaldiversity-6e-ppt-ch06-pptx "Diller_CulturalDiversity_6e_PPT_Ch06.pptx")

  • [Solved] Computer Science assignment

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    I need no plagiarism and need to rewrite this please – ## Untitleddocument1.pdf **## Untitleddocument1.pdf** Student Name Course Code Date Client Interview Report Opening Statement My interview with the owner of Taipo Restaurant, a fine-casual dining bar and lounge with Nepali influences located in …

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    I need no plagiarism and need to rewrite this please

    – ## Untitleddocument1.pdf

    **## Untitleddocument1.pdf**

    Student Name
    Course Code
    Date

    Client Interview Report

    Opening Statement
    My interview with the owner of Taipo Restaurant, a fine-casual dining bar and lounge with
    Nepali influences located in Arlington, Texas, revealed several challenges and opportunities that
    are highly relevant to small business owners in the hospitality sector. The discussion highlighted
    important issues, including resource management, customer retention, and the integration of
    technology into restaurant operations. These themes mirror wider trends in the restaurant
    industry while also showing how local establishments navigate their unique contexts. This report
    will analyze these issues in depth and underscore their significance for future research that
    could support restaurant owners in creating sustainable, competitive, and community-focused
    businesses.

    Methodology
    The interview was conducted on September 20, 2025, in person at Taipo Restaurant, which is
    located at 200 E Abram St, Suite 140, Arlington, TX. The interview lasted approximately 45
    minutes and followed a semi-structured format. I prepared ten open-ended questions designed
    to explore the restaurant’s mission, customer service strategies, daily challenges, and long-term
    goals. With permission, the interview was recorded and transcribed for analysis. After the
    transcription, I reviewed the material to identify recurring themes. In order to strengthen the
    discussion, I also consulted two recent scholarly articles on restaurant management and
    hospitality trends, which provided additional context about the challenges facing independent
    restaurants in today’s market.

    Essential Background
    Taipo Restaurant was founded as a fine-casual dining venue that brings Nepali-inspired flavors
    to the Arlington dining scene. The owner emphasized the restaurant’s mission of blending
    authentic cultural cuisine with a modern bar and lounge experience, appealing to both
    adventurous diners and those seeking an upscale yet comfortable atmosphere. With its location
    in the heart of downtown Arlington, the restaurant serves a diverse clientele, including local
    residents, students from nearby universities, and visitors to the area.

    The owner oversees a variety of responsibilities, including staff supervision, menu planning,
    marketing, and financial management. With approximately 15 employees, Taipo is a small but
    growing operation. Its competitive advantage lies in its unique culinary identity and welcoming
    environment. However, as Smith and Johnson (2023) report, independent restaurants across
    the U.S. face significant financial pressures due to rising costs of supplies, high staff turnover,
    and increased competition from both large chains and delivery services. This context sets the
    stage for understanding the issues identified in the interview.

    Issues and Conclusions
    The interview with Taipo’s owner revealed three central issues: resource management,
    customer retention, and technology integration. Each of these challenges reflects broader
    industry patterns while carrying specific implications for Taipo’s long-term sustainability.

    Resource Management
    Resource management emerged as one of the most pressing concerns. The owner discussed
    the difficulty of balancing rising operating costs with the need to maintain quality and affordability
    for customers. Inflation has driven up the price of food and beverages, while labor costs remain
    high due to industry-wide turnover and competition from larger restaurant groups. This leaves
    Taipo operating on slim profit margins, which limits its ability to invest in growth initiatives.

    Smith and Johnson (2023) note that independent restaurants often rely on creative strategies to
    manage costs, such as negotiating with local suppliers, adjusting menus seasonally, and
    cross-training employees. Taipo has implemented some of these strategies, but the owner
    acknowledged that financial unpredictability still makes long-term planning difficult. Further
    research on innovative cost-control measures and public-private partnerships could offer
    solutions to help establishments like Taipo thrive despite these constraints.

    Customer Retention
    Another critical issue is customer retention. While Taipo benefits from its unique Nepali
    influences and welcoming atmosphere, the restaurant faces constant pressure to attract new
    diners while ensuring repeat visits. The owner explained that many customers initially come to
    try something new, but keeping them engaged requires ongoing menu updates, consistent
    service, and strategic marketing.

    The restaurant relies heavily on social media and word-of-mouth promotion. While these
    strategies have brought positive results, they require time and resources that are already
    stretched thin. Lee (2024) emphasizes that independent restaurants can benefit from structured
    loyalty programs, personalized dining experiences, and community partnerships to strengthen
    long-term customer relationships. Taipo is considering such initiatives but is cautious about
    implementation costs. More research into cost-effective loyalty systems could directly benefit
    restaurants in similar positions.

    Technology Integration
    The third major theme was technology integration. Taipo currently uses a basic point-of-sale
    (POS) system for billing and order management, but the owner recognized that more advanced
    tools could enhance efficiency and customer satisfaction. For example, mobile ordering, online
    reservation systems, and digital loyalty programs are becoming increasingly common in the
    restaurant industry.

    However, the owner pointed out two barriers: cost and staff training. Advanced systems often
    require significant upfront investment, and small restaurants like Taipo may struggle to afford
    them. Additionally, employees need time and support to learn new technologies, which can
    temporarily disrupt operations. As Lee (2024) observes, while digital transformation has great

    potential, independent restaurants frequently lack the resources to implement it effectively.
    Research into scalable and affordable digital tools could provide pathways for restaurants like
    Taipo to modernize without compromising their financial stability.

    These three issues—resource management, customer retention, and technology
    integration—are closely interconnected. Limited resources restrict marketing and technology
    investment, while outdated systems reduce operational efficiency, which in turn makes it harder
    to build customer loyalty. Addressing these challenges holistically is essential for the long-term
    resilience of independent restaurants.

    Closing Statement/Call to Action
    The insights gained from my interview with Taipo Restaurant’s owner underscore the urgent
    need for research into sustainable business strategies for independent restaurants. Areas for
    exploration include innovative cost-management practices, customer loyalty initiatives tailored to
    smaller establishments, and affordable digital tools to streamline operations.

    Restaurants like Taipo play an important role in their communities by providing not only food but
    also cultural connection and social space. Ensuring their success requires both practical
    solutions and academic attention to the broader structural issues they face. By focusing on
    scalable and adaptable strategies, future research can empower business owners to overcome
    challenges, remain competitive, and continue enriching their local communities.

    **## Untitleddocument1.pdf**

    Student Name
    Course Code
    Date

    Client Interview Report

    Opening Statement
    My interview with the owner of Taipo Restaurant, a fine-casual dining bar and lounge with
    Nepali influences located in Arlington, Texas, revealed several challenges and opportunities that
    are highly relevant to small business owners in the hospitality sector. The discussion highlighted
    important issues, including resource management, customer retention, and the integration of
    technology into restaurant operations. These themes mirror wider trends in the restaurant
    industry while also showing how local establishments navigate their unique contexts. This report
    will analyze these issues in depth and underscore their significance for future research that
    could support restaurant owners in creating sustainable, competitive, and community-focused
    businesses.

    Methodology
    The interview was conducted on September 20, 2025, in person at Taipo Restaurant, which is
    located at 200 E Abram St, Suite 140, Arlington, TX. The interview lasted approximately 45
    minutes and followed a semi-structured format. I prepared ten open-ended questions designed
    to explore the restaurant’s mission, customer service strategies, daily challenges, and long-term
    goals. With permission, the interview was recorded and transcribed for analysis. After the
    transcription, I reviewed the material to identify recurring themes. In order to strengthen the
    discussion, I also consulted two recent scholarly articles on restaurant management and
    hospitality trends, which provided additional context about the challenges facing independent
    restaurants in today’s market.

    Essential Background
    Taipo Restaurant was founded as a fine-casual dining venue that brings Nepali-inspired flavors
    to the Arlington dining scene. The owner emphasized the restaurant’s mission of blending
    authentic cultural cuisine with a modern bar and lounge experience, appealing to both
    adventurous diners and those seeking an upscale yet comfortable atmosphere. With its location
    in the heart of downtown Arlington, the restaurant serves a diverse clientele, including local
    residents, students from nearby universities, and visitors to the area.

    The owner oversees a variety of responsibilities, including staff supervision, menu planning,
    marketing, and financial management. With approximately 15 employees, Taipo is a small but
    growing operation. Its competitive advantage lies in its unique culinary identity and welcoming
    environment. However, as Smith and Johnson (2023) report, independent restaurants across
    the U.S. face significant financial pressures due to rising costs of supplies, high staff turnover,
    and increased competition from both large chains and delivery services. This context sets the
    stage for understanding the issues identified in the interview.

    Issues and Conclusions
    The interview with Taipo’s owner revealed three central issues: resource management,
    customer retention, and technology integration. Each of these challenges reflects broader
    industry patterns while carrying specific implications for Taipo’s long-term sustainability.

    Resource Management
    Resource management emerged as one of the most pressing concerns. The owner discussed
    the difficulty of balancing rising operating costs with the need to maintain quality and affordability
    for customers. Inflation has driven up the price of food and beverages, while labor costs remain
    high due to industry-wide turnover and competition from larger restaurant groups. This leaves
    Taipo operating on slim profit margins, which limits its ability to invest in growth initiatives.

    Smith and Johnson (2023) note that independent restaurants often rely on creative strategies to
    manage costs, such as negotiating with local suppliers, adjusting menus seasonally, and
    cross-training employees. Taipo has implemented some of these strategies, but the owner
    acknowledged that financial unpredictability still makes long-term planning difficult. Further
    research on innovative cost-control measures and public-private partnerships could offer
    solutions to help establishments like Taipo thrive despite these constraints.

    Customer Retention
    Another critical issue is customer retention. While Taipo benefits from its unique Nepali
    influences and welcoming atmosphere, the restaurant faces constant pressure to attract new
    diners while ensuring repeat visits. The owner explained that many customers initially come to
    try something new, but keeping them engaged requires ongoing menu updates, consistent
    service, and strategic marketing.

    The restaurant relies heavily on social media and word-of-mouth promotion. While these
    strategies have brought positive results, they require time and resources that are already
    stretched thin. Lee (2024) emphasizes that independent restaurants can benefit from structured
    loyalty programs, personalized dining experiences, and community partnerships to strengthen
    long-term customer relationships. Taipo is considering such initiatives but is cautious about
    implementation costs. More research into cost-effective loyalty systems could directly benefit
    restaurants in similar positions.

    Technology Integration
    The third major theme was technology integration. Taipo currently uses a basic point-of-sale
    (POS) system for billing and order management, but the owner recognized that more advanced
    tools could enhance efficiency and customer satisfaction. For example, mobile ordering, online
    reservation systems, and digital loyalty programs are becoming increasingly common in the
    restaurant industry.

    However, the owner pointed out two barriers: cost and staff training. Advanced systems often
    require significant upfront investment, and small restaurants like Taipo may struggle to afford
    them. Additionally, employees need time and support to learn new technologies, which can
    temporarily disrupt operations. As Lee (2024) observes, while digital transformation has great

    potential, independent restaurants frequently lack the resources to implement it effectively.
    Research into scalable and affordable digital tools could provide pathways for restaurants like
    Taipo to modernize without compromising their financial stability.

    These three issues—resource management, customer retention, and technology
    integration—are closely interconnected. Limited resources restrict marketing and technology
    investment, while outdated systems reduce operational efficiency, which in turn makes it harder
    to build customer loyalty. Addressing these challenges holistically is essential for the long-term
    resilience of independent restaurants.

    Closing Statement/Call to Action
    The insights gained from my interview with Taipo Restaurant’s owner underscore the urgent
    need for research into sustainable business strategies for independent restaurants. Areas for
    exploration include innovative cost-management practices, customer loyalty initiatives tailored to
    smaller establishments, and affordable digital tools to streamline operations.

    Restaurants like Taipo play an important role in their communities by providing not only food but
    also cultural connection and social space. Ensuring their success requires both practical
    solutions and academic attention to the broader structural issues they face. By focusing on
    scalable and adaptable strategies, future research can empower business owners to overcome
    challenges, remain competitive, and continue enriching their local communities.

  • [Solved] Culture and Social Justice

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    175 words each discussion post 1 Culture profoundly shapes moral reasoning and our understanding of social justice. Keith (2019) emphasizes that moral values are not universal but are “products of cultural traditions, social institutions, and historical experiences” (p. 362). This means that what on…

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    175 words each
    discussion post 1
    Culture profoundly shapes moral reasoning and our understanding of social justice. Keith (2019) emphasizes that moral values are not universal but are “products of cultural traditions, social institutions, and historical experiences” (p. 362). This means that what one society considers just or fair may differ dramatically from another, depending on whether the culture emphasizes collectivism, individualism, or hierarchical relationships. For example, collectivist cultures may prioritize group harmony and restorative justice, while individualist cultures often focus on personal rights and retributive justice.
    My personal moral compass—grounded in empathy, cultural humility, and trauma-informed values—guides my view of social justice as a process of healing and equity. I believe justice must be inclusive and responsive to systemic harm, especially for survivors and marginalized communities. This aligns with Keith’s assertion that “moral reasoning is shaped by both cultural background and individual experience” (Keith, 2019, p. 365). As someone preparing to work in trauma counseling and probation, I see social justice not just as legal fairness but as a commitment to restoring dignity, addressing harm, and honoring diverse lived experiences.
    Reference
    Keith, K. D. (2019). Cross-cultural psychology (2nd ed.). Wiley.
    discussion post 2
    According to Shweder and colleagues (1998), cultural identity includes our worldview and moral values, shaped through everyday practices and relationships (Keith, 2019). Culture plays a foundational role in shaping moral reasoning. It teaches us what is considered right, fair, or acceptable within a given community. These cultural messages are often absorbed unconsciously, influencing how we interpret justice and respond to inequality. My own worldview has evolved through intentional reflection and accountability, especially as I’ve recognized how dominant cultural norms can obscure or even justify exclusion. Social justice, to me, is not a fixed destination but a dynamic process: one that requires empathy, humility, and a willingness to challenge inherited beliefs. Whether I’m affirming a peer’s perspective, choosing inclusive sources in my academic work, or calling out bias in professional settings, I strive to align my values with my actions. My moral compass doesn’t just guide what I believe, it shapes how I show up for others.
    Cochran and Weaver (2017) argue that moral development is cultivated through exposure to others’ lived experiences and community engagement, and I’ve found that to be true. My understanding of social justice has deepened through proximity to difference and the courage to act. The way I navigate questions of justice has been molded by the people in my life, especially those whose stories, identities, and values have challenged me to think beyond my own experience. As someone raised in a community where certain perspectives were dominant and others often overlooked, I didn’t fully grasp the depth of social justice until I began forming relationships that challenged my assumptions. Looking back, I recognize how self-serving bias shaped my early understanding. I was more likely to view my values as neutral or correct without questioning the cultural lens behind them (Keith, 2019). As I sought out connections with individuals across racial, cultural, and religious lines, as well as those within the LGBTQ+ community, I learned that justice must also account for the quiet struggles people carry, whether shaped by gender, power, or cultural silence.
    References
    Cochran, M., & Weaver, J. (2017). Can virtue be learned? An exploration of student moral development through community engagement. _Journal of College Character, 18_(4), 245–260. [https://doi.org/10.1080/2194587X.2017.1371035](https://doi.org/10.1080/2194587X.2017.1371035)
    Keith, K. D. (2019). _Cross-cultural psychology_ (2nd ed.). Wiley.
    Shweder, R. A., Goodnow, J., Hatano, G., LeVine, H., Markus, H., & Miller, P. (1998). The cultural psychology of development: One mind, many mentalities. In W. Damon (Ed.), _Handbook of child development_ (pp. 865–937). New York, NY: Wiley.

  • [Solved] discussion post

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  • [Solved] ACCT

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    In-depth study guidance and analytical solution covering ACCT.

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  • [Solved] Critically

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    Refer to three sixth-grade students. Made-up names are Jada, Tyler, and Messiah. – ## help.pdf **## help.pdf** Demonstrate your understanding of the module information by relating the information to the case study. Be explicit. Use apa format and site correctly. TEXT BOOK LOGIN usename: zhightower@a…

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    Refer to three sixth-grade students. Made-up names are Jada, Tyler, and Messiah.

    – ## help.pdf

    **## help.pdf**

    Demonstrate your understanding of the module information by relating the
    information to the case study. Be explicit. Use apa format and site correctly. TEXT
    BOOK LOGIN usename: zhightower@augusta.edu password: Kirtavious1$
    https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fstore.cognell
    a.com%2F&data=05%7C02%7CNPARKS%40augusta.edu%7Cca99494d66b04685fede0
    8ddd8eb5839%7C8783ac6bd05b4292b483e65f1fdfee91%7C0%7C0%7C638905227498
    101192%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuM
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    sdata=TOgwJX4Gt5l9zd3xVXC2cKlpTTabI0TJDMDLNtAyaKo%3D&reserved=0

    When referencing particular people in your paper, do not use their real names. You

    may use Mr. S., student 2, or create imaginary names. Due on D2L.

    The lab report will have three parts:

    1. Critically evaluate the teacher/student relationships:

    • Describe the teacher/student relationships you have built with
    three different students. What have been successful strategies
    you have used? What have you found to be barriers to good
    relationships?

    2. Critically evaluate two lessons you teach for management.

    • Describe the lesson – what did the teacher do to support
    learning?

    • What management occurred during the lesson? Describe any
    interruptions to learning and the teacher's management.

    • Discuss at least three areas of strength in your management
    during the lesson.

    • Discuss at least three ways you could improve your management.

    3. Critically evaluate one student in your class.

    • Describe what the student does during lessons?
    • What does the student pay attention to during the lesson? What

    distracts the student?
    • How does the student react to the teaching?

    [mailto:zhightower@augusta.edu](mailto:zhightower@augusta.edu)

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    • What do you think would motivate this student?
    • Talk to the student and ask the student about the class. What do

    they like to learn? How did they like the class? What is the
    student's favorite part of school? Why? What would help the
    student to learn?

    **## help.pdf**

    Demonstrate your understanding of the module information by relating the
    information to the case study. Be explicit. Use apa format and site correctly. TEXT
    BOOK LOGIN usename: zhightower@augusta.edu password: Kirtavious1$
    https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fstore.cognell
    a.com%2F&data=05%7C02%7CNPARKS%40augusta.edu%7Cca99494d66b04685fede0
    8ddd8eb5839%7C8783ac6bd05b4292b483e65f1fdfee91%7C0%7C0%7C638905227498
    101192%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuM
    DAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&
    sdata=TOgwJX4Gt5l9zd3xVXC2cKlpTTabI0TJDMDLNtAyaKo%3D&reserved=0

    When referencing particular people in your paper, do not use their real names. You

    may use Mr. S., student 2, or create imaginary names. Due on D2L.

    The lab report will have three parts:

    1. Critically evaluate the teacher/student relationships:

    • Describe the teacher/student relationships you have built with
    three different students. What have been successful strategies
    you have used? What have you found to be barriers to good
    relationships?

    2. Critically evaluate two lessons you teach for management.

    • Describe the lesson – what did the teacher do to support
    learning?

    • What management occurred during the lesson? Describe any
    interruptions to learning and the teacher's management.

    • Discuss at least three areas of strength in your management
    during the lesson.

    • Discuss at least three ways you could improve your management.

    3. Critically evaluate one student in your class.

    • Describe what the student does during lessons?
    • What does the student pay attention to during the lesson? What

    distracts the student?
    • How does the student react to the teaching?

    [mailto:zhightower@augusta.edu](mailto:zhightower@augusta.edu)

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    • What do you think would motivate this student?
    • Talk to the student and ask the student about the class. What do

    they like to learn? How did they like the class? What is the
    student's favorite part of school? Why? What would help the
    student to learn?

  • [Solved] Psychology Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please follow the instructions and No AI – ## Week6_Assignment4.pdf **## Week6_Assignment4.pdf** Due Oct 5 by 10:59pm Points 50 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/182224/mod…

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    Assignment Prompt & Instructions

    please follow the instructions and No AI

    – ## Week6_Assignment4.pdf

    **## Week6_Assignment4.pdf**

    Due Oct 5 by 10:59pm
    Points 50
    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/182224/modules/items/7585166

    SINGLE-CASE, QUASI-EXPERIMENTAL,
    AND DEVELOPMENTAL RESEARCH

    In basic experimental design, participants are randomly assigned to the condition with the
    independent variable, and a dependent variable is measured to determine whether the independent
    variable had an effect. Because all other variables are held constant, the resulting observed
    differences on the dependent variable are presumed to be due to the independent variable,
    therefore, indicating high internal validity in the research design.

    In the social sciences, however, researchers often want to conduct studies in situations where they
    cannot control certain aspects of the study. It would be disappointing to give up on studying an
    important topic just because the researcher cannot exert control over all the variables in the study
    for logistical or ethical reasons. Chapter 11 focuses on three types of research designs that have
    been devised to address special research problems: single-case experiments, quasi-experimental
    designs, and developmental research designs. As with all research designs covered throughout this
    course, each of these three designs has its distinct advantages and limitations. In this Assignment,
    you will apply concepts related to these three designs and identify associated benefits and
    limitations.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    To prepare:

    Read Chapter 11.
    Think of a desirable behavior you would like to increase for a young child or a pet or,
    conversely, a problematic behavior you would like to decrease for a child or pet. Design a
    single-case experimental reversal design for your selected behavior that consists of a
    baseline condition (A), treatment condition (B), and return to baseline (A). Consider how you
    would determine the effectiveness of the intervention.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to.

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 11, “Single Case, Quasi-Experimental, and
    Developmental Research”

    Avilla, R. (2015, January 3). Alternative methods: 5 –
    developmental research (https://www.youtube.com/watch?
    v=xbVXc5–NGA) [Video]. YouTube. https://www.youtube.com/watch?
    v=xbVXc5–NGA

    Research Methods and Statistics. (2016, September 11). 3.9 quasi-
    experimental designs | quantitative methods | research designs |
    UvA (https://www.youtube.com/watch?v=3N-DKY09GM4) [Video].
    YouTube. https://www.youtube.com/watch?v=3N-DKY09GM4

    ABA Exam Review – Behavior Tech & Behavior Analyst. (2022,
    September 25). Single subject experimental design: Reversal,
    multiple baseline, multielement, changing criterion
    (https://www.youtube.com/watch?v=2SbRfU6Y6d8) [Video].
    YouTube. https://www.youtube.com/watch?v=2SbRfU6Y6d8

    Readings 

    Media 

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    Select a quasi-experimental design that you would implement to compare the effectiveness
    of two different teaching methods on improving memory retention in college students. Plan
    how the design would be set up and carried out, and consider the strengths and limitations
    of using the selected design applied to the study and its variables of interest.
    Consider a contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional design (e.g., the effects of social media usage on self-
    esteem across age groups) and how you would set up the design demonstrating at least
    three cross-sections (e.g., ages) of your population of interest. Assess the advantages and
    limitations of the cross-sectional design for investigating causal relationships for your
    topic/issue compared to other developmental research designs, such as longitudinal and/or
    true experiments.

    Submit a 2- to 3-page paper that responds to the following:

    With the “To Prepare” directions in mind, respond to the following prompts in essay format. The
    responses for the three numbered prompts below (including the sub-bullets under each
    number) are designed to be completed concisely within one to two thorough paragraphs for
    each numbered prompt.

    1. Briefly explain the behavior of interest that you would like to either increase or decrease for
    a young child or a pet.

    Describe the single-case experimental reversal design set up that you devised (i.e., the
    ABA conditions).
    Explain how you would determine the effectiveness of the intervention.

    2. Describe the quasi-experimental design, set up, and implementation you would use in order
    to compare the effectiveness of two teaching methods on improving memory retention in
    college students. Also, include:

    Your rationale for selecting the design (over the other quasi-experimental designs)
    One strength and one limitation of using the selected design applied to the study and
    variables of interest

    3. Briefly present the contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional Next:

    Describe how you would set up and execute the design.
    Explain one possible benefit and one limitation of the cross-sectional design for
    investigating causal relationships related to your topic/issue compared to other
    developmental research designs, such as longitudinal and/or true experiments.

    Note: Support your responses within your Assignment with evidence from the assigned
    Learning Resources. Provide a reference list for resources you used for this Assignment. Use
    APA style for in-text citations and references.

    BY DAY 7

    PSYC_3003_Week6_Assignment_Rubric

    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
    WK6Assgn_LastName_FirstInitial

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

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Brief
    explanation of
    the behavior of
    interest to either
    increase or
    decrease for a
    young child or a
    pet

    5 pts

    Description of
    the single-case
    experimental
    reversal design
    set up and
    explanation of
    how to
    determine the
    effectiveness of
    the intervention

    10 pts

    5 pts
    A

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

    4.25 pts
    B

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

    3.75 pts
    C

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

    3.25 pts
    D

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

    0 pts
    F

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

    10 pts
    A

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

    8.5 pts
    B

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

    7.5 pts
    C

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

    6.5 pts
    D

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

    0 pts
    F

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

    Criteria Ratings Pts

    Description of
    the quasi-
    experimental
    design, set up,
    and
    implementation,
    including the
    rationale for
    selecting the
    design

    5 pts

    Description of
    one strength
    and one
    limitation of
    using the
    design in this
    instance

    10 pts

    5 pts
    A

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

    4.25 pts
    B

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

    3.75 pts
    C

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

    3.25 pts
    D

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

    0 pts
    F

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

    10 pts
    A

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

    8.5 pts
    B

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

    7.5 pts
    C

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

    6.5 pts
    D

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

    0 pts
    F

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

    Criteria Ratings Pts

    Brief overview
    of the
    contemporary
    developmental
    psychology
    topic that could
    be investigated
    with a cross-
    sectional
    design,
    including a
    description of
    the set up and
    execution of the
    design as well
    as an
    explanation of
    one benefit and
    one limitation of
    using cross-
    sectional design
    for investigating
    causal
    relationships
    compared to
    longitudinal
    and/or true
    experiments

    10 pts

    Quality of
    Writing

    10 pts

    10 pts
    A

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

    8.5 pts
    B

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

    7.5 pts
    C

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

    6.5 pts
    D

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

    0 pts
    F

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

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or mostly
    disorganized
    and/or
    contains
    many MUGS

    Criteria Ratings Pts

    Total Points: 50

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking and/or
    is incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors. There
    is an
    underuse of
    original
    writing and an
    overuse of
    directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    absent and/or
    is not cited or
    referenced in
    any way.

    **## Week6_Assignment4.pdf**

    Due Oct 5 by 10:59pm
    Points 50
    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/182224/modules/items/7585166

    SINGLE-CASE, QUASI-EXPERIMENTAL,
    AND DEVELOPMENTAL RESEARCH

    In basic experimental design, participants are randomly assigned to the condition with the
    independent variable, and a dependent variable is measured to determine whether the independent
    variable had an effect. Because all other variables are held constant, the resulting observed
    differences on the dependent variable are presumed to be due to the independent variable,
    therefore, indicating high internal validity in the research design.

    In the social sciences, however, researchers often want to conduct studies in situations where they
    cannot control certain aspects of the study. It would be disappointing to give up on studying an
    important topic just because the researcher cannot exert control over all the variables in the study
    for logistical or ethical reasons. Chapter 11 focuses on three types of research designs that have
    been devised to address special research problems: single-case experiments, quasi-experimental
    designs, and developmental research designs. As with all research designs covered throughout this
    course, each of these three designs has its distinct advantages and limitations. In this Assignment,
    you will apply concepts related to these three designs and identify associated benefits and
    limitations.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    To prepare:

    Read Chapter 11.
    Think of a desirable behavior you would like to increase for a young child or a pet or,
    conversely, a problematic behavior you would like to decrease for a child or pet. Design a
    single-case experimental reversal design for your selected behavior that consists of a
    baseline condition (A), treatment condition (B), and return to baseline (A). Consider how you
    would determine the effectiveness of the intervention.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to.

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 11, “Single Case, Quasi-Experimental, and
    Developmental Research”

    Avilla, R. (2015, January 3). Alternative methods: 5 –
    developmental research (https://www.youtube.com/watch?
    v=xbVXc5–NGA) [Video]. YouTube. https://www.youtube.com/watch?
    v=xbVXc5–NGA

    Research Methods and Statistics. (2016, September 11). 3.9 quasi-
    experimental designs | quantitative methods | research designs |
    UvA (https://www.youtube.com/watch?v=3N-DKY09GM4) [Video].
    YouTube. https://www.youtube.com/watch?v=3N-DKY09GM4

    ABA Exam Review – Behavior Tech & Behavior Analyst. (2022,
    September 25). Single subject experimental design: Reversal,
    multiple baseline, multielement, changing criterion
    (https://www.youtube.com/watch?v=2SbRfU6Y6d8) [Video].
    YouTube. https://www.youtube.com/watch?v=2SbRfU6Y6d8

    Readings 

    Media 

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    Select a quasi-experimental design that you would implement to compare the effectiveness
    of two different teaching methods on improving memory retention in college students. Plan
    how the design would be set up and carried out, and consider the strengths and limitations
    of using the selected design applied to the study and its variables of interest.
    Consider a contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional design (e.g., the effects of social media usage on self-
    esteem across age groups) and how you would set up the design demonstrating at least
    three cross-sections (e.g., ages) of your population of interest. Assess the advantages and
    limitations of the cross-sectional design for investigating causal relationships for your
    topic/issue compared to other developmental research designs, such as longitudinal and/or
    true experiments.

    Submit a 2- to 3-page paper that responds to the following:

    With the “To Prepare” directions in mind, respond to the following prompts in essay format. The
    responses for the three numbered prompts below (including the sub-bullets under each
    number) are designed to be completed concisely within one to two thorough paragraphs for
    each numbered prompt.

    1. Briefly explain the behavior of interest that you would like to either increase or decrease for
    a young child or a pet.

    Describe the single-case experimental reversal design set up that you devised (i.e., the
    ABA conditions).
    Explain how you would determine the effectiveness of the intervention.

    2. Describe the quasi-experimental design, set up, and implementation you would use in order
    to compare the effectiveness of two teaching methods on improving memory retention in
    college students. Also, include:

    Your rationale for selecting the design (over the other quasi-experimental designs)
    One strength and one limitation of using the selected design applied to the study and
    variables of interest

    3. Briefly present the contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional Next:

    Describe how you would set up and execute the design.
    Explain one possible benefit and one limitation of the cross-sectional design for
    investigating causal relationships related to your topic/issue compared to other
    developmental research designs, such as longitudinal and/or true experiments.

    Note: Support your responses within your Assignment with evidence from the assigned
    Learning Resources. Provide a reference list for resources you used for this Assignment. Use
    APA style for in-text citations and references.

    BY DAY 7

    PSYC_3003_Week6_Assignment_Rubric

    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
    WK6Assgn_LastName_FirstInitial

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

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Brief
    explanation of
    the behavior of
    interest to either
    increase or
    decrease for a
    young child or a
    pet

    5 pts

    Description of
    the single-case
    experimental
    reversal design
    set up and
    explanation of
    how to
    determine the
    effectiveness of
    the intervention

    10 pts

    5 pts
    A

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

    4.25 pts
    B

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

    3.75 pts
    C

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

    3.25 pts
    D

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

    0 pts
    F

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

    10 pts
    A

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

    8.5 pts
    B

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

    7.5 pts
    C

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

    6.5 pts
    D

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

    0 pts
    F

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

    Criteria Ratings Pts

    Description of
    the quasi-
    experimental
    design, set up,
    and
    implementation,
    including the
    rationale for
    selecting the
    design

    5 pts

    Description of
    one strength
    and one
    limitation of
    using the
    design in this
    instance

    10 pts

    5 pts
    A

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

    4.25 pts
    B

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

    3.75 pts
    C

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

    3.25 pts
    D

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

    0 pts
    F

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

    10 pts
    A

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

    8.5 pts
    B

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

    7.5 pts
    C

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

    6.5 pts
    D

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

    0 pts
    F

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

    Criteria Ratings Pts

    Brief overview
    of the
    contemporary
    developmental
    psychology
    topic that could
    be investigated
    with a cross-
    sectional
    design,
    including a
    description of
    the set up and
    execution of the
    design as well
    as an
    explanation of
    one benefit and
    one limitation of
    using cross-
    sectional design
    for investigating
    causal
    relationships
    compared to
    longitudinal
    and/or true
    experiments

    10 pts

    Quality of
    Writing

    10 pts

    10 pts
    A

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

    8.5 pts
    B

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

    7.5 pts
    C

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

    6.5 pts
    D

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

    0 pts
    F

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

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or mostly
    disorganized
    and/or
    contains
    many MUGS

    Criteria Ratings Pts

    Total Points: 50

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking and/or
    is incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors. There
    is an
    underuse of
    original
    writing and an
    overuse of
    directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    absent and/or
    is not cited or
    referenced in
    any way.