Tag: Psychology

  • [Solved] ABA Psychology: Behavior intervention plan

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    Hi there I need assistance with creating a behavior intervention plan Due Sunday, September 28th Please provide a turn it in report

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    Assignment Prompt & Instructions

    Hi there I need assistance with creating a behavior intervention plan
    Due Sunday, September 28th
    Please provide a turn it in report

  • [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] Psychology Assignment

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    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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    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.

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    – ## assgncopy.docx **## assgncopy.docx** IMMERSION PROJECT—IDENTIFY A CULTURE · This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “cul…

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    – ## assgncopy.docx

    **## assgncopy.docx**

    IMMERSION PROJECT—IDENTIFY A CULTURE

    · This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned actiSelect a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.

    · Find an activity of the culture that you could observe before Day 7 of Week 4.

    · Consider how the culture you select is different from the culture(s) with which you identify.

    · Reflect on your current perceptions of the culture you selected.

    BY DAY 7

    Submit a 1- to 2-page paper that addresses the following:

    · Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).

    · Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.

    Activities in your community (e.g., religious service, festival, exhibit, etc.).

    Resources/References

    Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)

    · Chapter 4, “Understanding Racism, Prejudice, and White Privilege” (pp. 58-93)

    · Brimhall, K. C., & Mor Barak, M. E. (2018). T
    [he critical role of workplace inclusion in fostering innovation, job satisfaction, and quality of care in a diverse human service organizationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Human Service Organizations: Management, Leadership & Governance, 42_ (5), 474–492. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1080/23303131.2018.1526151
    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Datti, P. A., & Conyers, L. M. (2019).
    [Examining differences of human service utilization among Latino men living with HIV and varied racial identificationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 19–32.

    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Moscoso, V. (2020, July).
    [Black Lives MatterLinks to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine) _. Human Services Today, 1_(2), 5. https://www.nationalhumanservices.org/human-services-today-magazine

    **Note:** Go to Volume 1, Issue 2 of the July 2020 edition, find the article titled, "Black Live Matter, to begin reading the article.

    [Links to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine)

    · Sparkman-Key, N., Meade, N., & Borden, N. (2019).
    [Advancing the field of human services: LGBT competenciesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858023&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 73–84. https://digitalcommons.odu.e

    **## assgncopy.docx**

    IMMERSION PROJECT—IDENTIFY A CULTURE

    · This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned actiSelect a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.

    · Find an activity of the culture that you could observe before Day 7 of Week 4.

    · Consider how the culture you select is different from the culture(s) with which you identify.

    · Reflect on your current perceptions of the culture you selected.

    BY DAY 7

    Submit a 1- to 2-page paper that addresses the following:

    · Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).

    · Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.

    Activities in your community (e.g., religious service, festival, exhibit, etc.).

    Resources/References

    Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)

    · Chapter 4, “Understanding Racism, Prejudice, and White Privilege” (pp. 58-93)

    · Brimhall, K. C., & Mor Barak, M. E. (2018). T
    [he critical role of workplace inclusion in fostering innovation, job satisfaction, and quality of care in a diverse human service organizationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Human Service Organizations: Management, Leadership & Governance, 42_ (5), 474–492. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1080/23303131.2018.1526151
    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Datti, P. A., & Conyers, L. M. (2019).
    [Examining differences of human service utilization among Latino men living with HIV and varied racial identificationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 19–32.

    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Moscoso, V. (2020, July).
    [Black Lives MatterLinks to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine) _. Human Services Today, 1_(2), 5. https://www.nationalhumanservices.org/human-services-today-magazine

    **Note:** Go to Volume 1, Issue 2 of the July 2020 edition, find the article titled, "Black Live Matter, to begin reading the article.

    [Links to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine)

    · Sparkman-Key, N., Meade, N., & Borden, N. (2019).
    [Advancing the field of human services: LGBT competenciesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858023&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 73–84. https://digitalcommons.odu.e

  • [Solved] Reflection 4

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  • [Solved] Dream Ass

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    – ## tipsforrememberingdream.docx – ## Directionsdream.docx **## tipsforrememberingdream.docx** **Tips for remembering your dreams** 1. What you think about and do in the time right before you go to sleep affects not only what you dream but also your ability to remember your dreams. Have you ever h…

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    – ## tipsforrememberingdream.docx

    – ## Directionsdream.docx

    **## tipsforrememberingdream.docx**

    **Tips for remembering your dreams**

    1. What you think about and do in the time right before you go to sleep affects not only what you dream but also your ability to remember your dreams. Have you ever had an important appointment the next morning and so you fell asleep worrying about oversleeping even though you set your alarm to go off early? Many times in those situations people end up waking up right before their alarm goes off. This is because if one sets an intention in the minutes before drifting off to sleep the mind will continue to focus on it even in the sleeping state. This week try, in a relaxed way (you don’t want to put too much pressure on yourself or you will wake up in the middle of the night), to fall asleep thinking about the dream diary assignment and how you are hoping to remember a dream. This simple step can double or triple your chances of waking up with some dream details!

    2. It is also helpful to put a piece of paper (or a notepad) and a pen on top of your cell phone or alarm clock so that the first thing you see and think of when you awake is whether or not you can remember a dream. Dreams vanish quickly upon waking. Usually after two to three minutes they are already gone. What dream researchers recommend is to turn off the alarm and then lie still for a minute or two and try to go backwards through the plot of whatever you can remember from that night’s dream. The more you move around and do other things the more you forget. Once you have the basic storyline you should jot a few of the main details down and then you can come back to it later when you are more fully awake to type up all you can remember.

    Those are the two main tips for remembering more dreams, and through the years I have seen them work for hundreds of students. There are always a few students who continue to struggle to recall anything though, so don’t feel bad if that turns out to be your case. Also, if you have a dream that is personal and you don’t feel comfortable sharing the details I understand. You can just state that in the dream diary and I will not take off points. Good luck on the project and I hope you catch some good ones!

    **## Directionsdream.docx**

    **The Dream Diary Activity**

    You will be keeping a dream diary for 6 nights, with your first entry covering Monday night and your last entry covering Saturday night. You will then turn in your typed diary project on Sunday before 11:55 PM along with your answers to the questions in part two
    **as one word document or pdf file**, and it should include the following components:

    a) 6 entries, from a short paragraph to a page long depending on how much you remember, that sketch out the details from the previous night’s dream that you can piece together. I will trust that you are giving it your best shot, so if you remember nothing from that night then you can just write, “I do not remember anything” and that will count as that entry. Your final entries that you turn in will be typed, but you should have a notepad by your bed so you can jot down a few details as soon as you wake up because otherwise you will probably forget the dream. Get down as much as you can in the minute or two after you wake up before the memories fade away. Later you can use those details to type out a fuller entry that you will turn in.

    _Each entry should finish with a speculation of what you think that dream means, and then include the time you went to sleep, the time you woke up, and the total number of hours of sleep you got that night. Thus even if you do not remember your dream you will still need to capture how much sleep you got. On the last entry in your diary come up with the average number of hours sleep you got per night throughout this 6 night project. You can find your average by adding up all your sleep hours and dividing by 6._
    _Write that average down after your final entry. This will let you know the level of sleep debt that you are carrying in your day-to day life._

    b)
    **The second part of this activity requires you to answer the following questions.** **Remember that these answers will be put on the same word document or pdf file that you used for your diary, and will be included after your final night’s entry from the diary.**

    1. What are the psychological theories that your textbook mentions that are currently used to explain why and how humans dream? List each theory and give a brief explanation of how it explains dreams.

    2. What is your own personal theory of why we dream? Perhaps you agree with one of the theories covered in your textbook, or maybe you have your own perspective and have come up with an original theory. Make sure to justify your decision by explaining why the theory you propose is best. Your evidence could relate to objective facts or your own subjective experiences with dreams.

    3. Your textbook discusses research that has been done on the benefits that sleep provides, and the problems that occur if people do not get enough sleep. In a paragraph or two use the textbook information to explain why getting enough sleep is important for physical and mental health, and make sure to provide some research findings and facts to back up your position.

    4. After watching the four video clips posted in this week’s module on the importance of sleep offer a paragraph reflection (4-6 sentences minimum) on each of them. In each summary paragraph you should discuss what information you found most meaningful or relevant from that clip. Why? Finally, at the end write a final short paragraph to discuss how those clips relate to your own sleep life. In particular, do you think you are getting enough sleep on a regular basis? If so, what is your secret? If not, what could you change to do better? (Just to make sure you understand– this question will have an answer with a total of 5 short paragraphs: those four summaries plus the personal reflection paragraph at the end).

    My hope is that this will be a fun learning experience. There is no need to “cheat” and make up dreams if you cannot remember any. I will not penalize anyone for an inability to recall dreams, so even if you turn in a diary with 6 identical entries of “I couldn’t remember” you can still get full credit if you do a good job on all the other aspects of this paper. That said, 90% of students end up catching at least one dream during this project, and most catch considerably more if they try. I think that most of you will find that you will remember more than usual, if you just follow the tips I gave for remembering dreams. Remember, putting a note on top of your phone/alarm clock and falling asleep with a desire to remember the dream for the coming night are particularly helpful in aiding dream recall!

    You will receive full credit for this assignment if you follow the directions above closely. Please email me during the assignment if you have further questions about what is required. Good luck and sweet dreams!

    **Below is an example of what I expect your diary to look like.**

    _Sample Diary Entries_

    Monday, March 3rd: Last night I had a series of confusing dreams and images. At first I was back in my high school science class with a teacher I had never liked. It was my turn to present in class but I wasn’t prepared and I felt very anxious. I felt like I was about to be in trouble, but then the scene changed and I was at a bus station buying a ticket to somewhere but I can’t remember where. There was an old lady whispering something and my brother in line with me… Later on I remember being on a boat that was sinking and everybody was screaming.

    I think this dream is just information processing because last night before I went to bed I was watching the movie Titanic. The part about high school kind of makes sense, as I never liked presenting in front of the class. I’m not sure what the bus station was all about.

    Time to Bed: 11:30

    Time I woke up: 7:30

    Total Hours of Sleep: 8

    Tuesday, March 4th: I tried but I couldn’t remember anything!

    Time to Bed: 10:45

    Time I woke up: 8:15

    Total Hours of Sleep: 9 ½ hours

    This first video clip is brief but I think it is very important because most of us are dealing with issues that relate to this problem. Do you take a screen to bed with you to unwind at the end of the day? If so that may be a problem that eventually will have some bad consequences. Hopefully the information outlined in this video clip will help remind us of how important it is to turn off the screens at a reasonable hour. This is video clip #1 for the purposes of part B, question 4 in your dream diary packet.

    [https://www.youtube.com/watch?v=qR9FCkUMBJw](https://www.youtube.com/watch?v=qR9FCkUMBJw)

    These next two clips discusses important research that has been done on the importance of sleep for physical and mental health.
    **They relate to some of your quiz questions this week,** and also to your dream diary project where you are tracking how much sleep you get each night. For question 4 in part B of your dream diary project where you have to respond to each of the 4 video clips you can treat these as clip #3 and clip #4.

    [https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s](https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s)

    [https://www.youtube.com/watch?v=qNL2VTazjPg](https://www.youtube.com/watch?v=qNL2VTazjPg)

    [https://www.youtube.com/watch?v=Ud80xasSYXg](https://www.youtube.com/watch?v=Ud80xasSYXg)

    **## Directionsdream.docx**

    **The Dream Diary Activity**

    You will be keeping a dream diary for 6 nights, with your first entry covering Monday night and your last entry covering Saturday night. You will then turn in your typed diary project on Sunday before 11:55 PM along with your answers to the questions in part two
    **as one word document or pdf file**, and it should include the following components:

    a) 6 entries, from a short paragraph to a page long depending on how much you remember, that sketch out the details from the previous night’s dream that you can piece together. I will trust that you are giving it your best shot, so if you remember nothing from that night then you can just write, “I do not remember anything” and that will count as that entry. Your final entries that you turn in will be typed, but you should have a notepad by your bed so you can jot down a few details as soon as you wake up because otherwise you will probably forget the dream. Get down as much as you can in the minute or two after you wake up before the memories fade away. Later you can use those details to type out a fuller entry that you will turn in.

    _Each entry should finish with a speculation of what you think that dream means, and then include the time you went to sleep, the time you woke up, and the total number of hours of sleep you got that night. Thus even if you do not remember your dream you will still need to capture how much sleep you got. On the last entry in your diary come up with the average number of hours sleep you got per night throughout this 6 night project. You can find your average by adding up all your sleep hours and dividing by 6._
    _Write that average down after your final entry. This will let you know the level of sleep debt that you are carrying in your day-to day life._

    b)
    **The second part of this activity requires you to answer the following questions.** **Remember that these answers will be put on the same word document or pdf file that you used for your diary, and will be included after your final night’s entry from the diary.**

    1. What are the psychological theories that your textbook mentions that are currently used to explain why and how humans dream? List each theory and give a brief explanation of how it explains dreams.

    2. What is your own personal theory of why we dream? Perhaps you agree with one of the theories covered in your textbook, or maybe you have your own perspective and have come up with an original theory. Make sure to justify your decision by explaining why the theory you propose is best. Your evidence could relate to objective facts or your own subjective experiences with dreams.

    3. Your textbook discusses research that has been done on the benefits that sleep provides, and the problems that occur if people do not get enough sleep. In a paragraph or two use the textbook information to explain why getting enough sleep is important for physical and mental health, and make sure to provide some research findings and facts to back up your position.

    4. After watching the four video clips posted in this week’s module on the importance of sleep offer a paragraph reflection (4-6 sentences minimum) on each of them. In each summary paragraph you should discuss what information you found most meaningful or relevant from that clip. Why? Finally, at the end write a final short paragraph to discuss how those clips relate to your own sleep life. In particular, do you think you are getting enough sleep on a regular basis? If so, what is your secret? If not, what could you change to do better? (Just to make sure you understand– this question will have an answer with a total of 5 short paragraphs: those four summaries plus the personal reflection paragraph at the end).

    My hope is that this will be a fun learning experience. There is no need to “cheat” and make up dreams if you cannot remember any. I will not penalize anyone for an inability to recall dreams, so even if you turn in a diary with 6 identical entries of “I couldn’t remember” you can still get full credit if you do a good job on all the other aspects of this paper. That said, 90% of students end up catching at least one dream during this project, and most catch considerably more if they try. I think that most of you will find that you will remember more than usual, if you just follow the tips I gave for remembering dreams. Remember, putting a note on top of your phone/alarm clock and falling asleep with a desire to remember the dream for the coming night are particularly helpful in aiding dream recall!

    You will receive full credit for this assignment if you follow the directions above closely. Please email me during the assignment if you have further questions about what is required. Good luck and sweet dreams!

    **Below is an example of what I expect your diary to look like.**

    _Sample Diary Entries_

    Monday, March 3rd: Last night I had a series of confusing dreams and images. At first I was back in my high school science class with a teacher I had never liked. It was my turn to present in class but I wasn’t prepared and I felt very anxious. I felt like I was about to be in trouble, but then the scene changed and I was at a bus station buying a ticket to somewhere but I can’t remember where. There was an old lady whispering something and my brother in line with me… Later on I remember being on a boat that was sinking and everybody was screaming.

    I think this dream is just information processing because last night before I went to bed I was watching the movie Titanic. The part about high school kind of makes sense, as I never liked presenting in front of the class. I’m not sure what the bus station was all about.

    Time to Bed: 11:30

    Time I woke up: 7:30

    Total Hours of Sleep: 8

    Tuesday, March 4th: I tried but I couldn’t remember anything!

    Time to Bed: 10:45

    Time I woke up: 8:15

    Total Hours of Sleep: 9 ½ hours

    This first video clip is brief but I think it is very important because most of us are dealing with issues that relate to this problem. Do you take a screen to bed with you to unwind at the end of the day? If so that may be a problem that eventually will have some bad consequences. Hopefully the information outlined in this video clip will help remind us of how important it is to turn off the screens at a reasonable hour. This is video clip #1 for the purposes of part B, question 4 in your dream diary packet.

    [https://www.youtube.com/watch?v=qR9FCkUMBJw](https://www.youtube.com/watch?v=qR9FCkUMBJw)

    These next two clips discusses important research that has been done on the importance of sleep for physical and mental health.
    **They relate to some of your quiz questions this week,** and also to your dream diary project where you are tracking how much sleep you get each night. For question 4 in part B of your dream diary project where you have to respond to each of the 4 video clips you can treat these as clip #3 and clip #4.

    [https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s](https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s)

    [https://www.youtube.com/watch?v=qNL2VTazjPg](https://www.youtube.com/watch?v=qNL2VTazjPg)

    [https://www.youtube.com/watch?v=Ud80xasSYXg](https://www.youtube.com/watch?v=Ud80xasSYXg)

    **## tipsforrememberingdream.docx**

    **Tips for remembering your dreams**

    1. What you think about and do in the time right before you go to sleep affects not only what you dream but also your ability to remember your dreams. Have you ever had an important appointment the next morning and so you fell asleep worrying about oversleeping even though you set your alarm to go off early? Many times in those situations people end up waking up right before their alarm goes off. This is because if one sets an intention in the minutes before drifting off to sleep the mind will continue to focus on it even in the sleeping state. This week try, in a relaxed way (you don’t want to put too much pressure on yourself or you will wake up in the middle of the night), to fall asleep thinking about the dream diary assignment and how you are hoping to remember a dream. This simple step can double or triple your chances of waking up with some dream details!

    2. It is also helpful to put a piece of paper (or a notepad) and a pen on top of your cell phone or alarm clock so that the first thing you see and think of when you awake is whether or not you can remember a dream. Dreams vanish quickly upon waking. Usually after two to three minutes they are already gone. What dream researchers recommend is to turn off the alarm and then lie still for a minute or two and try to go backwards through the plot of whatever you can remember from that night’s dream. The more you move around and do other things the more you forget. Once you have the basic storyline you should jot a few of the main details down and then you can come back to it later when you are more fully awake to type up all you can remember.

    Those are the two main tips for remembering more dreams, and through the years I have seen them work for hundreds of students. There are always a few students who continue to struggle to recall anything though, so don’t feel bad if that turns out to be your case. Also, if you have a dream that is personal and you don’t feel comfortable sharing the details I understand. You can just state that in the dream diary and I will not take off points. Good luck on the project and I hope you catch some good ones!

    **## Directionsdream.docx**

    **The Dream Diary Activity**

    You will be keeping a dream diary for 6 nights, with your first entry covering Monday night and your last entry covering Saturday night. You will then turn in your typed diary project on Sunday before 11:55 PM along with your answers to the questions in part two
    **as one word document or pdf file**, and it should include the following components:

    a) 6 entries, from a short paragraph to a page long depending on how much you remember, that sketch out the details from the previous night’s dream that you can piece together. I will trust that you are giving it your best shot, so if you remember nothing from that night then you can just write, “I do not remember anything” and that will count as that entry. Your final entries that you turn in will be typed, but you should have a notepad by your bed so you can jot down a few details as soon as you wake up because otherwise you will probably forget the dream. Get down as much as you can in the minute or two after you wake up before the memories fade away. Later you can use those details to type out a fuller entry that you will turn in.

    _Each entry should finish with a speculation of what you think that dream means, and then include the time you went to sleep, the time you woke up, and the total number of hours of sleep you got that night. Thus even if you do not remember your dream you will still need to capture how much sleep you got. On the last entry in your diary come up with the average number of hours sleep you got per night throughout this 6 night project. You can find your average by adding up all your sleep hours and dividing by 6._
    _Write that average down after your final entry. This will let you know the level of sleep debt that you are carrying in your day-to day life._

    b)
    **The second part of this activity requires you to answer the following questions.** **Remember that these answers will be put on the same word document or pdf file that you used for your diary, and will be included after your final night’s entry from the diary.**

    1. What are the psychological theories that your textbook mentions that are currently used to explain why and how humans dream? List each theory and give a brief explanation of how it explains dreams.

    2. What is your own personal theory of why we dream? Perhaps you agree with one of the theories covered in your textbook, or maybe you have your own perspective and have come up with an original theory. Make sure to justify your decision by explaining why the theory you propose is best. Your evidence could relate to objective facts or your own subjective experiences with dreams.

    3. Your textbook discusses research that has been done on the benefits that sleep provides, and the problems that occur if people do not get enough sleep. In a paragraph or two use the textbook information to explain why getting enough sleep is important for physical and mental health, and make sure to provide some research findings and facts to back up your position.

    4. After watching the four video clips posted in this week’s module on the importance of sleep offer a paragraph reflection (4-6 sentences minimum) on each of them. In each summary paragraph you should discuss what information you found most meaningful or relevant from that clip. Why? Finally, at the end write a final short paragraph to discuss how those clips relate to your own sleep life. In particular, do you think you are getting enough sleep on a regular basis? If so, what is your secret? If not, what could you change to do better? (Just to make sure you understand– this question will have an answer with a total of 5 short paragraphs: those four summaries plus the personal reflection paragraph at the end).

    My hope is that this will be a fun learning experience. There is no need to “cheat” and make up dreams if you cannot remember any. I will not penalize anyone for an inability to recall dreams, so even if you turn in a diary with 6 identical entries of “I couldn’t remember” you can still get full credit if you do a good job on all the other aspects of this paper. That said, 90% of students end up catching at least one dream during this project, and most catch considerably more if they try. I think that most of you will find that you will remember more than usual, if you just follow the tips I gave for remembering dreams. Remember, putting a note on top of your phone/alarm clock and falling asleep with a desire to remember the dream for the coming night are particularly helpful in aiding dream recall!

    You will receive full credit for this assignment if you follow the directions above closely. Please email me during the assignment if you have further questions about what is required. Good luck and sweet dreams!

    **Below is an example of what I expect your diary to look like.**

    _Sample Diary Entries_

    Monday, March 3rd: Last night I had a series of confusing dreams and images. At first I was back in my high school science class with a teacher I had never liked. It was my turn to present in class but I wasn’t prepared and I felt very anxious. I felt like I was about to be in trouble, but then the scene changed and I was at a bus station buying a ticket to somewhere but I can’t remember where. There was an old lady whispering something and my brother in line with me… Later on I remember being on a boat that was sinking and everybody was screaming.

    I think this dream is just information processing because last night before I went to bed I was watching the movie Titanic. The part about high school kind of makes sense, as I never liked presenting in front of the class. I’m not sure what the bus station was all about.

    Time to Bed: 11:30

    Time I woke up: 7:30

    Total Hours of Sleep: 8

    Tuesday, March 4th: I tried but I couldn’t remember anything!

    Time to Bed: 10:45

    Time I woke up: 8:15

    Total Hours of Sleep: 9 ½ hours

    This first video clip is brief but I think it is very important because most of us are dealing with issues that relate to this problem. Do you take a screen to bed with you to unwind at the end of the day? If so that may be a problem that eventually will have some bad consequences. Hopefully the information outlined in this video clip will help remind us of how important it is to turn off the screens at a reasonable hour. This is video clip #1 for the purposes of part B, question 4 in your dream diary packet.

    [https://www.youtube.com/watch?v=qR9FCkUMBJw](https://www.youtube.com/watch?v=qR9FCkUMBJw)

    These next two clips discusses important research that has been done on the importance of sleep for physical and mental health.
    **They relate to some of your quiz questions this week,** and also to your dream diary project where you are tracking how much sleep you get each night. For question 4 in part B of your dream diary project where you have to respond to each of the 4 video clips you can treat these as clip #3 and clip #4.

    [https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s](https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s)

    [https://www.youtube.com/watch?v=qNL2VTazjPg](https://www.youtube.com/watch?v=qNL2VTazjPg)

    [https://www.youtube.com/watch?v=Ud80xasSYXg](https://www.youtube.com/watch?v=Ud80xasSYXg)

    **## tipsforrememberingdream.docx**

    **Tips for remembering your dreams**

    1. What you think about and do in the time right before you go to sleep affects not only what you dream but also your ability to remember your dreams. Have you ever had an important appointment the next morning and so you fell asleep worrying about oversleeping even though you set your alarm to go off early? Many times in those situations people end up waking up right before their alarm goes off. This is because if one sets an intention in the minutes before drifting off to sleep the mind will continue to focus on it even in the sleeping state. This week try, in a relaxed way (you don’t want to put too much pressure on yourself or you will wake up in the middle of the night), to fall asleep thinking about the dream diary assignment and how you are hoping to remember a dream. This simple step can double or triple your chances of waking up with some dream details!

    2. It is also helpful to put a piece of paper (or a notepad) and a pen on top of your cell phone or alarm clock so that the first thing you see and think of when you awake is whether or not you can remember a dream. Dreams vanish quickly upon waking. Usually after two to three minutes they are already gone. What dream researchers recommend is to turn off the alarm and then lie still for a minute or two and try to go backwards through the plot of whatever you can remember from that night’s dream. The more you move around and do other things the more you forget. Once you have the basic storyline you should jot a few of the main details down and then you can come back to it later when you are more fully awake to type up all you can remember.

    Those are the two main tips for remembering more dreams, and through the years I have seen them work for hundreds of students. There are always a few students who continue to struggle to recall anything though, so don’t feel bad if that turns out to be your case. Also, if you have a dream that is personal and you don’t feel comfortable sharing the details I understand. You can just state that in the dream diary and I will not take off points. Good luck on the project and I hope you catch some good ones!

    **## Directionsdream.docx**

    **The Dream Diary Activity**

    You will be keeping a dream diary for 6 nights, with your first entry covering Monday night and your last entry covering Saturday night. You will then turn in your typed diary project on Sunday before 11:55 PM along with your answers to the questions in part two
    **as one word document or pdf file**, and it should include the following components:

    a) 6 entries, from a short paragraph to a page long depending on how much you remember, that sketch out the details from the previous night’s dream that you can piece together. I will trust that you are giving it your best shot, so if you remember nothing from that night then you can just write, “I do not remember anything” and that will count as that entry. Your final entries that you turn in will be typed, but you should have a notepad by your bed so you can jot down a few details as soon as you wake up because otherwise you will probably forget the dream. Get down as much as you can in the minute or two after you wake up before the memories fade away. Later you can use those details to type out a fuller entry that you will turn in.

    _Each entry should finish with a speculation of what you think that dream means, and then include the time you went to sleep, the time you woke up, and the total number of hours of sleep you got that night. Thus even if you do not remember your dream you will still need to capture how much sleep you got. On the last entry in your diary come up with the average number of hours sleep you got per night throughout this 6 night project. You can find your average by adding up all your sleep hours and dividing by 6._
    _Write that average down after your final entry. This will let you know the level of sleep debt that you are carrying in your day-to day life._

    b)
    **The second part of this activity requires you to answer the following questions.** **Remember that these answers will be put on the same word document or pdf file that you used for your diary, and will be included after your final night’s entry from the diary.**

    1. What are the psychological theories that your textbook mentions that are currently used to explain why and how humans dream? List each theory and give a brief explanation of how it explains dreams.

    2. What is your own personal theory of why we dream? Perhaps you agree with one of the theories covered in your textbook, or maybe you have your own perspective and have come up with an original theory. Make sure to justify your decision by explaining why the theory you propose is best. Your evidence could relate to objective facts or your own subjective experiences with dreams.

    3. Your textbook discusses research that has been done on the benefits that sleep provides, and the problems that occur if people do not get enough sleep. In a paragraph or two use the textbook information to explain why getting enough sleep is important for physical and mental health, and make sure to provide some research findings and facts to back up your position.

    4. After watching the four video clips posted in this week’s module on the importance of sleep offer a paragraph reflection (4-6 sentences minimum) on each of them. In each summary paragraph you should discuss what information you found most meaningful or relevant from that clip. Why? Finally, at the end write a final short paragraph to discuss how those clips relate to your own sleep life. In particular, do you think you are getting enough sleep on a regular basis? If so, what is your secret? If not, what could you change to do better? (Just to make sure you understand– this question will have an answer with a total of 5 short paragraphs: those four summaries plus the personal reflection paragraph at the end).

    My hope is that this will be a fun learning experience. There is no need to “cheat” and make up dreams if you cannot remember any. I will not penalize anyone for an inability to recall dreams, so even if you turn in a diary with 6 identical entries of “I couldn’t remember” you can still get full credit if you do a good job on all the other aspects of this paper. That said, 90% of students end up catching at least one dream during this project, and most catch considerably more if they try. I think that most of you will find that you will remember more than usual, if you just follow the tips I gave for remembering dreams. Remember, putting a note on top of your phone/alarm clock and falling asleep with a desire to remember the dream for the coming night are particularly helpful in aiding dream recall!

    You will receive full credit for this assignment if you follow the directions above closely. Please email me during the assignment if you have further questions about what is required. Good luck and sweet dreams!

    **Below is an example of what I expect your diary to look like.**

    _Sample Diary Entries_

    Monday, March 3rd: Last night I had a series of confusing dreams and images. At first I was back in my high school science class with a teacher I had never liked. It was my turn to present in class but I wasn’t prepared and I felt very anxious. I felt like I was about to be in trouble, but then the scene changed and I was at a bus station buying a ticket to somewhere but I can’t remember where. There was an old lady whispering something and my brother in line with me… Later on I remember being on a boat that was sinking and everybody was screaming.

    I think this dream is just information processing because last night before I went to bed I was watching the movie Titanic. The part about high school kind of makes sense, as I never liked presenting in front of the class. I’m not sure what the bus station was all about.

    Time to Bed: 11:30

    Time I woke up: 7:30

    Total Hours of Sleep: 8

    Tuesday, March 4th: I tried but I couldn’t remember anything!

    Time to Bed: 10:45

    Time I woke up: 8:15

    Total Hours of Sleep: 9 ½ hours

    This first video clip is brief but I think it is very important because most of us are dealing with issues that relate to this problem. Do you take a screen to bed with you to unwind at the end of the day? If so that may be a problem that eventually will have some bad consequences. Hopefully the information outlined in this video clip will help remind us of how important it is to turn off the screens at a reasonable hour. This is video clip #1 for the purposes of part B, question 4 in your dream diary packet.

    [https://www.youtube.com/watch?v=qR9FCkUMBJw](https://www.youtube.com/watch?v=qR9FCkUMBJw)

    These next two clips discusses important research that has been done on the importance of sleep for physical and mental health.
    **They relate to some of your quiz questions this week,** and also to your dream diary project where you are tracking how much sleep you get each night. For question 4 in part B of your dream diary project where you have to respond to each of the 4 video clips you can treat these as clip #3 and clip #4.

    [https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s](https://www.youtube.com/watch?v=Y-8b99rGpkM&t=2s)

    [https://www.youtube.com/watch?v=qNL2VTazjPg](https://www.youtube.com/watch?v=qNL2VTazjPg)

    [https://www.youtube.com/watch?v=Ud80xasSYXg](https://www.youtube.com/watch?v=Ud80xasSYXg)

    – 1
    – 2

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    Respond to the following in a minimum of 175 words:
    Which types of studies or research designs do you think are more valuable in advancing cross-cultural research? What are the advantages and disadvantages of studies involving two or three countries as compared to studies involving 10 or more countries?