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We are required to present the psychologist Gordon Allport’s life for 12 mins in total. The sections for each group members are

1) Personal Life, 2) Past Influences, 3) Criticism and Challenges, 4) Legacy and Impact

Mine is number 3. I need you to prepare a presentation on Criticism and Challenges. Please provide the slides to show ant its explanation per slide (this is what Im gonna say during presentation) also resources.

that may help to you, but that is too long so you can make it shorter or mix them up. its to you.

Slide 1: Title Slide

Content:

• Title: “Gordon Allport: Criticism and Challenges”
• Your Name
• Course/Subject
• Date

Explanation:

• Briefly introduce the topic and yourself.
• State that this section will cover the criticisms and challenges faced by Gordon Allport in his career.

Slide 2: Introduction to Criticism

Content:

• Heading: “Introduction to Criticism”
• Bullet points:
  • Overview of Allport’s main contributions.
  • Mention that while Allport was influential, he faced significant criticism.

Explanation:

• Introduce Gordon Allport’s work and highlight the importance of discussing both his achievements and the criticisms he faced.

Slide 3: Criticism 1 – Lack of Scientific Rigor

Content:

• Heading: “Lack of Scientific Rigor”
• Bullet points:
  • Critics argued Allport’s work was too philosophical.
  • His focus on individuality over empirical methods was seen as a weakness.

Explanation:

• Explain that Allport’s emphasis on personal individuality and qualitative methods led to critiques about the lack of empirical, scientific rigor in his research.

Slide 4: Criticism 2 – Trait Theory Limitations

Content:

• Heading: “Trait Theory Limitations”
• Bullet points:
  • Oversimplification of human personality.
  • Debate over the stability of traits across different situations.

Explanation:

• Discuss how critics felt Allport’s trait theory was too simplistic and did not account for the complexity and variability of human behavior.

Slide 5: Criticism 3 – Overemphasis on Conscious Motivation

Content:

• Heading: “Overemphasis on Conscious Motivation”
• Bullet points:
  • Critics argued Allport neglected unconscious processes.
  • Compared unfavorably to Freud’s psychoanalytic theory.

Explanation:

• Detail how Allport’s focus on conscious motivation was seen as a limitation, especially in comparison to Freud’s more comprehensive exploration of the unconscious.

Slide 6: Challenges – Academic Acceptance

Content:

• Heading: “Challenges in Academic Acceptance”
• Bullet points:
  • Struggled to gain recognition from behaviorists.
  • Resistance from the academic community due to his holistic approach.

Explanation:

• Explain the challenges Allport faced in gaining acceptance from the dominant behaviorist and psychoanalytic schools of thought in his time.

Slide 7: Overcoming Challenges

Content:

• Heading: “Overcoming Challenges”
• Bullet points:
  • Persistence in promoting humanistic psychology.
  • Influence on future psychological research and theories.

Explanation:

• Discuss how Allport persisted despite criticism and how his work laid the groundwork for humanistic psychology and influenced future researchers.

Slide 8: Lasting Critiques

Content:

• Heading: “Lasting Critiques”
• Bullet points:
  • Ongoing debates about trait theory.
  • Continuing evaluation of Allport’s impact on psychology.

Explanation:

• Mention that despite his legacy, some of the critiques of Allport’s work persist in contemporary psychology.

Slide 9: Conclusion

Content:

• Heading: “Conclusion”
• Bullet points:
  • Recap of main criticisms and challenges.
  • Acknowledgement of Allport’s lasting influence despite critiques.

Explanation:

• Summarize the main points discussed and conclude with the notion that while Allport faced significant criticism, his contributions to psychology remain influential.

Resources

• “The Nature of Prejudice” by Gordon W. Allport.
• “Personality: A Psychological Interpretation” by Gordon W. Allport.
• Funder, D. C. (1997). “The Personality Puzzle.” Norton.
• Schultz, D. P., & Schultz, S. E. (2016). “Theories of Personality.” Cengage Learning.

Explanation:

• List the primary sources and textbooks where the information was gathered from, providing a basis for further reading.

One type of summative assessment that receives a lot of publicity is high-stakes standardized testing. We have probably all been in a position, whether in school, or even within our professions, when we were required to take high-stakes standardized tests, the results of which had either positive or negative consequences. For example, a high-stakes standardized test could mean receiving or not receiving a high school diploma, being able to join the military, or being able to practice in the teaching, medical, or legal fields.
Some examples of high-stakes testing include:
ACT, SAT, or GMAT
State specific tests
Measures of Academic Progress (MAP)
Praxis
Armed Services Vocational Aptitude Battery (ASVAB)
Prepare:
Prior to beginning work on this discussion,
Read Chapter 10: Standardized Test and High-Stakes Testing in your text.
Review the timeline, History of High Stakes Testing in the United States Links to an external site..
Read Taking the Stress out of Grading: Now More Than Ever, We Need to Take Steps to Reduce Students’ Anxiety About Grading (While Improving Their Learning). Will We? Links to an external site.
Read Democracy in Grading: Practicing What We Preach Links to an external site..
Read Losing As and Fs: What Works for Schools Implementing Standards-based Grading? Links to an external site.
Find an image that reflects your personal views of high-stakes standardized testing.
Search for two peer-reviewed journal articles in the UAGC Library; one that supports and one that contradicts your view of high-stakes standardized testing.
Your articles should be no more than five to eight years old.
The Scholarly, Peer-Reviewed, and Other Credible Sources Links to an external site. table offers additional guidance on appropriate source types.
Reflect:
Consider your experiences that have influenced your views on high-stakes standardized testing. Should high-stakes standardized testing be required to earn a teaching or medical license? Should it be required to be able to join the military?
Write:
Complete the following:
Post an image that reflects your views of high-stakes standardized Be sure to cite the image’s location. Use the UAGC Writing Center for support with APA Style.
Describe how this image reflects your views on high-stakes standardized testing by sharing your experiences with taking these kinds of tests, whether in school or your professional life.
Select one peer-reviewed article that supports your view of high stakes testing and one peer-reviewed article that contradicts your view of high stakes testing.
Summarize these two peer-reviewed journal articles you found in the UAGC Library.
Describe how each article supports and contradicts your views on high-stakes standardized testing.
Select one of the views of intelligence from Section 3. Briefly describe the view and provide your own critique. Do you agree or not agree? Why? How might the view of intelligence support or contradict the use of high stakes standardized tests?
Provide evidence from the readings to support your analysis.
Discuss whether you think high-stakes standardized testing has a place in education and the work Why or why not?
Provide evidence from the readings to support your analysis.

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Please only answer the questions 1-16 only use the book NO citations
Try to use highschool language
Thanks a Bunch
The name of the book is American corrections 12th edition

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Try to use appeared first on essaynook.com.

Choose a character from any of the readings from our study this term. Now imagine you are the character and compose a “character journal entry” of approximately 250-300 words (you may exceed this minimum word count if you wish) from the character’s perspective. Here are some tips to help you get started:
Things To Remember When Writing Character Journal Entries:
Keep it in the first person. The point of this exercise is to allow you to climb into the mind of your character and see from their point of view. For that reason, you should write your journal entry in first person, as if you yourself are the character you’re trying to figure out.
If you need to, practice first. Keep it to what they see, hear, smell, taste and/or feel.
Remember: It’s all about what’s NOT normally said. Think about yourself and what the inside of your own head is like. Of course, when you see or do anything, it triggers memories and feelings, all like echoes of your past. Now, think about your character. When they see or do something, what might happen inside their head? What memories or experiences might something call to mind for them, from their own past? A journal is an ideal environment for a character to try to lay out all of these pieces and try to make sense of them. Don’t be afraid to jump from one thing to another without filling in gaps or trying to analyze things, feel free to experiment and explore.
Make their true feelings known. While in the story itself, your character might need to be polite and respectful to other characters, inside they might be secretly seething with hatred and jealousy. Or perhaps they’re deeply in love with someone, and can’t admit it?
Keep it conversational. A journal entry is not an essay. It’s more of a stream of consciousness monologue. It shouldn’t be written in a formal style, as that tends not to be how people would speak. If your character has a way of saying certain things, or likes an interesting turn of phrase, then make sure that’s how their journal entry is written as well.
The character I choose is Hamlet from Shakespeare play.

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Part 1: Problem Identification and Description

1. Identify and describe the problem in clear and concise language. To help you think about what problem you might choose, keep in mind the health or nursing problems of the patient population(s) you currently serve, those you encountered in your clinical courses, or those you plan to work with in the future.
   • • Describe the clinical setting.
     • Describe the service area for the clinic and population groups who attend the clinic services.
     • What kinds of problems do you see in the clinic?
2. Give a clear, explicit statement of the problem and target population, as well as the background of the specific problem relative to the clinical setting.
   • • Is it broad enough that you can analyze it from many theoretical and conceptual points of view and make suitable plans to address the problem from a number of perspectives?
     • Is it of enough interest to you that you are willing to spend most of the semester thinking about it, assessing all its dimensions, planning in detail how to address it, and designing a detailed intervention and evaluation plan?
3. Describe the significance of the evidence-based project that could be implemented in the selected setting to the nursing profession. Ask yourself why it is important to you. Consider your own clinical interest.
   • • Describe clinical observations that point out the knowledge gap, clinical gap, etc.
     • Describe the significant research in the area that has been done that delineates the gap in our knowledge.

Your paper should be 3–4 pages in length, not including the cover or reference pages. You must reference a minimum of 3 scholarly sources in your paper within 2021-2024.

SUBJECT CHOSEN FOR THIS PROJECT: “Rapid re-admissions of psychiatric patients to inpatient facilities through the emergency room”

Use current APA format to style your paper and to cite your sources.

Review the rubric for more information on how the assignment will be graded.

RESOURCES

https://guides.nyu.edu/c.php?g=276561&p=1847897

https://guides.library.ucla.edu/c.php?g=180208&p=1…

Article about evidenced-based research

Formulating a researchable question: A critical step for facilitating good clinical research

(Aslam & Emmanuel, 2010)

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140151/Links to an external site.

Georgetown University Library:

http://guides.dml.georgetown.edu/ebm/ebmclinicalquestionsLinks to an external site.

PSU Library:

https://guides.libraries.psu.edu/c.php?g=319063&p=5198182Links to an external site.

Here is a link to NYU Library where you can find helpful hints about PICO, library search, and evidenced-based practice:

https://guides.nyu.edu/c.php?g=276561&p=1847897Links to an external site

Rubric

NURS_691A_DE – NURS 691-A Rubric Week 2: Problem Identification and Description Using PICOT Format

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeCritical Analysis	33.75 to >27.67 pts Meets Expectations Presents a thorough and insightful analysis of the chosen topic/problem. Describes the problem thoroughly, including the target population and history/background information at the assigned clinic or hospital. The significance and applicability to nursing is included and well presented. 27.67 to >25.31 pts Approaches Expectations Presents an accurate analysis of the topic/problem, but leaves out some details in describing the target population or history/background information at the assigned clinic or hospital. The significance and applicability to nursing is included but lacks a few details. 25.31 to >19.91 pts Falls Below Expectations Provides insufficient explanation of the topic/problem occurring at the facility. The target population and history/background information is lacking. The significance and applicability to nursing is included, but it is somewhat unclear or vague. 19.91 to >0 pts Does Not Meet Expectations Does not sufficiently describe the topic/problem. There is no description of the target population or history/background information. The significance and applicability to nursing is absent or severely lacking.	33.75 pts
This criterion is linked to a Learning OutcomeContent	33.75 to >27.67 pts Meets Expectations Includes an appropriate topic identification related to an advanced practice nursing issue or practice problem of concern. The population is fully defined and present in the research question. Includes specific interventions, identifies comparisons, and presents appropriate outcomes in a timely manner for the question. Overall, it is a well-built question using the PICOT format. 27.67 to >25.31 pts Approaches Expectations Includes an appropriate topic identification related to an advanced practice nursing issue or practice problem of concern. The population description is too generic. Interventions, comparisons, outcomes, and timeframe are too general, making it hard to see a well-used PICOT format. 25.31 to >19.91 pts Falls Below Expectations Includes a topic identification, but it is not appropriately related to an advanced practice nursing issue or practice problem of concern. The population description is very generic. May be missing interventions, comparisons, outcomes, or a timeframe. PICOT format is present, but all areas of the question are very generic, making it difficult to follow how the research will be collected. 19.91 to >0 pts Does Not Meet Expectations Does not include an appropriate selected topic related to an advanced practice nursing issue or practice problem of concern. The population is not adequately identified. Interventions, comparison, outcomes, and timeframe are not adequately identified in the research question, showing no use of the PICOT format.	33.75 pts
This criterion is linked to a Learning OutcomeAPA Format/Mechanics	7.5 to >6.15 pts Meets Expectations Follows all the requirements related to format, length, source citations, and layout. Assignment is free of spelling and grammatical errors. 6.15 to >5.63 pts Approaches Expectations Follows length requirement and most of the requirements related to format, source citations, and layout. Assignment is mostly free of spelling and grammatical errors. 5.63 to >4.43 pts Falls Below Expectations Follows most of the requirements related to format, length, source citations, and layout. Assignment contains some spelling and grammatical errors. 4.43 to >0 pts Does Not Meet Expectations Does not follow format, length, source citations, and layout requirements. Assignment contains many spelling and grammatical errors.	7.5 pts

Family Systems
Instructions: Create a family and be prepared to present your family theory via PowerPoint Presentation.
Step 1: Create a family
Describe the family members, structure of the family, ages, cultural background, education, and their relationships.
Describe the family issues such as domestic and family violence, aging, lack of parenting, marriage issues, blended families, child and family welfare, financial issues, etc.
Step 2: Respond to the questions below (review the family therapy theories you have learned in this class: Bowen Family Systems, structural, strategic, CBT, SFBT, etc.).
What is the appropriate family theory/approach to help the family? Explain why it is a good fit for the family.
Identify and explain interventions and techniques to be used according to the theory you chose for this family. Explain why it is a good fit for the family. Step 3: Create a slide for your references.
Family Systems Role Play (100 pts.): Students will create a family system, apply theory, and develop a plan of family therapy for this family system. This will be in the form of a PowerPoint presentation. Students will create a family and choose an issue the family is experiencing. Students will select an appropriate family theory to help this family and explain why this was chosen. Students will then identify interventions and techniques chosen (as part of that theory) and explain why this is a good fit for the family. (See Sample Case Presentation PPT)

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Instructions: Create a family and be prepared to present your fam appeared first on essaynook.com.

This project is designed to help you create a quick reference chart/table that contains all of the details for the 12 primary channels based on our lectures and the reading assignments. This is meant to serve as a helpful resource and study guide for this class and future classes. A specific design is not required, but your grade will be based on the amount of information and detail you add to the assignment. The requirements of the assignment include the following and can also be found within the rubric.
Format: No more than one page for each channel. Submissions must be in PDF format or they will be returned to you, which will count towards a late submission.
1. Channels & Points – Circulatory pathways including all regions and tissues, number of points, meeting/crossing points.
2. Pairings, Circulation, & Functions – Channel pairings, naming conventions, 2-hour time periods, functions, roles/responsibilities.
3. Organization – All information included in the assignment is prepared and organized clearly and appropriately to facilitate ongoing learning of the required material.
4. Follows Directions

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REFLECTION JOURNAL:
1. Describe how racial/health disparities, health equality/inequality, and social justice/injustice could apply to the community you reside in. Provide one specific example of how you will make a change in nursing practice.
Complete the reflection and submit to your faculty (or as directed) within 24 hours of completing your clinical learning experience. The reflection journal is required to be typed, Word document, Times New Roman 12-point font.

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1. Describe how racial/health disparities, health equality/i appeared first on essaynook.com.

Not sure how many pages will be enough. please let me know if i need to pay for extra page. Please use the template and provided anonymous patient medical information to do this project. No APA formatting needed and no sources needed.

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