Graphing and Analyzing Behavioral Data

Graphing and Analyzing Behavioral Data. Graphing and Analyzing Behavioral Data IntroductionBehavior change is a dynamic and ongoing process. Behavior analysts document and analyze repeated measures of behavior change over time. Graphing behavioral data allows behavior analysts to visually analyze the data and answer questions related to the meaningfulness of behavior change.

There are several benefits of graphic displays and visual analysis. Plotting data immediately following an observation period provides an ongoing and progressive record of behavior. In addition, visual analysis of behavioral data is relatively easy to learn, can require minimal time, and does not rely on statistical assumptions. Graphic displays of behavioral data allow behavior analysts to make interpretations based on patterns of behavior over time.

Graphing and Analyzing Behavioral Data

Philosophy of Education

Philosophy of Education. no longer than 2 pages 

 

Write an essay about your philosphy of education 

 

 

Age / grade you plan to teach -6th grade 

Should talk about

Erikson Stage

Piaget Stage

Physical characteristics

Cognitive characteristics

Emotional characteristics

Social characteristics

Philosophy of Education

Socw-10-discussion1&2

Socw-10-discussion1&2. Discussion 1: Impact of Ageism and Adultism

Adultism refers to the oppression of young people by adults. The popular saying “children should be seen and not heard” is used as a way to remind a child of his or her place and reaffirm the adult’s power in the relationship. The saying suggests that children’s voices are not as important or as valid as an adult’s and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth’s self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.

 

Post by Day 3  an analysis of the influence of adultism in the Logan case.  (Logan Family (Episode 34) 

Then, explain how gender, race, class, and privilege interact with adultism to influence the family’s discourse related to Eboni’s pregnancy as well as other family dynamics.

 

References (use at least 2)

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York: Routledge Press.

Laureate Education (Producer). (2013). Logan Family (Episode 34) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu.

 

 

 

Discussion 2: Sexual Orientation, Gender Identity, and Gender Expression

Think about the moment in which you became aware of your sexual orientation.  Do you recall making a conscious choice to be gay or straight? Some believe that gender identity and sexual expression is a choice, or more likely, that “people choose to be gay.” The counter to that belief is that one does not “choose” his or her sexual orientation; it simply is. This week you consider how people’s reactions to someone’s gender identity or sexual orientation impacts his or her environment and experience.

When adolescents question their sexual orientation or gender identity, they encounter various reactions from individuals in their environment. For this Discussion, consider how people’s reactions to someone’s gender identity or sexual orientation may impact his or her environment and experience.

Answer to the following questions: How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem? As social workers, what role can we play in assuring the best outcomes for these adolescents?

References (use at least 2)

Bos, H. M. W., Sanfort, T. G. M., de Bruyn, E. H., & Hakvoort, E. M. (2008). Same-sex attraction, social relationships, psychsocial functioning, and school performance in early adolescence. Developmental Psychology, 44(1), 59–68. 

 

Socw-10-discussion1&2

FINAL RESISTANCE TRAINING

FINAL RESISTANCE TRAINING. FINAL RESISTANCE TRAINING PROGRAM WHAT INEEED

 1) NEEDS ANALYSIS

 a) IF YOU ARE DOING A DIFFERENT SPORT, ILL NEED A NEWONE 

4-6 WEEK MESOCYCLE 

a) WHAT M WILL You BE FOLLOWING-wHY YOU DECIDED TO Go THAT ROUTE

 b) FOULOW THE FITT PRINCIPLE 

3) GIVE ME A VISUAL LAYOUT OF YOUR 4-6 WEEK PLAN 

a) DYANMIC WARM up

 b) MONDAY: DAY 1 WEEK 1 

C)Tuesday:Day 2 week 1 

d) ETC 

 4) LITTLE DETAILS

 a) WORK TO REST RATIOs 

b) PERCENTAGES 

c) SETS/ REps 

d) EXERCISE ORDER AND SELECTION 

FINAL RESISTANCE TRAINING

common weath paper

common weath paper. The case describes an appellate legal opinion or court decision involving expert witness testimony. When a case is appealed, it goes to an appellate or to a higher court. The appellate court then reviews the findings of the lower court, which in this case was the trial court. The appellate court offered the following two opinions:The first opinion (Commonwealth of Virginia v. Allen, 2005, pp. 1–24) is the majority opinion and is the one that counts.The second opinion (Commonwealth of Virginia v. Allen, 2005, pp. 24–31) is an opinion filed by a minority of judges who concurred (agreed) in part and dissented (disagreed) in part with the majority of the judges who ruled.

After reading the appellate legal opinion, write a 2- to 3-page paper addressing the following:Discuss whether either of the expert witnesses in this case acted unethically. Support your opinion with the relevant APA or specialty ethical guidelines.Indicate whether you agree with the majority decision or the minority concurring or dissenting opinion. Explain why.

The paper should be in APA style.

Reference:

Commonwealth of Virginia v. Allen, 609 S.E.2d 4 (Va. 2005).

common weath paper

Psychology Research ques

Psychology Research ques.  

Research existing psychological assessments (MMPI-II, Weschler IQ Scales, etc.) to identify three measures of the constructs you are studying for your research question.  (Please respond to #4 for all three of your psychological assessments)

 

 

 What is your research question?

 

 

  Write a testablehypothesis for your research question.

 

 

  What constructs is your research question investigating?

 

 

  Provide the following information for three measures of the constructs:

 

 What is the test? Include the name and authors .

 

 

  How is the test used? Include t he t arget population, how the test is administered, and what information it provide s.

 

 

 

Psychology Research ques