-Describe-at-least-two-major-issues-regarding-abnormal-psychology-and-take-a-position-

Legal ramifications of dealing with psychological disorders; things like involuntary commitment, use of a plea of insanity for other crimes, whether behaviors associated with psychological disorders should be considered crimes, etc.Describe at least two major issues regarding abnormal psychology and take a position on what should or should not be done to address abnormal behaviors from the legal perspective. Defend your explanation with supporting documentation (you may use the text, web-based information, and/or other books and documents. Please note that the use of Wikipedia is NOT an acceptable resource.).

APA Style and should reflect critical thinking

Develop and defend a position.

5-7 pages in length, including a title page and bibliography, Times New Roman 12 point font, double-spaced, and with 1 inch margins.

application-packaging-and-software-development-tools

I already give you the project regarding to application packaging and software development tools

below i attached the remaining document

please don’t give me the short answers as before you did try to give more words

CONTROVERSIES-IN-PSYCHOLOGY-POSITION-PAPER-unit-9

CONTROVERSIES IN PSYCHOLOGY POSITION PAPER

Resources

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

  • Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of psychology.
    • Articulate scholarly evidence appropriate to the argument it supports.
  • Competency 2: Apply psychological principles to topics in psychology.
    • Describe the position taken in an author’s thesis statement.
    • Follow APA guidelines for in-text citations and reference lists.
  • Competency 3: Analyze scholarly information and research findings through critical thinking to solve problems in the field of psychology.
    • Articulate evidence-supported arguments that directly support the thesis.
    • Articulate evidence-supported counterarguments that directly question the thesis.
    • Articulate evidence-supported arguments to rebut the counterarguments.
  • Competency 4: Apply ethical principles and standards to topics in psychology.
    • Draw implications, including ethical implications, from the conclusions.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
    • Articulate a well-developed conclusion that logically flows from the arguments presented.
    • Write in a manner that is scholarly in tone, easy to follow, and free from grammatical and spelling errors.

For your final paper, you will select a controversial topic in psychology on which to take a position. Choose from the following topics:

  • Does cosmetic surgery promote or hinder self-esteem?
  • Does use of electronic technology promote or detract from well-being?
  • Does online learning or traditional face-to-face learning lead to higher academic performance?
  • Which is more effective in treating attention-deficit/hyperactivity disorder (ADHD)—medication or behavioral interventions?
  • Are virtual teams or traditional teams more effective?

After exploring scholarly research on both sides of the issue, write a 5–7 page, double-spaced paper (not including title page, abstract, and references) that presents:

  • An introduction to your topic.
  • Your position and arguments.
  • Evidence for your position.
  • Counterarguments to your position.
  • Evidence for the counterarguments.
  • Rebuttals to those counterarguments.

Your paper should reference a minimum of five scholarly sources, cited and referenced in APA format.

Your assembled paper should consist of:

  • A title page.
  • An abstract.
  • A clear introduction to the topic.
  • A thesis statement, your position, and arguments.
  • A summary and conclusion that discusses the implications (including the ethical implications) of your position and conclusions.
  • A page of APA-cited references.

View the Joel Taylor Sample Final Paper linked in Resources to see how your paper should be organized. You are also encouraged to use the APA Paper Template, also linked the Resources.

Refer to the Controversies in Psychology Position Paper Scoring Guide to understand how this assignment will be graded and ensure you meet the grading criteria.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Requirements for the Assignment

To achieve a successful experience and outcome, you are expected to meet the following requirements:

  • Written Communication: Written communication is free of errors that detract from the overall message, follows standard English grammar usage, and uses language appropriate for professionals in the field of psychology.
  • APA Formatting: Paper, references, and citations are formatted according to current APA style and formatting.
  • Length: 5-7 pages (not including title page, abstract, and references), double-spaced.
  • Font and Font Size: 12-point, Times New Roman.
  • Submission: Submit your paper to a Draft link in Turnitin. Review your results and make any needed changes in paraphrasing and citing based on your results. Once you are satisfied with the work, submit your document to the final link in Turnitin titled u09a1: Controversies in Psychology Position Paper. Finally, submit it to your instructor for grading by attaching the document in Unit 9 to the link titled [u09a1] Unit 9, Assignment 1.
  • CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Describe the position taken in an author’s thesis statement.
    12%
    Does not describe the position taken in an author’s thesis statement. Describes inaccurately or incompletely the position taken in an author’s thesis statement. Describes the position taken in an author’s thesis statement. Summarizes the position taken in an author’s thesis statement.
    Articulate evidence-supported arguments that directly support the thesis.
    12%
    Does not articulate evidence-supported arguments that directly support the thesis. Articulates vague counterarguments, not supported by evidence that may support the thesis. Articulates evidence-supported arguments that directly support the thesis. Evaluates evidence-supported arguments that directly support the thesis.
    Articulate evidence-supported counterarguments that directly question the thesis.
    12%
    Does not articulate evidence-supported counterarguments that directly question the thesis. Lists, but does not articulate evidence-based counterarguments that vaguely question the thesis or are not supported by evidence. Articulates evidence-supported counterarguments that directly question the thesis. Evaluates evidence-supported counterarguments that directly question the thesis.
    Articulate evidence-supported arguments to rebut the counterarguments.
    11%
    Does not articulate evidence-supported arguments to rebut the counterarguments. Articulates evidence-supported arguments to rebut the counterarguments that vaguely address the counterarguments or are not supported by evidence. Articulates evidence-supported arguments to rebut the counterarguments. Evaluates evidence-supported arguments to rebut the counter-arguments.
    Articulate scholarly evidence appropriate to the argument it supports.
    11%
    Does not articulate scholarly evidence appropriate to the argument it supports. Articulates evidence that is not scholarly or appropriate to the argument it supports. Articulates scholarly evidence appropriate to the argument it supports. Evaluates scholarly evidence appropriate to the argument it supports.
    Draw implications, including ethical implications, from the conclusions.
    11%
    Does not draw implications, including ethical implications, from the conclusions. Draws implications from the conclusions that are vague or off-target. Draws implications, including ethical implications, from the conclusions. Explains implications, including ethical implications, from the conclusions.
    Articulate a well-developed conclusion that logically flows from the arguments presented.
    11%
    Does not articulate a well-developed conclusion that logically flows from the arguments presented. Develops an incomplete and tangentially-related conclusion that may not logically flow from the arguments presented. Articulates a well-developed conclusion that logically flows from the arguments presented. Articulates a well-developed conclusion that logically flows from the arguments presented and evaluates the conclusion.
    Write in a manner that is scholarly in tone, easy to follow, and free from grammatical and spelling errors.
    10%
    Does not write in a manner that is scholarly in tone, easy to follow, and free from grammatical and spelling errors. Writes in a manner that may be scholarly, but is sometimes unclear, difficult to follow, and has grammatical and spelling errors. Writes in a manner that is scholarly in tone, easy to follow, and free from grammatical and spelling errors. Writing is exemplary: scholarly, clear, transitions well between arguments, incorporates evidence seamlessly, and is free of grammatical and spelling errors.
    Follow APA guidelines for in-text citations and reference lists.
    10%
    Does not follow APA guidelines for in-text citations and reference lists. Inconsistently or inaccurately follows APA guidelines for in-text citations and reference lists. Follows APA guidelines for in-text citations and reference lists. Follows APA guidelines for in-text citations and reference lists, and paper is free of spelling and grammar errors.psy

Current-technologies-

Current management of PPh with modern technology and B-Lynch sutures

Unit-of-Analysis-and-Sample-Size-Discussion-help

Discussion: Unit of Analysis and Sample Size

Quantitative researchers must give serious consideration to the unit of analysis, the most elementary part of what is to be studied. Units of analysis can vary in scope, ranging from individuals to groups to institutions and beyond. Once the appropriate unit of analysis has been identified, the researcher can then start to address initial concerns such as the required sample size. Determination of the unit of analysis also impacts, but is not limited to, decisions regarding research design, data collection methods, and data analysis decisions, just to name a few.

To prepare for this Discussion, review the seminal article by Francis et al. (1999). Then review Rubric item 2.6b in the DBA Doctoral Rubric and Research Handbook. Think about the “who” or “what” you will need to use as your unit of analysis.

By Day 3

Post an assessment of the impact of the unit-of-analysis selection in quantitative doctoral business research. In your assessment, do the following:

  • Describe the importance of ensuring the unit of analysis aligns with the doctoral research purpose.
  • Explain the broader implications of selecting the incorrect unit of analysis on the practice to business.
  • Analyze the relationship between sample size for the chosen unit of analysis and statistical power.
  • Justify how and why the unit of analysis for you proposed quantitative study is appropriate for your research question.

Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and at least one additional scholarly source.

Reference

Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analysis using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. doi:10.3758/BRM.41.4.1149

Francis, J. R., Stokes, D. J., & Anderson, D. (1999). City markets as a unit of analysis in audit research and the re-examination of big 6 market shares. ABACUS, 35(2), 185–206. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-6281

Green, S. B., & Salkind, N. J. (2017). Using SPSS for Windows and Macintosh: Analyzing and understanding data (8th ed.). Upper Saddle River, NJ: Pearson.

Saunders, M. N. K., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th ed.). Essex, England: Pearson Education Unlimited.

Microprocessor-AtMega168

see attached file for details

Read-the-article-below-from-the-The-Los-Angeles-Times-complaining-about-sexism-in-Grand-Theft-Auto-5-

Read the article below from the The Los Angeles Times complaining about sexism in Grand Theft Auto 5.

View the Grand Theft Auto V: Official Gameplay Video

Read this article by Anita Sarkeesian’s analysis of violence against sexually objectified women in video games. You can also watch part of the video linked to that article. http://ew.com/article/2014/08/28/video-games-can-b… (Links to an external site.)Links to an external site.

Answer the discussion questions. You need to post your answers to my questions.

Discussion questions: Your thoughts on Grand Theft Auto 5 and other games

1. Do you agree with the Los Angeles Times critic’s opinion about Grand Theft Auto 5? Why or why not? Cite specific points/arguments from the article with which you agree or disagree.

2. Why do you think all three main characters are men?

3. If you have played Grand Theft Auto, can you think of examples of stereotypical portrayals of different ethnic/racial groups? If you haven’t played the game, what stereotypes did you notice in the promo video?

4. How are gays, lesbians, bisexuals and transgendered people portrayed in this video game or other games you have played?

5. What’s the main argument of the Entertainment Weekly article? Do you agree or disagree with the author? Write about a specific example of a scene from a video game that fits the article’s argument. Write about a specific example of a scene from a video game that doesn’t match the article’s argument.

6. Do you think video games can impact players’ views about women, gays, lesbians and ethnic/racial minorities? Why or why not?

7. Do video game makers have a responsibility to combat stereotypes or at least to avoid reinforcing them? Explain your reasoning.

Todd Martens, Los Angeles Times, Sept. 20, 2013

In 2001, the “Grand Theft Auto” franchise landed on the radar of mainstream culture by offending most everyone who wasn’t a gamer. Its carjacking, prostitutes and murder scenarios were defended as a satire of violent and misogynistic video game culture. Watchdog groups and politicians didn’t see the irony.

But beyond the controversy, its appeal was in its danger — a place where the kill-at-will, hypersexualized fantasy worlds of interactive entertainment were let loose in cities based on grown-up, real-world places (New York, Miami and now, once again, Los Angeles).

Today, the series has become a well-honed formula, a place guaranteed to deliver top-of-the line game mechanics in the most fully-realized digital worlds. Culturally, however, the franchise has hardly grown since 2001.

The first rape joke is delivered by a college-age boy who’s playing a violent video game. “I don’t care if you’re 12, I’ll still rape you,” he shouts at a character in the fictional game-within-a-game titled “Molested.”

Many “Grand Theft Auto” staples later — strip clubs, robberies and murders that come as easy as blowing bubbles — characters tune into a talk-radio show in which they’ll be advised to crush a woman’s sternum during sex. “Most women,” it’s reasoned, “love that.”

The need to offend has become shtick for the 16-year-old series, and at this point, it’s a tactic that’s exhausting at best. Consider it the video game equivalent of the MTV Video Music Awards. It exists because it’s too big to fail, and where it once represented risk-taking unpredictability, the franchise is now simply twerking its way into the headlines.

This week the game raked in $1 billion within three days of its Tuesday release. And it isn’t just the public who made this installment of the series the fastest-selling entertainment product ever. On the aggregation site Metacritic, it’s trending close to a 100 out of 100 among video game cognoscenti.

“Grand Theft Auto V,” which follows three morally corrupt men in “Los Santos” (the franchise’s take on Los Angeles), is technologically impressive in its re-creation of the world we actually live in. Its open universe is unparalleled, allowing players to go anywhere at nearly any time via cartoonishly high-speed car chases and an ability to swap between three characters at once.

But its stubborn sexism and stale social commentary is lazy at best; a relic from a time when games weren’t regularly offering thoughtful experiences.

Here a fancy boat is described as the kind “that makes a young impressionable girl drop her pants and spread her legs.” Lap dances are a game where you attempt to grope a girl out of view of security guards.

Yet the majority of the game critic community has decided to treat “Grand Theft Auto V’s” rampant misogyny and violence against women as a pesky housefly, a slight annoyance that doesn’t detract from all that’s remarkably polished. Though some of the defensiveness may be genuine for this ambitiously free-form game, it’s also rooted in the fear of being labeled as one of those clueless souls who doesn’t quite get the joke or, worse, is offended by it.

But much of this knee-jerk cheerleading is a lost opportunity. If “Auto V” had advanced as much culturally and emotionally as it has mechanically, it might merit the kudos and prove to those who write off games as immature just how far the medium has come.

Even attempts at social commentary here are embarrassingly one-dimensional. One hip coffeeshop brags that its tea is exploited from the Third World. There’s the Whole Foods-like store with a “shop with superiority” slogan, and a dumpster-diving movement of “freegans” are described as “nonproductive members of society by choice.” Perhaps they need to go back and take tips from “South Park,” a series that started around the same time.

As for its treatment of Los Angeles? Our city is certainly deserving of satire, and had “Grand Theft Auto” created a restaurant with a 45-page water menu, it might have been funny, but even LACMA’s Ray’s and Stark beat them to it. Instead, the denizens of Los Santos complain about casting directors, whine about scripts and sleep with producers. All that’s missing is a dingbat blond. Oh wait, that’s in there too.

For all its expertly detailed traffic patterns on freeways and city streets, creative takes on places like the Hollywood Bowl and Pershing Square and intricate heists, “Grand Theft Auto V” lacks the deft narrative touches of its modern-day peers. Naughty Dog’s “The Last of Us” and Telltale’s “The Walking Dead” prove that you can wring tears out of the zombie genre, and the tiny little border control game “Papers, Please” shows games can capture human desperation almost as deftly as film.

As the biggest game around, “Grand Theft Auto V” should be able to reach these notes and more. But just when you think the game has hit a groove and maybe somewhere around Hour 30 will turn into “Breaking Bad,” you get in a car, turn it on and hear someone advising a character to crush a woman’s sternum. Nearly everyone who plays the game is smart enough to know this is all done in the name of satire, but to what end? One of the best-designed games in the world doesn’t even attempt to answer that question.

Describing-Your-Behavior-

Describing Your Behavior – (Work It Out Exercise 6.1, page 207 in your textbook)(this is attached below) In addition to completing the exercise, write a one page (minimum) summary of your results from this exercise. What is your natural tendency style? Do you have a primary and secondary style? What are some characteristics of your style(s)?

ACCEPTABLE LENGTH: minimum of 1 page

FORMATTING REQUIREMENTS:

Put your name, course and section number, and assignment title clearly at the top of the document. Use at least one-inch margins and an eleven point font.
Use double line spacing in the document.

TO GET A TOP SCORE:The assignment will be error free and incorporate all of the above questions and answers fully explained.

NO PLAGIARISM WILL BE ACCEPTED!

Science-and-Politics-human-Uses-of-the-Environment

Science and Politics

Sexual-Harassment-is-a-form-of-sexual-discrimination

100 word per answer.

1. Sexual Harassment is a form of sexual discrimination. What is a significant misconception you believe most people have about the law that relates to sexual harassment? What would be the best course of action for a manager to take in the workplace to prevent that misconception from causing a problem?

2. n your review of Topic 4, you will read about Title VII of the Civil Rights Act of 1964 and the Civil Rights Act of 1991. What is the difference between these two laws? How can the risk of discrimination claim in the workplace be avoided in the workplace by compliance with these laws?