There are two topics below. I need an essay (4-5 paragraphs) for both of them. Please give specific examples! Thank you!

1. The period from the late 1870s to World War I could be and has been characterized as a time of “response to industrialism.” Compare and contrast the responses of urban workers, farmers, and middle-class reformers to problems raised by industrialization. Assess the extent to which each group’s response resulted in satisfactory solutions to the problems.
2. How did industrialization and urbanization change the social and cultural mores (way of life) of Americans in the late nineteenth and early twentieth century? Please give specific examples.

Where do Thoughts Come From?

Where do our thoughts come from? Are they byproducts of brain activities, somehow electrically and chemically manufactured in the gray matter and then exported to the mind? Or are they distinct from and unconstrained by the biological workings of the brain? These questions intrigued seventeenth-century philosopher Rene Descartes and continue to occupy present-day scholars.

One of the most interesting and emotional debates argued by Descartes’s intellectual heirs involves the origin of thought. This version of the nature-versus-nurture question is well understood: Are we the products of our genes, or are we what we have experienced? Today, we do have some scientific answers. For example, Roger Sperry, Nobel laureate in medicine, found that the circuits of the brain are, for the most part, hard-wired during embryonic development, suggesting that each cell possesses its own chemical individuality, rendering it unmodifiable (Horowitz, 1997).

For this 5–8-page assessment, you will evaluate the connection (if any) that you see between neuroscience and altruism. In addition, you will assess how the history of cognitive and affective psychology supports your position and how understanding the interplay between these two topics can impact your professional practice.

Based on what you know and have read on the ethical brain, evaluate the connection (if any) that you see between neuroscience and altruism. In a 5–8-page paper, address the following:

• How does cognitive psychology help us understand altruism, if at all?
  • Examine how cultural differences could impact this debate.
• Include an assessment of how the history of cognitive and affective psychology supports your position.
• Finally, assess how understanding the interplay of these two topics can impact your professional practice.

By successfully completing this assignment, you will do the following:

• Explain how the field of cognitive and affect psychology evolved into a recognized psychological discipline.
  • Assess how the history of cognitive and affective psychology supports a position.
• Evaluate the theories and principles that pertain to the cognitive components of cognitive and affective psychology.
  • Evaluate the connection between neuroscience and altruism.
• Explain how the theories and principles of cognitive and affective psychology can be incorporated into professional practice.
  • Assess how understanding neuroscience and altruism can impact professional practice.
• Explain how the theories and principles of cognitive and affective psychology apply to diverse populations.
  • Explain the impact of cultural differences on neuroscience and altruism.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
  • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.

Resources

The following e-books and articles are linked directly in this course.

• Pillion, T. J., & Gala, G. (2009). Neuroscience and philosophy: Brain, mind, & language. Psychological Medicine, 41(4), 887–888.
• Burnham, T. C., & Hare, B. (2007). Engineering human cooperation: Does involuntary neural activation increase public goods contributions? Human Nature, 18, 88–108.
• Cunningham, W. A. (2010). In defense of brain mapping in social and affective neuroscience. Social Cognition, 28(6), 717–722.
• Kitayama, S., & Park, J. (2010). Cultural neuroscience of the self: Understanding the social grounding of the brain. Social Cognitive and Affective Neuroscience, 5(2–3), 111–129.
• Lolordo, A. (2005). Descartes’s concept of mind. [Review of the book Descartes’s concept of mind, by L. Alanen]. Journal of the History of Behavioral Sciences, 41(4), 396.
• Montague, P. R., & Chiu, P. H. (2007). For goodness’ sake. Nature Neuroscience, 10(2), 137–138.
• Peper, M., & Markowitsch, H. J. (2001). Pioneers of affective neuroscience and early concepts of the emotional brain. Journal of the History of the Neurosciences, 10(1), 58–66.
• Rose, S. (2005). The future of the brain: The promise and perils of tomorrow’s neuroscience. New York, NY: Oxford University Press.
• Sperry, R. W. (1968). Hemisphere deconnection and unity in conscious awareness. American Psychologist, 23(10), 723–733.
• Pribram, K. H. (1986). The cognitive revolution and mind/brain issues. American Psychologist, 41(5), 507–520.

You are encouraged to refer to the resources in the Cognitive/Affective Psychology Library Guide to help direct your research.

Internet Resources

• Cognitive Neuroscience Society (CNS). (2014). Retrieved from http://www.cogneurosociety.org
• Lende, D. (2010). Cultural neuroscience – Culture and the brain. The Public Library of Science (PLOS) – Science Blog Network [Web log]. Retrieved from http://blogs.plos.org/neuroanthropology/2010/11/26…

The Resources Listed Below:

Covers research in neuroscience and altruism and are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP(FlexPath) course designation.

• Sternberg, R. J., & Sternberg, K. (2012). Cognitive psychology (6th ed.). Belmont, CA: Wadsworth Cengage Learning.
  • Chapter 2 “Cognitive Neuroscience.”

Can neuroscience explain complex human traits such as altruism?

Pfaff (2007) argues that nearly every cultural system, past and present, has a type of golden rule: a rule so ingrained in human behavior as to be “intellectually invisible” (p. 7) and rarely questioned. But where does it come from? Pfaff (2007) explains:

Some experts would claim this principle is a product of evolution. Individuals who behave altruistically—that is, they aid others, even at some cost to themselves—help their group to survive better and ultimately to produce more offspring like themselves. The impulses toward this behavior have been passed down along with the rest of the genetic code for the human brain, and now appear not only in behavior but also in brain activity that we can detect and track. If this is so, we can understand why this rule and its many variations have survived in human ethical systems, philosophies, and religions. (pp. 7–8)

If you agree with the experts (Pfaff mentions that we are biologically predisposed to altruism), then would it logically follow that altruism is not limited to human behavior? Consider the following comments by Carl Sagan and Ann Druyan (1992):

In a laboratory setting, macaques [rhesus monkeys] were fed if they were willing to pull a chain and electrically shock an unrelated macaque whose agony was in plain view through a one-way mirror. Otherwise, they starved. After learning the ropes, the monkeys frequently refused to pull the chain; in one experiment only 13% would do so—87% preferred to go hungry. One macaque went without food for nearly two weeks rather than hurt its fellow. Macaques who had themselves been shocked in previous experiments were even less willing to pull the chain. The relative social status or gender of the macaques had little bearing on their reluctance to hurt others. (p. 117)

After pointing out the cruelty of the experiment (“our own moral sympathies do not lie with the scientists”), Sagan and Druyan (1992) note:

By conventional human standards, these macaques—who have never gone to Sunday School, never heard of the Ten Commandments, never squirmed through a single junior high school civics lesson—seem exemplary in their moral grounding and their courageous resistance to evil. (p. 117)

Researchers at the University of Minnesota have studied the influence of genes and the environment on psychological traits of identical (monozygotic or MZ) and fraternal (dizygotic or DZ) twins raised together and apart (Minnesota Twin Family Study, n.d.). Their findings are summarized below:

Preliminary analyses of the data so far collected, on some 2,400 twin pairs, suggest that the broad heritability of socioeconomic status, years of education, and present income level ranges from about 0.30 to 0.40. Not surprisingly, education and SES are correlated positively with Positive Emotionality and Self Esteem, negatively correlated with negative Emotionality and Alienation. There is a weak but significant tendency for twins from larger families to produce more offspring themselves. The within-pair correlation for number of offspring, for MZ pairs where both twins have been married, is about 0.30, which should be compared with a maximum possible correlation on the order of 0.50. Similarly, the risk of divorce, like procreation, is a two-person game, and should probably be compared with a maximum possible risk of about 0.50. This risk is nearly 3 times the risk for MZ twins whose co-twin has never been divorced. Since all of these variables – attained SES, years of education, family income, number of offspring, risk of divorce – are plainly complex, multi-factorial outcome variables, it is clear that this evidence of significant heritability implies that many of the diverse personality, interest, and aptitude variables that act together to influence these outcomes are themselves substantially influenced by genetic variation. (p. 3)

John E. Dowling, in his 2004 book The Great Brain Debate: Nature or Nurture, summarizes things nicely (Dowling, 2004):

What the neurobiology is telling us—bottom line—is that genetic directives are clearly most critical in brain building, although the environment can also play some role, whereas environmental factors play the fundamental role during brain maturation, although there is genetic restraint. (p. 165)

References

Dowling, J. E. (2004). The great brain debate: Nature or nurture?Washington, DC: Joseph Henry Press.

Horowitz, N. H. (1997). Roger Wolcott Sperry. Retrieved from http://www.nobelprize.org/nobel_prizes/medicine/la…

Minnesota Twin Family Study. (n.d.). The Minnesota twin family registry: Some initial findings. Retrieved from http://www.psych.umn.edu/psylabs/mtfs/mtrf1.htm

Pfaff, D. W. (2007). The neuroscience of fair play: Why we (usually) follow the Golden Rule. New York, NY: Dana Press.

Sagan, C., & Druyan, A. (1992). Shadows of forgotten ancestors: Earth before humans. New York, NY: Random House.

Part 1

Pick an article over one year old. (About Cyberbullying)

Give a 50 word narrative of what you are looking for and how you are searching for it. Tell us about what sorts of articles and materials you came up with.

Continue your narrative for 50 more words and tell us which news article you chose and why.

Write a paragraph summary of the article.

Provide the correct APA citation of the article.

Rubric

• Narrative of search – 1
• Narrative of selection – 1
• Appropriate material selected – 1
• Summary – 2
• APA reference – 1

Part 2

Choose one of your targets from M1: Target Finding(I want to choose Cyberbullying) and revise it into a short statement (about 100 to 200 words). You might find that you do like either of the targets you identified earlier. In this case feel free to write about a third but please do write more to explain it sufficiently.

Write a short story about an event when the target is created and experienced by people. These stories are better when they are based on real events and especially events you experienced directly. However, in the case when you do not have access to real information and events then fill in the blanks with fiction. Please make it clear to your reader when you are in fiction or speculation mode and when you are recounting real life. In order to fully explain/explore your target you may need to write more than one story. You should use as much space as it requires but at minimum your story telling should be 400 words.

Finally, using your story as a resource, draw a system diagram of the major parts of your target. Identify at least four agents (causes) and four ramifications (outcomes).

Rubric

Choose and identify an appropriate target – 2pts

A story that illuminates the target – it raises questions and shows complexity – 4pts

A system diagram of major parts of the target and how the parts are related – 2pts

American Federalism has been a very effective framework for sustaining our democracy. This overlapping and complementary system of government allows governmental leaders at all levels to develop their own political, social, and economic governance structures, and to provide indispensable goods and services to their constituencies. However, there are drawbacks to this multi-layered governance system as state and local governments often pursue their own goals and objectives, sometimes in conflict and sometimes in concert with federal goals and objectives. Consequently, each of these governance systems, local, state, and federal, have their own similarities, differences, strengths and weaknesses.

For this Final Paper, you will apply critical thinking skills and research capabilities to investigate selected state and local governments. First, analyze and discuss the similarities and differences between three state and local governments recognized for their distinctive governing features. California, Louisiana, and New York City governments have unique and similar programs, policies, and processes that should be the core research material for this assignment. Next, evaluate the strengths and weaknesses of these selected state and local governments. Finally, discuss the overall effectiveness of each government.

Use the following outline as a guide for the development of your paper.

Introduction (half page):

• Overview: Briefly describe your main points.
• Thesis: Discuss why are you evaluating these various levels of government.

Discussion and Analysis (five to six pages):

• Describe the structure, governing powers, and economic situation of the California, Louisiana, and New York City governments.
• Discuss one issue where each of these governments has conflicted, compromised, or cooperated with the federal government:
  • Discuss one issue concerning California’s government.
  • Discuss one issue concerning Louisiana’s government.
  • Discuss one issue concerning New York City’s government.
• Examine governmental programs, policies, and processes that affect the citizens of these three states and cities:
  • Examine one governmental program, policy, or process that has had a positive impact and one governmental program, policy, or process that has had a negative impact on the citizens of California.
  • Examine one governmental program, policy, or process that has had a positive impact and one governmental program, policy, or process that has had a negative impact on the citizens of Louisiana.
  • Examine one governmental program, policy, or process that has had a positive impact and one governmental program, policy, or process that has had a negative impact on the citizens of New York City.

Evaluations (four to five pages):

• Describe programs, policies, or processes that have made each of these governments successful and discuss why these programs, policies, or processes were successful.
  • Concentrate your discussion on how these programs, policies, and processes overcame conflict, created compromise, and enabled cooperation.
• Based on your evaluation, determine which government, California’s, Louisiana’s, or New York City’s, is the most effective at meeting the needs of its citizens and discuss why it is the most effective.

Conclusion (half page):

• Review of main points.
• Review of overall thesis.

Writing the Paper:

****Must be 10 to 12 double-spaced pages in length (not including cover page and references), and formatted according to APA style****

1. Must include a title page with the following:
2. Title of paper
3. Student’s name
4. Course name and number
5. Instructor’s name
6. Date submitted
7. Must begin with an introductory paragraph that has a succinct thesis statement.
8. Must address the topic of the paper with critical thought.
9. Must end with a conclusion that reaffirms your thesis.
10. Must use at least five scholarly resources
11. Must document all sources in APA style
12. Must include a separate reference page

Check off activities as you complete them.

• Read Chapter 13 in Niles & Harris-Bowlsbey: Career Interventions in Higher Education.
• Read Chapter 14 in Niles & Harris-Bowlsbey: Career Interventions in Community Settings
• Open Quiz 11 in your ASSIGNMENTS folder to complete the 10 question, multiple-choice quiz.
• Access your MyCounselingLab account to view the video clip “Counseling with an Unemployed Adult: with Dr. Barbara Suddarth” (36:12)
  • https://www.pearsonmylabandmastering.com/northamerica/
  • Click the Sign In button and sign in with your user name and password.
  • Click the rectangle CHS 417: Career and Lifestyle Planning to start your work.
  • Under Course Name (left panel), click “Video Resources.”
  • Click Video Library (left panel).
  • Click Video Library (main frame).
  • Click Career Counseling (left panel).
  • Click “Videos 15.”
  • (The upper gray colored task bar allows you to view the videos by Picture or List.)
  • Double click the following video clip: “Counseling with an Unemployed Adult: Dr. Barbara Suddarth” (36:10)
• Open your DISCUSSION BOARD folder to participate in our class discussion.Please post at least one response to your instructor’s original questions and reply to at least oneclassmate.

Instructor’s question(s):

(a)Discuss your impressions of the video interview for this week. What were the strengths of this interview? Was there anything that you might have done differently?And

(b) Career counseling services and information are available through a number of venues. Take a look at the career services available to you (or the general public) at an institution serving the community in close proximity to where you live (include contact information and website so a classmate interested in this site could learn more). This could be the career counseling center at Roosevelt University, the career counseling center at the community college that serves your area, services or programs and materials offered through your local public library (if available), services offered by a faith-based community or an institution serving the homeless or the underresourced, or services offered through the Illinois Department of Employment Security (as an example see: http://www.lakecountyil.gov/167/Job-Center-of-Lake-County).

What office or department provides such services? What qualifications do providers of these services hold? What populations are served by this institution’s career services? What types of services and materials are provided? Be sure to given enough of a general overview that your classmates would be able to appropriately refer clients that might be able to benefit from what is provided at this location.