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An environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion..PSA

An environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion and how they should be applied in this PSA. As part of your presentation to the organization you will need to educate them on the principles of persuasion (using what has been learned through previous research) that will need to be applied to their PSA. 

By the due date assigned, you should create a PowerPoint presentation.

In the first 4 to 6 slides of your presentation you will need to:

  • Summarize at least two previous research studies on persuasion.
  • How were the principles of persuasion studied?
  • Was the research valid? Why or why not?
  • What was learned through these studies that can be applied to the creation of the above PSA?

In your next 6 to 10 slides you will incorporate all you have learned about the art of persuasion to create your own PSA PowerPoint presentation to present to this organization that they will use to guide the filming of their video.

In this presentation you will need to:

  • Present a creative argument that will persuade the viewers of the need to recycle, which the video will be based on.
  • Use at least two primary principles of persuasion within this presentation.
  • In the final slide outline which two or more principles were used and why they were a good fit for this PSA.

Your total presentation should be a minimum of 10 to 16 slides (not including your title and reference slides). For your project you will need to be creative in the use of your graphics and fonts in addition to discussing and applying the principles of persuasion.  

For this assignment, please use your text book along with additional resources from the Argosy Library.

Suggested additional resources:

  • Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539-570.
  • Cialdini, R.B. & Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621.
  • Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social psychology. Annual Review of Sociology, 24, 239-264.
  • Cialdini, R.B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science. 105-109.

 

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write my assignment 31046

Week 1: Evolving Nature of the Military Family

Family: A simple concept, one might think. However, family can take on many meanings and definitions. Think back to the first course in this specialization and how military families were defined. Throughout history, the military family was predominately the enlisted personnel, spouses, and their children. But the evolving nature of society has impacted the composition of the military family. Consider the ways in which the composition of a military family has changed. Now, take that evolving composition and think about how survival tools for military families may also need to evolve to be effective.

This week, you examine the evolving nature of the military family and how to support new families entering the military life.

Learning Objectives

Students will:

  • Analyze ways to support the evolving military family
  • Evaluate services available to military personnel, veterans, and families

Learning Resources

Required Readings

Clever, M. & Segal, D.R. (2013). The Demographics of military children and families. The Future of Children, 23(2), pp. 13-39.Dorman, R., & Mixon, K. (2014, February 17). Children of gay and lesbian parents [Blog post]. Retrieved from http://blogs.extension.org/militaryfamilies/2014/02/17/children-of-gay-and-lesbian-parents/Meadows, S. O. (n.d.). Military families: What we know and what we don’t know. NCFR Report Magazine. Retrieved June 14, 2014, from http:// J. G., Pryce, D. H., & Shackleford, K. K. (2012a). Social work and military families [PDF]. In The costs of courage: Combat stress, warriors, and family survival (pp. 119–144). Chicago, IL: Lyceum Books.The Costs of Courage: Combat Stress, Warriors, and Family Survival, 1st Edition by Pryce, J.; Pryce, D.; Shackelford, K. Copyright 2012 by Lyceum Books, Inc. Reprinted by permission of Lyceum Books, Inc. via the Copyright Clearance Center.Document: Program Evaluation Template (Word document)

Required Media

Laureate Education (Producer). (2014b). The changing nature of the military family [Interactive graphic]. Baltimore, MD: Author.

Discussion 1: Evolving Composition of a Military Family

Change is inevitable in so many ways for military families. For example, changes can occur in stations, schools, friends, jobs, rank, rates, and experiences. This concept has been covered extensively throughout this specialization. However, what have not been discussed at length are the changes in the composition of a military family. As society changes, so does the definition of family. One might consider the concept of family to be rather simple; yet in reality, it is more complex.

Think about who is eligible for military-related services and benefits, what the Department of Defense definition is of military families, and how military families have evolved.

Review the media, The Changing Nature of the Military Family. Consider the composition of a military family and who the Department of Defense recognizes as a member of a military family. How does the composition of a military family influence how you might support these families?

By Day 3

Post an explanation of how you might reconcile the Department of Defense (DOD) definition of family and the evolving composition of the military family. Explain considerations you might need to keep in mind as you interact with military families. Explain one way DOD, military, and helping professionals should support the evolving nature of the military family.

Read a selection of your colleagues’ posts.

By Day 5

Respond to two colleagues with an alternative perspective of considerations when working with military families or expanding upon your colleagues’ suggestions. Or, share an additional method of supporting military families.

Return to this Discussion to read the responses to your initial post. Note what you have learned and/or any insights you gained as a result of the comments your colleagues made.

To complete your Discussion, click on Discussions on the course navigation menu, and select “Week 1 Forum” to begin.

Submission and Grading Information

Grading Criteria

To access your rubric:Week 1 Discussion 1 Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:Week 1 Discussion 1

Discussion 2: Military Survival List

Many military families who have no prior military experience often find themselves in need of services, support, and information to survive their induction into the military. For this Discussion, consider the following situation: You are a helping professional working at the Family Support Center on a military installation or post. You are asked to gather information to help new military families transitioning onto the installation who are new to military life.

Gathering data from your texts, military support sites, and any other reliable resource you identified, create a brief Military Survival List of information important for families who are beginning their military experience. Please include the top 10 pieces of information (may include services, directions, support, general information) that you think would help new military families.

By Day 4

Post your Military Survival List. Explain why you selected these items and why these would be important for new military families.

Read a selection of your colleagues’ posts.

By Day 6

Respond to two colleagues by expanding their survival list with an additional suggestion. Query your colleagues about the importance of the items on their list.

Return to this Discussion to read the responses to your initial post. Note what you have learned and/or any insights you gained as a result of the comments your colleagues made.

To complete your Discussion, click on Discussions on the course navigation menu, and select “Week 1 Forum” to begin.

Submission and Grading Information

Grading Criteria

To access your rubric:Week 1 Discussion 2 Rubric

Post by Day 4 and Respond by Day 6

To participate in this Discussion:Week 1 Discussion 2

Project: Final Project

You may choose one of the two following options for your Final Project, which is due Day 7 of Week 10.

  1. Program Evaluation: Select a program or service and evaluate its use and appropriateness for military families.
    • Using the template provided, identify the program and describe the details (e.g., what is the purpose of the program, what are the essential elements, who does it benefit?).
    • Provide an executive summary of the program. In a descriptive narrative, provide any recommendations you might have for the program, what you learned about the program, and how it may or may not meet the needs of military families.
    • How will this information help you in your future role?
  2. Volunteer or Social Service Learning Opportunity: For example, you can volunteer at an event with the Wounded Warrior Project or other military support program.
    • Locate a military program in which you can volunteer in a social service learning opportunity. You might lead an effort to send care packages to military personnel or military families. Think about a creative way that you could engage in a program to support military personnel and their families.
    • Describe the activity, what led you to choose that activity, and how you engaged in it.
    • Describe your experiences, benefits, limitations, and what you learned or gained from the activity.
    • Explain how the information you gained can help you in your role as a helping professional.

Summary: Explain how your chosen project may help you understand the stressors, family dynamics, challenges, and advantages of military families.

The Final Project will be a 10- to 12-page paper and must include the following:

  • Identification of your chosen assignment (Option 1 or 2)
  • A minimum of 5 scholarly articles
  • Adherence to APA style and format

Again, your Final Project will be due in Week 10.

 

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write my assignment 5169

    During the National Football League (NFL) season, Las Vegas odds makers establish a point spread on each game for betting purposes. For example, the Carolina Panthers were established as 3.5-point favorites over the eventual champion Denver Broncos in the 2016 Super Bowl. The final scores of NFL games were compared against the final point spreads established by the odds makers in Chance (Fall 1998). The difference between the game outcome and point spread (called a point-spread error) was calculated for 240 NFL games. The mean and standard deviation of the point-spread errors are 1.6 and 13.3, respectively. 

Use this information to test the hypothesis that the true mean point-spread error for all NFL games is positive. Conduct the test at α = .10 and interpret the result.

 

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write my assignment 15749

Write a 4 page essay on SPSS exercises.

Measures to control false alarm should be put in place, considering the confidence intervals , if all the these intervals are independent at 5% there is a probalility that one event will be rejected at 99.4%. This error can be controlled by using Tukey HSD. As shown in the table 2.8 and 2.9 below.

Vicky conducted a study to evaluate time fathers spend playing with there disabled children. The study was analysed on SPSS and a two – way ANOVA was conducted to evaluate their difference in groups, according to gender and disability, and the time spend playing with the kid by their fathers. The population set was 60, the average time spend was 4.63 and a standard deviation of 2.47 as presented in Table 2.2 above.

Table 2.4 shows a F(2,54) = 27.140, p &lt. .000, Eta square = .501 indicating as disability significant effect. F(1,54) = .232 with a p-value = .682 and Eta Sq = .004 indicating gender insignificance. The interaction between the two variables gender and disability, F(2,54) = .653, p-value = 5.25 and a Eta sq = .024 indicating that the two variables had a significant interaction.

We have to control false alarm and setting alpha to .05 as presented on Table 2.9, there is no difference between the disabilities at p-value = .000 and as noted above there was a interaction between the gender and the disability. P-value &lt. 0.001 an indication that the results are highly significant at .1% level (William Mendenhall III,

 

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