write a literature review about the first 3 stages of Freud’s psychosexual stages of development (oral, anal, and phallic) for a theories of personality psychology

Theories of Personality: Freud’s Psychosexual Stages of Development
write a literature review about the first 3 stages of Freud’s psychosexual stages of development (oral, anal, and phallic) for a theories of personality psychology
course.

 

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Describe the research method (i.e., experimental, correlational, descriptive, quasi- experimental) used in this study.

1. Describe the research method (i.e., experimental, correlational, descriptive, quasi-
experimental) used in this study.
2. Identify the independent variable IV(s) and the dependent variable (DV) in this study.
3. State the study hypothesis or hypotheses (if there is more than one).
4. Describe the participants in this study. Be specific.
5. Describe the procedures used. List any specific instruments used to gather data.
6. Describe the type of inferential statistics used to gather data.
7.‘ Describe the key findings. Explain how these findings compare to findings in previous
literature.
An experiment varying the racial (Black9 and topic has implications for both theory and social
opinion composition small-group discussions was conducted study of cognitive responses to group dynamics is an important area in
with college students (N = 357) at three universities to test for social and personality psychology (Gruenfeld, 1995; Gl‘uenfeld
effects on the perceived novelty ofgroup members’contributions Hollingshead, Levine & Resnick, question of the
to discussion and on participants9 integrative complexity, Re- empirical merits of race-conscious approaches to diversifying colleges
salts showed that racial and opinion minorities were both per- and universities has also become prominent in recent years in the face
ceived as contributing to novelty. Generally positive effects on of legal challenges to affirmative-action policies (Chang, Witt, Jones,
integrative complexity were found when the groups had racial- & Hakuta, 2003). In the study reported here, we aimed to advance the
and opinion-minority members and when members reported scientific understanding of the educational effects of race through a
having racially diversefriends and classmates. Thefindings are controlled, randomized experiment measuring the impact of racial
discussed in the context of social psychological theories of mi- diversity on the complexity of thinking in college students.
nority influence and social policy implications for affirmative
action. The research supports claims about the educational
significance of race in higher education, as well as the com- DIVERSITY AND COMPLEX THINKING
plexity of the interaction of racial diversity with contextual and
individual factors. Research in the areas of organizational behavior and group dynamics
has generally shown that heterogeneity of group members typically
yields better problem solving than does homogeneity of group mem-
Previous research has found that racially diverse educational envi- tiers (Nemeth & Waohtlei’a 1983)- Although homogeneity of group
ronments are associated with positive intellectual and social outcomes members inei’eases solidarity and ooheSiVeness» these same poSitiVe
for college students (Astin, 1993; Chang, 1999; Curin, 1999; Smith & etteots may» ironically: leatl homogeneous groups to he Ultimately less
Associates, 1997). Racial diversity in the student body is linked to the Piotluotiye-
likelihood that a student will interact with someone of a different race SeVeral important theoretical oonsn’uots untlergii‘l these obsetya’
or ethnicity and engage in discussions of racial or ethnic issues. tions- one of these is grottpthtnk (Janis, 1972)- The idea here is that
Frequent interaction across racial lines and discussion of racial and eohesiVeness and solidarity» Whieh oan fuel increased piotluotiyity
ethnic issues positively predicts student retention, intellectual and (Mullen & copper» 1994)» are also the foundation for unanimity of
social self-concept, and overall satisfaction with college (Curin, 1999; opinions Whioh results in Poor tleoiSion making-
Smith & Associates, 1997). The existing evidence, however, is based Another important theory is that of minority influence Reseaioh has
largely on quasi-experimental or correlational designs using self-re- Shown that the Presence

 

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Are Different Patterns of Communication in Women and Men Innately Determined?

Are Different Patterns of
Communication in Women
and Men Innately Determined?
YES: Louann Brizendine, from Th e Female Brain (Morgan Road
Books, 2006).
Brenda ]. Allen, from Difference Matters: Communicating
Social Identity (Waveland Press, 2004). Long Grove: IL.
As another example, it turns out that no study has actually counted the
number of words used by women and men in natural conversations, that is,
not until July 2007. In contradiction of Brizdendine’s claim that women utter
200,000 words to men’s 7,000 per day, Matthias Mehl and his colleagues
found over of period of 1 7 working hours women average 1 6,2 1 4 words and
men averaged 1 5,669, a highly statistically nonsignificant finding (Science,
val. 31).
Currently there i s less interest in examining sex differences i n language
and more emphasis on how people use language in everyday life to create
and maintain social realities. Mary Crawford points out that feminists have
worked to create a more gender-balanced language through the coining of
new words and putting old words to new uses. She notes that language is
power.
96
Suggested Readings
Daniel ]. Canary and Kathryn Dindia, Eds., Sex Differences and Similarities
in Communication: Critical Essays and Empirical Investigations of Sex and
Gender in Interaction (2nd ed. New York: Lawrence Erlbaum, 2006).
Mary Crawford, “Gender and Language,” in R. K. Unger, ed., Psychology of
Women and Gender (pp. 228-244), (New York: john Wiley & Son, 200 1).
K. M. Galvin and P. ]. Cooper, Making Connections: Readings in Relational
Communication, 4th ed. (Los Angeles: Roxbury Publishing Co., 2006).
Diana Ivy and Phil Backlund, Gender Speak: Personal Effectiveness in
Gender Communication (New York: McGraw-Hill, 2003).
Charlotte Krolokke and Anne Scott Sorenson, Gender Communication
Theories and Analyses: From Silence to Performance (Thousand Oaks,
CA: Sage, 2005).
Deborah Tannen, Talking from 9 to 5 : Women and Men at Work (San
Francisco: HarperCollins, 200 1 ) .
]. Wood, (200 1 ) . Gendered Lives: Communication, Gender, and Culture,
4th ed. (Belmont, CA: Wadsworth Publishing, 200 1 ) .

 

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Select a Case Study—which item or figure from Visual Culture, Media or the Digital / Online Realm exemplifies your Topic?

1. Topic
Ecological Activist Art and Eco-¬Documentaries
2. Select a Case Study—which item or figure from Visual Culture, Media or the Digital /
Online Realm exemplifies your Topic?
Ex. Eco-Activism and Celebrity spokespeople; documentaries…
You do not need to examine only artists and media figures we have studied.
Please feel free to explore other artists or examples, or compare them with our course artists and activists. You may also examine a course artist etc in further detail.
3.Research your Topic and your Case Study. Find 5 scholarly sources. You may in addition use non-scholarly sources (journalism etc), but use reputable sources (Art magazines, NY Times, Harper’s, Walrus etc etc). Use non-scholarly sources freely, in addition to the 4 required academic ones.
Requirements:
—1900 Words minimum (7 pages thereabout; use Word Count as your measure, not pagination)
—MLA or APA format: and all quotes and paraphrases need page numbers (Smith, 2000, p235) or (Smith 235) for MLA. These methods are preferable to heaps of footnotes.
—Reference 5+ outside (non-course) academic sources.
—State your thesis at the end of Paragraph 1
—If it works for you, follow the “5×5” Essay Model (even if 6+ parags)
5×5 Example:
Come up with a cool Title!
Intro – State your Overall Topic : African American Artists and the Civil Rights Movement
Topic 1 – subtopic, ie Artists for Peace
Topic 2 – subtopic, ie Harlem as a creative hub
Topic 3 – subtopic,
Conclusion
Some Writing Tips:
Introduce/integrate quotes.
As Jameson suggests, “Art represents capitalism” (Jameson, 2005, p. 5)
“Art represents capitalism” (Jameson, 2005, p. 5)
Quotes cannot stand alone. Block quotes (more than 3 full lines) should only be used in rare cases when you cannot summarize the gist, and almost never in 5-page papers.
Begin each paragraph with a topic sentence and address that topic.
“Historically, markets were outdoors…Here are three reasons they moved to
indoor spaces, and arcades, and eventually malls.” OR you can use a question
“How did we move from a needs society to a wants society?…”
Use transitions between paragraphs.
“But Bernays was not the only founder of public relations, he also introduced psychology into consumer culture…”

 

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Discuss. Order Description Bradley,K. (2012). Juvenile delinquency and the public sphere exploring local and national discourse in England c1940-1969. Social History. 31 (1) p. 19-35.

Youth crime is a moral panic and an exaggerated response based on media representations of news stories about youth. Discuss.
Order Description
Bradley,K. (2012). Juvenile delinquency and the public sphere exploring local and national discourse in England c1940-1969. Social History. 31 (1) p. 19-35.
BBC NEWS (2014) Negative stereotypes ‘hurting teenage job prospects’. [online] 19 February 2014 Available from: http://www.bbc.co.uk/news/uk-26230410 [Accessed: 15
March 2015].
Carrabine,E. (2008). Crime Culture and the Media. Cambridge: Polity Press
Chibnall,S. (1977). Law and Order News. Abingdon: Routledge
Dowler,K. Flenning,T. Muzzati, S, L. (2006). Constructing Crime: Media, Crime, and Popular Culture. Canadian Journal of Criminology & Criminal Justice. 48 (6) p. 837-
850.
Ecker,U.K.H. Lewandowsky,S. Chang,E.P. Pillai,R. (2014). The effects of subtle misinformation in news headlines. Journal of Experimental Psychology: Applied. 20(4) p.
323-335
Garland, D. (2002) The Culture of Control: Crime and Social Order in Contemporary Society. Oxford: Oxford University Press.
Goldson,B. Muncie, J. (eds) (2006). Youth Crime and Justice. Sage Publications: London.
Halsey, K. and White, R. (2008). Young People, Crime and Public Perceptions: a Review of the Literature (LGA Research Report F/SR264). Slough: NFER.
Jones,S. (1998). Criminology. London: Butterworths
Maguire,M. Morgan,R. Reiner,M. (eds) (1997) The Oxford Handbook of Criminology 2nd edition. Oxford: Oxford University Press
Marsh,I. Melville, G. (2011). Moral Panics and the British Media – A look at some contemporary ‘folk devils’ [online] Available from:
http://www.internetjournalofcriminology.com/marsh_melville_moral_panics_and_the_british_media_march_2011.pdf [Accessed 11 March 2015].
Marsh,I. Melville, G. (2014). Crime, Justice and the Media. Routledge
MINISTRY OF JUSTICE. (2014). Youth Justice Statistics 2012/13 England and Wales Youth Justice Board (Ministry of Justice Statistics bulletin).
Thompson,K. (1998). Moral Panics. London: Routledge

 

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use this perspective to explore your topic in more depth. Be sure to synthesize and critically evaluate relevant research, ethical, legal, individual, socio-cultural

Select a topic of interest to you that pertains to your future work in the field. Describe the topic in detail, being sure to discuss why it is relevant to the
discipline of psychology, and how your topic relates to at least two different types of settings or client populations (e.g. – a community mental health setting, an
in-patient substance abuse rehabilitation facility, an educational institution, etc.). Select one theoretical perspective from within the discipline of psychology, and
use this perspective to explore your topic in more depth. Be sure to synthesize and critically evaluate relevant research, ethical, legal, individual, socio-cultural
and real world considerations. Finally, conclude with some general thoughts about your research on this subject

 

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Discuss the correlation between family and domestic violence and the impacts this has on mental health, focusing on the nursing considerations, assessments and

Discuss the correlation between family and domestic violence and the impacts this has on mental health, focusing on the nursing considerations, assessments and
recognition.
Order Description
read through all of the guidelines provided before starting the writing.
Discuss the correlation between family and domestic violence and the       impacts this has on mental health, focusing on the nursing considerations, assessments and
recognition.
The discussion is to be supported with relevant and credible references. There are to be a minimum of ten references at least two (4) being researched based journal
articles.  No Wikipedia and only two (2) web based sites.  SHOULD BE GOV.AU, All refrences  should be Australian not less then 2005 .
Required text book :
Hungerford, C.,Hodgson, D., Clancy, R., Monisse-Redman, M., Bostwick, R., & Jones, T. (2015).   Mental Health Care – An Introduction for Health Professionals in
Australia (2nd ed.). John Wiley & Sons Australia, Ltd. (Available as an ebook)
Recommended References:
Caltabiano, M., Byrne, D., & Sarafino, E. (2008). Health psychology: Biopsychosocial interactions. An Australian perspective. Brisbane: Wiley & Sons Australia
Eckermann, A-K., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010). Binan goonj: Bridging cultures in Aboriginal health (3nd ed.). Chatswood, NSW:
Elsevier.
Edwards, K-L., Munro, I., Welch, A. & Robins, A. (2014) Mental Health Nursing: Dimensions of Praxis. (2nd ed) South Melbourne: Oxford University Press.
Elder, R., Evans, K., & Nizette, D. (2013). Psychiatric and mental health nursing (3nd ed.). Chatswood, NSW: Elsevier Australia.
Evans, J., & Brown, P. (2012). Videbeck’s Mental Health Nursing. Sydney: Lippincott Williams & Wilkins.
MARKING CITERIA
Focus & Introduction   8%
There is a clear introduction that outlines the topic, and  contextualises and profiles the scope, content and the sequence of the essay topic.
Content, Evidence & Examples  30%
The content is relevant to the topic. Student has highlighted in detail all the relevant significant factors; explained and analysed the concepts and or issues and
their importance.
Referred to relevant theory and literature to support their reasoning and examples are presented.
Critical Thinking & Reasoning  25%
There is evidence of both depth and breadth of reading. An argument is presented and well supported with evidence.
Emphasised the importance of consumer/carer perspectives throughout the discussion.
Closing paragraph
8%
There is a concluding paragraph which restates the topic, provides a summary of all of the key points, and presents an overall conclusion.
Sequencing & Accuracy   3%
The content in the essay matches the outline presented in the introductory paragraph. Most paragraphs are organised in a logical manner so that content flows from one
paragraph to the next, and there are clear linking sentences that link each paragraph to the next. The essay ends with a rational conclusion.
Sources & Referencing   3%
Credible and relevant references are used. Accurate use of APA referencing style on most occasions.
Accurate use of in-text citations. Uses between 18 – 20 referenc
Sentence Structure, Grammar, Spelling & Punctuation  3%
There are no errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible

 

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The articles must be recent (within the last ten years) and from peer-refereed professional journals. Based on your research, develop an outline to be

Assessment 1: Outline/Annotated Bibliography. Each student will begin research on Augmentative & Alternative Communication (AAC) by locating and reading 10 journal
articles of interest. A 1,000 word annotated bibliography consisting of an APA style citation and a few bullet points summarizing each article will be written (See
example below). The articles must be recent (within the last ten years) and from peer-refereed professional journals. Based on your research, develop an outline to be
used to turn this bibliography into an AAC research paper.
Example of citation/annotation:
Gentry, T., Lau, S., Molinelli, A., Fallen, A., & Kriner, R. (2012). The Apple iPod touch as a vocational support aid for adults with autism: Three case studies.
Journal of Vocational Rehabilitation, 37(2), (Advance online publication) DOI: 10.3233/JVR-2012-0601
•    The task management and organizational features of PDAs can help people with ASD function more successfully in the workplace. ?
•    4 year randomized trial ?
•    iPod programmed with task reminders and lists; video prompts; tools for behavioural self- ?management, and other supports. ?
•    Versatility of PDAs to support people with ASD
An aggregate study of single-case research involving aided AAC:
Participant characteristics of individuals with autism spectrum disorders
Jennifer B. Ganz a,*, Theresa L. Earles-Vollrath b, Rose A. Mason a, Mandy J. Rispoli a,
Amy K. Heath a, Richard I. Parker a
a Texas A&M University, United States
b University of Central Missouri, United States
1. Introduction and purpose
1.1. Introduction
Although autism spectrum disorder (ASD) continues to be identified as a low incidence disability, it is now one of the most
common disabilities affecting the developmental trajectories of children (Boyd, Odom, Humphreys, & Sam, 2010; Coolican,
Smith, & Bryson, 2010; National Research Council, 2001). At the center of the symptoms associated with ASD are challenges
in receptive and expressive communication, including impairments in utilizing and understanding verbal and nonverbal
language (American Psychiatric Association [APA], 2000). The variation in communications skills of individuals with ASD is
broad, and may include a lack of socio-communicative skills, use of some odd but purposeful language, or absence of
language (National Research Council, 2001). More than half of the individuals identified as having ASD lack the basic verbal
and nonverbal skills necessary to express fundamental needs (Cafiero, 2001). This is particularly important considering that
the degree of communication proficiency correlates with the long-term ramifications of the disability (Garfin & Lord, 1986).
Research in Autism Spectrum Disorders 5 (2011) 1500–1509
A R T I C L E I N F O
Article history:
Received 15 February 2011
Accepted 17 February 2011
Available online 9 April 2011
Keywords:
Autism spectrum disorders
Augmentative and alternative
communication
Participant characteristics
Interventions
Research review
A B S T R A C T
Individuals with autism spectrum disorders (ASD) who cannot speak at all or not
intelligibly are frequently taught to use aided augmentative and alternative communication
(AAC). The majority of the research on the use of AAC with individuals with ASD
has been single-case research studies. This investigation involved a meta-analysis of the
single-case research on the use of aided AAC with individuals with autism spectrum
disorders (ASD), investigating the differential impacts of AAC by participant characteristics.
An effect size measure, the Improvement Rate Difference (IRD) was used to analyze
24 single-case studies. Two research questions were investigated concerning (a) the
impact of AAC interventions on individuals diagnosed with subcategories of ASD and comorbid
conditions, and (b) the effects of AAC interventions on individuals in different age
groups. Results indicated that participants with ASD and no additional diagnoses had
better outcomes than others and that participants with ASD and developmental
disabilities outperformed participants with ASD and multiple disabilities. Further,
preschool-aged participants had better outcomes than elementary-aged and secondary-
aged participants. Participants in all diagnostic categories and age ranges had
moderate or better effects.
2011 Elsevier Ltd. All rights reserved.
* Corresponding author at: Texas A&M University, Department of Educational Psychology, 4225 TAMU, College Station, TX 77843, United States.
Tel.: +1 979 862 2823; fax: +1 979 862 1256.
E-mail address: jeniganz@tamu.edu (J.B. Ganz).
Contents lists available at ScienceDirect
Research in Autism Spectrum Disorders
Journal homepage: http://ees.elsevier.com/RASD/default.asp
1750-9467/$ – see front matter 2011 Elsevier Ltd. All rights reserved.
doi:10.1016/j.rasd.2011.02.011

 

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write a 1 page presentation, use the most simple words, I will make the ppt.You must choose 2 articles from the link that I will upload you later.

write a 1 page presentation, use the most simple words, I will make the ppt.You must choose 2 articles from the link that I will upload you later.
Articles for Presentation Relevance of Metrics;
Chapter 18: Promotion
Ailawadi, Kusum L., Bari A. Harlam, Jacques Cesar, and David Trounce (2007). Quantifying and improving promotion effectiveness at CVS. Marketing Science, 26 (4, July-
August), 566-575.
DeGaris, Larry, Corrie West and Mark Dodds (2009). Leveraging and activating NASCAR sponsorships with NASCAR-linked sales promotions. Journal of Sponsorship, 3 (1),
88-97.
Esteban-Bravo, Mercedes, José M. Múgica, and Jose M. Vidal-Sanz (2009). Magazine sales promotion: a dynamic response analysis. Journal of Advertising, 38 (1), 137-146.
Haans, Hans and Els Gijsbrechts (2011). One-deal-fits-all? On category sales promotion effectiveness in smaller versus larger supermarkets. Journal of Retailing, 87
(4).
Johnson, Laura Keller (2003). Promotions and the bottom line. MIT Sloan Management Review, Summer, 6-7.
Mittal, Manish and Poojae Sethi (2011). The effectiveness of sales promotion tools among Indian consumers: an empirical study. Journal of Promotion Management, 17,165
-182.
Palazon, Mariola and Elena Delgado-Ballester (2009). Effectiveness of price discounts and premium promotions. Psychology & Marketing, 26 (12), 1108-1129.
Rizvi, Syeda Nazish Zehra, Sadia Malik, and Syeda Farheen Batul Zaidi (2012). Short term and long term impact of sales promotion on organizations’ profitability: a
comparative study between convenience and shopping goods. International Journal of Business and Management, 7 (5), 247-255.
Zhang, Jie and Michel Wedel (2009). The effectiveness of customized promotions in online and offline stores. Journal of Marketing Research, 46 (April), 190-206.
Ziliani, Cristina (2006). Target promotions: how to measure and improve promotional effectiveness through individual customer information. Journal of Targeting,
Measurement and Analysis for Marketing, 14, 3, 249-259.
Chapter 19: Advertising Media
Bruce, Norris I., Natasha Zhang Foutz, and Ceren Kolsarici (2012). Dynamic effectiveness of advertising and word of mouth in sequential distribution of new products.
Journal of Marketing Research, 49 (August), 469-486.
Henningsen, Sina, Rebecca Heuke, and Michel Clement (2011). Determinants of advertising effectiveness: the development of an international advertising elasticity
database and a meta-analysis. Business Research, 4 (2), 193-239.
Kumar, V., J. Andrew Petersen, and Robert P. Leone (2010). Driving profitability by encouraging customer referrals: who, when, and how. Journal of Marketing, 74
(September), 1-17.
Pergelova, Albena, Diego Prior, and Josep Rialp (2010). Assessing advertising efficiency: does the internet play a role? Journal of Advertising, 39 (3, Fall), 39-54.
Schmitt, Philipp, Bernd Skiera, and Christophe Van den Bulte (2011). Referral programs and customer value. Journal of Marketing, 75 (January), 46-59.
Sethuraman, Raj, Gerard J. Tellis, and Richard A. Briesch (2011). How well does advertising work? Generalizations from meta-analysis of brand advertising elasticities.
Journal of Marketing Research, 48 (June), 457-471.
Tellis, Gerard J. (2009). Generalizations about advertising effectiveness in markets. Journal of Advertising Research, June, 240-245.
Wood, Orlando (2012). How emotional tugs trump rational pushes the time has come to abandon a 100-year-old advertising model. Journal of Advertising Research, March,
31-39.
Presentation of Relevance of Metrics (10% of final mark)
1. Objective:  Strengthen your skills related to analysis, synthesis, and evaluation of research articles v? Fortify your presentation skills
2. Nature of Work: Individual work
3. Expectations: When preparing your presentations, the following is expected :  Choose at least 2 (scholarly) articles related to the topic of your metrics
presentation (from the article folder, you will see the links: Presentation of relevance of metrics). If you go beyond articles suggested by professor, you will
receive a bonus (you need to specify which different articles you are using in your presentation).  Download chosen (scholarly) articles from the link, and synthesize
(find a common ground for all pieces you gather in the analysis, integrate) all articles chosen.  Evaluate (criticize) articles and recommend (give advice) to your
audience some lessons to learn from articles analyzed.  Prepare a presentation highlighting your synthesis, evaluation and recommendations from the articles chosen.
Here you need to be as much creative as possible. IF YOU DECIDE TO USE POWERPOINT, ONLY 2 SLIDES ARE ALLOWED.  Present your work in a professional way.
4. Deliverables: I expect you to deliver NOTES OF YOUR PRESENTATION OR a power point file of your presentation. Save the file as: Chapternumber_short title of your
presentation_MARK314
5. Time Limit for presentation: 5 minutes
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Describe the debate in scientific literature about the use of deception in both psychological research and reality television programs

Describe the debate in scientific literature about the use of deception in both psychological research and reality television programs
Order Description
– discuss in depth the use of deception in both psychological research and reality television programs.
– when discussing the use of deception in reality television programs, use shows like ‘Big Brother’ to discuss. (Burr, Vivien and King, Nigel (2012) You’re in cruel
England now!: Teaching research ethics through reality TV. Psychology Learning and Teaching, 11 (1). pp. 22-29. ISSN 1475-7257
-explain the risks and benefits in using deception in psychological research.
-fully and clearly support explanations with reference to scientific literature.
-accurately and succinctly summarise articles and draw correct conclusions.
-dont include any redundant or irrelevant information.
-present a compelling argument by integrating valid points linking them explicitly to elements of the reviewed articles.
-thoroughly evaluate the research in terms of one or two of its most important limitations that are fully justified, making reference to scientific literature.
-adhere to all scientific essay guidelines
-write concisely, precisely and logically, using correct scientific language; clearly integrating ideas.
– reference all sources and adhere to APA formatting conditions.
-use all these references (given below) when writing the essay plus anymore that you think may be appropriate:
Burr, V., & King, N. (2012) You’re in cruel England now!: Teaching research ethics through reality TV. Psychology Learning and Teaching, 11 (1). pp. 22-29. ISSN 1475-
7257
Hertwig, R., & Ortmann, A. (2008) Deception in Experiments: Revisiting the Arguments in Its Defense, Ethics & Behavior, 18:1, 59-92, DOI: 10.1080/10508420701712990
Baumrind, D. (1985). Research using intentional deception: Ethical issues revisited. American Psychologist, 40, 165-174.
Boynton, M.H., Portnoy, D. B., & Johnson, B. T. (2013). Exploring the ethics and psychological impact of deception in psychological research. IRB: Ethics and Human
Research, 35, 7-13.
Herrera, C. D. (2001). Ethics, deception, and ‘those Milgram experiments’. Journal of Applied Philosophy, 18, 245-256.
McArthur, D. (2009). Good ethics can sometimes mean better science: Research ethics and the Milgram experiments. Science and Engineering Ethics, 15, 69-79.

 

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