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who can give me a plagiarism report on the paper that i uploaded

Watch video (link will be provided upon acceptance of task)At minimum 250 words minimum

(see Bem, 2016).  You will review and summarize relevant theory and research in order to defend a particular position (your thesis).  The topic of your literature review might come from the following list, or you may identify a different area of interest.  However, if you choose something other than the options below, you must obtain permission from your instructor prior to writing/submitting the paper.  It is up to the instructor’s discretion to allow/disallow alternative topics.  Here are some ideas you might choose to explore:Accuracy of ProverbsExample:  “Don’t judge a book by its cover” or “Beauty is a good letter of introduction”?  In other words, what can one conclude based on appearance alone?Example:  “Absence makes the heart grow fonder” or “Out of sight, out of mind”?  In other words, do long distances or extended amounts of time strengthen relationship ties, or weaken them?Example:  “Birds of a feather flock together” or “Opposites attract”?  In other words, are people attracted to similar or dissimilar others?Impact of Titles/LabelsExample:  How do team mascots (such as the Redskins or Braves) impact Native Americans (self-esteem, stereotype threat, etc.)?Example:  How do labels (such as smart/stupid, crazy or criminal, etc.) impact people’s mental processes and behaviors?AltruismExample:  Does true altruism exist?  What motivates people to help?Explanatory StyleExample:  Do optimists experience better life outcomes than pessimists?Persuasive AppealsExample:  How do political campaigns utilize various techniques?Self-esteemExample:  Is there a dark side? Can one be too confident?School SizeExample:  Do students fare better in big schools or small schools?  Why?ReactanceExample:  What is the theory behind “reverse psychology”?Gender DifferencesExample:  in aggression, sex, etc.A Form of PrejudiceExample:  fat prejudice, racial prejudice, etc.Psychology and the LawExample:  jury behavior, etc.Other:Mustbe approved by your instructor in advance!The Final PaperMust be at least 5 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA styleLinks to an external site. as outlined in the Ashford Writing CenterLinks to an external site..Must include a separate title pageLinks to an external site. with the following:A headerTitle of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust begin with an introductory paragraphLinks to an external site. that has a succinct thesis statementLinks to an external site..Must utilize academic voiceLinks to an external site..Must address the topic with critical thought.Must end with a conclusionLinks to an external site. that reaffirms the thesis.Must use at least five peer-reviewed scholarly sources.  Additional scholarly sources are encouraged.Be sure to integrate your researchLinks to an external site. smoothly rather than simply inserting it.In general, paraphraseLinks to an external site. material rather than using direct quotes.The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types.  If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor.  Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must document all sources in APA style as outlined hereLinks to an external site. and hereLinks to an external site..Must include a separate reference pageLinks to an external site. that is formatted according to APA style.Must be submitted to GrammarlyLinks to an external site.

Read the attached case study “Officer Tim Bronson”; in 1,250-1,500 words, discuss the following:Explain the process of arrest, how are they placed under arrest, what does it mean to be arrestedExplain the process of arraignment, what occurs during the arraignment processExplain what occurs during pretrialExplain what happens if the offender is in need of a competency hearing, including a definition competency.Assess the role of a psychologist in a pretrial competency hearing. Describe what type of assessment tools psychologist use to assess competency for trial.Use four to six scholarly resources to support your explanations.

Discussion 1: Sampling StructuresProbability and nonprobability are the two general categories of sampling. Probability sampling uses random selection, whereas nonprobability sampling does not. For example, if you wanted to study the effects of divorce on the psychological development of adolescents, you could gather a population of a certain number of adolescents whose parents were divorced. Then, out of that population, you could randomly select 25 of those people. If you wanted to use nonprobability sampling, you would choose specific people who had met predetermined criteria. For this Discussion, consider how samples would be chosen for both probability and nonprobability sampling structures.Post your explanation of the following:o   Using your research problem and the refined question you developed in Week 4, develop two sampling structures: probability and nonprobability.o   Explain who would be included in each sample and how each sample would be selected.o   Be specific about the sampling structures you chose, evaluating both strengths and limitations of each.Please use the resources to support your answer.ReferencesYegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon.Discussion 2: Generalizing Study ResultsGeneralizability is the extent to which research findings from your sample population can be applicable to a larger population. There are many best practices for ensuring generalizability. Two of those are making sure the sample is as much like the population as possible and making sure that the sample size is large enough to mitigate the chance of differences within the population. For this Discussion, read the case study titled “Social Work Research: Program Evaluation” and consider how the particular study results can be generalizable.·      Post your explanation of who the sample is. Also explain steps researchers took to ensure generalizability.·       Be sure to discuss how the study results could possibly be generalizable.Please use the resources to support your answer.ReferencePlummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].Social Work Research: Program EvaluationMajor federal legislation was enacted in 1996 related to welfare reform. Financial assistance programs at the national level for low-income families have been in place since the mid-1960s through the Aid to Families with Dependent Children (AFDC) program. The Personal Responsibility and Work Opportunity Reconciliation Act of 1996, or welfare reform, created TANF (Temporary Assistance for Needy Families). Major components of the new TANF program were to limit new recipients of cash aid to no more than 2 years of TANF assistance at a time and to receive no more than 5 years of combined TANF assistance with other service programs during their lifetimes. The goal was to make public assistance a temporary, rather than a long-term, program for families with children. Beyond these general rules, each of the 50 states was given substantial latitude to adopt requirements to fit their own objectives. The new law also allowed states that reduced their public assistance expenses to keep whatever support was already being provided by the federal government for use at their own discretion. This was seen as a way to encourage states to reduce welfare dependency.In response, the state of California decided to call its new program CalWORKs, the California Work Opportunity and Responsibility to Kids program. CalWORKs is California’s application of the new TANF federal law. Like most of the other states, CalWORKs provided its 58 counties with a fair amount of discretion in how to implement the new provisions. Some counties chose to develop strong upfront “employment-first” rules that mandated recipients be employed as soon as possible. Others chose a response that included testing and assessment and the provision of education and training services.One of the largest counties in the San Francisco Bay Area developed several options for CalWORKs recipients, including immediate job readiness (Job Club) help, remedial education for recipients lacking basic skills, and vocational training at local community colleges and adult education centers for those seeking higher level education and skills. Recipients could take up to 5 years to complete these activities and even longer in certain circumstances to maximize their chances of success. Recipients were predominantly single mothers. If recipients fully complied with the rules, they received a variety of financial incentives, while those who did not comply received sanctions that often resulted in reduced benefit levels. The county provided grants to a wide array of education, training, and service programs to work as partners in serving the needs of participants.In 1996, the county’s CalWORKs program enrolled approximately 22,000 families in various forms of public assistance programs. Of these, approximately 10,000 elected to participate in one of the education and training programs, 9,000 elected to attend intensive job placement (Job Club) classes, and the remaining 3,000 opted to not comply with the new program and accepted reduced benefit sanctions.To meet its state and federal mandates, the county carefully tracked the progress of all program participants and compiled comprehensive quarterly reports that summarized assignments and outcomes at each of the contracted partner sites as well as countywide trends. During the first 11 years of the program, from 1996 through 2007, the county’s public assistance roles were reduced by approximately 40%, from more than 22,000 to about 13,000 families. The best results were obtained among participants in education and training programs, who accounted for about two-thirds of long-term outcome success, although this group was also found to be more costly to the local CalWORKs program during their years of study. These costs, in addition to the longer period of monthly benefits received, also included the cost of education and training and, in some cases, childcare expenses. Among the participants who were placed in the immediate job search (Job Club) program, total costs to the county were somewhat less per year, but more than 50% were still not successful in gaining employment, and those that did find a job received a much lower salary and fewer benefits, and another 23% fell back on CalWORKs after later losing their employment.Although the results of the CalWORKs program in this county seemed to be following a mostly positive trend from 1996 through 2007, the situation changed dramatically in the opposite direction during the national economic downturn from 2007 through 2011. Total public assistance rolls more than doubled to about 30,000 during this time as the local and state unemployment rate rapidly grew from about 7% to more than 12%. The county was initially successful in getting the state to grant it waivers to allow recipients to extend their period of benefits during education and training, but these waivers were considerably restricted after 2011 due to major state budget cuts. Between 2011 and early 2013 the total number of recipients began to decline again by about 10% from its peak 2 years earlier. However, the total number of CalWORKs recipients is at 27,000, still about 5,000 recipients higher than when the program started in 1996.Compounding the difficulty of more people becoming eligible for CalWORKs’ benefits due to poor economic conditions, the state’s budget crisis prompted a reduction in state allocations to counties and recipients. Nonetheless, county administrators were still pleased to report that more than more than 16,000 recipients during the program were able to obtain employment or other support that eliminated their dependency on cash public assistance.

Assignment InstructionsSleep Journal and Reflection ProjectThe meaning, origin, and analysis of dreams have fascinated psychologists since the inception of the field of psychology. Sigmund Freud, often referred to as the father of psychology, focused a great deal of his theoretical energy on trying to understand and interpret dreams.Contemporary psychologists are beginning to recognize the interconnectivity of human physiology and psychology in a way not previously understood. This is in part because of new interest in holistic health and in part because of brain/body connections we are now able to see and understand for the first time due to enhanced technology. Yoga, mindfulness, healthy eating, meditation, holistic health – all of these practices are gaining more traction in mainstream society and among psychological circles as we recognize how the mind and body work together. In light of this growing area of interest in psychology, for this assignment you will maintain a sleep/dream journal during weeks 3 and 4, and complete an analysis and reflection on your experience in a summary reflection paper in week 5.Specifically, for this assignment you will:Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:any dreams you hadany initial thoughts about the dream – events of the day that may relate, etc.your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)your general eating habits by dayyour general exercise habits by dayanything else of note in your psychological or physical health (stress, excitement, changes, etc.)You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.Utilize at least 2 academic resources (your course readings can comprise one of the sources) to support your analysis and discussion.Assignment Deadline: 11:55pm Eastern Time Sunday at the end of Week 5 of the course term. Submission should include:Title page in APA formatReflection minimum 3 pages, double spacedReference page in APA formatIf desired (this is optional), a copy of the original data/journal

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.To complete this assignment, students may utilize the Learning and Cognition Handbook template or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide for assistance with accessing freely available public domain and/or Creative Commons licensed images.The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:The Neurosciences:  A Look at Our BrainsSocio-Cognition: Social Interactions in LearningLearning and Literacy: Reading, Writing, and Language DevelopmentDiversity and Culture: The Effects to LearningConnectionism and Learning: A Web of DevelopmentThe sections listed below must be used within the paper to delineate the sections of content.Table of ContentsIn this section, students will list all sections and subsections included in the handbook with the applicable page numbers.PrefaceIn this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.Introduction to Chosen ConstructIn this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).Chosen ConstructIn this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.Sub-ConstructsInformation for each sub-construct will be presented in 500 to 700 words.ComprehensionProblem SolvingMemory Development/RetentionLifelong LearningDomains and Domain LearningAffective Outcomes of EmotionEffects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)ConclusionIn this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.The Learning and Cognition HandbookMust be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center.Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameStudent’s contact information (address and email)Course name and numberInstructor’s nameDate submittedMust include the sections and subsections required as indicated in the handbook template.Must address the construct and sub-constructs with critical thought and substantiated assertions.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Discussion 1: What is Happiness?How happiness and well-being are defined varies around the globe. For instance, in some cultures, happiness is closely linked to economic well-being and in other cultures, happiness is linked to being closer to home. As an additional example, in some societies, happiness is connected to individual advancement, whereas in other societies one’s personal happiness is linked to the well-being of the group.For this Discussion, you will explore the influences of happiness and how they vary according to culture.Explain the two influences on happiness you selected and explain why they vary according to culture.Be sure to support your postings and responses with specific references to the Learning Resources and identify current relevant literature to support your work.Discussion 2: What Brings Happiness Varies by CultureComponents of happiness and well-being are dependent on each individual culture. For instance, in one culture, feeling connected to nature may bring happiness while in another culture experiencing happiness may be linked to receiving an award or praise from others.For this Discussion, you will read several resources describing how happiness may vary by cultural context and even how words and terms for happiness may not be universal and thus may not appear in every culture. As you consider these Learning Resources, think about the influence or term for happiness and whether it appears in every culture.Post an explain the influence or term for happiness you selected and explain why you think it does not appear in every culture.Note: Be sure to support your postings and responses with specific references to the Learning Resources and identify current relevant literature to support your work.

1. What does Watson say about Personality and free will? In your opinion, how much of our personality is set by “learned, unconcious habits” and reactions?2.  In your experience, how much of personality and behavior is the result of observation of others and their reactions? (Social Learning Theory)