You are conducting research on young people’s views on local youth leisure facilities. You have been approved to conduct a focus group in a local youth club, but you arrive to discover that you have been given only a half hour timeslot, even though it normally takes you at least ten minutes to explain the project and give out consent forms for young people to sign. Nonetheless, you feel under pressure to secure your target sample size.

•What are your options? (i.e. solutions or compromises, etc.)

**Think hard about possible solutions and their ethical implications. In a short sentence or two describe how the solution satisfies each of the three Common Rule requirements

1.Ben takes out his wallet and extracts money to pay a taxi fare. As he is putting his wallet back in his pocket, a ten dollar bill falls out. Ben is unaware of this. At the end of a taxi driver’s shift, he discovers the ten dollar bill on the floor in the back on the left side. He has had many fares that day. The driver decides to keep the money. This is:

a.lost property so there is no theft.

b.abandoned property so there is no theft.

c.mislaid property so this is the subject of larceny. The taxi driver has committed the theft.

d.none of the above

2.Embezzlement is a crime against:

a.ownership.

b.possession.

c.custody.

d.control.          

3.Gordon, a professional pickpocket, saw his enemy Max on the street. He walked up to Max’s back, stole his wallet, then pulled out a sock with a weight in it and hit Max over the head, causing Max to fall down. In this scenario:

a.Gordon would be liable for robbery.

b.Gordon could not be charged with a crime.

c.Gordon is chargeable only with the separate crimes of assault (battery) and larceny.

d.Gordon could only the charged with larceny since that is the greater crime.

4.Joan is visiting Big City and got on a subway to go visit a friend. Her small pocketbook is slung over her shoulder with a long strap. She is turned, talking to a fellow passenger, and her purse is behind her touching the seat. As she starting to leave the train, a police officer was pushing a young man toward Joan. The officer had Joan’s wallet and said the boy took it out of her purse. Joan didn’t even know it had happened. The young man should properly be charged with:

a.Burglary

b.Robbery

c.Larceny

d.Assault

5.Upon breaking and entering a dwelling in the nighttime, the accused:

a.must commit larceny.

b.must commit a felony.

c.must intend to commit larceny.

d.must intend to commit a felony.

6.Burglary is a:

a.culpable negligence crime.

b.general intent crime.

c.specific intent crime.

d.actus reas crime.

Explain and given an example of the G.A.S. stress theory.

Based on the article pasted below please answer the following questions:

1. The purpose of the article or problem statement
2. A brief summary of the literature review
3. What are the research questions or hypotheses relevant to "How color affects one's mood"?
4. A basic description of the design/methodology of the research study (if applicable)
5. A report of the findings of the article, and,
6. the value or use of the article in relation to a research project that has to do with " How color affects one's mood"?   

COLORS HAVE A SIGNIFICANT IMPACT on peoples' lives. For example, color plays an important role in self-presentation and in impression formation. People choose the color of their clothes, their cars, and even their sport shoes, depending on how they wish to present themselves (Trinkaus, 1991).

Most research related to color is concerned with color preferences. Personality traits, such as extroversion and neuroticism, have been shown to influence color preference (Choungourian, 1972). There are also many studies that are concerned with color preference in relation to skin color and color preference based on cultural variation (Choungourian, 1968). Studies have also been devoted to the methodology for researching color preference (Zold, Toth, & Tolna, 1986).

Researchers have examined how colors affect mood. Lawler and Lawler (1965, cited in Boyatzis & Varghese, 1994) found that children "colored with a yellow crayon after hearing a happy story and with a brown crayon after hearing a sad story." Clearly there is a close link between colors and emotions.

However, few studies have focused on color-emotion associations. Birren and Sharp (1974, 1978, cited in Boyatzis & Varghese, 1994) showed that colors do appear to elicit certain emotional responses. The color red has been associated with aggression and excitation, green has been associated with withdrawal, and black has been associated with anxiety.

More recently, Boyatzis and Varghese (1994) studied children's color-emotion associations. They found that children displayed distinct color-emotion associations for nine different colors. One finding indicated that children tended to associate positive emotions with light colors, such as blue and yellow, and negative emotions with dark colors, such as black and gray.

My purposes in this study were to examine adults' color-emotion associations and compare them with the conclusions of the study by Boyatzis and Varghese (1994).

Method

Participants The participants were 40 undergraduate students from the University of New South Wales and the University of Sydney. They were divided equally into two groups, one consisting of 20 women and the other of 20 men. The participants were mainly Caucasian and middle class.

Materials and Procedure

Colored cardboard rectangles (10 cm by 12 cm) were used to present the 10 different colors (white, pink, red, yellow, blue, purple, green, brown, black, and gray). The participants completed the questionnaire individually, at their own pace, following instructions given on the front of the questionnaire. The participants were asked to list their favorite color, the major color they were wearing, and their Render.

The participants were then required to place the card that most resembled their favorite color at the top of the deck of colored cards. They were then asked to respond to questions for each color: "What emotional response do you associate with this colour? How does this colour make you feel?" and "Why do you feel this way?" The participants were required to list which particular color they were responding to as they filled in the questionnaire.

Each deck of colored cards was shuffled for at least I min after each use, in order to ensure random presentation of colors. After they had completed the questionnaire, the participants were thanked, and their questions regarding the study were answered. Results

Overall, 49% of the participants expressed positive responses to colors, 36% expressed negative responses, and 15% expressed no emotion.

Fifty-three percent of the men and 55% of the women cited blue as their favorite color. Other favorite colors for the men were black, brown, green, and red. Other favorite colors for women were orange, yellow, purple, green, and red. Forty-six percent of the men were wearing blue as their major color, 20% were wearing black, and 20% gray. Other colors they wore were white and brown.

The major colors being worn by the women were very similar. Forty-five percent were wearing blue as their major color, 10% black, and 25% green. The women showed more variety in their color choices than the men did; other colors they were wearing were purple, red, white, and gray. A high percentage of respondents were wearing their favorite color (40% of the men, and 45% of the women).

Responses to individual colors were very similar for the men and women. Brighter colors elicited more positive responses than darker colors. Bright colors included white, pink, red, yellow, blue, purple, and green. Dark colors included brown, black, and gray. Positive responses related to four categories: happy, excited, relaxed, and positive. Negative responses also related to four categories: anxious, boring, sad, and negative. There was also a category for those responses that indicated no emotional response.

Overall, 61% of the responses to bright colors were positive, compared with only 21% for dark colors (see Table 1). Only 25% of the responses to bright colors were negative, whereas 63% of the responses were negative for dark colors. The responses that indicated that the color did not elicit any emotions at all were approximately equal for bright and dark colors: 14% and 16%, respectively. The women responded more positively to bright colors by a margin of 14%, and they also responded more negatively to dark colors by a margin of 8%.

On 25% of the responses, the men indicated that they had no emotional response to bright colors. The women appeared to be more emotionally oriented, reporting no emotional response only 6% of the time.

(IMAGE AND TABLE NOT ABLE TO BE PASTED HERE) Enlarge this image.

TABLE 1

The men (27%) also tended to feel more positively toward dark colors than the women did (17%; see Figure 1). Blue elicited the highest number of positive responses, closely followed by green and red. Blue also elicited the lowest number of negative and no-emotion responses. The women were far more positive toward purple than the men were. Purple and white elicited the highest total number of noemotion responses for the men and high no-emotion responses for the women.

Surprisingly, gray rather than black evoked the highest number of negative responses. Gray also elicited the lowest number of positive responses. Negative responses for the women were even across white, pink, red, yellow, purple, and brown. Responses to brown did not indicate any real trend. Men and women were more negative toward pink than brown.

Discussion

Previous studies have shown that children's emotional associations tend to be positive for all colors (Boyatzis & Varghese, 1994). In the present study, this trend held true for adults, though to a lesser extent. Nearly 75% of the children's responses in Boyatzis and Varghese's study were positive, whereas only 49% of the adults' emotional associations in the present study were positive. The results of this study also confirm the finding by Boyatzis and Varghese that males tend to respond more positively to dark colors than females do.

Furthermore, in the present study, the traditional association of red with sadness and anger was not found. Boyatzis and Varghese ( 1994) did find that children associated the color red with excitement and happiness, and this finding was also confirmed in the present study: red was most often associated with excitement.

Traditionally, blue has been associated with males and pink with females. The findings of the present study do not appear to support this suggestion. Surprisingly, blue was the most favored color and the most frequently worn color for both the women and the men. No woman cited pink as her favorite color. This finding may be an indication of the reduction of the so-called gender gap and is probably largely attributable to the prevalence of blue denim jeans. Because the sample under study consisted of university undergraduates, many of them were probably wearing jeans on the day they completed the survey.

The reason that blue elicited the highest number of positive responses and was most often seen as the favorite color seems to be because many participants associated blue with the ocean or the sky. Both were seen to be limitless, calm, or serene.

Green also prompted a large number of positive responses, along with red and yellow. Reasons given for positive responses to green consistently showed that green was associated with the environment: forests, trees, and nature. Yellow was seen to be a positive color because it was seen to be bright, like the sun. Red was seen to be positive because it was a "strong positive colour" and a "warm colour."

On the other hand, gray was seen to be most negative because it tended to be associated with rainy days and elicited sad or bored emotional responses. This finding raises an interesting question for future research. Is there a higher tendency for depression to occur on rainy, overcast days? Moreover, are the moods of people affected by the environment in which they live? For example, does depression tend to occur more in countries where there is a lot of rain?

Boyatzis and Varghese (1994) reported emotional responses for every color from every child. These responses were then simply categorized into six emotions: happy, strong, excited, sad, angry, and boring. However, in the present study, a more complex categorization scheme was needed. Emotional responses had to be recategorized, and a no-emotion response category had to be included. There was also a requirement to include two general response categories in an attempt to capture the large variety of emotional responses. These categories were simply labeled positive and negative.

Overall, the findings of this study tend to confirm many of the conclusions provided by Boyatzis and Varghese (1994), including the suggestion that color-emotion associations become more complex with increasing age. Future research should be directed toward obtaining larger sample sizes and a more differentiated sample. Such research would allow for random error and provide concrete evidence in the area of color-emotion associations.

Describe the case of Henry Molaison also known as H. M. What did H.M's case tell psychologists about the role of the hippocampus in memory? Identify the role of two of these structures in memory ;a) cerebellum b) amygdala c) prefrontal cortex

Explain and give an example of some ways to cope with stressors.

Take a moment to reflect on Piaget's theory of cognitive development and Kohlberg's theory of morality. Choose one theory and explain its implications for how you view development. How might this interpretation vary across cultures given the research in Ch. 4 of Culture and Psychology?

Explain the importance of the BPS model.

Describe the HPA axis and it’s role in the stress response

Counter Argument for this post: Please list refreces.

Adaptive functioning is an important factor when evaluating an individual’s intellectual functioning for an intellectual disability; specifically, adaptive functioning plays a critical role in the diagnosis of intellectual disabilities. In order to be diagnosed with an intellectual disability, an individual must show deficits in intellectual and adaptive functioning (American Psychiatric Association [APA], 2013). Some children are able to adapt very well to their environment despite having lower intelligence (Mash & Wolfe, 2016). These children, despite having lower intelligence, would not be classified as having an intellectual disability. Adaptive functioning has four different categories, which include conceptual skills, social skills, practical skills and occupational skills (Mash & Wolfe, 2016). Each of these adaptive functioning categories is an important consideration when initially diagnosing intellectual disabilities. In order to be diagnosed with an intellectual disability, the individual must have one or more issues in daily life with functioning as it relates to the previously mentioned four categories (APA, 2013).

While these categories of adaptive functioning are important for diagnosis, it can also be important for long-term independence. Some research suggests that early childhood language skills and intelligence may be a strong indication of adult adaptive behavior (Gillespie-Lynch et al., 2012). Long-term influences on adaptive functioning could be the corner stone for the treatment of intellectual disabilities if a consistent relationship can be established between a specific skill or trait and long-term adaptive functioning. The ultimate goal of treatment for most issues is to facilitate long-term success and positive outcomes. With the early detection and intervention in intellectual disability, a treatment plan could be established which focuses on communication skills. These communication skills could lead to better adaptive functioning as adults, thus leading to a greater chance of independence.

Explain clearly and briefly, in your own words, the ideal of spiritual excellence in the Islamic religion. (One Page Single Space answer please)

How is cross-cultural research used to better understand psychological knowledge?

Who ever answers this please use personal knowlegde and not copy and paste material from the internet. I know how to Google an answer to copy and paste (thank you)

How might a person with Type A personality differ in their stress levels than person with a Type B personality

Although bullying is not a new problem, it has moved from the schoolyard and classrooms to the internet. Media such as Facebook, emails and mobile texting all provide the opportunity to "bully" others and do it on a more widespread scale than before. This can prove to be more traumatizing to the individual being bullied than traditional forms of bullying.

Here's recent link to review as part of this discussion: Bullied Teen http://www.msn.com/en-us/news/us/a-horribly-bullied-teen-committed-suicide-now-his-former-dairy-queen-boss-has-been-charged-with-involuntary-manslaughter/ar-AAmx8hs

For this discussion, consider the following questions/subtopics:

1. Do some jurisdictions consider bullying (in any form or some forms) a crime? Cite examples if you can find them. Should it be a crime in some circumstances?

2. If you feel that bullying behavior would be considered a crime, how would you define it (i.e. what would be the language that should be used in the statute)?

3. What sorts of bullying behavior coculd or should give rise to civil action against the bully? Which specific torts come to mind and why?

4. Should a parent be liable for their child's bullying of another child?

5. Should their be any distinction made between a victim being a child (minor) or an adult?

6. Do schools have an obligation to educate students and parents on the issue of bullying? Could the school, school board, teachers, etc. have potential liability for not curtailing this behavior when discovered? Should they?