Instructions

LOOK AT PICTURE PLEASE ITS NEEDED TO COMPLETE

Overview

Based on the situations you faced and the decisions you made in the simulation, the company hired and fired certain people. The business also had some interest in philanthropic initiatives. In this journal, you will reflect on these decisions and initiatives and consider the overall diversity, equity and inclusion (DEI) and corporate social responsibility (CSR) initiatives of this company.

Prompt

In your journal, reflect on the various personnel decisions made in the simulation. Also, reflect on the company’s CSR programs and whether they impacted the business or the community in a meaningful way.

Specifically, you must address the following rubric criteria:

Diversity, Equity and Inclusion:

• Hiring practices: Describe how you think the company did with diversity and inclusion in their hiring practices across generations, and whether your decisions in the simulation helped.

• Places to improve upon: Explain how the company could have done better.

Corporate Social Responsibility:

• Community and social initiatives: Discuss the company’s contributions to community and social initiatives and whether your decisions in the simulation affected these initiatives.

• Places to improve upon: Outline some ways in which you think the company can further improve their CSR programs and involvement.

Guidelines for Submission

Submit a Word document of 1 to 2 pages using 12-point Times New Roman, one-inch margins, and double spacing. Sources should be cited according to APA style.

Solution

Instructions

Paper Details: Please adopt the following structure to develop your paper:

1) An overview / problem statement/ definitions (if applicable).

Please cite illustrative examples from your experiences and readings. You may find an organization/case, or choose a theoretical topic (please explain your choice).

2) Critically evaluate the organization/case/theoretical issue of your choice. This should be an analysis based upon class-assigned readings, additional articles/books you read (it is important to cite at least 5 additional sources that have not been discussed in class before, plus readings featured, presented, and suggested to the class in lectures and team presentations), and your personal experiences (presented in a formal well-argumented manner). The total number of sources should be between 10-12 with the textbook and required sources.

3) Conclusions and Limitations.

What are the conclusion of your research? What practical recommendations can you provide to organizations, individuals or teams? What were the limitations of your research?

You may use other students’ presentations/ article reviews, and other sources to enhance your analysis/research. Conclude with some suggestions for ethical organizations/teams, as well as processes that you plan to incorporate in your future work (if work experience is applicable).

Please note that your work should demonstrate reflection on course readings and discussions. In your paper, provide references on a separate page (make sure more than 50% of your sources are academic: journals, books, etc. (not online links).

Solution

Recruitment and Training of Workers: Coca-Cola Company Case Study

The operations that deal with recruiting and training workers within various organizations are the significant role of human resource management (HRM). Through an idea of training, any company can always teach its employees particular knowledge along with skills that are vital to the operations of a specific firm. The improvement in organizational knowledge helps in improving the performance of the current roles of different employees. As illustrated by Mathis, Jackson, Valentine, & Meglich (2017), employers of various organizations in the present-day face other human resource management issues when it comes to the training of workers……..Purchase the link to access the full answer @$9.99

Assignment 1: An Invitation to Psychology (12%)

Assignment 1 is worth 12% of your final course mark, and it is graded with a total of 80 marks (20 marks for each of the four parts).

You will submit all parts of Assignment 1 (parts A, B, C, and D) together as one file at the end of Unit 1. Label each part of the assignment so it can be easily identified.

Part A: Psychology in the News

In the first part of Assignment 1 you have an opportunity to see how psychology is reported in the media, and to think what improvements could be made in how reporters explain news stories with psychological content. This activity will help you to identify pseudoscientific thinking.

Your first task is to find a report of psychology in the news on a credible online news site such as CBC, ABC, BBC, etc. You may find it useful to look at stories in categories such as health, technology, culture, etc., rather than in front page news.

Then complete the following. Use the same numbering and answer in complete sentences. Everything must be in your own words (no quotations) with sources cited and referenced in APA style.

1. Provide the link to your news article, and then summarize it in your own words.
2. Describe the psychological content reported in the article (use and cite the textbook).
3. Evaluate the credibility of the psychological claims made in the article. Note that we’re not asking you to research the topic here, but to apply the critical thinking guidelines as a consumer of information. Make suggestions for improving the accuracy, clarity, or thoroughness of the article.
4. List five original follow-up questions that arise after reading the news story. The follow-up questions should be based on any of the eight critical thinking guidelines in Chapter 1 of the Wade et al. textbook; i.e., the questions should relate to examining evidence, considering other interpretations, etc.

Rubric (20 marks)

The activity will be marked out of 20 marks, with 5 marks per question, according to the following:

Part B: Psychologists’ Careers

The second part of Assignment 1 provides you with the opportunity to expand your knowledge of what psychologists do. For this part of the assignment, you will be required to do some research online to discover two psychologists with different jobs in Canada. You will then write a profile for each, and describe what each does in their work life. You may choose from any of the three broad categories of professional activities described in Chapter 1 of the Wade et al. textbook, provided your choices have a PhD, PsyD, or EdD. The two people must engage in different sets of professional activities. For example, if one of your choices does clinical work (e.g., providing behaviour therapy to adolescents who have experienced family violence), your other choice should be an academic psychologist who does not do clinical work.

For psychologists engaged in clinical practice, you may wish to search the website of professional organizations such as the British Columbia Psychological Association.

For psychologists engaged in research and teaching, you may wish to browse the faculty listings at universities.

For psychologists engaged in research or applications in non-educational settings, you will need to be creative and search the websites of organizations that employ psychologists, or search in Google by area: professional sports, forensic psychology, the federal government, or the armed forces.

For each psychologist you choose, provide a link to their website and answer the following questions:

1. Describe the activities that the psychologist does in their work life. What perspective in psychology does the psychologist appear to work from (see Chapter 1in the textbook), and how do you know?
2. Describe the educational background of the psychologist—what degrees; where were they were educated; how long did it take; the topics of their dissertation; and any other educational experiences. Describe any other professional activities that are relevant to their career.
3. Suppose the psychologist were to look for work in another province in Canada; can you find any job listings that they would be qualified for, and how do you know? For this you can search both provincial and federal job banks. Speculate about “portability” of their chosen career.
4. What salary range would you expect the psychologist to have? You will not find this on their website! You may have to do some digging for this, but speculate and cite your sources. For clinical psychologists, see the websites of professional organizations such as the British Columbia Psychological Association

Rubric (20 marks)

The activity will be marked out of 20 marks, with 5 marks per question, according to the following:

Part C: Reading Scholarly Articles

Of fundamental importance in the science of psychology is the ability to communicate and understand scholarly research. You will notice references to research throughout the Wade et al. textbook. The research has been comprehensively reported on in scientific articles published by scholarly journals. This scholarly work requires strict adherence to critical thinking guidelines and the use of the scientific method referred to earlier in the unit. Being able to dissect and understand scholarly work is a tool that allows students of psychology to differentiate between claims based on empirical evidence, and claims based on opinion, folklore, intuition, etc.

In this part of the assignment, we are going to hone the skills needed for understanding psychological research. You will be introduced to scholarly literature and begin to gain practice in finding the key information contained inside. Reading scholarly articles will help you gain insight into how psychologists make decisions when doing research and also help you understand the different types of research methods that are referred to throughout the course. This activity will provide an introductory framework for analyzing and understanding scholarly work. Specifically, this part of the assignment will require you to read a published article, and then demonstrate your understanding of it by responding to series of questions

This activity is adapted from:

• Sego, S. A, & Stuart, A. E. (2016). Learning to read empirical articles in general psychology. Teaching of Psychology, 43(1), 38-42.

The articles chosen for this activity are relatively brief, and have the added advantage of being written by undergraduate students such as yourselves—thereby exposing you to models of excellent student writing, and perhaps nudging you towards a potential future career path!

Please choose ONE of the following articles for this part of the assignment. All are available as free downloads from Psi Chi Journal.

• España, L. Y. (Winter 2016). Effects of password type and memory techniques on user password memory. Psi Chi Journal of Undergraduate Research, 21(4), 269-275. https://doi.org/10.24839/2164-8204.JN21.4.269.
• Partika, A. C. (Spring 2017). Donate, everybody’s doing it: Social influences on charitable giving. Psi Chi Journal of Undergraduate Research, 22(1), 39-45. https://doi.org/10.24839/2325-7342.JN22.1.39.
• Stover, J., Dismuke, T., Nelson, C., & Grahe, J. E. (Summer 2006). Can you raed this srcmabeld msesgae? Testing a mass e-mail assertion. Psi Chi Journal of Undergraduate Research, 11(2), 77-83. Retrieved from https://c.ymcdn.com/sites/www.psichi.org/resource/resmgr/journal_2006/Summer06JNStover.pdf.

After you have thoroughly read your chosen article, respond to the following questions. Use complete sentences and be sure to proofread for grammar and spelling mistakes.

1. What is the title of the article? (5 mark)
2. What are the three or four main things you learned from the introduction? (5 marks)
3. What is the hypothesis? (5 mark)
4. How many participants were in the study? (5 mark)
5. Who were the participants (e.g., college students, infants, etc.)? (5 mark)
6. What was/were the independent variable(s)? (1 mark)
7. What was the dependent variable? (1 mark)
8. Summarize what the participants did. (2 marks)
9. How was the data analyzed (i.e., what statistical analysis was used)? Report the means and standard deviations for each group. (2 marks)
10. What did you learn from the results section? (5 marks)
11. Was the hypothesis supported? (5 mark)
12. What can you conclude from the study? (2 marks)
13. What, if any, suggestions did the author(s) make for future investigation? (2 marks)
14. How many references were cited in the article? (5 marks)
15. Do results generalize to real life? What real life conditions were not replicated well in the study? (3 marks)

Grading (20 marks)

Complete and accurate answers receive full marks as indicated above. Part marks may be awarded.

Part D: Conducting a Correlational Study

The final part of Assignment 1 will give you the opportunity to build on your understanding of research methods by conducting a small study.

Choose ONE of the following predictions to test:

1. There is a positive correlation between height and weight.
2. There is a negative correlation between rainfall amount and hours of sunlight.

For each option, you will need some data. For option 1 you could ask 10 people you know to report their height and weight, or you could use archival data that were collected for another purpose and reported on a website, from which you can extract height and weight data. Examples here are any major sports league website, whose statistics include height and weight. You can see an example of archival data at:

• Scheig, M. (2017, June 3). 2017 NHL combine heights & weights. Retrieved from http://thehockeywriters.com/2017-nhl-combine-heights-weights/.

For option 2 you will find historical rainfall and sunlight data archived at weather sites such as the Government of Canada’s Historical Climate Data. You could choose ten days in a particular month to look at, or the same day over ten years. Make sure that in the time period you choose there is some variability in rainfall and sunlight amounts.

For either option, you will need at least ten cases. If you imagine a table with two columns of data, one column for each variable, each row is a case. If you choose option 1 then you would have ten rows with two columns; each row is one person, and the two columns are height and weight.

Next, you will need to calculate the correlation. This is a measure of the strength of the relationship between the two variables. See the discussion in Unit 1 and in Chapter 2 of the Wade et al. textbook. You can calculate the correlation using a calculator, or there are many online calculators you can use. For example, try:

• Stangroom, J. (n.d.). Pearson correlation coefficient calculator. In, Social Science Statistics. Retrieved from http://www.socscistatistics.com/tests/pearson/.

Now you are ready to write-up your results. For either option, report the following:

1. State your prediction. (1 mark)
2. Provide a brief rationale for the logic of the prediction. (3 marks)
3. Provide a table displaying your raw data (see the description above). (3 marks)
4. Create a scatterplot displaying your data. (3 marks). See Chapter 2 in the Wade et al. textbook. Make sure you label the axes of the scatterplot. More information on scatterplots is available here:

Khan Academy. (n.d.). Making good scatter plots. (n.d.). Retrieved from https://www.khanacademy.org/math/probability/scatterplots-a1/creating-interpreting-scatterplots/e/making-good-scatter-plots.

5. Calculate the Pearson r correlation coefficient. Report it as “r = .xx”. (2 marks)
6. Report the effect size of your correlation. (2 marks)

Bliwise, N. G., & Terranova, S. (n.d.). Effect size. Retrieved from http://www.psychology.emory.edu/clinical/bliwise/Tutorials/SCATTER/scatterplots/effect.htm.

7. Was your prediction confirmed and how do you know? (2 marks)
8. How is your study a poor test of the prediction; i.e., what are the limitations in your study that prevent you from asserting confidently to the world that your results represent the ways things are in real life? (4 marks)

Solution

Part A: psychology in the news

1. CNN, S. L. (n.d.). World Suicide Prevention Day: Here’s how to help in 2021. CNN. Retrieved October 26, 2021, from https://www.cnn.com/2021/09/10/health/world-suicide-prevention-day-2021-wellness/index.html

The article was written on world suicide prevention day. it states, according to WHO that there are over seven hundred thousand deaths by suicide in the world. Over the years there have been increasing rates of suicide in many parts of the world. In the US for example, there has been a 35% increase between 1999 and 2018. With Covid-19, the experts are concerned that there may be an escalation in suicidal thoughts due to mental stress and economic challenges. For young people between 10 and 34, suicide is the second leading cause of death……..Purchase the link to access full answer @$9.99

Background and Context
One of the most discussed topics in recent American history, and elsewhere too, is
policing. What is its history? What is its role? How and to what extent should it be
funded? What does it do, and what should it not do? How should it train its
members? How should police forces and members be held accountable? These are
among the many questions many are asking, debating, and answering today. In this
project, you will enter this conversation.
I’d like you to imagine that you’ve been assigned the task as a writer for your
school’s magazine, one whose audience includes your fellow students as well as the
general public, too. They like to read the magazine, as well, especially on such a
topic as policing. Your audience would like to know the opinion of a fellow student,
one who has read a major publication on the topic, like Alex S. Vitale’ The End of
Policing, and who has also considered this topic and their opinion through additional
research where relevant. In the end, your audience wants to know your opinion, how
you came to it, and why others should, too, in regards to the question, “Should
policing be abolished, defunded, maintained, or strengthened?”
Your Essay
In a thoughtful essay of at least 1,250 words, or 5 pages MLA-formatted, please
respond to one of the following prompts:
1. What should be done about policing? Should policing be abolished,
defunded, maintained, strengthened, or something else altogether?”
2. In regards to policing mental health, what should be done about policing?
3. In regards to policing schools, what should be done about policing?
4. In regards to policing homelessness, what should be done about policing?
5. Or, choose a different focus from Vitale’s book to fill in the blank: In
regards to ________, what should be done about policing?
6. Finally, your choice! Propose a question or prompt on the extra credit
discussion board in which you can discuss policing and Vitale’s book and
meet th essay goals below.
Sources
You must discuss Vitale’s book. You must also include at least two sources
outside of Vitale’s book for a total of at least three sources. These sources can
be credible sources from your research or from class.
Helpful Tips
● As you read Alex S. Vitale’s The End of Policing, consider, reflect, and
write about your stance within the conversation about policing in America.
Tell the story of how your position evolves, changes, or stays the same as
you read and respond to the various chapters in Vitale’s book as well as
additional sources, with one question squarely in mind that your paper
seeks to answer,
● You can structure your paper like a narrative, telling the story of your
developing opinion through major moments of your reading and thinking.
You can structure your paper like the previous argumentative papers you
have written in this class (or elsewhere, if you find that effective for this
essay’s goals. Or you can blend the two approaches. Nevertheless, your
paper should move through the three conventional parts of any essay: the
beginning, middle, and end — in other words, the introduction, body, and
conclusion.
● To help with notes, use the study guide Prof. Baden provided for this book
and participate in all reflection assignments.
● Though you have four broad choices to align with in your paper (abolish,
defund, maintain, or strengthen), consider that you have the option of
arguing a different choice than those four and explaining why.
● In this paper, you might save the clearest statement of your thesis for the
end, as a way to reflect how your thinking process found its way there. In
that event, try using a question, or a statement of the problem your paper
responds to, as the guide for your reader early in your paper, in lieu of the
conventional early statement of a thesis.
● As always, where appropriate, you may include personal experience,
anecdote, and interviews or observations.
● If you would like to, take to heart the idea that you are writing within a
magazine. Feel free to mimic, adopt, or be creative with the writing
conventions of magazine articles.
Goals for your Essay
A well-developed, well-organized, and well-focused essay will include the following.
If your essay includes the following, it will pass. If not, it will not pass.
● A beginning (introduction) that prepares your reader for the focus or main
argument/take-away from your paper.
● A clearly-stated thesis that presents your central argument and answers
the prompt. In other words, your essay clearly states the main idea or
take-away from your essay at a place in the essay you think is most
effective.
● Well-organized paragraphs focused on one main idea and developed
through discussion and analysis of evidence. Use clear topic sentences,
and support your ideas with details, quotes, explanation, and analysis.
● A discussion of three sources: Vitale’s book, plus at least two others.
○ You may use as many sources as you like, and you may use
sources from this class or outside of this class.
● Quotations from your sources that are introduced, stated, explained, and
analyzed effectively. You may also use paraphrasing in addition to
quotations. You may also include images, graphs, statistics, relevant and
supportive anecdotes, and other forms of evidence in addition to sufficient
quotation.
● New goal: The response to at least one major competing idea or
argument. Consider moves of counter-argument, dealing with
doubters or naysayers, concession, or more.
● Sentences that are clear and concise. Minimal proofreading errors (e.g. ‘i’
instead of ‘I’)
● Though it is not required, you may write about your experience or the
experience of those around you. I would love for you to do so, but I also
understand if you’d prefer to stick with the texts from your reading and
research.
● Basic MLA format:
○ If the source does not have page numbers, then none needed:
(Rose).
○ If the source does not have an author’s name, use a shortened
version of its title in quotation marks: (“The Problem in
Medicine”)
○ A title that announces the topic of your paper and your paper’s
particular focus, thesis, or theme.
○ 12-point font, Times New Roman or similar
○ Double-spaced lines
○ Indent the first line of every paragraph
○ Your name, professor’s name, class name, and date at the top
left of paper
○ Your last name and the page number on every page, top right
corner of page.
○ Works Cited page.
○ All evidence (e.g. quotations, images, graphs, etc.) includes an
in-text citation: (LastName PageNumber) // (Freire 3)

Solution

Policing refers to activities that are executed by police officers to preserve law and order. It narrows down to the activities performed by an individual or a group, which has the authority to ensure legality and fairness in public life. Debates regarding the significance of policing have been looming in the American society for the longest time. In The end of Policing (2017), Alex Vitale calls for the termination of policing. This ideology is based on the tainted origins of policing, as well as its inappropriate utilization as a social control tool. To restore order in the country, the government should defund policing to pave the way for professionals to take charge……….Purchase the link to access full answer @$8.99

Assignment 2: Evolution, Genes, Environment, and Development (12%)

Assignment 2 is worth 12% of your final course mark, and it is graded with a total of 80 marks (20 marks for each of the four parts).

You will submit all four parts of the assignment (parts A, B, C, and D) together as one file at the end of Unit 2. Label each part of the assignment so it can be easily identified.

Part A: Evolutionary Psychology of Morality

In this part of Assignment 2 you will learn more about evolutionary psychology. Evolutionary psychologists strive to understand what psychological adaptations evolved, why they evolved (i.e., what reproductive or survival “problems” did they solve?), and how they operate in the contemporary world, which may differ quite drastically from the ancestral ecological conditions in which the adaptation was naturally selected.

Adaptations are any structure, mechanism, design feature, or trait under genetic control that conferred reproductive and survival success on our ancestors. The human eye, for example, was designed by natural selection—every successive approximation of the eye that conferred a survival and reproduction advantage contributed its possessors’ genetic success in subsequent generations. Over time, the design of the human eye reached a limit in conferring additional reproductive success, with the consequence that the design is now universal and all humans share it. No individual differences exist in design, although clearly there are differences in shape, eye colour, visual ability, and so on.

Evolutionary psychologists are interested in psychological mechanisms such as emotions.

Instructions

Watch the following TED Talk video:

de Waal, F. (2011, November). Moral behavior in animals [Video file]. Retrieved from https://www.ted.com/talks/frans_de_waal_do_animals_have_morals.

In this video clip, you will see Frans de Waal discuss morality from an evolutionary approach. de Waal argues that morality is dependent on reciprocity and empathy. These are fundamental topics in psychology that relate to our understanding of human social interactions. de Waals’ talk gives us a basis for understanding how morality in the general sense (i.e., not with respect to a specific religion) solved adaptive problems related to existing and cooperating with others.

Once you have finished watching the video and have read Chapter 3 in the Wade et al. textbook, answer the following questions:

1. What is the relevance of the non-humananimal examples of cooperation that de Waal describes to our understanding of the evolution of human morality?
2. What is the evolutionary benefit to having empathy? Why did empathy evolve? Describe some situations in the ancestral world where having empathy would increase your survival or reproductive success?
3. The human potential for empathy seems to be universal. While not everyone is highly empathic, possessing a degree of empathy can be said to be “species-typical”. What would the consequences be for someone with a total lack of empathy? What about for friends, family, and co-workers of that person?
4. If you had to describe the features of morality without referring to any specific religious or legal requirements or prescriptions, what would your description contain? In other words, if a sense of morality is universal, what are the basic “rules” that would apply regardless of your religion, ethnicity, etc.?

Rubric (20 marks)

The activity will be marked out of 20 marks, with 5 marks per question, according to the following:

Part B: Evolution and Sex Differences related to Mates

In Part B of Assignment 2, you are going to practice thinking like an evolutionary psychologist. First, read Chapter 3 in the Wade et al. textbook. Then, put on your thinking cap, and respond to the following:.

You are interested in formulating some predictions related to human courtship, specifically about heterosexual men and women. You are interested in looking for evidence of any sex differences in psychological mechanisms (i.e. mental modules, patterns of emotion, thinking, and reasoning) that relate to finding a mate that evolved during our evolutionary history.

You are not so interested in behaviour (because people have to act in the context of their own ecological and cultural conditions, sometimes in spite of how they think, or what they want). As an evolutionary psychologist, you are interested in psychological qualities that are universal, not specific to individual racial or cultural groups. You are going to use your understanding of human ancestral history to make your predictions. This is what you know (or are assuming based on reasonable evidence or logic) has been true for 99% of human evolutionary history:

• Reproduction is far “costlier” for women than men: women have limited numbers of eggs; are fertile after menarche up to the approach of menopause, rather than into old age as men are; pregnancy, labour, and delivery are difficult, dangerous, and require enormous physiological resources.
• Infant and mother mortality was high due to lack of interventions for breech births, prolonged labour, large babies, puerpal fever, etc.
• Breastfeeding was the primary source of nutrition for children and early weaning was unlikely. There was no baby bottle.
• Breastfeeding on demand has a contraceptive effect. There was no reliable alternative contraception. Coupled with early infant mortality, population growth was very slow. Families with surviving children were small. Men could have more children than women.
• Humans were hunter-gatherers – it’s difficult to track and catch game while breastfeeding. It was essential to follow the food supply, and food was sought daily.
• There was little protection against disease or effective treatment for serious injuries.

Now, based on the above, make a list of at least 3 predictions (excluding the example below) about ways of thinking or feeling about courtship and mating that you think should have evolved during our ancestral evolutionary history related to courtship and mating: who makes a good mate; when and with whom should you decide to have sex; what qualities should you value in a mate; are short term relationships different than long term ones; how long should you know someone before partnering; and so on. Note that these considerations could be applied to arranged marriages as well, in terms of the thinking behind who would make a suitable mate for one’s son or daughter, etc.

For each prediction show your logic as it relates to the above assumptions, i.e., “Because there was no reliable contraception, I predict . . . because . . .”

Example

1. Because contraception is unreliable, I predict that women evolved to be choosier about when to have sex than men because they might get pregnant and each pregnancy is “costly”. In this example, “choosiness’ is both a feeling and a way of thinking; it could be a feeling of unease, or of not feeling ready, or hesitance, etc.

Note that we are not saying that women ARE choosier nowadays – that is a separate prediction that could be tested in research. We are rather trying to predict what would have evolved, based on the logic that human adaptations have mostly been shaped during the 99% of evolutionary history when we were hunter-gatherers. Understanding how those adaptations operate in contemporary environments is a whole other question!

Also note that sexuality is not always heterosexual. Whom we are attracted to and have sex with are interesting issues from a psychological point of view. A significant proportion of the population identifies as non-exclusively heterosexual and always has; we have not evolved as an exclusively heterosexual species. But in the example above, we are looking at the impact over evolutionary time of pregnancy and childcare on decisions about heterosexual partnerships.

Rubric (20 marks)

The activity will be marked out of 20 marks, according to the following:

Part C: Evaluating Children’s Toys

For this part of the assignment, you are going to get the chance to play with some toys! And if not play, at least look at, describe, and evaluate. The task for this part of the assignment is to find a toy, and then describe and evaluate it according to a set of criteria that relate to children’s development, as discussed in Chapter 13 of the Wade et al. textbook.

You are not expected to purchase anything for this part of the assignment. However, you should view an actual toy. There are several ways you might do this: You may have child yourself or have a friend or family member with a child who will allow you to look at their toys; thrift stores are common sources of very inexpensive toys that may be purchased for a dollar or two; you can see what is available in the toy aisle of a department or toy store, etc. You may even have one of your childhood toys still in your possession. It would be best if you can actually handle the toy, rather than simply look at it. Note that the toy used in this part of the assignment cannot be a stuffie (e.g., teddy bear or similar).

Provide a full description of your chosen toy (worth 3 marks) and attach a photograph (worth 1 mark) with your description. Then respond to the following evaluation criteria in full sentences in your own words, with sources cited and referenced (each question is worth 2 marks):

1. What is the age range of children for whom the toy was created, and how do you know? How much pleasure or interest do you think the child will have in playing with this toy? Explain your answer.
2. Describe the cognitive abilities and limitations of children at this age according to Piaget.
3. Describe typical gender development and milestones of children at this age.
4. Evaluate the appropriateness of the toy for children of this age, including a rationale based on your knowledge of child development. Include points of view of both psychologist and parent. Include both the benefits and drawbacks of the toy for children at this age.
5. Suggest how parents and children may use the toy together and how a child may use the toy alone.
6. Describe the appeal and appropriateness of the toy to boys and girls. Should the toy maker have done something differently to appeal to both boys and girls? Will parents use the toy differently for boys and girls?
7. Evaluate the effectiveness of the toy as a learning aid, comfort object, or social model.
8. Suggest how to make the toy better. These should include design, availability, cost, size, colour, etc.

Rubric (20 marks)

The activity will be marked out of 20 marks, according to the following:

Part D: Generational Influences on Development

For this part of the assignment, you are going to consider how changes in key life events between 100 years ago and now might have or have not influenced adult development. First, read the Globe and Mail article, “Time machine: What life in Canada was like before the First World War.”

Note:

You might have to create a free account before you are able to read the article online

Also consider the following statistics:

Of course, these statistics are not representative of all Canadians. Some Canadians, such as Aboriginal people, people who identify as LGBTQ+, people of colour or from ethnic minority communities, and so on, may have different life expectancies, or fertility rates, or marriage and divorce rates, etc. If you would like to, please do some research on any group or population that is of interest to you, and compare life circumstances between now and 100 years ago (please cite your sources). You may focus on any group that interests you for the next part of the assignment, or you may refer to the Globe and Mail article and statistics above.

After reading above, answer the following questions (remember: you may focus on a specific group of interest as described above):

1. Compare, contrast, and summarize what is/was considered “on-time” for adult development during these two periods. For example, how does/did timing of events that are typical for each generation affect adult development? What effects are/were cohort-specific? Use examples from the readings above or your own research in your comparison.
2. Speculate about the social and economic effects of “off-time” events on adult development. For example, while women have always had babies into their forties, having a first baby at age 45 could be considered “off-time” both now and then, but the effects on adult development might be different in these different time periods. What effects are cohort-specific and why? Use examples from the readings above or your own research in your comparison.
3. Describe how events in your own life to date have followed a typical or non-typical trajectory, and relate to the readings.
4. Finally, discuss the meaning of aging both now and historically with respect to the discussion of Erikson’s stages in Chapter 13 of the Wade et al. textbook.

Rubric (20 marks)

The activity will be marked out of 20 marks, with 5 marks per question, according to the following:

Solution

De Waal, in his work, provides many instances of non-human socialization, such as the test he did on the chimpanzees and elephants on cooperation. Animal behavior would be expected to ignore another’s needs as long as they have what they want. This expectation is the opposite as animals recognize the need to help others, a term known as reciprocity. Reciprocity is one of the building blocks of morality, with the other being empathy. The examples of non human cooperation show that with human beings having an evolutionary connection to chimpanzees, the morals are passed on throughout evolution. The observation that morality in human beings, when compared to animals, is much higher only proves that humans have modified and transformed the aspects of morality shared by animals into a more sophisticated characteristic (Boomgaard, 2008, p. 695 )………………….Purchase the link to access full answer @$8.99