Houston Community Religious Exemption and the Death of Matthew Swan Case Analysis Humanities Assignment Help

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)

In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview

Tests of Intelligence

Tests of Achievement

Tests of Ability

Neuropsychological Testing

Personality Testing

Industrial, Occupational, and Career Assessment

Forensic Assessment

Special Topics (student’s choice)

References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)

Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)

Briefly define psychological assessment.

Types of Tests

Identify the major categories of psychological assessment.

Reliability and Validity

Briefly define the concepts of reliability and validity as they apply to psychological assessment.

Role of testing and assessment in the diagnostic process

Briefly explain role of assessment in diagnosis.

Professionals Who Administer Tests

Briefly describe the types of professionals involved in various assessment processes.

Culture and Testing

Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)

For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence

Tests of Achievement

Tests of Ability

Neuropsychological Testing

Personality Testing

Industrial, Occupational, and Career Assessment

Forensic Assessment

Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)

In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

Testing Preschool-Aged Children

Testing Elementary School-Aged Children

Testing Adolescents

Testing Geriatric Patients

Testing First Generation Immigrants

Testing in Rural Communities

Testing English Language Learners

Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)

Testing Individuals Who Are Incarcerated

Testing for Competency to Stand Trial

Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)

Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

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 Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.) 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 (Links to an external site.) website for information and further instructions on using this portfolio tool.

The Assessment Guide

Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

Must include a separate title page with the following:

Title of guide

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

In preparation for your next essay assignment, you need to develop an ability to write a claim of fact. The second essay assignment must be based upon a claim of fact, not one of value or policy. Those types of arguments will occur later in the semester.

You may choose topics that are inspired by the assigned readings about COVID-19 and the entertainment industry or you may choose different topics related to the coronavirus pandemic.

For your initial post this week, make a list of at least three claims that you could make that would qualify as claims of fact about COVID-19. You do not need to provide an argument for each particular claim (that’s what the essay assignment is for), but you might want to include a bit of context for each claim so that your classmates can see what the issue is and why a claim of fact seems appropriate.

The easiest way to be successful in this assignment might be just to write three reasonable predictions (ones that could be supported by evidence) about what changes are going to happen as a result of COVID-19.

REMEMBER: You are not proposing any particular action take place. You should not be using the word should in your claims. That would make the argument a claim of policy rather than a claim of fact. It’s more likely that you will be using a world like will in your claims of fact.

Your post should be at least three sentences long, of course, but a couple of sentences about each claim would be better (and more helpful to your classmates who might want to select one of the topics you’re sharing).

that is all reading you can use to write this discussion.

• Clark Collis, “What Does the Future of Movies Look LIke? (Links to an external site.)”
• Ryan Faughnder, “Movie Theaters Face ‘Existential’ Threat from COVID-19; ‘Without new movies, it’s over’” (Links to an external site.)
• Brandon Katz, “Entertainment Industry Staring at $160B Loss Over 5 Years Due to COVID-19” (Links to an external site.)
• William Ralston, “Coronavirus Might Kill the Music Industry. Maybe It Needed to Die”

I need to Find 30 days of stock prices for three companies in different industries. The average stock prices should have a wide range of values. Using the data, compute and interpret the “coefficient of variation”.

In showing your data and computations, a snapshot of your excel file will be sufficient. There is a camera tool in excel that you can move to your quick access toolbar by going to file….options….quick access toolbar and then add it from “all commands”. The camera can take a picture of your excel table and you can insert it in the forum area you are typing your answers / interpretations in.

Prompt for the Chandler Analysis: In considering Chandler’s place in the mystery genre, we’ll analyze his approach to ambiguity. Writers (and, in particular, mystery writers) use ambiguity to induce curiosity in the reader- to give us something to wonder about. In literature, ambiguity can exist in a micro (literary) sense, as a byproduct of diction, for example. It can also exist in a macro sense, as in the characterization of an individual, the origins of a character, or the truth behind what is presented through point of view. For this analysis, I’m asking you to focus on macro ambiguity. You will choose elements (characters, situations, motifs, etc.) and compose an analysis (4 or 5 paragraphs):