Give your partner feedback that will help them:Can you follow the methods?Can you see how they would analyze their data?Do the limitations seem reasonable?

1. Is this section divided into Participants, Measures/Stimuli, and Procedure?
2. Do the methods logically relate to the hypothesis?
3. Are all variables defined? Are groups explained?
4. Does the data analysis proposed to assist in testing the hypothesis?
5. Are the appropriate variables analyzed based on the hypothesis?
6. Does the graph indicate correct variables (groups vs continuous) found in the hypothesis?
7. Is generalizability of results considered?
8. Any limitations they may have missed?

• We are ultimately looking for clarity and precision so if you read and are unsure of what they mean, point that out. It helps everyone to go back and be more specific!
• Do not surprise your partner with the content of your peer review. Be sure to discuss your thoughts on his or her work with your partner directly and do so with timeliness, professional courtesy, and scholarship. You may share your review with your partner before you submit it here.

Submission Instructions

Instructions: Now it is time to write your argumentative essay.  The issue you select to write the argumentative essay should be researchable, arguable, and supported by credible sources in 2-3 pages.

1. Use the information from your  outline to organize your ideas.

2. Include the following:

Introductory paragraph

1. Begin with an engaging lead about a debatable issue.

2. Include background information.

3. Include the thesis statement: three specific aspects that hold the argument together.

Body paragraphs

1. Discuss the three specific aspects of the argument.

2. Organize your paragraphs in the most logical way according to the points in the thesis statement.

3. Make sure each body paragraph begins with a clear topic sentence.

4. Address the opposing view using the phrases discussed.

5. Back up your claim with evidence (examples, research, statistics, experiences, text citations).

6. Use transition words and phrases within the paragraph and from paragraph to connect ideas.

Conclusion

3. Restate your thesis, summarize all the arguments made in the body paragraphs, and appeal to a reader’s emotions.

4. Refer to the different types of concluding sentences.

5. Before you submit your essay:

6. Revise your essay:  Take apart the information to see what in the body works and what is unconnected. Look again at your argumentative essay and find opportunities for reordering and rewording, making changes to content, and insert transitions. This process may include adding information as well as deleting elements that, upon reconsideration, prove redundant or unnecessary.

7. Edit:  Fine-tune the language. Read with fresh eyes and decide if words need to be moved around or changed. Look for grammar, mechanics, misspellings and awkward wording and rework for the sake of clarity. Use the Microsoft Word spell-check feature -and watch for red wavy lines beneath certain words. Check for typos and unintentional repetition of words.

NOTE: 

· Include all references in APA format, 7th Edition

· Use high quality mentor texts that provide the type of writing (words and structures) you want to develop in your own essay.

· Refer to the following:

· Precision of words strategies

· Punctuation and mechanics

· Microsoft spell check

You will examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 5–6page paper not including your title and reference page.Reference

Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.

To Prepare:

Review the following:Scenario: Culture, Psychology, and Community

Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.

 (6 pages excluding title page and reference page):

Part 1: Developing an Understanding (2 pages)

• Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (Note: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
• Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.

Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects (2 pages)

• Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?

Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics (2 pages)

• Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
• Further explain any implications that may arise from when working between and within groups.

Support your Assignment by citing all resources in APA

Learning Resources

Required Readings

Ahmed, R., & Gielen, U. (2017). Women in Egypt. In C. M. Brown, U. P. Gielen, J. L. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 91–116). New York, NY: Springer. Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center. 

Best, D. L., & Busch, C. D. (2016). Gender roles in childhood and adolescence. In U. P. Gielen & J. L. Roopnarine (Eds.), Childhood and adolescence: Cross-cultural perspectives and applications (pp. 209–239). Santa Barbara, CA: Praeger. Credit Line: Childhood and Adolescence: Cross-cultural Perspectives and Applications by U. P. Gielen & J. L. Roopnarine (Eds.). Copyright 2016 by ABC-CLIO. Reprinted by permission of ABC-CLIO via the Copyright Clearance Center. 

Gibbons, J. L., Stiles, D. A., & Shkodriani, G. M. (1991). Adolescents’ attitudes toward family and gender roles: An international comparison. Sex Roles, 25(11–12), 625–643. 

Gibbons, J., Poelker, K., & Moletsane-Kekae, M.  (2017). Women in South Africa: Striving for full equality post-apartheid. In C. Brown, U. Gielen, J. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 141–156). New York, NY: Springer. Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center. 

Sarwono, S. (2017). Women in Indonesia. In C. Brown, U. Gielen, J. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 59–72). New York, NY: Springer. Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center. 

Tchombe, T. M. S. (2017). Psychosocial perspectives of Cameroonian women. In C. Brown, U. Gielen, J. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 117–140). New York, NY: Springer.  Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center.   

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

College of Forensic Psychology, Grand Canyon University

PSY-530-O500: Contemporary and Ethical Issues in Psychology

Professor Chappell

Running head: ASSIGNMENT TITLE HERE

1

1

September 14, 2022

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association. The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers.

The Section Heading

The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction” is not used as a heading.

Subsection Heading

The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.

Subsection Heading

APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.

The Title Page

When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for course numbers, such as CWV-101 or UNV-104. The date should be written as Month Day, Year. Spell out the month name.

Formatting References and Citations

APA Style includes rules for citing resources. The Publication Manual (APA, 2020) also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although APA Style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. GCU has prepared an APA Style Guide available in the Student Success Center and on the GCU Library’s Citing Sources in APA guide (https://libguides.gcu.edu/APA) for help in correctly formatting according to APA Style.

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below. This page includes examples of how to format different reference types. The first reference is to a webpage without a clear date, which is common with organizational websites (American Nurses Association, n.d.). Next is the Publication Manual referred to throughout this template (APA, 2020). Notice that the manual reference includes the DOI number, even though this is a print book, as the DOI was listed on book, and does not include a publisher name since the publisher is also the author. A journal article reference will also often include a DOI, and as this article has four authors, only the first would appear in the in-text citation (Copeland et al., 2013). Government publications like the Treatment Improvement Protocol series documents from the Center for Substance Abuse Treatment (2014) are another common source found online. A book without a DOI is the last example (Holland & Forrest, 2017).

References

American Nurses Association. (n.d.). Scope of practice. https://www.nursingworld.org/practice-policy/scope-of-practice/

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Center for Substance Abuse Treatment. (2014). Improving cultural competence (HHS Publication No. 14-4849). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. https://www.ncbi.nlm.nih.gov/books/NBK248428/

Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825–835. https://doi.org/10.1353/lib.2013.0018

Holland, R. A., & Forrest, B. K. (2017). Good a

Phonological awareness in preschoolers is often cited as the single best predictor of later reading success.  These skills include the ability to rhyme, discriminate syllables, and manipulate phonemes (add, delete, substitute and blend individual sounds).  Review the three sample home/classroom activities located in the Readings and Resources section.  As you review them, note the multi-sensory nature of these devices and the ability to tap into various learning styles, as well as, the opportunities for repetition, predictability, and mastery of the targeted phonological skill.  Now create your own!  For this discussion, provide three home or classroom activities targeting each of the following skills:

• Rhyming
• Syllables
• Alliteration

You might want to mention a favorite children’s book.  If you are a Child Studies major perhaps refer to a lesson plan you have seen in your own practicum.  If you are a Psychology major you may want to visit a popular website like Pinterest or Scholastic for ideas.  Be creative!