PSY 3010 W10 Assignment Current Research in Social Psychology<\/em><\/p>\n <\/p>\n Current Research in Social Psychology<\/a>\u00a0<\/em>(CRISP<\/em>) is a peer reviewed, electronic journal publishing<\/a> theoretically driven, empirical research in major areas of social psychology. Publication is sponsored by the\u00a0Center for the Study of Group Processes\u00a0at the\u00a0University of Iowa,\u00a0which provides free access to its contents. Authors retain copyright for their work. CRISP is permanently archived at the Library of the University of Iowa and at the Library of Congress. Beginning in April, 2000,\u00a0Sociological Abstracts<\/em>\u00a0publishes the abstracts of CRISP articles.<\/p>\n Parental Rejection and Peer Acceptance: The Mediating Role of Cognitive Bias.<\/a><\/p>\n A Novel Approach for Measuring Self-Affirmation.<\/a><\/p>\n Ingroup Bias in the Context of Meat Consumption: Direct and Indirect Attitudes Toward Meat-Eaters and Vegetarians.<\/a><\/p>\n “Muslims’ Desire for Intergroup Revenge in the Aftermath of the Christchurch Attack: The Predictive Role of Ingroup Identification, Perceived Intergroup Threat, and the Norm of Reciprocity.<\/a>”<\/p>\n “Personal Networks and Social Support in Disaster Contexts.”<\/a><\/p>\n “Aggressive and Avoidant Action Tendencies Towards Out-Groups: The Distinct Roles of In-Group Attachment vs. Glorification and Cognitive vs. Affective Ambivalence.”<\/a><\/p>\n “We (Might) Want You: Expectations of Veterans’ General Competence and Leadership.”<\/a><\/p>\n “Situation Attribution Mediates Intention to Overlook Negative Signals Among Romantic Partners.”<\/a><\/p>\n “Software Program, Bot, or Artificial Intelligence? Affective Sentiments across General Technology Labels”<\/a><\/p>\n “Privilege is Invisible to Those Who Have It”: Some Evidence that Men Underestimate the Magnitude of Gender Differences in Income.<\/a><\/p>\n “Perceived Control and Intergroup Discrimination.”<\/a><\/p>\n “Leadership, Gender, and Vocal Dynamics in Small Groups.”<\/a><\/p>\n Taking Responsibility for an Offense: Being Forgiven Encourages More Personal Responsibility, More Empathy for the Victim, and Less Victim Blame.<\/a><\/p>\n Potential Factors Influencing Attitudes Toward Veterans Who Commit Crimes: An Experimental Investigation of PTSD in the Legal System.<\/a><\/p>\n “Is that Discrimination? I’d Better Report it!” Self-presentation Concerns Moderate the Prototype Effect.<\/a><\/p>\n Relation Between Attitudinal Trust and Behavioral Trust: An Exploratory Study<\/a><\/p>\n Comparing Groups’ Affective Sentiments to Group Perceptions.<\/a><\/p>\n Perceived Autonomous Help and Recipients’ Well-Being: Is Autonomous Help Good for Everyone.<\/a><\/p>\n S<\/a>tudying Gay and Straight Males’ Implicit Gender Attitudes to Understand Previously Found Gender Differences in Implicit In-Group Bias.<\/a><\/p>\n Nepotistic Preferences in a Computerized Trolley Problem.<\/a><\/p>\n Telecommuting, Primary Caregiving, and Gender as Status<\/a>.<\/p>\n You’re Either With Us or Against Us: In-Group Favoritism and Threat<\/a>.<\/p>\n \u00a0Impact of the Anticipation of Membership Change on Transactive Memory and Group Performance.<\/a><\/p>\n Mindfulness Increases Analytical Thought and Decreases Just World Beliefs<\/a>.<\/p>\n Status, Performance Expectations, and Affective Impressions: An Experimental Replication.<\/a><\/p>\n The Effects of African-American Stereotype Fluency on Prejudicial Evaluation of Targets<\/a>.<\/p>\n Status Characteristics and Self-Categoriation: A Bridge Across theoretical Traditions.<\/a><\/p>\n Why do Extraverts Feel More Positive Affect and Life Satisfaction? The Indirect Effects of Social Contribution and Sense of Power.<\/a><\/p>\n In-group Attachment and Glorification, Perceptions of Cognition-Based Ambivalence as Contributing to the Group, and Positive Affect.<\/a><\/p>\n Mentoring to Improve a Child’s Self-Concept: Longitudinal Effects of Social Intervention on Identity and Negative Outcomes.<\/a><\/p>\n Affect, Emotion, and Cross-Cultural Differences in Moral Attributions.<\/a><\/p>\n For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a \u201cfinal submit\u201d to me.<\/p>\n Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.<\/p>\n Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else\u2019s thoughts more than your own?<\/p>\n Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.<\/p>\n The university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n Communication is so very important. There are multiple ways to communicate with me:<\/p>\n Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.<\/p>\n Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n Hi Class,<\/p>\n Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n Contact me if you have any questions.<\/p>\n <\/p>\n As we begin this session, I would like to take this opportunity to clarify my expectations for this course:<\/p>\n Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).<\/p>\n <\/p>\n Course Room Etiquette<\/strong>:<\/p>\n <\/p>\n Office Hours:<\/em><\/p>\n <\/p>\n Late Policy and Grading Policy<\/em><\/p>\n Discussion questions:<\/p>\n Assignments:<\/em><\/p>\nRECENT ISSUES<\/em><\/h3>\n
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Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: PSY 3010 W10 Assignment Current Research in Social Psychology<\/strong><\/a><\/span><\/h3>\n
Lopes Write Policy<\/strong><\/h3>\n
Late Policy<\/strong><\/h3>\n
Communication<\/strong><\/h3>\n
Important information for writing discussion questions and participation<\/strong><\/h3>\n
Welcome to class<\/strong><\/h4>\n
Important information on Writing a Discussion Question<\/strong><\/h3>\n
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Participation \u2013replies to your classmates or instructor<\/strong><\/h3>\n
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