space and smart roads can assist cities in saving energy

LITERATURE REVIEW RESEARCH TOPIC 3 Running head: LITERATURE REVIEW RESEARCH TOPIC 1

LITERATURE REVIEW RESEARCH TOPIC 3

Running head: LITERATURE REVIEW RESEARCH TOPIC 1

Literature Review Research Topic

Student’s name:

Institutional affiliation:

Literature Review Research Topic

Research question: How does the bystander effect influence group behavior?

Journal Research Articles

CHEKROUN, P., & BRAUER, M. (2002). The bystander effect and social control behavior: the effect of the presence of others on people’s reactions to norm violations. European Journal of Social Psychology, 853–867.

Observers of deviant social behavior sometimes communicate disapproval directly or indirectly to the

perpetrator of a deviant act. This reaction has been termed ‘social control’. Three field studies were

conducted to explore the influence of the number of bystander-observers on the likelihood of social

control. We predicted that the presence of others would inhibit people’s tendency to communicate their

disapproval to the deviant but only if personal implication was low. In the first study, we measured

participants’ perceptions of two fictive situations, one in which a deviant draws graffiti in an elevator

of a shopping center and one in which a deviant litters in a small neighborhood park by throwing a

plastic bottle in the bushes. As expected, participants considered both behaviors to be equally

counternormative but felt personally more implicated by the littering behavior in the park. In Studies 2

and 3, the two situations were enacted with confederates of the experimenter. Naı

¨ve bystanders served

as participants, and social control was the primary dependent variable. Consistent with our

hypothesis, we found evidence for a bystander effect in the low personal implication situation (‘graffiti

in the elevator’) but not in the high personal implication situation (‘littering in park’). These results

make clear that perceived personal implication moderates the extent to which people are inhibited by

the presence of others when they decide whether they should exert social control or not. Copyright #

2002 John Wiley & Sons, Ltd.

Observers of deviant social behavior sometimes communicate disapproval directly or indirectly to the

perpetrator of a deviant act. This reaction has been termed ‘social control’. Three field studies were

conducted to explore the influence of the number of bystander-observers on the likelihood of social

control. We predicted that the presence of others would inhibit people’s tendency to communicate their

disapproval to the deviant but only if personal implication was low. In the first study, we measured

participants’ perceptions of two fictive situations, one in which a deviant draws graffiti in an elevator

of a shopping center and one in which a deviant litters in a small neighborhood park by throwing a

plastic bottle in the bushes. As expected, participants considered both behaviors to be equally

counternormative but felt personally more implicated by the littering behavior in the park. In Studies 2

and 3, the two situations were enacted with confederates of the experimenter. Naı

¨ve bystanders served

as participants, and social control was the primary dependent variable. Consistent with our

hypothesis, we found evidence for a bystander effect in the low personal implication situation (‘graffiti

in the elevator’) but not in the high personal implication situation (‘littering in park’). These results

make clear that perceived personal implication moderates the extent to which people are inhibited by

the presence of others when they decide whether they should exert social control or not. Copyright #

2002 John Wiley & Sons, Ltd.

Abstract

Observers of deviant social behavior sometimes communicate disapproval directly or indirectly to the perpetrator of a deviant act. This reaction has been termed ‘social control’. Three field studies were conducted to explore the influence of the number of bystander-observers on the likelihood of social control. We predicted that the presence of others would inhibit people’s tendency to communicate their disapproval to the deviant but only if personal implication was low. In the first study, we measured participants’ perceptions of two fictive situations, one in which a deviant draws graffiti in an elevator of a shopping center and one in which a deviant litters in a small neighborhood park by throwing a plastic bottle in the bushes. As expected, participants considered both behaviors to be equally counter normative but felt personally more implicated by the littering behavior in the park. In Studies 2 and 3, the two situations were enacted with confederates of the experimenter. Naive bystanders served as participants, and social control was the primary dependent variable. Consistent with our hypothesis, we found evidence for a bystander effect in the low personal implication situation (‘graffiti in the elevator’) but not in the high personal implication situation (‘littering in park’). These results make clear that perceived personal implication moderates the extent to which people are inhibited by the presence of others when they decide whether they should exert social control or not

Cox, A., & Adams, A. (2018). The Bystander Effect in Non-Emergency Situations: Influence of Gender and Group Size. Modern Psychological Studies. Retrieved from https://scholar.utc.edu/mps/vol23/iss2/3

Abstract

Although research on the bystander effect spans 50 years, the influence of some variables on prosocial behavior are still unclear. In a field experiment, I tried to replicate the basic bystander effect in three non-emergency situations, and studied the impact of bystander and “victim” gender on helping behavior. I successfully replicated the basic bystander effect; bystanders who were alone were significantly more likely to help than bystanders with one or more than one companion. In addition, when people noticed the need for help, a male and a female confederate were helped equally as often. Finally, women were more likely to help both confederates than men, but that men were more likely to help the female confederate than the male confederate.

Hortensius, R., & Gelder, B. d. (2018). From Empathy to Apathy: The Bystander Effect Revisited. Curr Dir Psychol Sci., 249-256.

Abstract

The bystander effect, the reduction in helping behavior in the presence of other people, has been explained predominantly by situational influences on decision making. Diverging from this view, we highlight recent evidence on the neural mechanisms and dispositional factors that determine apathy in bystanders. We put forward a new theoretical perspective that integrates emotional, motivational, and dispositional aspects. In the presence of other bystanders, personal distress is enhanced, and fixed action patterns of avoidance and freezing dominate. This new perspective suggests that bystander apathy results from a reflexive emotional reaction dependent on the personality of the bystander.

References

Chekroun, P., & Brauer, M. (2002). The bystander effect and social control behavior: the effect of the presence of others on people’s reactions to norm violations. European Journal of Social Psychology, 853–867.

Cox, A., & Adams, A. (2018). The Bystander Effect in Non-Emergency Situations: Influence of Gender and Group Size. Modern Psychological Studies. Retrieved from https://scholar.utc.edu/mps/vol23/iss2/3

Hortensius, R., & Gelder, B. d. (2018). From Empathy to Apathy: The Bystander Effect Revisited. Curr Dir Psychol Sci., 249-256.

GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher

space and smart roads can assist cities in saving energy Engineering Assignment Help GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

Who is the audience

What action verb will be measured during instruction/assessment

What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

I will use a visual of the planet Earth and ask students to describe what Earth looks like.

I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

I will model one example of solving a number sentence on the white board before having students search for the matching card.

I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Time Needed

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Assignment: Multi-part Question Original Content is imperative; clear and concise writing Topic:

Assignment: Multi-part Question

Original Content is imperative; clear and concise writing

Topic: Applied Psychopathology:

Objectives : Topic 8: Future of Biopsychosocial Research

Forecast future career trends in biopsychosocial research.

Directions: Read each question and provide a at least a 150 word response for each section. Responses may be longer , but 150 is the minimum number of words allowed.APA 7th edition required w/ in-text citations

Part A -150 words

What advancements in the field of psychology that have occurred in the last 10 years have you found to be most interesting or startling? Can or does this advancement apply to the field of psychopathology? Use scholarly resources to support your explanations.

Part B-150

One solution for deviant or criminal behavior that continues to be developed is the treatment of mental illness with medications. Why are these medications treated as cure-alls rather than remedying the underlying psychological issues? Should we continue to pursue drugs as solutions to psychological conditions? Is there a negative aspect to our dependence on medications in our society? Use scholarly resources to support your explanations.

Provide one other peer-reviewed source to support your claims in addition to the textbook.

Reference

Bartol, C, & Bartol, A. (2012). Criminal behavior: A psychological approach (10th ed.). Boston, MA: Pearson. ISBN-13: 9780132973199

Johnson & Johnson’ s €4bn four part bond touches investor’s ‘sweet spot’.

Johnson & Johnson’ s €4bn four part bond touches investor’s ‘sweet spot’. By: Jimenez, Victor, Global Capital, 20552165, 5/30/2016, Issue 1457

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Johnson & Johnson’ s €4bn four part bond touches investor’s ‘sweet spot’ 

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US biopharmaceutical firm Johnson & Johnson on Wednesday issued a four tranche bond, including 19 year notes, amid much competition in a market that absorbed 17 deals this week.

Keywords: “Johnson & Johnson”; “bond”

J&J’s new bonds brought euro corporate issuance by mid-week to nearly €19bn, some €8bn more than bankers speaking to GlobalCapital had estimated a week ago.

J&J sold €1bn of five year notes with a 0.25% coupon and a 20bp spread over mid-swaps.

Its €750m eight year tranche was priced at 37bp over mid-swaps with a 0.65% coupon.

J&J also issued €750m of 12 year notes, which were priced at 47bp over mid-swaps with a 1.15% coupon.

The fourth tranche was a €1.5bn 19 year bond, priced at 67bp over mid-swaps with a 1.65% coupon.

The deal came amid a glut of supply, which contributed to a widening of spreads on some deals this week.

“The company has the best ratings possible, triple-A by all three rating agencies,” said a banker on the deal. “But we were aware that at any time we might start seeing the first symptoms of indigestion,” he added about the structure of the bond, which was set to appeal to investors seeking different maturities and yields.

“It paid off,” said a second banker on the deal. “We saw initial price thoughts tightening by 15bp across all tranches, even on the 19 years.”

“There seems to be a sweet spot around 12 year tranches, so it would be a missed chance not to offer one when the size of the deal allows you to be flexible with the terms,” said a banker away from the deal.

In a research paper published on Thursday, Fitch said: “Recent issuance is longer in tenor than average, with the favoured trade moving up to the 10 year to 12 year range, from the 7 year to 8 year level, previously.”

J&J said that it will use proceeds from the bond for general corporate purposes, with the option of repaying outstanding commercial paper and its $900m (€790m) 2.15% notes due 2016.

Bank of America Merrill Lynch and Deutsche Bank were global coordinators, while Citigroup, Goldman Sachs and JP Morgan were active bookrunners.

Senior co-managers were BNP Paribas, HSBC and Royal Bank of Scotland. Other co-managers were Santander, ING, Mitsubishi UFJ, RBC, UBS, UniCredit and Williams Capital Group.

Johnson & Johnson,bond

~~~~~~~~

By Victor Jimenez

Copyright of Global Capital is the property of Euromoney Trading Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.

Watch Market Structure Review video and answer the following questions. Be sure

Watch Market Structure Review video and answer the following questions.

Be sure to number your answer to each question or sub-question and start a new paragraph for each answer. For example,

1. ….

2. ….

3.1 ….

3.2 …

4.1 ….

4.2 ….

5.1 ….

…..

Market Structure Review Questions

Which market structure(s) will have zero economic profits in the long run?

Which market structure(s) will be a price maker and have barriers to entry?

3. There are currently 8 firms in a particular market. There firm sales are given in the table below. (1) What is the four-firm concentration ratio for this industry? (2) Would you classify it as an oligopoly?

Firm

Sales

1

$1,000

2

$1,500

3

$2,000

4

$2,500

5

$3,000

6

$1,000

7

$500

8

$2,500

4. Although market structures vary widely in their characteristics, (1) what is one common aspect among all of them? (2) What is the potential calculation for your previous answer (Answers in 4.1)?

5. In the long run, (1) which market structures are likely to have their average cost curve just sit on top of their demand curve? (2) What does this imply for each market structure? (3) Are there any differences in the market structures you gave in your previous answer?

6. What market structure(s) are likely to cause a net loss to societal welfare?