History Of Intelligence Research Case Assignment

History Of Intelligence Research Case Assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

History Of Intelligence Research Case Assignment

After carefully reading the article, you chose in this unit’s second study, prepare a paper about the controversy that began when Arthur Jensen published an article about racial differences in intelligence. Present both sides of the argument, then evaluate which side has the stronger position. Find at least one other scholarly article from the Capella University Library to support your argument. Make sure to reference all articles and other resources you use in APA (6th edition) format.

• Arthur Robert Jensen, Professor Emeritus of educational psychology at the University of California, Berkeley, is known for his work on how and why individuals differ, behaviorally, from one another. In the nature-versus-nurture debate, Jensen is a major proponent of the hereditarian position, which concludes genetics play a significant role in behavioral traits and intelligence.

Jensen’s most controversial work was published in 1969 in the Harvard Educational Review. It was titled How Much Can We Boost IQ and Scholastic Achievement? Among other things, Jensen (Indiana University, 2007) concluded that “racial differences in average IQ scores are not due to any ‘culture unfairness’ intrinsic to the tests.” The work ignited a firestorm of controversy and became one of the most contentious papers in the history of intelligence research.

Locate at least two articles through the Capella Library databases and other electronic resources about the controversy surrounding intelligence and race. Choose one article that supports the racial difference position and one that opposes it. Each article you reference should have the proper citations. Resources and citations should be formatted according to APA (6th edition) style and formatting. You will use this research to complete the Unit 4 assignment.

Reference

Indiana University. (2007). Human Intelligence: Arthur Jensen. Retrieved from http://www.intelltheory.com/jensen.shtml

 

Region	High Contact	Low Context	Non- Verbal (body language) Ex: beckoning people to come with the palm up	Social Identity
Middle East	X		Gesture given to animals
Asia	X		Sign of Rudeness
South America	X		Common
Africa	X		Considered a curse
Latin America			Sign of Rudeness
America		X	Common
Western Europe		X	Common

Social Identity

United Amorites

Social identity is difficult to define yet it is one of the most recognizable aspects of the Middle East. “When considering geographic location, ethno-linguistic backgrounds, religious affiliation, cultural norms, and regional history, is there a common identity (Sharp, 2014).” As in any culture, there are many obvious differences. Myriads of factors come into play as well as combination of factors that connect the different diverse groups inside the country. One can make the statement that Islam is this cultures glue. Yet inside this country, many non-Muslims exist as well and consider themselves Middle Eastern. The Arabic language is the common thread between some groups, but not all of the groups speak Arabic. Considering the factors such as language, religion, and history define social identity in the Middle East (Sharp, 2014).

Israel

Israel shifted and made Hebrew as a national language because it is at the root of the creation of Israel. Each Ultra-orthodox community retains their own codes, and the use of Arabic as a clear marker of the Israeli-Arab society. “At the same time, Israel’s position in international affairs has encouraged a wide penetration of the society, along class lines, by languages of world-wide communication (Rafael, 1994).” English and French, have different values in their local context, and play active and different roles in the formation of social boundaries. This reveals the complexity of the structure of class, ethnic, religious, and national identities and cleavages in Israeli society (Rafael, 1994).

Mexico

“The Mexican culture is subjected to a process of purification that refines and redefines the dominant traits of Mexican national culture and combines them with other popular forms, regional expressions, and emerging identities (Corporan, 2009).” There is a mass collection of various identities at paly to name a few: Cholos, Mixtecos, and Zapotecos. These groups find themselves in the cross hairs penetrated and influenced by their close proximity of the United States Border. They use this as an indispensable reference in the cultural analysis of our country’s northern border and implement the culture infusing it with their own. The presence of the United States takes various forms, and its cultural products are redefined by the life experience of the social groups who use them (Corporan, 2009).

China

“Chinese social identity requires integration of three basic strands of knowledge: interdependent and independent selves from cross-cultural psychology; social identity and self-categorization from inter-group psychology; and historical analysis, weaving these strands of influence into the context of Chinese culture and its evolving indigenous psychology. With the onslaught of Western imperialism over the last two centuries, traditional Chinese civilization collapsed and traditional Chinese virtues came to be understood as flaws by leading Chinese intellectuals and their political rulers (James H. Liu, 2010).”

Steps as the apply

Seven things you need to know:

• Know the market
• Relationships first
• Find Local talent
• Commitment
• Respect
• Be Agile
• Prepare

Negotiating WinWin strategy

Preparing for the negation

• Know your goals. Negotiation can be of vivid shades like, you want to approve your conditions, you want to take agreement of someone or you have to win a better price tag. All these must be clearly stated in your mind and be in accordance with the company. Also draw out flexibility in your goals (Tripathi, 2006).
• Know your authority limits. You are negotiating on behalf of our company and us, know what exactly what are your capabilities and what are your limitations. See, when you are negotiating for our company always remember that you are not the company, but you are only the representative of the company, so, don’t take anything personal (Tripathi, 2006).
• Fix a meeting. This is obvious point, but it is worth mentioning. Make sure that your meeting time, place and person to meet should be well decided. The time and place chosen must be comfortable to both the parties. Also make sure that you are communicating directly to concerned authorities not to mediators (Tripathi, 2006).

Negotiating Process

• Always make sure that you got the most from the negotiation. Even if you have some compromise, the overall outcomes are in your favor. This should be the first policy of your whole negotiation (Tripathi, 2006).
• Let them speak first. This is helpful in some cases when the other party is making more favorable deal than what you have thought of. If you speak first they will change their tone. This is also applicable in your side (Tripathi, 2006).

The aftermath of negotiation

• Nothing should be considered as a full and final in any agreement. Verify that the outcomes are exactly according to the agreement of negotiation, if they are not, we can go for a further step in the negotiations (Tripathi, 2006).
• Analyze the negotiation. We can learn from old experiences, this also works in negotiation. Try to analyze whole process, “what worked what not”, “what went wrong” these should be analyzed, so that we can improve our skills for future negotiations (Tripathi, 2006).

Steps to Remember

1. Collect as much background information as possible beforehand on the people and companies you’ll be facing in the negotiation process.
2. Evaluate your competitive exposure. What are the odds that another supplier or meeting planner will come up with a better offer than the one you are making? This information can help establish your maximums and minimums.
3. Prepare and role-play with colleagues prior to your initial negotiation meeting. It provides you with confidence in facing questions and situations you are now prepared to handle.
4. Make sure that your clothing, grooming, materials, handouts, preparation and depth of knowledge project credibility, authority and strength. This is where you start creating the “confidence” factor because people do “judge books by their cover.” People will not negotiate seriously with you if they don’t believe you have the power and credibility to make decisions.
5. Tailor your pace and presentation to the individual differences of the other people. Be flexible in your “approach” with the differences in people. It will reduce relationship tension and subsequently increase interpersonal trust, credibility, cooperation and productivity.

Conclusion

Overcoming cultural barriers is a challenge for any company. In the coming, months, years, and decades we will all continue to work together to achieve both common and uncommon goals. It is imperative that we are willing and able to communicate and understand our cultural differences in order to build an enhanced future.

Works Cited Adelman, L. a. (1993). Beyond Language. Prentice Hall. Alessandra, D. T. (2010). WIN-WIN NEGOTIATING STRATEGIES. Chicago: Cengage Learning. Blankly, K. (2012). Cross Cultural Negociations for U.S. Negociators. NewYork: McGraw-Hill. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevdon: Muticultural Language Matters. Cantatore, S. Q. (2007, November 02). Culturosity. Retrieved from Cluturosity.com: http://www.culturosity.com/articles/whatisculturalawareness.htm Carnes, D. (2010, May 15). Livestrong. Retrieved from Livestrong.com: http://www.livestrong.com/article/123900-nonverbal-communication-cultures/ College of Marin. (2011, March 06). College of Marin. Retrieved from Marin.edu: http://www.marin.edu/buscom/index_files/Page605.htm Corporan, J. M. (2009). Cultural Identities on the Border of Mexico and the United State. Mexico City: Borders & Identity. EHOW STAFF. (2011, 03 14). EHOW. Retrieved January 10, 2014, from Cross Culture Communication: http://www.ewww.ehow.com/list_6303080_six-barriers-intercultural-communication.html#ixzz2wFg0f93z Ibad, F. (2010, October). Business Review. Retrieved from IOBM.edu: http://www.iobm.edu.pk/PBR/1010/PBR_1010_484_Promoting%20Intercultural.pdf James H. Liu, M.-C. L.-D. (2010). Chinese social identity and inter-group relations: the influence of benevolent authority. Oxford. Kwinessential. (2013). Kwinessentials. Retrieved from Kwinessential.co.uk: http://www.kwintessential.co.uk/cultural-services/articles/intercultural-awareness.html Martin, & Chaney. (Intercultural Business Communication, Sixth Edition). Intercultural Business Communications. New Jersey: Pearson Custom. Martinez, A. (2011, February 16). Allbusiness.com. Retrieved March 13, 2014, from All business: http://www.allbusiness.com Poieinkaiprattein. (2004). Poieinkaiprattein. Retrieved from Poieinkaiprattein.org: http://poieinkaiprattein.org/culture/cities-cultural-planning/Study-of-cultural-planning/2-analysis-of-the-particular-conditions-social-economic-cultural-political-in-which-such-plans-have-been-developed/ Rafael, E. B. (1994). Language, identity, and social division. Clarendon Press. Sagepub. (2007). Sagepub. Retrieved from Sagepub.com: http://www.sagepub.com/upm-data/39272_2.pdf Sharp, A. G. (2014, March 22). Net Places. Retrieved from Netplaces.com: http://www.netplaces.com/middle-east-guide/what-you-do-mean-by-middle-east/social-identity.htm Staff Writer. (2014, March 22). Mind Tools. Retrieved from Mindtools.com: http://www.mindtools.com/pages/article/newLDR_66.htm The Sisters of St. Francis of Philadelphia. (2014). The Sisters of St. Francis of Philadelphia. Retrieved from osfphila.org: http://www.osfphila.org/justice_peace/diversity_concepts Tripathi, M. (2006, February 19). Ezinearticles. Retrieved from Ezinearticles.com: http://ezinearticles.com/?Negotiation:-The-Win-Win-Strategy&id=149314 USA Gov. (2012, November 2). Peacecorps. Retrieved from Peacecorp.gov: http://www.peacecorps.gov/wws/

References Adelman, L. a. (1993). Beyond Language. Prentice Hall. Alessandra, D. T. (2010). WIN-WIN NEGOTIATING STRATEGIES. Chicago: Cengage Learning. Blankly, K. (2012). Cross Cultural Negociations for U.S. Negociators. NewYork: McGraw-Hill. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevdon: Muticultural Language Matters. Cantatore, S. Q. (2007, November 02). Culturosity. Retrieved from Cluturosity.com: http://www.culturosity.com/articles/whatisculturalawareness.htm Carnes, D. (2010, May 15). Livestrong. Retrieved from Livestrong.com: http://www.livestrong.com/article/123900-nonverbal-communication-cultures/ College of Marin. (2011, March 06). College of Marin. Retrieved from Marin.edu: http://www.marin.edu/buscom/index_files/Page605.htm Corporan, J. M. (2009). Cultural Identities on the Border of Mexico and the United State. Mexico City: Borders & Identity. EHOW STAFF. (2011, 03 14). EHOW. Retrieved January 10, 2014, from Cross Culture Communication: http://www.ewww.ehow.com/list_6303080_six-barriers-intercultural-communication.html#ixzz2wFg0f93z Ibad, F. (2010, October). Business Review. Retrieved from IOBM.edu: http://www.iobm.edu.pk/PBR/1010/PBR_1010_484_Promoting%20Intercultural.pdf James H. Liu, M.-C. L.-D. (2010). Chinese social identity and inter-group relations: the influence of benevolent authority. Oxford. Kwinessential. (2013). Kwinessentials. Retrieved from Kwinessential.co.uk: http://www.kwintessential.co.uk/cultural-services/articles/intercultural-awareness.html Martin, & Chaney. (Intercultural Business Communication, Sixth Edition). Intercultural Business Communications. New Jersey: Pearson Custom. Martinez, A. (2011, February 16). Allbusiness.com. Retrieved March 13, 2014, from All business: http://www.allbusiness.com Poieinkaiprattein. (2004). Poieinkaiprattein. Retrieved from Poieinkaiprattein.org: http://poieinkaiprattein.org/culture/cities-cultural-planning/Study-of-cultural-planning/2-analysis-of-the-particular-conditions-social-economic-cultural-political-in-which-such-plans-have-been-developed/ Rafael, E. B. (1994). Language, identity, and social division. Clarendon Press. Sagepub. (2007). Sagepub. Retrieved from Sagepub.com: http://www.sagepub.com/upm-data/39272_2.pdf Sharp, A. G. (2014, March 22). Net Places. Retrieved from Netplaces.com: http://www.netplaces.com/middle-east-guide/what-you-do-mean-by-middle-east/social-identity.htm Staff Writer. (2014, March 22). Mind Tools. Retrieved from Mindtools.com: http://www.mindtools.com/pages/article/newLDR_66.htm The Sisters of St. Francis of Philadelphia. (2014). The Sisters of St. Francis of Philadelphia. Retrieved from osfphila.org: http://www.osfphila.org/justice_peace/diversity_concepts Tripathi, M. (2006, February 19). Ezinearticles. Retrieved from Ezinearticles.com: http://ezinearticles.com/?Negotiation:-The-Win-Win-Strategy&id=149314 USA Gov. (2012, November 2). Peacecorps. Retrieved from Peacecorp.gov: http://www.peacecorps.gov/wws/

History Of Intelligence Research Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER CLICK ON THE LINK HERE:  https://essaysolver.com/orders/ordernow You Can Also Place the Order In www.perfectacademic.com/orders/ordernow / www.essaysolver.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

Why Work With Us!!

• Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.

• We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.

• High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.