Ontroversy Surrounding Intelligence and Race Case Assignment 1

Ontroversy Surrounding Intelligence and Race Case Assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
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Sources/References	4
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Description/Paper Instructions

Ontroversy Surrounding Intelligence and Race 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

Dream 3, Joel’s First Wife (July, 17, 1993)

We seem to be in an upper story of a hotel. Joel has helped two “men of the cloth” move in, It seems two of them were Catholic. Now he is helping a Protestant minister move in.

Now the minister comes out with his wife and family…. Their clothes seem back…to an earlier style of clothing….

Now there is a tall woman here. She is Joel’s first wife. She is well groomed but plain and is unsmiling. She is wearing a nice dress. She and Joel haven’t been together for a while, but somehow the couples that have been married will be in the same hotel room, so Joel and she will be sleeping together it seems.

There is at least another couple—may be others who have been married to another person, too, it seems, but the attention for me is Joel and his first wife.

Now Joel is here. He shows me what he is wearing. It is a bib overall. The bib is not quite as high as a regular overall. He points out the shirt he has on under it. It is a green plaid shirt. Joel wants to make certain I know the shirt is one I gave to him. He has a kind of “peppy” smile on his face, like he does when he wants everyone to be happy. It is a sort of gesture to let me. know he is paying “homage” to me.

I have a sort of pained or hurt feeling that he will be with her, but it isn’t a feeling that it is unfair or that he is doing something he should not do. I don’t have a feeling of “ownership” of him—not an agony feeling, but a surprising hurt.

Step I: Connect the dream contents to current events and circumstances (most often same day) to identify the context or category of the dream. Yesterday I wrote in my dream journal I feel good I do not feel bothered about Joel taking a trip with his mom.

Step 2: Connect pre-dream thoughts (most often same day) to dream contents by treating the dream as a responsive answer to pre-dream thoughts. My dream disputes my waking thoughts and shows I still feel bothered by Joel’s relationship with his mom.

Step 3: Develop personally experienced-based definitions, or associations about each dream symbol: each dream character, place, object or circumstance.

Step 4: Explore dream for evidence of current emotions. Also, explore dream for changes in emotions over time about a relationship or issue being studied. Pained or hurt. The dream aptly reflects how the hurt felt to me. Although I consciously thought my emotions had changed, the dream shows I still feel hurt, yet don’t feel it is unfair.

Step 5: Explore dream for possible suggestions of how to change thoughts, attitudes or behaviors leading to understanding of and reduction of relationship issue. Explore Joel and his mom’s belief system. When I finally understood the dream r did explore Joel’s belief system. Joel’s allegiance to his mom stems from his belief system that was highly influenced by his mom. It astounds me I did not understand the dramatic impacts of his mom’s service-oriented belief system on Joel long ago. Of course, Joel’s mother takes on a “significant other” role that goes even beyond her nurturing parental role.

Step 6: Examine dream for interconnectedness of conceptions about the main dream character with other relationships depicted or implicated in the dream. Joel’s mom is reflected in the dream. This dream helped me realize that my feelings about Joel were clouded by yet unresolved feelings that Joel’s first devotion is to his mother and it inspired me to explore a series of my dreams primarily about Joel’s mom.

Rose worked through a series of dreams about her mother-in-law. Resolution of stress about her mother-in-law eased Rose’ relationship with Joel. One of Rose’ last dreams she presented about her mother-in-law shows Rose pulling weeds out of her mother-in-Iaw’s flowerbed. Every time Rose pulls a weed something else pops up-a flower.

In the last dream Rose presented about her husband, Rose was “happily looking forward to marrying her husband,” although in waking life they had been married for some time. Now in waking life Rose began calling Joel, her “best friend.” Then her childhood best friend, Sharlie, who left Rose for other friends, came in a dream and was alive at her own funeral, showing Rose had revived her old hurt from best friend issues.

Systems effects of family and other major relationships are reflected in each series of dreams. As shown above ( Table II  and the two dream interpretations), Rose’ series of dreams about her husband interconnected to her mother-in-law, sexual issues, her son, and her childhood best friend. Her series of dreams about her son interconnected to Rose’ husband (son’s dad), Rose’ mother, and Rose’s childhood best friend, Sharlie.

Systems effects were reflected, for example, when Sharlie came in a dream about Rose’ terror at her son’s moving out of her reach in the individuation process. There Sharlie plays on first team basketball in Rose’ place, revealing Rose was unconsciously repeating the feeling of being replaced in her current friendship with her son. Dream help comes when Rose picks up a handful of rich black dirt that just falls apart as she holds her hand open, which she understood to assure her the falling apart of her son from her close mothering was productive. From her farm background she knows that black dirt is a most productive soil, unlike clay soil that sticks together. In a later dream about her son, Rose is watching a television play about a woman and a young man officer who had been comrades for an involved mission for what seemed to be their whole lives to this point. Now at this point they are going on to separate missions. They aren’t leaving each other; it means their relationship as it has been is ended, though. Then in the dream Rose recognizes herself as the woman. When she woke she realized the young man officer symbolized her son.

Rose’ dreams about her mother and father interconnected to Rose’ reactions to sex and marriage, and consequently to her relationship with her husband. Rose’ work with a series of dreams about her mother helped Rose finally accept her womanliness. Her dad’s dream message, “It is done within,” helped Rose look to her own inner self for attention. Rose’ sexual issue dreams suggest two significant early influences on Rose’ psyche, “thoughts about sex I understood from religious teachings that sex is a sinful act,” and “hints of childhood molest.” The series finally shows resolution of these issues.

In her series of dreams about a spiritual mentor, the mentor comes to Rose’ childhood home and his lion is injured. In a later dream the mentor safely returns to the family farm to work in the high hills, for the father, depicting Rose’ spiritual growth.

Ontroversy Surrounding Intelligence and Race 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.
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