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Undergraduate Studies ePortfolio

Scott Carlisle2010

Personal Statement

To Make a DifferenceA Serendipitous event could be a description of the

circumstances that led me to study Psychology or from another perspective Psychology was the missing part of the puzzle that linked some of my personal experiences and academic background together. When the profession was able to help me personally, I felt a certain kinship to the science and was attracted to the idea of assisting others with similar difficulties. With a strong scientific background garnered through my matriculation at Michigan Technological University the stage was set for an opportune moment to enter into the field.

There were several opportunities for me to use my scientific background working in the automotive field. Chrysler was preparing to offer an electrical van into the market and was experiencing difficulty cooling the closely packed lead acid batteries. Our team made significant progress toward a solution and demonstrated the idea had merit even though it failed to cool the battery pack to the target temperature

Personal Statement

. It convinced the Chrysler engineers this was the path to proceed with and the failure was a result of insufficient airflow, rather than the concept. It was unfortunate that a contract negotiator, decided to take his vacation, before securing the future contracts for the organization. Without the contracts, there was no place to turn except another industrial field of High Pressure Gases. In this field, I was able to demonstrate improvements in their gas blending techniques by recalculating the pressure target points using the non-ideal gas laws. With this addition, the organization was able to assay the gas with the same accuracy however selling the gas in a more identifiable form. I also used the same process to develop a simple computer program to calculate how much product was left of various gases so that on time delivery was assured. Changes in EPA laws regarding emission testing affected the organization and reorganization and downsizing of the organization was a result. The actual task that I was hired for could be filled by a less qualified individual because of the simplification I had made to the process. This was the last scientific based organization I had association with up to this time in my life.

Personal Statement

I was working in the health field as a Direct Care Worker when I received a phone call from an Argosy University admission representative inquiring about my renewed occasional interest in returning to college to finish my degree. I was rather hesitant at first but with a little coaxing, he was able to bring the curiosity out into the open. My first concern was what kind of careers are available in Psychology he quickly named several fields and a plethora of applications. I recall an interest in Organizational Psychology and Forensic Psychology. The admission representative indicated with my previous university background I could possibly graduate in 18 months. This revelation was exciting to me, fulfilling a personal goal of mine. One year and six months later, I am looking at one more academic requirement before I graduate on December 18, 2010.

Reviewing the journey, I have made several significant intrapersonal discoveries along the trek. Interpersonal communications engenders the individual to take a careful account of their communicating skills and an account of their personal traits. Entering the course, I had the perception of an open-minded individual this perception was soon quelled when the constructs of

Personal Statement

perception, objectivity, subjectivity, and conflict resolution were introduced in the light of our social paradigm. One very important construct, which I realized from taking Interpersonal Communications, was my perceptions were not necessarily the same as another individual.

Perceptions are influence by the environment we are raised, the individuals we associate with, the values we are taught, our experiences and cultural norms. I used this realized perspective in my subsequent classes in Psychology and found it effective in explaining the various approaches to Sociology, Psychology, and Management.

One of the courses, in my journey, toward graduation in general psychology, was Industrial Organization Psychology. My interest grew in this branch of psychology as the class progressed. The field has all the elements that intrinsically motivated my interest. Industrial Organization Psychology is a rather new field, which has only started to scratch the potential of human resource in the business field. This would equate to vast opportunity to conduct research and apply the knowledge garnered through research.

Personal Statement

This interest grew and continues today my intentions are to continue with my education and receive my Master’s degree in Industrial Organization Psychology however, one step at a time after graduation I plan to enter into the career field and apply the knowledge I have garnered from my matriculation at Argosy University. I have had several management courses where various topics were studied at depth change management, diversity in the workplace, organizational leadership, and organizational behavior, just to mention a few. Does this make me prepared to be an executive of an organization? Not necessarily, what it does is equips me with the knowledge of what a good leader is, how to motivate individuals, what steps must be taken to recognize and hone the skills of your associates, effectively communicate with your associates, and help mitigate some of the personal and professional problems of my associates. I believe working in the business field will be conducive on two fronts it will allow me the opportunity to use the information I have garnered and hone theses

Personal Statement

skills and it will be useful in further classes to being in a business environment for my professional career. I have been asked for instances of how I approached a problem in my professional career and have not been able to give an example in some cases and in others had to rely on experiences that are over ten years old. These examples served their purpose however, I personally would like something more current to rely on and grasp the full potential of what is being communicated and the point of the exercise.

The field of business is changing rapidly due to the emerging global market place an individual like my-self offers the business community the most recent positions and directions business is gravitating toward such as diversity appreciation, retaining, and attracting qualified associates by meeting the intrinsic motivations of the employees. This does not mean having an attitude that the complicated systems, which already established in an organization, are antiquated and must be revised. What it does mean that by carefully observing the processes and systems of an organization you achieve an appreciation for what the organization does well and you may have some suggestions to improve the processes and systems.

Personal Statement

I was asked a very important question not long ago, “What is your ultimate goal in life.” I had to think for a moment and then I replied, “To make a difference.” This aligns with the strategy of eventually becoming an Industrial Organization Psychologist where the contribution of my research and application may affect the individuals I associate with in a meaningful and significant way.

Resume

Scott O. Carlisle

307 South Roessler St. Monroe, MI 48161 Phone 734-819-5526

[email protected]

http://www.linkedin.com/in/scottocarlisle

Synopsis:

My recent education will well prepare me for a career originating in the human resource field. I will be graduating with a BS Industrial/Organizational Psychology and have to offer my employer knowledge of the proper recruiting, screening, testing, and evaluation techniques. The global market is competitive and in order to compete in this market corporation are using the diversity of cultures and various ethnic backgrounds to achieve new heights and new perspectives.

My recent education has afforded me an appreciation for the corporations who are at the forefront of this interest. The University environment provides the student, with a strong background of Organizational Development and Organizational leadership as well as Change Management theory. Organizations with different approaches to multicultural work places are researched; and benchmark standards are generalized, to be used in various industrial and service related organizations. I have various forms of work experience in the automotive, chemical, and engineering industries. I have higher associated degrees in Chemistry and Chemical Engineering, Mathematics, and Physics. I will have, as mentioned above, a BS industrial/Organizational Psychology and will graduate December 18, 2010.

mailto:[email protected]

http://www.linkedin.com/in/scottocarlisle

Resume

Education:

Argosy University December 18, 2010

Major: General Psychology

Minor Industrial/Organizational Psychology

G.P.A. :3.98

Michigan Technological University

Major: Associate Chemistry and Chemical Engineering

Minor: Associate Mathematics and Physics

Motech Automotive Institute

Major: Associate Automotive Technology

Career and Academic Accomplishments:

During my tenure at Argosy University, I was nominated as a National Society Collegiate Scholar and was a member of Argosy Universities President list.

I redesigned an end apparatus, to prevent Carpal Tunnel Syndrome, while cleaning automobile carpets and upholstery at Manheim Metro Auto Auction.

Resume

Developed a procedure, while in the employment of Scott Specialty Gases, to produce perfect 40% hydrogen and nitrogen gas mixture used by the automotive industry; I created a computer program that calculated the number of cylinders that can be filled by using the starting pressure of the gas and the type of cylinder used as parameters.

During my employment at Livernois Engineering, I managed the team who certified a Romanian SUV with the EPA enabling its entrance into the American automotive marketplace.

Calculated the velocity of the flue gases in super heat and reheat section of the boiler and these calculations were used in litigation proceedings against Foster Wheeler. These calculations were pivotal in the agreement by Foster Wheeler to redesign the superheat and reheat sections of the boiler.

Experience: Temporary General labor 2010-

PresentGeneral labor contractor filling in positions where temporary employees are needed to fill a

deficit of labor source or short contract position.Manpower South Telegraph Rd. Monroe, Mi 48162 08/2010 - Present

Resume

Direct Care Worker 2007-2010 Assist development-disabled individuals with the day-to-day living experience. Serve as an advocate, teacher, and administrator of the personal centered program. Record the daily progress and activities of the client and medications given. Assure personal, public, and household safety.

Macomb Residential Opportunities N. Elm St. Monroe Mi 48162 07/2007 – 05/2009

Automotive Marketing Specialist and Sales Consultant 2005 – 2007 Member of a phone specialist team contacting previous customers of a five-store database. Setting appointments for Telegraph Chrysler Jeep sales representatives and selling automobiles for those customers wishing not to have contact with their previous representative. New car sales auto-consultant responsible for all phases of the new car purchase and the follow up with the client making sure all their needs are met. Telegraph Chrysler Jeep 12000 Telegraph Rd Taylor, Mi

Automotive Detailer and Quality Control Supervisor 1999 – 2004

Member of a detailed line staff responsible for all aspects the refurbishing of automobiles being prepared for resale at the auction. My main responsibility was steam cleaning of the automotive carpets and upholstery. I served also as quality control supervisor responsible for the group efforts of technicians overseeing the detailing of automobiles being prepared for resale. I served as automotive technician operating the Fourier engine and transmission oil analyzer, issuing certifications to vehicles that pass the stringent standard of the analyzer.

Detroit Metro Auto Auction Industrial Dr. Flat Rock, Mi.

Resume

High Pressure Mini Cylinder Transfer Specialist 1995 – 1998 Transferred specific assayed gas into various mini cylinders to be used in various industries as baseline gases for their analyzers. I manufactured 99.9999% Helium and 60% Hydrogen and Nitrogen gas. I analyzed the oxygen content of certain high gas cylinder samples to verify the specifications necessary to pass the homogenous composition of Air.

Scott Specialty Gases Troy, Mi

Skills and Abilities: Well developed interpersonal and conflict resolution skills. Statistical training with Excel, Word 2007, Power point presentation and production

Honors and Activities:Nominated by Argosy University as a National Society of Collegiate Scholars in July 2010Member of Argosy University presidents list in 2010 overall GPA 3.97LinkedIn member of the following groups Argosy University Global and Michigan Technological

University Alumni, Michigan Technological University Alumni, National Chess Federation Member, Michigan Chess member

Notes and Other Information: I have acquired a general accumulation of knowledge, in the Hard Sciences such as Mathematics, Chemistry, and Physics.

Reflection

During my matriculation at Argosy University, I have learned to carefully consider my perspectives, and judgments, regarding phenomenon and constructs, I am exposed to. In general terms, this may be thought of as an individual with an open mind however, I would argue it is more than this simple explanation. I make this claim because I considered myself very open minded and was with out a doubt in my mind proven rather close minded. I believe an individual must consider why he is subject to bias in order to prepare a proper defense against the bias, merely believing you are not subject to bias, would be considered foolishness in light of the cognitive and behavioral processes of the mind. These processes occur in order to make sense of the world , which should not be considered something you wish to avoid but rather invite.

Although I am considered an excellent student I did not rate myself in the position of requiring more work to gain expertise in most of the focused objectives of the student assessment. I believe I have attained some of the requirements for this classification however, further work will hone my abilities in this area. I realize that this is my final class however, life is a matter of continued process of learning and I will have ample opportunity to hone my abilities

Table of Contents

• Cognitive Abilities: Critical Thinking and Information Literacy

• Research Skills• Communication Skills: Oral and Written• Ethics and Diversity Awareness• Foundations of Psychology• Applied Psychology• Interpersonal Effectiveness**Include work samples and projects with a Title Page and organized accordingly to demonstrate each of the Program Outcomes above

Critical Thinking

Behavioral studies involving either Z test or t- test What follows will be a hypothetical study of cognitive memory of college students in the

United States and a particular Institute of higher learning, Argosy University. The student performing the study will present his findings as a special project to his statistical professor. The only information the student has, before the study begins, is the average number of random words college students can remember after studying them for two minutes and having two minutes to write them down was 7.8 words. He also knows that the research was a result of 2300 college student nationwide. His curiosity is peaked and his impetus behind the study is he knows Argosy University students are a bright intellectuals and he believes they will do better. To be fair though he has his college professor overlook his work so as not to bring into the project his personal bias. He does extensive research and finds how the test was administered and finds out there is a sight from the original study that is still accessible and the original researchers are willing to let him use it if he shares the data. He announces the intended study and more than 500 students volunteer to take part in the study. He only wanted to have a representative sample of 100 students and decided to allow all the volunteers to take the test but a computer generated program would pick at random 100 scores to be used in the study. The professor informed the student once he had the mean from his study this will be enough to either reject the null hypothesis or state the inconclusiveness of the study (Aron, Aron, & Coups, 2009). The student was a little confused and asked the professor don’t I need the variance from the comparison distribution? No further information is necessary for you to complete the study; it is up to you to find the direction to proceed. The student remained confused until it dawned on him I can use the t-score to complete my study. The student found out the mean for the 100 Argosy students was 7.9 words and the sum of square of the difference of the means to be 8.37 in order to determine an unbiased variation of the sample he must divide by one less than the sample population which is also called the degrees of freedom (df) (Aron, Aron, & Coups, 2009; Argosy University, 2010). Once he has completed this he will have a variation of the sample that is similar to the variation of the population and will have a comparison distribution the t-distribution with the degrees of freedom equal to 99 (Aron, Aron, & Coups, 2009). The student then defines his two populations.

Critical Thinking

Behavioral studies involving either Z test or t- test Population 1: A group of Argosy University students who participated in the studyPopulation 2: College students in general who participated in the memory study Research hypothesis states that Argosy University students will score higher in the memory

study than the general population of college student who participated in this study. The null hypothesis states Argosy Students will not score higher that the general population of the college students who participated in this study. A critical value of p=.05 will be used for the study because the research did not represent a significant cost merely time well spent. With this the student is able to calculate the critical value using t-tables with df=99 and p=.05. The critical value is found to be t= 1.661. The student is ready to test the null hypothesis. He takes the difference between the mean of the sample and the mean of the population and divides by the standard deviation of the sample. Mathematically expressed:

t = X - µ / Sm = 7.9 – 7.8/ (8.37)1/2 = .1/2.893 = .034

The student concluded the study was inconclusive and was a little disappointed. The student should not have been disappointed it is well documented that working memory is approximately 7 elements of data so to go beyond this was a little unusual in the first place (Ashcraft & Radvansky, 2009).

References:Argosy University, (2010). PSY 210XJ: Psychological statistics: Mod 5. Retrieved April 3, 2010

from http://myeclassonlineAron, A. Aron E. N., Coups, E. J. (2009). Statistics for psychology. (5th ed.). Upper Saddle River,

NJ: Pearson Prentice HallAshcraft, M. H., & Radvansky, G. H. (2009). Cognition. (5th ed.). Upper Saddle River, NJ: Pearson

Prentice Hall

http://myeclassonline/

Research Skills

Interview Structure:

The purpose of the interview is to determine if Mr. Rapids would be a valuable asset to our organization. In order to determine this, our present interest is how he will interact with the team members. The plan within the interview is to present Mr. Rapids with several scenarios and to make an assessment based upon his responses. The structure of the interview will have the following categories: the opening, the body of the interview, and the closing (Argosy University 2009). The opening will include rapport building. I know Mr. Rapids is an expert Thermo-dynamist who has constructed a continuous visible flow monitoring device that we have at our facility. My plan is to compliment him with his in-genius invention. Then I will inquire if the effervescence of gases within the liquid is inhibited by eddy currents. This will conclude the rapport building phase of the interview. The second part of the opening is to present the general scope of the interview my intentions are to disclose the purpose of the interview is to determine if Mr. Rapids will be mutually beneficial to our organization. Once the purpose and general scope has been disclosed I will discuss his qualifications and some of the projects he has participated in. I am especially interested in the roles that he played in the projects and whether or not they were group projects.

The body of the interview is where the purpose of the interview is revealed not specifically to Mr. Rapids however, by examining the scenarios presented to Mr. Rapids I am clearly assessing whether he is a viable candidate for our team. I am going to use a diamond sequence to structure my questions from closed questions to progressively open questions and finish with closed questions (Cash and Stewart 2008 p. 93). Most of the closed questions will have probes to discover why Mr. Rapids answered the closed question the way he did and will be prepared to probe further the open ended questions that are answered with greater detail. To open the body of the interview I am going to ask the question: Have you ever had the situation where you were not given credit for the work that you did? If Mr. Rapids answers yes I will follow with probing question what did you do in this situation? If the answer is no I will ask Mr. Rapids suppose such a situation did occur what would you do in this situation? I will continue with the body of interview with the following questions:

Have you ever been in a meeting where the purpose of the meeting is no reflection of what is being orated at the moment and the meeting is going no-where?

If yes: What did you do steer the meeting back on course?

If no: What would you do to steer the meeting back on course?

Suppose that you were in a meeting where you were presenting your findings and your theory to explain you finding however, you receive severe resistance to your theory from your fellow colleagues, how would you react in this scenario?

Suppose that you have been working in a direction on a project but the project manager, who does not have the expertise in this field as you do, does not agree with your approach and instructs you to find another approach, What would you do in this scenario?

Have you ever been in a situation where you are involved in one project and your manager ask you to drop what you are doing and work on another project?

If yes: How would that make you feel?

If no: Suppose that this scenario would occur, how would you feel?

This concludes the body of the interview. In the closing part of the interview I would like to give Mr. Rapids the opportunity to find out more about the organization I represent or any questions he might have. I will do this by using the following statement:

I would like to open up the opportunity for you to ask questions at this time Mr. Rapids. I am confident I will be able to answer Mr. Rapid’s questions to his satisfaction. In closing I would like to offer the opportunity to tour of facility and will extend the offer to Mr. Rapids.

Research Skills

Summary:

The purpose of the interview is to determine if Mr. Rapids will be a valuable asset to our organization in order to determine this, an assessment of situations scenarios will be the determining factors. The questions in these scenarios will be designed to assess his interpersonal skills such as conflict resolution, acceptance of authority, flexibility, and general communication skills. Alder, Proctor and Rosenfeld (2010) stated that: “One survey asked almost 400 human resources managers from organizations across the U.S. to identify the skills most necessary for successful job performance (Curtis, Stephens and Winsor 1997 pp. 170-179). Interpersonal relations and human relations were at the top of the list” (pp. 401-402). The opening question of the body of the interview is designed to determine conflict resolution skills. Each question has a particular purpose the scenario where the meeting purpose has been lost is designed to determine his general communication skills and inventiveness in a chaotic environment. The scenario where he is presenting his findings and his theory is designed to assess his conflict resolution, flexibility, and negotiating skills. The scenario where his project manager does not agree with his approach to the project is designed to assess his acceptance of authority. Finally the scenario where he is asked to drop one project and start another is designed to assess his flexibility. The reason I have chose the diamond structure for the type of interview is that I realize the most difficult questions to answer in this interview will most likely be near the midpoint of the interview and I would like to build up to this point and have a decline one I have reached this point. The diamond structure lends itself to this interview structure. We have already determined the Mr. Rapids have the qualifications to be a valuable asset to our organization our interest are only the topic of his viability when it comes to working well with the team. The body of the interview is interested in assessing this viability. Other subtopics will include his invention that we have at our facility and the discussion of his qualifications which are impressive.

I discussed his continuous flow monitoring device with him in order to build rapport I have enough knowledge in thermodynamics to carry on a conversation in this regard and will show respect and regard for his chosen profession. It also will allow me smooth lead into the body of the interview by discussing effervescence gases which we are concerned about in our organization. As stated before the focus of the interview will be to determine if Mr. Rapids is a viable candidate for our organization our focus will be on the questions that assess his interpersonal skills. There are certain questions that I want to avoid when planning this interview. Double-barreled inquisitions will cause specific difficulties in this interview because each question must be asked step by step. The leading push will be also something that I want to avoid also because I want a true assessment of Mr. Rivers. Leading push questions tend to suggest how a person should respond (Cash and Stewart 2008 p. 66).

References:

Argosy University, (2009) PSY405XJ: Interviewing techniques: Mod 5: Planning, Retrieved on August 1, 2009 from, http://myeclassonline.

Adler, R., Rosenfeld, L., and ProctorII, R. (2010) Interplay: The process of interpersonal communication, (11th ed.), Oxford, NY: Oxford University Press.

Stewart, C. and Cash, W. (2008) Interviewing: Principles and practices, (12th ed.), Belmont, CA: McGraw-Hill

Winsor, J., Curtis, D., and Stephens R. (1997) National preferences in business and communication education: An update. Journal of the Association for Communication Administration, 3, 170-179


Communication Skills: Oral and Written

GENETICS AND HEREDITY

Within the cell of a human being lies the blue print of that individual ; the embodiment which distinguishes this individual from all other individuals in the world, with perhaps the exception, of this individuals monozygotic twin. The deoxyribonucleic acid (DNA) of an individual is segmented into units known as genes, which give instructions to produce proteins that guide the development of the individual from conception.


Cell Nucleus

Cell Segment of DNA

Chromosome


We know that genes are segments of DNA that contain instruction for an individuals development (Gerrig, Zimbardo, & Hock). Other elements of interest are focused upon during genetic research these elements are known as alleles and single nucleotide polymorphisms. Alleles are one of the possible many alternative genes occupying the same locus (position on a chromosome) on paired chromosomes that has the possibility of controlling the same inherited characteristic (Wikipedia, 2010). A single nucleotide polymorphism (SNP) is a single difference in the gene where the dual chromosome pair are attached the difference can be expressed either using A, T, C, or G differentiating the nucleotide using this definition and what we understand about alleles we can deduce a difference in a single sequence of nucleotides produces two alleles (Wikipedia, 2010).


Now lets examine how some genes, alleles and SNPs interact in order to possibly bring on the onset or the protection against BP disorders. The Ankyrin 3 (ANK3) encodes Ankyrin-G a large protein on the initial stem of the axon stem and Ranvier nodes. This is believed to increase the cell adhesion properties and preserve the ion channels (Schulze, et al., 2009). ANK3 was implicated; and met the possible criteria, for the possible origin and cause of BP disorder, by a genome-wide association study carried out in the United States and Germany. The single nucleotide polymorphism (SNP) rs9804190 was the focus of the study however; further research indicated rs10994336 also turned out to be a SNP indicating a strong signal and was independent to the previous marker (Schulze, et al., 2009).


The previous example focuses on the point of continued research to identify markers that are possible markers for the etiology of BP disorders. From the standpoint of the researchers each locus on the gene or variation represents a possible clue to the mechanisms and processes involved in the onset or protection against BP disorders


The LIM and PRP4FB were found to be altered in autopsies conducted on fifty patients having schizophrenia, BP, and major depression. It was found that the LIM was down regulated by identifying a reduction in the lymphoblastoid cell lines in patients suffer from BP disorder. Lymphoblastoid cell lines are the result of the Epstein- Barr virus infecting the B-lymphocytes in vitro, which are capable of indefinite growth (Wikipedia, 2010). In addition, the LIM was also down regulated in BP type II disorder and schizophrenia patients (Kato, et al., 2005). This led to the belief that the regulation of LIM may be genetically impaired in BP, schizophrenia and other mental illnesses.


LIM encodes an adopter protein connecting the protein kinase C (PKC) to the N type calcium channel. Altered calcium signaling has been considered an important pathophysiological mechanism of BP disorder. It is possible to hypothesize that genetic abnormalities cause the LIM to become down regulated and calcium-signaling abnormalities in BP disorder (Kato, et al, 2005).


An interesting gene that modulates the hippocampus and protects against the onset of BP is a GRIK4 variation (Whalley, 2010). The GRIK4 gene encodes the kainite glutamate receptor KA1, which is found in high concentrations in the hippocampus. Within the hippocampus the KA1 is concentrated at the CA3 synapses where it forms heteromeric kainite receptor complexes with GLuR6/GLuR7 subunits this modulates the plasticity of the CA3 synapses. Variants of the GRIK4 gene have been shown to modulate the hippocampus and provide protection against BP disorder.


The significance of the work by Whalley and researchers (2009) is that it was the first evidence was given that variations of the GRIK4 gene modulate the hippocampal function

(Whalley et al, 2009). Research where variation in the suspect gene either modulate, impede, change, enhance a system need to be considered in order to unlock the mechanism and processes of BP disorder. This research was published in 2009 so it is possible further research along this line and with similar methodology is underway.


The pericentrin (PCNT) gene creates nucleation sites by anchoring the gamma tubulin complex to the centrosome. The interaction between DISC1 and PCNT may have an assumed alleged effect on the centrosomal function and thereby certain pathophysiology of certain mental disorders (Numata et al., 2009). Recently studies have shown that significantly higher concentrations of PCNT were found in individuals with BP and major depressive disorder A (MDD) than in the control group. This led researchers to investigate PCNT gene as a possible candidate gene to recognize MDD.


The onset of BP is not considered only specific to one gene abnormality and may be expressed by a combination of several gene variations or their alleles research continues to identify candidate genes, their alleles, and the single nucleotide polymorphisms associated. Research on identifying the suspect genes uses genetic studies. They are known as genome wide association studies (GWAS). After doing research in the original scientific question it became evident that research has conclusively determined genetic inheritance as well as genetic variations are responsible for the onset of BP disorder disease what still remains is the identification of the different genes and alleles at what role they play in the onset or protection of the disease. It makes sense to refocus my research with this intent to answer what the literature says as to what roles genes play in the BP disorder rather than consider controversial views of researchers. In the literature that I have reviewed thus far a consensus of identification of the genes as possible candidates are at the forefront controversial views do not seem to appear very often and if they do, they appear in the form of an additional SNP marker associated with BP rather a dispute of the previous marker.


When considering the vastness of identification of all the genes and alleles associated with chromosomes of the human cell the task is monumental. In 1990, the United States Government funded a program known, as the Human Genome Project (HGP) the mission of the project was to identify the full sequence of genes found on the chromosome associated with the DNA. In 2003, the HGP completed the project and now have focused their intentions on identifying all 20,000 to 25000 human genes (Gerrig, Zimbardo, & Hock, 2009). With this in mind, I believe researchers have not had the time to consider where they have already been and are more interested in delving into unknown territory. This may give a tentative explanation as to why little debate is found regarding the significance of markers and their role in the onset or prevention of BP disorder.


One thing you notice when going through the literature is the dependence on previous research and the reduplication of the research in order to validate a current marker in question. The validation of a past marker gives more credibility to the idea of similar conditions so that meta-analysis can be conducted with the results (Shaughnessey, Zechmeister, & Zechmeister, 2009).


The genetic studies of identifying specific genes , and variations have been likened to an astronomers who have recently discovered a new star cluster and are anxious to categorize them. It is my conjecture that the lack of debate regarding the identified markers and their supposed processes and mechanisms is the precipitation of the interest of first identifying the full scope of genomes and the possible etiology of BP disorders.


To be critical of the research, many of the roles the suspect genes, alleles and SNP are conjectured to have mechanisms that contribute to the onset or protection against BP. The mechanisms and processes given progresses in a logical form and leads the reader to the same conclusion as the authors. With limited knowledge on the subject, it is difficult to infer possibly different mechanisms or processes however, most of the authors are not ready to confer categorically that a particular mechanism is at work and is ready to show the research behind his proposition.


Much of the literature shows the researchers using two popular methodologies to identify new SNP’s or using previous studies to identify a SNP that is associated with BP. The concept of the methodology is simple however; the actual procedure is

very technical and requires the use of extremely specialized software and state of the art equipment. A pool of known individuals is tested against individuals without any sign of the illness in the specific area of the gene of interest. Some confounding variable must be accounted for such as individuals in the pool without any sign or undiagnosed may actually be BP previous studies with similar or grater populations are used to lessen the significance of this possible confounding variable and give more credibility to the findings. By following similar procedures and using similar populations the results of the researcher’s investigation can be an element of a meta analysis (Shaughnessey, Zechmeister, & Zechmeister, 2009).


The methodologies of the research are sound by showing individuals with BP disorder have strong signals associated with genes, their alleles and their associated SNP’s and individuals who do not have any history of mental illness do not have this strong signal. Those sites become strong indicators that they may be associated with BP disorder. Accompany this with the known etiology of the disease and the credibility of site caries even greater association with the disease.


One advantage for the neuropsychiatrist, physiologist, and researchers is the mechanisms of the various suspect functions, such as the modulation of the hippocampal function, are the same in individuals without a history of mental illness, and differ from individuals with BP disorder. This allows the researcher, physiologist, and neuropsychiatrist a conduit to discover the possible underlying causes and better treatment of the disease.


Identifying the various genes and the possible roles they play in the onset or protection of BP assist the reader in categorizing various genes and realizing the complex roles the identifiers play within the various mechanisms and processes. Because of the complexity and the vast scope of the number of genes and identifiers as much as 26 genes in the Welcome Trust Case Control Consortium (WTCC), it is difficult to get an overview of how each variation in a gene functions (Ollila et al., 2009). Still I believe it is important to bring to light what information is known regarding the roles genes their alleles and their associated SNP’s play in the onset or protection against BP disorder.


Considerations we have covered:• The onset of BP is not considered to be specific to one gene

abnormality.• BP is considered to be the combination of several gene abnormalities

an may be expressed by several gene variations or their alleles.• Research continues to identify candidate genes, their allele’s and SNPs

associated.• Research depends strongly upon validation of previous work.• The validation of a past marker gives more credibility to the idea of

similar conditions so that meta-analysis can be conducted with the results.


• The lack of debate regarding the mechanisms and processes involved in the onset and protection against BP disorders is presupposed as an indication for the need to continue identifying the genes and their variations to improve the understanding of the etiology of BP disorders

• The methodologies used is well established the technology is very technical however it can simply be broken down into the logical comparison of the appearance of a genetic marker in an individual diagnosed with BP compared to an individual who does not have the disorder.

• It is difficult to get an overview of the complexity and the vast scope of the number of genes and identifiers however, I believe it is important to bring to light what information is known regarding the roles genes their alleles and their associated SNP’s play in the onset or protection against BP disorder.

REFERENCES

Gerrig, R. J., Zimbardo, P. G., & Hock, R. R. (2009). An overview of psychology: Its past and present, your future. Upper Saddle River, NJ: Pearson Custom

Publishing.Kato, T., Iwayama, Y., Kakiuchi, C., Iwamoto, K., Yamada, K., Minabe, Y., Nakamura, K., Mori, N., Fujii,

K., Nanko, S., & Yoshikawa, T. (2005) Gene expression and association analyses of LIM (PDLIM5) in bipolar disorder and schizophrenia Molecular Psychiatry (10) 1045-1055 Retrieved November 1, 2010 from Research Library doi 10.1038/sj.mp.4001719

Numata, S., Iga, J., Nakataki, M., Tayoshi, S., Tanahashi, T., Itakura, M., Ueno, S., & Ohmori, T. (2009). Positive association of the pericentrin (PCNT) gene with major depressive disorder in the Japanese population. Journal of Psychiatry & Neuroscience: JPN, 34(3), 195-8. Retrieved November 1, 2010, from Research Library. (Document ID: 1703812911).

Ollila, H., Soronen, P., Silander, K., Palo, O., Kieseppä, T., Kaunisto, M., Lönnqvist, J., Peltonen, L., Partonen, T., & Paunio, T. (2009). Findings from bipolar disorder genome-wide association studies replicate in a Finnish bipolar family-cohort. Molecular Psychiatry, 14(4), 351-3. Retrieved November 1, 2010, from ProQuest Health and Medical Complete. (Document ID: 1665306221).

http://proquest.umi.com.libproxy.edmc.edu/pqdweb?RQT=568&VInst=PROD&VName=PQD&VType=PQD&Fmt=6&did=1703812911&TS=1288634874&fromjs=1




REFERENCES

Schulze, T., D, S., Akula, N., Gupta, A., Kassem, L., Steele, J., Pearl, J., Strohmaier, J., Breuer, R., Schwarz, M., Propping, P., Nöthen, M., Cichon, S., Schumacher, J., Rietschel, M., & Mcmahon, F. (2009). Two variants in Ankyrin 3 (ANK3) are independent genetic risk

Shaughnessey, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2009). Research methods in psychology. (8th ed.). New York, NY: McGraw-Hill.

Wikipedia, (2010) Allele, Retrieved November 29, 2010 from http://en.wikipedia.org/wiki/Allele

Wikipedia, (2010) Single nucleotide polymorphism, Retrieved November 29, 2010 from http://en.wikipedia.org/wiki/Single-nucleotide_polymorphism

Zhao, T., Liu, Y., Wang, P., Li, S., Zhou, D., Zhang, D., Chen, Z., Wang, T., Xu, H., Feng, G., He, L., & Yu, L. (2009). Positive association between the PDLIM5

gene and bipolar disorder in the Chinese Han population. Journal of Psychiatry & Neuroscience: JPN, 34(3), 199-204. Retrieved November 1, 2010, from

Research Library. (Document ID: 1703812921).

http://en.wikipedia.org/wiki/Allele


Ethics and Diversity Awareness

Mod 1 Assignment 3 Culturally Diverse Individuals are Effective Workers

Course: MGT450XA: Cultural Diversity in the Workplace

Submitted by: Scott Carlisle

Argosy University

Facilitator: Dr. Chantell Hines


Cultural Similar Backgrounds

The first criterion to consider is the distinction between culturally similar and culturally similar background. Culturally similar background implies individuals who have shared a similar history together. Culturally similar implies similar beliefs, traditions, values, attitudes, symbols, heroes or heroines, myths, and networks. Naturally, some of the above characteristics will overlap. Choosing a generation will assimilate many of the beliefs, values, symbols, traditions, and how individuals connect with people will be similar (Carr-Ruffino, 2007). I chose generation X, as the target generation because these individuals were the first to embrace the personal computer and the internet; They like to learn on their own it allows them to assimilate the information from visual sources rather than traditional text and gives them a sense of accomplishment. Generation X sense of loyalty is different from previous generations but this is a result of witnessing the results of corporate downsizing. They are not willing to sacrifice a great deal of their personal life for corporate needs. In the past corporations could dictate the geographical location of the employees job. This was only because of a sense of security the corporation gave this individual. The knowledge that corporations cannot give this security because of the continuing changing face of the global market and the demands placed upon it becomes a consideration, to young talented individuals, who can contact the competition, and offer their superior skills to other organizations (Carr-Ruffino, 2007; Argosy University, 2010). Requesting individuals to uproot themselves and move to another geographical location should be done in such a way as to give the individual the reason for the move and the value they will contribute to the structural change. Once an individual realizes the importance they are playing and not the feeling they are mere pawns to be moved here at there a corporate whim a greater sense of cooperation may be effected. Generation X individuals were born in the United States between 1961 and 1981. Here I am also making the assumption these individuals were born in the United States, which may not be the case however their age places them in this generation and it is good possibility that some of the same cultural background was shared (Carr-Ruffino, 2007).


Cultural Similar Backgrounds

Below you will find the recommendations of individuals I am making, to transfer to the new Atlanta Human Resource division:

Name Birth Year/Age Gender Ethnic Heritage

Lori Cruz 1978 32 Female HispanicHispanic

Linda Rowe 1963 47 Female WhiteWhite

Kimberly Smith 1967 43 Female African AmericanAfrican American

Susan Taylor 1977 33 Female WhiteWhite

Eugena Warrenton 1975 35 Female White White

Another interesting point in terms of the choices made, the gender of each of the individuals chosen is female. Gender is considered a diversity in the worldview, females differs from males by how they learn, their roles in the family, and how they are portrayed in media. Many experts agree females live in a different culture group than males. The reason I have brought this to your attention is the choice above although dissimilar because of ethnic heritage are similar because of the cultural background of being a female (Carr-Ruffino, 2007).


References

Argosy University, (2010). MGT 450XA: Cultural diversity in the workplace: Mod 1: Introduction to workplace diversity. Retrieved July 5, 2010, from http://myeclassonline

Carr-Ruffino, N. (2007). Managing diversity: People skill for a multicultural workplace. (7th ed.). Boston, MA: Pearson/Custom Publishing.


Foundations of Psychology

M2A3 Operant conditioning and Social learning theory

Norman Crosby is a seven year old boy in second grade who has presented to me as having the difficulty of staying in his seat and bothering the students in his immediate surroundings this is disruptive and the teacher has exhausted her effort with him and would like me to come up with a solution to this problem. After meeting with the young man I found him to be filled with energy and very inquisitive. A conversation with the young lad led me to believe that the material he was studying in the second grade most likely is too easy for him. I based this on his vocabulary and the manner in which he spoke with me. He told me that he enjoyed the class but found that he was the first to get done with a class problem sometimes two to three minutes before the rest of his class mates. When this happens I have nothing to do and tend to want to help others around me with the problem. I told him how disruptive this was to the rest of the class but he also added that he becomes anxious to get along with the lesson and that he cannot help himself sometimes. Using the fact that he had a reserve of energy and that he was anxious to get along with the lesson, I devised the following solution bases on Operant conditioning:

• When Norman Crosby finishes his in class assignment he is to raise his hand.• The teacher will recognize that he has finished the assignment by giving Norman a

silent nod• Norman will lower his hand and for the first week wait 60seconds silently and not disturb

the class in anyway possibly reviewing his work after the 60 seconds has been completed Norman is to get out of his chair and proceed to the teachers desk where she will give him an extra credit question to be worked on while the other students are completing their work


• Norman will lower his hand and for the second week wait 120seconds silently and not

disturb the class in anyway possibly reviewing his work after the 120seconds has been completed Norman is to get out of his chair and proceed to the teachers desk where she will give him an extra credit question to be worked on while the other students are completing their work

• On the third week Norman is to raise his hand the teacher will recognize him but Norman is to remain in his seat until the teacher calls him to the desk

• The time the teacher is to wait before calling him to the desk is to vary from 60seconds to when the other students are starting to get done with their work

• This is to continue in this fashion until Norman stays in his seat silently until the other students have completed their work

• If at any time Norman disturbs the class the teacher is to look at him with disapproval or a verbal warning whichever is appropriate.

• After Norman has reached his goal of waiting until the other students have completed their work silently I will speak with him again. In the mean time I suggest some testing of Norman to see if his placement in the second grade is inappropriate and that he could be promoted into a higher grade.


In Operant conditioning a target of goal is determined this is the behavior that is

desired (Argosy 2009). The desired goal in Norman’s case is to remain silent and allow the rest of the class to complete their work in class. Positive reinforcements are rewards that will increase the likely hood of a particular behavior (Argosy 2009) Negative reinforcement is a consequence of not following a particular behavior and will increase the likely hood of the behavior by removing an aversive stimulus (Argosy 2009). Chomsky might not agree with the definition given here for reinforcement because Chomsky felt there should be a distinguishing difference when dealing with verbal reinforcement he felt that administering of reinforcement could be done by the subject in question in other words self reinforcement (Ashcroft and Radvansky). In the case of Norman the positive reinforcement was the extra credit question he could work on while the other students finished their assignment. The aversive stimulus would be the unpleasant look from the teacher or the verbal warning. The negative reinforcement would be the removal of this aversive stimulus in this case the unpleasant look or verbal warning. The plan makes use of a variable reinforcement schedule because it has been proven the most effective in maintaining the behavior without constant reinforcement (Argosy 2009).

The second method I employed in the case of Norman was Social learning theory. The plan was to introduce him to a class of Honor Students in Calculus: Before the class started I called Norman into my office and told him we are going to visit a very special High School Class the class is known as Honors Calculus. I instructed him to observe the students and the particular behavior of each student in the class and how it was taught. We then went and sat in on class that lasted forty-five minutes and from what I observed Norman was enamored by the experience. After the class I asked Norman to tell me what he had observed. He told me that “every student was working on the problem in class as a whole and while one student was speaking the others kept silent and let him tell his ideas. If a student disagreed with the person speaking he waited until he was recognized and then presented his ideas to the class”. I asked Norman if he thought the class was well ordered he agreed


I asked Norman If he could see the need to have a well ordered class and the

need to wait to present your ideas Norman agreed and said I believe I have learned a valuable lesson. Social learning uses imitation, observation of behavior, reinforcement and punishment to bring about a change in behavior (Argosy 2009) because it is my belief that Norman wants to be a good student by exposing him to an environment of model students it is my belief that he will aspire to reach this status.

Reference:Argosy University (2009) PSY360XB: Cognition and learning Mod 2: Classical conditioning

perspective retrieved on November 8, 2009 from http://myeclassonlineArgosy University (2009) PSY360XB: Cognition and learning Mod 2: Social learning theory

perspective retrieved on November 8, 2009 from http://myeclassonlineAshcroft M., and Radvansky G. (2010) Cognition, (5th ed.), Pearson


Applied Psychology

Running head: COGNITION AND LEARNING

Course Project: Connecting Cognition and Learning Theory through Application

Course Code: PSY360

Submitted by: Scott Carlisle

Date: December 7, 2009

Applied Psychology

Week 6: Final Project

As the students begin working on their projects on endangered species, Maria walks around the room and offers assistance to any student who requires it. During her rounds, she notices that Ming, a foreign student, is having difficulty reading information written in English. Ming’s working partner, Raquel, often reads the material to Ming while he listens quietly trying to first comprehend the language and then process the information it conveys.

Describe the process of language acquisition that Ming is struggling

with. In what aspects is he especially experiencing difficulty? Ming, who is a foreign student, is processing the information read to

him or her by using Ming’s native language to think and learn. This involves translating words in English to his or her native language. While Ming was maturing, to his or her present age around, 12 Ming went through very similar steps of language acquisition as an individual native to the English language naturally would. Ming would have learned vocabulary, semantics, pragmatics, and grammar in his or her own language and is desperately trying to apply this knowledge to another language English (Argosy University 2009).

Applied Psychology

Ming’s strength, understanding the language read to him or her,

allows Ming to think in his or her own language (Ashcraft and Radvansky 2010). In order to have this ability Ming has associated information from his or her native language stored in Ming’s long term memory linked to words in the English language. When Ming listens and translates Ming uses central executive, phonological loop, and the visuo-spatial sketch pad components of the working memory to think in his or her native language (Ashcraft and Radvansky). Eventually enough information will be stored into long term memory that Ming will begin to think in the English language. Using his or her working memory to retrieve English language from long term memory. Ming’s difficulty is the acquisition of information by reading. It is possible to make an inference by the Ming’s name that he or she is possibly Chinese or Mongolian. Both of these languages were not derived from Greek or Latin (Argosy University 2009) and will not have any language symbols in common this will only exacerbate the difficulty in learning a language because a whole new set of lexicons with their distinguishing differences must become part of your long term memory (Ashcraft & Radvansky 2009). Ming is having difficulty reading the English language so this would be the area to focus in order improve the overall comprehension of the English language. Ming will also have difficulty writing the English language if he has difficulty recognizing the letters and there corresponding phonemes.

Applied Psychology

What strategies could Maria provide Raquel with to work with Ming?

Keep in mind that Raquel also is a sixth-grade student. What strategies could Maria herself employ to help Raquel?

This is an opportunity for Maria to solidify what she has previously taught Raquel, using a different method, and instructing Raquel how she can help Ming. Maria can instruct Maria that because Ming is having difficulty reading that he needs to do more of the reading. Have Raquel follow along and help Ming when he or she has difficulty and tell her to be encouraging try not to laugh if Ming makes a mistake. Assist Ming with clues that she remembers, specifically how to distinguish between one letter and another. Instruct Raquel that Ming may not have that sound native in his or her language and may have difficulty pronouncing some letters if it comes close after a few tries have her say close enough and move on. Instruct Maria that Ming has to think in his or her own language so Ming might seem like she or he is slow but in reality Ming is translating the information in her brain and forming links between what is already stored in his or her own language to the new language.

Another aspect that Maria can impart to Raquel is the concept that the English language is composed of roots from the Greek and Latin language and that larger English words can be broken down into smaller words called roots of the word. (Argosy University 2009). Maria should make the point of describing how Ming is thinking for example: Marian might say “Raquel I want you to recall when we were learning about imagery and I asked you to come up with images from your long term memory that were related to the text I was reading.

Applied Psychology

This same long term memory that contains these images is the same part of the

brain that Ming is using to translate the English language”. Ming is making a link between what information he has in long term memory and words in the English language. This opportunity to show Raquel Ming’s schema for learning the English language will impart a new dimension to how Raquel can use her long term memory as a strategy to learn another language if she so desires.

References: Argosy University, (2009). PSYXB: Cognition and Learning: Mod 6: Language

Acquisition and Production, Retrieved Dec 7, 2009 from, http://myeclassonineAshcraft, M. & Radvansky, G. (2010). Cognition (5th ed.). Upper Saddle River, NJ:

Pearson

.

http://myeclassonine/

Interpersonal Effectiveness

ADVANTAGES AND DISADVANTAGES OF AN

ENGLISH ONLY WORK CULTURECourse: MGT450XA: Cultural Diversity in the

WorkplaceSubmitted by: Scott Carlisle

Argosy UniversityFacilitator: Dr. Chantell HinesSubmitted by: August 19, 2010


ADVANTAGESOrganizations are faced with realizing the

advantages of diverse languages when penetrating new markets and cultures who are used to or prefer to speak with individuals who are familiar with their native language. This is a huge benefit to have representatives who can translate the desires of the clients in a more poignant manner than English speaking representatives (Burns, 1998).


DISADVANTAGES Conflict may arise when individuals

speak in their own language confuse, irritate or anger individuals in their immediate vicinity who are not familiar with the language . The individual or individuals may take offense because they might assume the foreign language speakers are talking about them and hiding behind the unfamiliarity of the language. This may seem a little self centered but it does tend to be a natural perception that occurs (Burn, 1998).


ENGLISH SPEAKING CUSTOMERS English speaking customers have been known

to complain when their native language is not used in their presence again a perception that they fully do not know what communication is being said in the transaction and may feel they are being singled out or taken advantage of. Some organizations have gone to policies where English is the only language of the workplace. This clearly can cause feelings of discrimination an singling out. These organizations must clearly bear in mind this restriction must be shown to a result of direct business concern (Burns, 1998). Organizations in the global market place would not be wise to adopt this form of restrictions, because of the loss


FOREIGN LANGUAGE CUSTOMERS advantage in the global market place. Cultural courtesy is a much better path to take where it is understood not to speak in the presence of a English speaking customer unless you have their permission to do so to expedite the transaction. Be mindful of your fellow workers and discuss in your language when other individuals who are unfamiliar to the language will not construe the conversation as pertaining to them.


GLOBAL GROWTH It is estimated that by the year 2050, the world’s populations will have reached 9 billion individuals. Most of the populated regions of the world will not be the major contributors to this global growth and the countries that are will inject even greater language, ethnic and cultural diversity into the global society (Argosy University, 2010). To take advantage of this growth greater language diversity skills will be necessary in organizations. Individuals in the organization who speak several languages will become a greater asset to the company and interpreters and knowledge of international law will become a greater interest to organizations (Languageworks, 2010).


REFERENCES Languageworks, (2010) Retrieved August 19, 2010 from

http://www.languageswork.org.ukArgosy University, (2010). MGT 450XA: Cultural diversity

in the workplace : Mod 8: Future of diversity global perspective Retrieved August 19, 2010, from http://myeclassonline

Burns, W. P. (1998). English-Only in a Diverse Workplace: One Language, Different Realities. Retrieve August 19, 2010 from http://library.findlaw.com/1998/Dec/1/129118.html

http://www.languageswork.org.uk/

http://www.languageswork.org.uk/


My Future in Learning

It is indeed true that life is a series of events where the possibility of

learning can take place. The extent depends upon the observer and the participant. A great deal of learning can occur when effort is allocated to this end. Eventually I will return to the University learning laboratory however, for now balance is needed in other areas of my life. My family has felt the absence of a prime leader for a considerable time now and my entrance into a career field awaits. These are all opportunities to use what I have learned and continue to learn by interacting in the social environments of family and the global community. There is a strong possibility I will take the position of instructor in the future I only hope I will be as influential and effective as the instruction I have received at Argosy University.

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