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| columbia university psychology undergraduate: Drug Use for Grown-Ups Dr. Carl L. Hart, 2021-01-12 “Hart’s argument that we need to drastically revise our current view of illegal drugs is both powerful and timely . . . when it comes to the legacy of this country’s war on drugs, we should all share his outrage.” —The New York Times Book Review From one of the world's foremost experts on the subject, a powerful argument that the greatest damage from drugs flows from their being illegal, and a hopeful reckoning with the possibility of their use as part of a responsible and happy life Dr. Carl L. Hart, Ziff Professor at Columbia University and former chair of the Department of Psychology, is one of the world's preeminent experts on the effects of so-called recreational drugs on the human mind and body. Dr. Hart is open about the fact that he uses drugs himself, in a happy balance with the rest of his full and productive life as a researcher and professor, husband, father, and friend. In Drug Use for Grown-Ups, he draws on decades of research and his own personal experience to argue definitively that the criminalization and demonization of drug use--not drugs themselves--have been a tremendous scourge on America, not least in reinforcing this country's enduring structural racism. Dr. Hart did not always have this view. He came of age in one of Miami's most troubled neighborhoods at a time when many ills were being laid at the door of crack cocaine. His initial work as a researcher was aimed at proving that drug use caused bad outcomes. But one problem kept cropping up: the evidence from his research did not support his hypothesis. From inside the massively well-funded research arm of the American war on drugs, he saw how the facts did not support the ideology. The truth was dismissed and distorted in order to keep fear and outrage stoked, the funds rolling in, and Black and brown bodies behind bars. Drug Use for Grown-Ups will be controversial, to be sure: the propaganda war, Dr. Hart argues, has been tremendously effective. Imagine if the only subject of any discussion about driving automobiles was fatal car crashes. Drug Use for Grown-Ups offers a radically different vision: when used responsibly, drugs can enrich and enhance our lives. We have a long way to go, but the vital conversation this book will generate is an extraordinarily important step. |
| columbia university psychology undergraduate: The Oxford Handbook of Undergraduate Psychology Education Dana Dunn, 2015 The Oxford Handbook of Undergraduate Psychology Education is dedicated to providing comprehensive coverage of teaching, pedagogy, and professional issues in psychology. The Handbook is designed to help psychology educators at each stage of their careers, from teaching their first courses and developing their careers to serving as department or program administrators. The goal of the Handbook is to provide teachers, educators, researchers, scholars, and administrators in psychology with current, practical advice on course creation, best practices in psychology pedagogy, course content recommendations, teaching methods and classroom management strategies, advice on student advising, and administrative and professional issues, such as managing one's career, chairing the department, organizing the curriculum, and conducting assessment, among other topics. The primary audience for this Handbook is college and university-level psychology teachers (at both two and four-year institutions) at the assistant, associate, and full professor levels, as well as department chairs and other psychology program administrators, who want to improve teaching and learning within their departments. Faculty members in other social science disciplines (e.g., sociology, education, political science) will find material in the Handbook to be applicable or adaptable to their own programs and courses. |
| columbia university psychology undergraduate: Best Practices for Teaching Beginnings and Endings in the Psychology Major Dana Dunn, 2010-01-12 Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences. |
| columbia university psychology undergraduate: Your Undergraduate Degree in Psychology Paul I. Hettich, R. Eric Landrum, 2014 Combining empirical data with practical experience, Landrum and Hettich provide essential advice and tools to help psychology students survive and thrive in the workplace. |
| columbia university psychology undergraduate: Intuition in Judgment and Decision Making Henning Plessner, Cornelia Betsch, Tilmann Betsch, 2011-05-20 The central goal of this volume is to bring the learning perspective into the discussion of intuition in judgment and decision making. The book gathers recent work on intuitive decision making that goes beyond the current dominant heuristic processing perspective. However, that does not mean that the book will strictly oppose this perspective. The unique perspective of this book will help to tie together these different conceptualizations of intuition and develop an integrative approach to the psychological understanding of intuition in judgment and decision making. Accordingly, some of the chapters reflect prior research from the heuristic processing perspective in the new light of the learning perspective. This book provides a representative overview of what we currently know about intuition in judgment and decision making. The authors provide latest theoretical developments, integrative frameworks and state-of-the-art reviews of research in the laboratory and in the field. Moreover, some chapters deal with applied topics. Intuition in Judgment and Decision Making aims not only at the interest of students and researchers of psychology, but also at scholars from neighboring social and behavioral sciences such as economy, sociology, political sciences, and neurosciences. |
| columbia university psychology undergraduate: Sibling Relationships in Childhood and Adolescence Avidan Milevsky, 2011 The most long-lasting and enduring relationship an individual can develop is with a sibling. Considering the closeness in age and early association of siblings, they can bond for a lifetime. Psychologists are beginning to appreciate the sibling link and its dynamic role in a child's social development. Beyond the mother-child dyad, sibling associations are now attributed with determining cognitive faculties, emotional balance, self-sufficiency, and peer interactions. Clarifying the complex processes of these relationships and the benefit of parental involvement, Avidan Milevsky provides a foundational text for a growing area of study. Deploying personal narrative, theoretical examinations, and empirical data, he unravels the intricacies of the sibling exchange and their function in overall family structures. He identifies the factors that make such bonds successful (or harmful) and the influence of parents in shaping these outcomes. He also evaluates the compensatory possibilities of the sibling bond when faced with the absence of a parent or friend. Variables such as age, birth order, gender, and family size are tremendous considerations, and parents hoping to enhance the sibling bond gain immensely from understanding these predictors. Milevsky shows practitioners how to educate parents and help them apply their knowledge in practice. He particularly supplies crucial perspective on deidentification, or conscious differentiation, in which parents encourage different life paths to minimize sibling comparison and competition. A major tool for clinicians, social service providers, and educators, this book clarifies the next frontier in child development research. |
| columbia university psychology undergraduate: Interpersonal Cognition Mark W. Baldwin, 2006-04-20 Presenting state-of-the-art research from leading investigators, this volume examines the processes by which people understand their interpersonal experiences. Provided are fresh perspectives on how individuals glean social knowledge from past relationships and apply it in the here and now. Also explored are the effects of biases and expectancies about significant others on relationship satisfaction and personal well-being. Broad in scope, the book integrates findings from experimental social psychology with insights from developmental, personality, and clinical psychology. Throughout, chapters strike an appropriate balance between theory and method, offering an understanding of the core issues involved as well as the tools needed to study them. |
| columbia university psychology undergraduate: Disrespectful Democracy Emily Sydnor, 2019-10-08 The majority of Americans think that politics has an “incivility problem” and that this problem is only getting worse. Research demonstrates that negativity and rudeness in politics have been increasing for decades. But how does this tide of impolite-to-outrageous language affect our reactions to media coverage and our political behavior? Disrespectful Democracy offers a new account of the relationship between incivility and political behavior based on a key individual predisposition—conflict orientation. Individuals experience conflict in different ways; some enjoy arguments while others are uncomfortable and avoid confrontation. Drawing on a range of original surveys and experiments, Emily Sydnor contends that the rise of incivility in political media has transformed political involvement. Citizens now need to be able to tolerate or even welcome incivility in the public sphere in order to participate in the democratic process. Yet individuals who are turned off by incivility are not brought back in by civil presentation of issues. Sydnor considers the challenges in evaluating incivility’s normative benefits and harms to the political system: despite some detrimental aspects, certain levels of incivility in certain venues can promote political engagement, and confrontational behavior can be a vital tool in the citizen’s democratic arsenal. A rigorous and empirically informed analysis of political rhetoric and behavior, Disrespectful Democracy also proposes strategies to engage citizens across the range of conflict orientations. |
| columbia university psychology undergraduate: Macropsychology Malcolm MacLachlan, Joanne McVeigh, 2021-03-29 This volume argues for the development of a macro perspective within psychology that more effectively incorporates social structures, systems, policies, and institutions. The book emphasizes how social structures and systems can ultimately promote, or erode, psychological wellbeing. Macropsychology is concerned with “understanding up,” or how we can influence the settings and conditions of the society in which we live. Psychology has traditionally been more interested in “understanding down,” that is, with the behaviour of individuals and groups; in inter-psychic and intra-psychic and in neurological and biological processes. This volume argues that psychology can more effectively contribute at the macro or societa level, by addressing grand challenges and global goals, using big data, and intervening at the population level.Bringing together social, organizational, cultural, and health psychology research, the book demonstrates a broad range of areas benefitting from a macropsychology perspective, particularly areas integral to the realization of the Sustainable Development Goals (SDGs). Contributors address the value of macropsychological perspectives in addressing sub-topics such as: Mental health Personality traits and social structure Disability rights Food systems Humanitarian work psychology Macropsychology: A Population Science for Sustainable Development Goals aims to recognise and give impetus to a neglected perspective within psychology, and to inspire a paradigm-widening within the field of psychology, facilitating greater involvement with social justice and human rights. |
| columbia university psychology undergraduate: Personality Lawrence A. Pervin, 2019-02 |
| columbia university psychology undergraduate: Educational Psychology Barry J. Zimmerman, Dale H. Schunk, 2014-08-13 Educational Psychology: A Century of Contributions--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived. The book is divided into three sections that correspond to three eras in the history of the discipline: *the founding period (1880s to 1920); *the rise to prominence period (1920 to1960); and *the modern period (1960 to the present). Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology. The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field. Educational Psychology: A Century of Contributions is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology. |
| columbia university psychology undergraduate: Talking Nets James A. Anderson, Edward Rosenfeld, 2000-02-28 Surprising tales from the scientists who first learned how to use computers to understand the workings of the human brain. Since World War II, a group of scientists has been attempting to understand the human nervous system and to build computer systems that emulate the brain's abilities. Many of the early workers in this field of neural networks came from cybernetics; others came from neuroscience, physics, electrical engineering, mathematics, psychology, even economics. In this collection of interviews, those who helped to shape the field share their childhood memories, their influences, how they became interested in neural networks, and what they see as its future. The subjects tell stories that have been told, referred to, whispered about, and imagined throughout the history of the field. Together, the interviews form a Rashomon-like web of reality. Some of the mythic people responsible for the foundations of modern brain theory and cybernetics, such as Norbert Wiener, Warren McCulloch, and Frank Rosenblatt, appear prominently in the recollections. The interviewees agree about some things and disagree about more. Together, they tell the story of how science is actually done, including the false starts, and the Darwinian struggle for jobs, resources, and reputation. Although some of the interviews contain technical material, there is no actual mathematics in the book. Contributors James A. Anderson, Michael Arbib, Gail Carpenter, Leon Cooper, Jack Cowan, Walter Freeman, Stephen Grossberg, Robert Hecht-Neilsen, Geoffrey Hinton, Teuvo Kohonen, Bart Kosko, Jerome Lettvin, Carver Mead, David Rumelhart, Terry Sejnowski, Paul Werbos, Bernard Widrow |
| columbia university psychology undergraduate: Computational Psychiatry A. David Redish, Joshua A. Gordon, 2016-12-09 Psychiatrists and neuroscientists discuss the potential of computational approaches to address problems in psychiatry including diagnosis, treatment, and integration with neurobiology. Modern psychiatry is at a crossroads, as it attempts to balance neurological analysis with psychological assessment. Computational neuroscience offers a new lens through which to view such thorny issues as diagnosis, treatment, and integration with neurobiology. In this volume, psychiatrists and theoretical and computational neuroscientists consider the potential of computational approaches to psychiatric issues. This unique collaboration yields surprising results, innovative synergies, and novel open questions. The contributors consider mechanisms of psychiatric disorders, the use of computation and imaging to model psychiatric disorders, ways that computation can inform psychiatric nosology, and specific applications of the computational approach. Contributors Susanne E. Ahmari, Huda Akil, Deanna M. Barch, Matthew Botvinick, Michael Breakspear, Cameron S. Carter, Matthew V. Chafee, Sophie Denève, Daniel Durstewitz, Michael B. First, Shelly B. Flagel, Michael J. Frank, Karl J. Friston, Joshua A. Gordon, Katia M. Harlé, Crane Huang, Quentin J. M. Huys, Peter W. Kalivas, John H. Krystal, Zeb Kurth-Nelson, Angus W. MacDonald III, Tiago V. Maia, Robert C. Malenka, Sanjay J. Mathew, Christoph Mathys, P. Read Montague, Rosalyn Moran, Theoden I. Netoff, Yael Niv, John P. O'Doherty, Wolfgang M. Pauli, Martin P. Paulus, Frederike Petzschner, Daniel S. Pine, A. David Redish, Kerry Ressler, Katharina Schmack, Jordan W. Smoller, Klaas Enno Stephan, Anita Thapar, Heike Tost, Nelson Totah, Jennifer L. Zick |
| columbia university psychology undergraduate: Psychological Perspectives on Lesbian, Gay, and Bisexual Experiences Linda Garnets, Douglas C. Kimmel, 2003 This book provides an overview of current thought about the psychological issues affecting lesbians, bisexuals, and gay men. |
| columbia university psychology undergraduate: Handbook on Student Development Mark E. Ware, Richard J. Millard, 2013-02-01 Because this book's main objective is to foster and promote student development, it should appeal to those who advise, counsel, and teach undergraduate and graduate students, particularly those in psychology, education, and other social sciences. Along with a plethora of stimulating ideas for practice and research, the book contains the results of research having immediate applications to students' educational and career direction needs. Readers will find more than 90 articles in this book distributed across three significant challenges to students' development: the academic, occupational, and personal. Further, the material presented has been organized around three distinct approaches to these challenges: advising, career development, and field placement activities. The source for these articles is the official journal, Teaching of Psychology, of Division Two of the American Psychological Association. |
| columbia university psychology undergraduate: Why Chimpanzees Can't Learn Language and Only Humans Can Herbert S. Terrace, 2019-10-01 In the 1970s, the behavioral psychologist Herbert S. Terrace led a remarkable experiment to see if a chimpanzee could be taught to use language. A young ape, named “Nim Chimpsky” in a nod to the linguist whose theories Terrace challenged, was raised by a family in New York and instructed in American Sign Language. Initially, Terrace thought that Nim could create sentences but later discovered that Nim’s teachers inadvertently cued his signing. Terrace concluded that Project Nim failed—not because Nim couldn’t create sentences but because he couldn’t even learn words. Language is a uniquely human quality, and attempting to find it in animals is wishful thinking at best. The failure of Project Nim meant we were no closer to understanding where language comes from. In this book, Terrace revisits Project Nim to offer a novel view of the origins of human language. In contrast to both Noam Chomsky and his critics, Terrace contends that words, as much as grammar, are the cornerstones of language. Retracing human evolution and developmental psychology, he shows that nonverbal interaction is the foundation of infant language acquisition, leading up to a child’s first words. By placing words and conversation before grammar, we can, for the first time, account for the evolutionary basis of language. Terrace argues that this theory explains Nim’s inability to acquire words and, more broadly, the differences between human and animal communication. Why Chimpanzees Can’t Learn Language and Only Humans Can is a masterful statement of the nature of language and what it means to be human. |
| columbia university psychology undergraduate: The Biographical Dictionary of Women in Science: L-Z Marilyn Bailey Ogilvie, Joy Dorothy Harvey, 2000 Volume 2 of 2. |
| columbia university psychology undergraduate: National Library of Medicine Audiovisuals Catalog National Library of Medicine (U.S.), 1977 |
| columbia university psychology undergraduate: Inclusive Leadership Edwin Hollander, 2012-09-10 This landmark book, by Edwin P. Hollander, a noted organizational social psychologist and long-time contributor to leadership research and practice, highlights the leader-follower relationship as central to effective leadership. Inclusive Leadership is a process of active followership emphasizing follower needs and expectations, with the guiding principle of Doing things with people, not to people, in a two-way influence relationship. The book provides strong theoretical and empirical guidance for leadership development and includes many of Hollander’s key original papers. Each is updated in a chapter with his new reflective commentary, including those on Interdependence, Women and Leadership, Power and Leadership, Legitimacy, Ethical Challenges, Idiosyncrasy Credit, and Civil Liberties. Six new chapters begin with an Overview of Inclusive Leadership, identifying distinctive concepts and practices, and an Historical Background. There also are new chapters on such topics as Applications, Presidential Leadership, and College and University Leadership. It concludes with Lessons from Experience,a revealing Afterword on his career, and comprehensive Bibliography. Enriching our practical understanding of the leader-follower relationship, with many real-world examples, this book should be a basic addition to anyone’s library on leadership. Students of leadership, management, organizational psychology and behavior, business, sociology, education, political science, and public policy, will find it informative about successful practices of Inclusive Leadership, and their applications to leadership events. |
| columbia university psychology undergraduate: Theoretical Foundations of Learning Environments Susan Land, David Jonassen, 2012-03-22 This book provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments. |
| columbia university psychology undergraduate: Handbook of Psychology, History of Psychology , 2012-10-16 Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology. |
| columbia university psychology undergraduate: The Palgrave Biographical Encyclopedia of Psychology in Latin America Ana Maria Jacó-Vilela, Hugo Klappenbach, Rubén Ardila, 2023-05-19 This biographical encyclopedia will provide the first comprehensive reference work on leading scholars and professionals who have contributed to the development and institutionalization of psychology in Latin America. The figures biographed will include scholars who have made a significant theoretical contribution to the discipline, as well as, practitioners and those who have contributed to the institutionalization of psychology, through their work in scientific organisations, professional bodies and publications. All persons included are recognized authorities and either natives of, or long-term residents in the region. It will offer an invaluable reference point, in particular for scholars of the history of psychology, Latin American studies, the history of science, and global psychology; as well as for historians, psychologists and social scientists seeking international perspectives on the development of the discipline. |
| columbia university psychology undergraduate: Public Health Service Research Grants and Fellowships National Institutes of Health (U.S.). Division of Research Grants. Statistics and Analysis Branch, 1970 |
| columbia university psychology undergraduate: Directory of Members American Sociological Association, 2007 |
| columbia university psychology undergraduate: The Comprehensive History of Psychology Arun Kumar Singh, 1991 This book is a simple introduction to the history and various systems of Psychology. It provides a basic understanding of major systems and theories in psychology in a comprehensive way. It covers in detail the historiecal backgrounds taking plave before the emgergence of each system. As such, it provides a better understanding about the historical emergence of status of psychology and in beginning its separation from philosophical traditions. It covers a lucid discussion with emphasis on the antecednet forces of all the important system of psychology. Besides the traditional systems, it alos includes in separate chapters a discussion on the CONGNITIVE PSYCHOLOGY, the EXISTENTIAL PSYCHOLOGY, the HUMANISTIC PSYCHOLOGY and the INTERNATIONAL PSYCHOLOGY. An overview of psychology in India has also been one of the salient features of the book. This will briefly introduce to teachers and students about what the Indian psychologists are doing.The book is an ideal text for undergraduate and post graduate course of psychology. |
| columbia university psychology undergraduate: Hearings United States. Congress. House. Committee on Education, |
| columbia university psychology undergraduate: Dicrimination Against Women, Hearings Before the Special Subcommittee on Education... United States. Congress. House. Education and Labor, 1971 |
| columbia university psychology undergraduate: Hearings, Reports and Prints of the House Committee on Education and Labor United States. Congress. House. Committee on Education and Labor, 1971 |
| columbia university psychology undergraduate: Discrimination Against Women: June 17, 19, 26, 29, 30, 1970 United States. Congress. House. Committee on Education and Labor. Special Subcommittee on Education, 1971 |
| columbia university psychology undergraduate: Teaching Psychology James Hartley, Wilbert James McKeachie, 1990 This publication is the first to cover the entire field of teaching psychology, and includes teaching methods, advising, and curriculum planning as well as special problems in teaching laboratory and statistics courses. The articles selected provide thought-provoking reading for an international readership. Each of twelve subject-oriented sections contains a brief introduction, five articles, and suggested further readings for those wishing to pursue a particular topic in more detail. |
| columbia university psychology undergraduate: Graduate Fellowship Program in Educational Research United States. Office of Education. Bureau of Research, 1968 |
| columbia university psychology undergraduate: Complete Book of Colleges, 2005 Edition Princeton Review (Firm), 2004-07-20 Up-to-date information on 1,780 colleges and universities. |
| columbia university psychology undergraduate: Discrimination Against Women United States. Congress. House. Committee on Education and Labor. Special Subcommittee on Education, 1971 |
| columbia university psychology undergraduate: Survey of Negro Colleges and Universities United States. Office of Education, 1929 |
| columbia university psychology undergraduate: Intensive Longitudinal Methods Niall Bolger, Jean-Philippe Laurenceau, 2013-01-22 This book offers a complete, practical guide to doing an intensive longitudinal study with individuals, dyads, or groups. It provides the tools for studying social, psychological, and physiological processes in everyday contexts, using methods such as diary and experience sampling. A range of engaging, worked-through research examples with datasets are featured. Coverage includes how to: select the best intensive longitudinal design for a particular research question, apply multilevel models to within-subject designs, model within-subject change processes for continuous and categorical outcomes, assess the reliability of within-subject changes, assure sufficient statistical power, and more. Several end-of-chapter write-ups illustrate effective ways to present study findings for publication. Datasets and output in SPSS, SAS, Mplus, HLM, MLwiN, and R for the examples are available on the companion website (www.intensivelongitudinal.com). |
| columbia university psychology undergraduate: Surviving Vietnam Bruce Philip Dohrenwend, Nick Turse, Thomas J. Yager, Melanie M. Wall, 2019 Uniquely using historical material and military records as well as personal interviews and clinical diagnoses, Surviving Vietnam focuses on veterans' war-zone experiences and the development in some of PTSD. It addresses controversies regarding reported rates of PTSD and the importance of exposure to traumatic events compared with pre-war personal vulnerability. |
| columbia university psychology undergraduate: African Americans and HIV/AIDS Donna Hubbard McCree, PhD, MPH, RPh, Kenneth Terrill Jones, MSW, Ann O'Leary, PhD, 2010-09-14 Among U. S. racial and ethnic minority populations, African American communities are the most disproportionately impacted and affected by HIV/AIDS (CDC, 2009; CDC, 2008). The chapters in this volume seek to explore factors that contribute to this disparity as well as methods for intervening and positively impacting the e- demic in the U. S. The book is divided into two sections. The first section includes chapters that explore specific contextual and structural factors related to HIV/AIDS transmission and prevention in African Americans. The second section is composed of chapters that address the latest in intervention strategies, including best-evidence and promising-evidence based behavioral interventions, program evaluation, cost effectiveness analyses and HIV testing and counseling. As background for the book, the Introduction provides a summary of the context and importance of other infectious disease rates, (i. e. , sexually transmitted diseases [STDs] and tubercu- sis), to HIV/AIDS prevention and treatment in African Americans and a brief introductory discussion on the major contextual factors related to the acquisition and transmission of STDs/HIV. Contextual Chapters Johnson & Dean author the first chapter in this section, which discusses the history and epidemiology of HIV/AIDS among African Americans. Specifically, this ch- ter provides a definition for and description of the US surveillance systems used to track HIV/AIDS and presents data on HIV or AIDS cases diagnosed between 2002 and 2006 and reported to CDC as of June 30, 2007. |
| columbia university psychology undergraduate: The Oxford Handbook of the History of Psychology: Global Perspectives David B. Baker, 2012 The science and practice of psychology has evolved around the world on different trajectories and timelines, yet with a convergence on the recognition of the need for a human science that can confront the challenges facing the world today. Few would argue that the standard narrative of the history of psychology has emphasized European and American traditions over others, but in today's global culture, there is a greater need in psychology for international understanding. This volume describes the historical development of psychology in countries throughout the world. Contributors provide narratives that examine the political and socioeconomic forces that have shaped their nations' psychologies. Each unique story adds another element to our understanding of the history of psychology. The chapters in this volume remind us that there are unique contexts and circumstances that influence the ways in which the science and practice of psychology are assimilated into our daily lives. Making these contexts and circumstances explicit through historical research and writing provides some promise of greater international insight, as well as a better understanding of the human condition. |
| columbia university psychology undergraduate: Peterson's Annual Guides to Graduate Study , 1983 |
| columbia university psychology undergraduate: A History of Modern Psychology C. James Goodwin, 2022-09-27 A History of Modern Psychology provides a thorough account of the philosophical roots and recent history of psychology. Focusing on the ideas, concepts, and research contributions of pioneer psychologists who worked in the nineteenth and twentieth centuries, Dr. C. James Goodwin helps undergraduate students connect psychology’s present with its rich past. Now in its sixth edition, A History of Modern Psychology providesexpanded coverage of the history of the applied areas of psychology, philosophical and physiological antecedents, and significant advancements in the field in the twenty-first century. |
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The Columbia University Mailman School of Public Health allows highly-qualified General Studies undergraduate and Postbaccalaureate Premedical students to pursue several …
Transfers Within Columbia - Columbia University
Applying to Other Undergraduate Schools of Columbia University Applicants may not simultaneously apply to GS and to the other undergraduate divisions of Columbia University …
Neuroscience Methods: Cells and Circuits
Department of Psychology – Columbia University PSYC1950/1951 - Course Syllabus – Spring 2025 Course Location and Time: Lecture: Thursdays 10:10 – 11:25 AM, location TBD Lab: …
Medical School Requirements (Updated October 2018)
• Psychology: An introduction to the basic principles of psychology with emphasis on the biological basis of behavior. • Expository Writing: Experience in expository writing across the humanities, …
Tenured - Columbia University
May 22, 2025 · Columbia University Full-time Faculty Distribution by Rank and Tenure Status, Fall 2024 All faculty School Description. Professor Associate Professor Assistant Professor/ …
CLINICAL NEUROPSYCHOLOGY - Columbia University
Columbia University _____ Instructor: E’mett McCaskill, PhD Office: 356 SchExt, Columbia University; 415-O Milbank Hall, Barnard College Email: e.mccaskill@columbia.edu ... This …
Amso CV CU 2022 - Columbia University
Department of Psychology Columbia University da2959@Columbia.edu EMPLOYMENT 2020- Professor, Psychology Columbia University 2015-2020 Associate Professor with tenure …
ETHAN KROSS EDUCATION
May 18, 2025 · Staff Development Lecture, Psychology Department, University of Michigan Social Psychology in the 21st Century Preconference, SPSP, San Antonio Psychology of Technology …
Department of Psychology Major Requirement Substitution …
required materials, to the Undergraduate Curriculum Assistant (UCA) via email (psych-uca@columbia.edu). If permission is granted, the UCA will email you a copy of the signed form …
22-23 Undergraduate Guide - Columbia University
the Columbia major or concentration. But all other courses in the Columbia-Barnard joint curriculum do count for the major or concentration, regardless of whether the instructor is …
Department of Psychology Major Requirement Substitution …
comparable to one offered in the Columbia University Psychology Dept.; I have provided sufficient supporting materials to show this; I took the course less than 8 years ago; I took the course …
Samuel A.W. Klein - Columbia University
Department of Psychology Columbia University 406 Schermerhorn Hall, New York, NY, 10027 E-mail: sak2290@columbia.edu | Website: www.sawklein.com ACADEMIC POSITION ...
ETHAN KROSS EDUCATION
Ethan Kross CV (Updated 4/9/25) 3 GRANTS 2019 - 2024 PI (w/Angela Duckworth), John Templeton Foundation, “The Toolbox Project: A Randomized Controlled Trial” Total Amount: …
Introduction To Personality Columbia University
Mar 9, 2024 · Psychology UBC Undergraduate Programs and Admissions. Walter Mischel. Course Descriptions Columbia Campus Acalog ACMS?. Intro To Architecture Columbia …
Department of Psychology Major Requirement Substitution …
required materials, to the Undergraduate Curriculum Assistant (UCA) via email (psych-uca@columbia.edu). If permission is granted, the UCA will email you a copy of the signed form …
LINGUISTICS - Columbia University
Director of Undergraduate Studies: Meredith Landman (meredith.landman@columbia.edu) Undergraduate Administrator: John Lacqua (jl808@columbia.edu) The Study of Linguistics In …
A Guide to Programs in Philosophy for Undergraduates 2020 …
sg2170@columbia.edu . Clayton Rains . Student Coordinator . 708 Philosophy Hall . 212-854-8507 . ... Moral Psychology . Carman, Taylor : 19. th. and 20. th. Century European Philosophy …
Department of Psychology Major Requirement Substitution …
required materials, to the Undergraduate Curriculum Assistant (UCA) via email (psych-uca@columbia.edu). If permission is granted, the UCA will email you a copy of the signed form …
Description of Undergraduate Research Scholars Program
The target population is undergraduate majors in psychology who are members of underrepresented groups and/or first generation college students at the University of Missouri , …
Developmental Psychology - Teachers College, Columbia …
The M.A. Program in Developmental Psychology requires completion of 32 points. Length of full-time study is either two semesters and the summer or three semesters at Teachers College. …
Department of Psychology Major Requirement Substitution …
required materials, to the Undergraduate Curriculum Assistant (UCA) via email (psych-uca@columbia.edu). If permission is granted, the UCA will email you a copy of the signed form …
Department of Psychology Major Requirement Substitution …
required materials, to the Undergraduate Curriculum Assistant (UCA) via email (psych-uca@columbia.edu). If permission is granted, the UCA will email you a copy of the signed form …
Hours Grade1 GPA2 Code Prerequisites Notes - University of …
or PSYC 430 – Survey of Social Psychology or PSYC 465 – Health Psychology or PSYC 480 – Multi-Cultural Psychology or PSYC 487 – Community Psychology PSYC 450 – Sensation and …
Academic Catalog 2023-2024 - Teachers College, Columbia …
The degree program is appropriate both for students who have obtained undergraduate degrees in Psychology and for those with a more limited background in the field. Students will have the …
Introduction To Personality Columbia University
Oct 18, 2024 · Psychology UBC Undergraduate Programs and Admissions Introduction to Personality Columbia University April 23rd, 2018 - 3 Mischel W amp Morf C 2003 The self as a …
2022 University Catalog 2021 -2022 - Columbia Southern …
2021 – 2022 University Catalog 7 Mission Statement Columbia Southern University is a private institution that provides diverse learning experiences and affordable, flexible distance …
Columbia university Undergraduate Science & …
Columbia University Undergraduate Science & Engineering Research Showcase 2016 7 Ramona Bledea, Neuroscience and Behavior Contact: rb3032@columbia.edu Faculty Mentor: Professor …
CCPX 4199 – INTRODUCTION TO HEALTH PSYCHOLOGY
CCPX 4050: Introduction to Health Psychology Fall 2022 Instructor: Yeraz Markarian, PhD Email: ynm2101@tc.columbia.edu Phone: 917-575-2529 Office Hours: Fridays 8:00-11:00am via …
ETHAN KROSS EDUCATION
Ethan Kross CV (Updated 1/23/25) 3 GRANTS 2019 - 2024 PI (w/Angela Duckworth), John Templeton Foundation, “The Toolbox Project: A Randomized Controlled Trial” Total Amount: …
2023 Summer Session Guidelines GS v01,03.27 - Columbia …
Academic Affairs, General Studies 3/27/2023, v.01, Page 4 W4771 Machine Learning W4995 Topics in Computer Science ENGI E1006 Intro to Comp for Eng/App. Sci.
Department of Psychology Major Requirement Substitution …
comparable to one offered in the Columbia University Psychology Dept.; I have provided sufficient supporting materials to show this; I took the course less than 8 years ago; I took the course …
FLORIDA ATLANTIC UNIVERSITY B.A. in Psychology
SDS 3483 University Student Mentoring and Peer Coaching 2 SOP 4751 Psychology and the Law 3 Minor in Psychology: A minor in Psychology is available for students who complete the …
Visiting Student, Experimental Psychology Anna Vannucci
Columbia University, Department of Psychology 409A Schermerhorn Hall, 1190 Amsterdam Avenue, MC5501, New York, NY 10025 anna.vannucci@columbia.edu E DUCAT I O N_____ …
Department of Psychology Major Requirement Substitution …
comparable to one offered in the Columbia University Psychology Dept.; I have provided sufficient supporting materials to show this; I took the course less than 8 years ago; I took the course …
CURRICULUM VITAE SARAH M. N. WOOLLEY - Columbia …
2011 - 2016 Associate Professor, Department of Psychology, Columbia University, New York, NY 2006 - 2011 Assistant Professor, Department of Psychology, Columbia University, New York, …
The self in social context - Columbia University
that students obtain the necessary permissions and have taken the prerequisite psychology courses. • For the Psychology Postbac Certificate, PSYC W3690 will fulfill the advanced …
The self in social context - Columbia University
requirements while gaining a broad base of knowledge in psychology. DEGREE REQUIREMENTS • For the Psychology major or concentration in the College and in G. S., for …
Department of Psychology Major Requirement Substitution …
comparable to one offered in the Columbia University Psychology Dept.; I have provided sufficient supporting materials to show this; I took the course less than 8 years ago; I took the course …
Class of 2025 Profile - Columbia Undergraduate Admissions
Combined Data for Columbia College and Columbia Engineering First-Year Applicant Overview 1490 to 1560 SAT SCORE RANGE FOR MIDDLE 50% OF ADMITTED STUDENTS WHO …
ETHAN KROSS EDUCATION - bus.umich.edu
Dec 4, 2024 · COLUMBIA UNIVERSITY (2001-2007) MA, MPHIL, PhD in Psychology (Advisor: Walter Mischel) ... • Individual Award for Outstanding Contributions to Undergraduate …
Academic Catalog 2020 - 2022 - University of the District of …
As the only urban land-grant institution in the United States, the only public university in the District of Columbia, and a proud Historically Black College, the University of the District of …
Tor Wager - Columbia University
Tor Wager Columbia University Department of Psychology 1190 Amsterdam Ave. New York, NY 10027 Office phone: 212-854-5318 Email: tor@psych.columbia.edu
