week 3 teach dq

Locus of control

From the polar opposites, which in truth is not human species wide. People outside of the plus minus 3 deviations from the IQ mean usually do not operate within the locus of control structure.

Things are not “in my control”, I am the captain of my own ship, self-confidence (Zajacova, Lynch, & Espenshade, 2005).

Or the opposite “I am in control of little to nothing in my life, others or other things control my life and actions”

The polar opposites of locus of control which only applies to a % of the population but does not apply to outside said thinking constructs (Hofer, 2014). This itself is incorrect since the entire IQ equation format is based on how well someone can function within the confines of a factory and the infrastructure of a factory (Hagmann-von Arx, Lemola, & Grob, 2018). It was the task of the Prussian Empire when they switched from being an agricultural culture to being part of the Industrial Revolution, that they would need to separate their citizens into different ranks. They needed people to push brooms, to work the floor, work sections, supervise sections, to manage supervisors, to manage managers, to push papers, secretaries, supply managers, assistants, supply personal (the dozens of jobs needed to create a supply chain), upper management, the controlling board, the board of directors, the controlling group who manage the boards, the CEO. As well as the support staff in a city to support the factory, medical personnel, eateries, libraries, general businesses to support the factory workers lives, etc.

It was assumed that a test could be created to separate the citizens into categories, each category would be assigned a “sequence of jobs” matched to their IQ (Moses, Hall, Wuensch, De Urquidi, Kauffmann, Swart, . . . Dixon, 2011). The 70 IQ would be assigned to sweep up, to load trucks, unload trucks, keep shelves stocked, etc. 80 IQ would be floor workers, 90 floor supervisors, etc. the smartest would be the board members.

Which is great in theory, but in practical application has no basis in realty. Some of the stupidest people in the world are members of factory boards, they were placed there by family and or they are good at putting small amounts of money into x and allowing x to grow into large amounts, etc.

This IQ test concept is where a huge amount of both self-efficacy and the locus of control illusions are placed upon people. Benefits of an historical education, I know where stuff began. For people trying to put their square peg into a round hole does not work. The society has been designed to make the square pegs feel inferior, and the peer pressures are more than enough to destroy self confidence and a cascade effect of really bad stuff occurs. However, with sufficient information about why the bullies do what they do, and why society is for the most part fine and dandy with peer pressure bullies is that the system is designed to force square pegs to become round. The more their nature does not allow for said alterations in behavior and thinking patterns, the more problems there are. So, pointing out to the low self esteem people, they are not the problem, the bullies are. This is the most effective way to reject the problems of those who operate outside of the factory plus or minus 3 deviations from the mean (Landis, Altman, & Cavin, 2007). Those who operate outside said factory structure, they are not the problem, the system is. Their locus of control needs to be extinct so they can think and feel free to operate as they need to, not to measure against a fiction measuring stick. There is no way a fish can climb a tree, effectively. Minus genetic alterations, modifications. But there is no way a cat can effectively live for longer than a few seconds under water. No reason to pressure those who do not operate within the standard locus of control and self-efficacy to OC their lives with pain and torture to live according to bad rules for them.

I would not design a single paper; I would design an entire degree process from day one up to the full undergrad degree. But if needed for the factory model, take what I wrote below and modify e.g. scale up or down based on what the factory needs.

How would I design a psychology class.

Well actually I would redesign every class from start to finish.

The test I took for my Bachelor’s degree at UOP of the 100 questions, no less than 30 of them were written by a Skinner devotee (Manabe, 2017). Which means that the arrogance and egotism of the Skinner way that revolves around torture and pain were part of the questions. I answered the questions, but only received 65%. Not because I marked 45 of the questions wrong, but because the questions were designed by teachers who work from wrong information.

A couple of the questions had answers that were; answer a if you are a behaviorist, b if you are a clinical, c if you are a lifespan development, d general psychology. At least 20 of the answers were that way. I knew I was going to bomb the test because I had no idea who the person was who gave the test. Their violent arrogance was clearly present in the questions.

It is difficult to determine how many classes in the realm of psychology I struggled with because I offended the “discipline” of the teacher (Stavredes, 2011). I met at least three I had to drop their classes because I openly insulted Skinner’s work, and they thought Skinner was Psychology.

Things have been far worse in grad school.

I insulted the head of one school’s department so badly, I was informed I would not be able to pass any future classes (Hofer, 2014).

For me I would start with general psychology starting with Wundt and the transition from the Old Kingdom, into the 18^th dynasty, with a bit of the city of Samhain (pronounced 7, although the character 7 and the letters seven were not invented yet, but the sound 7 is Manx Gaelic for the spelling Samhain), the Trojan War, the Punic War, the city of Rome, the creation of the Classics (which the foundation of the Classics is the Trojan War), the Classics changed from 1330-1830, enter Joseph Smith and Oliver Cowdery, enter Tiffin Ohio, enter Wilhelm Wundt, the notes which became the first modern textbook on psychology. Wundt as a starting out young teenager, was with about 20 to 30 linguists, including Oliver and Joseph.

Oliver and Joseph were apparently experts in a couple different very, very ancient languages. Those very ancient languages they taught to Wundt. Who translated the information for the Prussians at Fort Ball, gave them the information, technology, and weapons they were threatening death if they were not given the information. But Wundt took those notes and founded Psychology from them, about 15 years later in Leipzig after his 20 years as a slave for the Prussian Empire was done. Wundt was a slave although the official words are indentured servant. He served at least 8 years in Tiffin, Ohio. That story is long, detailed, extremely complex, and in most cases a very nasty and disgusting example of inhumanity. The story of the Prussian Empire and its direct spy offshoot the FreiKorp, and its direct offshoots the New York Branch of the FreiKorp name changed to Tammany Hall (Boeck, n.d.). Most people are aware of the musical Hamilton, the President of Tammany Hall ordered his XO Arron Burr to kill Hamilton so he could become Vice President a bit later. Which slams into the about 80% of what the story line of the tv show “Timeless” was based on Freikorp actions, David Rittenhouse (an extremely real and eviler than he was played by the brilliant actor Armin Shimerman). David was a member of the FreiKorp, so the “evil organization” which the plot revolved around was actually the Prussian Empire. The Tiffin Branch name changed to first Fort Ball, Heidelberg University, and then German Town (despite being Prussian not German). The Munich Branch of the FreiKorp infiltrated a political organization called the DAP in early 1919, weeks to months after the political party was founded to protect the think tank “Thule Society”. Which was entirely focused on the research regarding the Tabernacle of Adam System, all the other stuff was for political cover, say what the guys with guns want so they will not shoot you (Skinner Box). The Thule Society did what they needed to in order to not be mass murdered (Kurlander, 2012). Every single minute from 1919-present presents more and more evidence of just how willing and “give me a reason, please!!!!” to be violent from the Prussian Army FreiKorp. The Munich Branch of the FreiKorp infiltrated the DAP, adopted that name, then name changed January 1920 under the leadership of a little corporal who had been a FreiKorp spy agent since he was a teenager (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).

Wundt saw what was happening and worked to prevent the evil which followed, 1920-1946 Munich then Berlin. Skinner witnessed the same and saw the pattern of how effective violence and pain was upon people, and groups. He witnessed the inappropriate behavior and created his named therapy based on watching the Prussians seize power and apply said power to why they applied it too.

The renamed several times FreiKorp used the box to violently persuade people to become clean.

Almost all of the above you will not find in almost any textbook on psychology. But those pieces of information is what the field grew from. Started at Tiffin thanks to direct descendants of the Trojan Family, their library was stolen/seized. Very long and extremely complex sequences of events, which 90 years after the Wundt situation the worst aspects were put into place in the worst examples of what humans can do to other humans.

I would redesign all of psychology to reflect those base facts. Instead of being the first time you have heard any of this, this stuff should be front and center of any psychology 101 aspect. Start from the “where did the information come from” which has a name “references”; then move on from Wundt to Skinner through William James.

That is how to organize psychology into a solid science. Ignoring 99% of the foundation information produces incorrect results.

The field tries in a desperate attempt to start in 1890 with James and Calkin, with a little bit on Lightner. But move very, very quickly into the work of Skinner 4 decades later. Most to all of the information about psychology from 1842-1910 is; politically incorrect and they do not want to cover it. Last time I checked the scientific method was not interested in “inconvenient facts”, only that that they existed and to separate the facts from the fictions.

Knowledge is power, the more you know the more it is possible to know when you do not work in a classroom designed the wrong way. changing the thinking patterns away from “what am I doing wrong” which is close to the first thing which cascades into the “locus of control”. Which leads to the self-efficacy issues, of a loss of self-confidence. Apply the above information to the field of psychology to be able to more easily identify where your personality differs from the factory norms. Instead of going on a self-doubting circle, go into a these are the problems with the thing telling you, there is something wrong with you. Turn the tables and find out why that role in the factory is wrong for you. Most likely you are not the problem, the factory is the problem.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Boeck, K. (n.d.). “Bulwark of Germanism in the East”: The Freikorps Memorial on the Annaberg in Upper Silesia. RIHA Journal. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edswah&AN=000429499300012&site=eds-live&scope=site

Hagmann-von Arx, P., Lemola, S., & Grob, A. (2018). Does IQ = IQ? Comparability of intelligence test scores in typically developing children. Assessment, 25(6), 691–701. https://doi-org.ezp.waldenulibrary.org/10.1177/1073191116662911

Hofer, B. (2014). Motivation in the college classroom. In M. Svinicki & W. J. McKeachie, McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 139–149). Belmont, CA: Wadsworth.

Kurlander, E. (2012). Hitler’s monsters: The occult roots of Nazism and the emergence of the Nazi ‘Supernatural Imaginary’*. German History, 30(4), 528–549. https://doi-org.ezp.waldenulibrary.org/10.1093/gerhis/ghs073

Landis, B. D., Altman, J. D., & Cavin, J. D. (2007). Underpinnings of academic success: Effective study skills use as a function of academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate Research, 12(3), 126–130.

Manabe, K. (2017). The Skinner box evolving to detect movement and vocalization. Revista Mexicana de Análisis de La Conducta, 43(2), 192–211. https://doi-org.ezp.waldenulibrary.org/10.5514/rmac.v43.i2.62313

Moses, L., Hall, C., Wuensch, K., De Urquidi, K., Kauffmann, P., Swart, W., . . . Dixon, G. (2011). Are math readiness and personality predictive of first-year retention in engineering? Journal of Psychology, 145(3), 229–245.

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706.