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APA lecture citation:
“In light of the current debate over the extent of racial differences in the risk of depression, the current hypothesis that greater racial differences exist in clinical diagnoses of depression was rejected.”
The Avalanche study compared data from 2 million US adults diagnosed with depression over 14 years. The study had three goals: To examine whether racial differences in the prevalence of depression were present, whether racial disparities in diagnosis were present, and whether racial disparities in treatment were current. Participants were randomly assigned to one of 5 groups: white, Asian, Hispanic, black, and white women and men. The researchers were unable to control for racial differences in the age at which depression was diagnosed or in the use of antipsychotic medication. Results demonstrated that there was some variability in the proportion of people who were Asian and Hispanic, but no systematic difference in the dimensions of people who were black or white or Hispanic. There was no evidence that racial differences in the age at which depression was diagnosed varied with treatment.
Avalanche et al. (2010) concluded that racial differences were likely to have played some role in the observed racial differences in rates of depression diagnosis by age, but noted that further analyses would be necessary to establish the role of racial differences in diagnoses in terms of clinical significance.
Empirics Study (2012):
The Empirics Study is a nationally representative survey of US parents and adolescents. It was conducted between April 2010 and December 2012 among 1.75 million US children. Participants were recruited via the website Child Health. Parents completed a telephone survey asking whether they had children with ADHD that met criteria for a diagnosis, and if so, which condition it was. The study was also administered to 1.75 million US adolescents. Participants were recruited via self-administered online surveys that asked children their current diagnosis or current treatment for ADHD. Parents were contacted in advance of the survey and were able to review their children’s clinical histories and therapy. A total of 5,000 US adolescents were randomly assigned to one of 3 treatment groups: stimulant stimulant (DSM-IV), nonstimulant (n-methyl-D-aspartate (NMDA)), or neither stimulant treatment nor treatment at all. The stimulant treatment group received daily, 3-d high-dose methylphenidate (3-MeP).
Citing a lecture in APA:
Division of Ethics, he wrote, “The moral authority of the Bible is that which is derived, according to the divine wisdom, from the Holy Spirit, the author of salvation, God’s chosen people.”
This doctrine, as stated, does not require the Bible to be the sole source of moral truths. Nor is it sufficient to state that the Bible is the one source from which we draw every moral law, precept, and command and all the noble truths which can be derived from it. We must also state the sources of other moral ideas and conclusions, and these cannot be attributed to the Bible.
What follows is a brief but useful discussion of the sources of moral principles. This is based upon a conversation we had with an APA representative in our organization, and which was based upon the following considerations:
The Bible didn’t need to be the sole source of morality because moral principles may be derived from other writers or texts. Ethical principles may be obtained, in part, from our thoughts, feelings, and actions.
Because these facts were not in question, we felt that it did not need to be a law of human society that the Bible should be the sole source of moral principles.
For further information on this subject, see also the links on:
- The moral foundation of human society
- The moral foundations of civilized society
- Moral principles as the basis of human civilization and progress
- The moral principles
- A brief discussion of the moral foundations
There are, of course, many other moral ideas, and they are discussed in chapter six, section two and several points in chapter seven section.
There, are at least several moral principles which are not derived from the Bible. A number of these have been developed by philosophy, and have been adopted as the basis for the various laws and institutions of modern civilization. These have included such ideas as:
the right to life, liberty and property as protected by the Constitution; and “the duties of man, the obligation to act in conformity with his nature.” (Ded. C.W.C.P., 4th ed. 1961, p 589).
These principles of morality, while not being the basis of laws, may at least be a foundation for them. Thus, for example, in the case of human life, liberty and property rights.
How to cite a lecture in APA:
To learn how to cite a lecture in APA is to cite your academic papers is the MLA, which includes all the citations you need. The citation form is available from the AAS Web site. You’ll find it under the “Cite” tab under the “More Links” and “More Professors” menus. You can also send your citations for online retrieval to the Web address for your department or program:
See the “For Students” tab for more specific details.
If there are any errors, please let us know.
APA style guide:
Your style guide is not required, but it’s great to have to refer to when quoting sources in your papers.
How to cite an online lecture in APA format:
The following is an outline of how to cite online lectures in APA format in your articles.
1. Use the Abstract
If you are using an APA formatted abstract, make sure it contains the keyword “Lecture” and is marked. Also, do not include links to the web page or video of the lecture.
In this example, if a video will be used, you may use the following statement:
This is a lecture on the topic described in this article.
2. Don’t Overuse the Lecture Titles (or “Title”)
Most online lectures contain one or more titles, which are not necessarily the same ones used by each speaker or audience member. When you are using them, it’s important to avoid using all of the words in each title, and always follow the author’s naming conventions. For example, if you plan to use the title “The Basics,” make sure that it starts with “Basics.” Similarly, in the title of the second part of the course, if you would like to refer to the speaker’s discussion, instead of “Introduction,” say “Introduction to Programming.”
3. Remember the Location of the Lecture
When making changes to the URL for your course on the Coursera site, make sure that you link to the correct part of the webpage when the URL changes. If a link is removed or deleted, use the URL from the course. Please do not change the name of the website (the course on Udemy is called “Udemy”) on Udemy.
For more information on this tip, check out this link: How to Make New Course URLs Using Coursera’s Add a Link feature.
4. Don’t Use a Specific Web Page to Host Lecture Videos
While the Coursera website has several videos available for online viewing, they should not be used to host the lecture. If you plan to use the lecture on Coursera, make sure to add a link to the appropriate page in that course’s listing of available classes.
5. Don’t Post a Link to a video on YouTube
While using Coursera’s Link feature can work great for posting the lecture to YouTube, it is generally not recommended. Coursera does allow for video uploads, but it has a variety of policies that are different from those of Udemy and the other leading.
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