Review and response to D1.2 and D1.3. Summarize the findings and

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Review and response to D1.2 and D1.3. Summarize the findings and indicate areas of agreement, disagreement, and improvement. Support your views with citations and include a reference section. D1.2 Research Questions II Research questions are divided into three broad categories difference, associational, and descriptive. Difference inferential statistics are used for approaches that test for differences between groups (Morgan et al, 2013). This type of question tries to demonstrate that the groups are not the same on the dependent variable (Morgan et al, 2013). The next question type are associational research questions. Associational research questions test for associations or relationships between variables (Morgan et al, 2013). This is where the researcher is going to associate two or more variables. A third type of research question are descriptive research questions. Descriptive research questions are not answered with inferential statistics (Morgan et al, 2013). They merely describe or summarize data for the sample that is studied without trying to generalize (Morgan et al, 2013). D1.3 Research Questions II The HSB variable that will be used for the three questions is testing. Specifically the questions are looking to see if there is a relationship between English high-school grades and English high-school proficiency test grades. D1.3 Research Questions A Is there a positive relationship between the students that scored high on the proficiency test and their actual English high school grades? D1.3 Research Questions B Is there a difference between students’ scores in high school compared to proficiency test, does doing well in one translate to doing well in the other? D1.3 Research Questions c What percentage of high school students scored high on both the English proficiency test and in the high school English classroom. ...

Education

D1.3 Research Questions
A
Is there a positive relationship between the students that scored
high on the proficiency test and their actual English high school
grades?
D1.3 Research Questions
B
Is there a difference between students’ scores in high school
compared to proficiency test, does doing well in one translate to
doing well in the other?
D1.3 Research Questions
c
What percentage of high school students scored high on both the
English proficiency test and in the high school English
classroom.

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Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting Jana M. Sarno and Heather E. Sterling The University of Southern Mississippi Michael M. Mueller Southern Behavioral Group Brad Dufrene, Daniel H. Tingstrom, and D. Joe Olmi The University of Southern Mississippi Abstract. Mueller, Sterling-Turner, and Moore (2005) reported a novel escape- to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.’s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant’s problem behavior was maintained by escape from academic demands. Follow-up functional analyses in which target behaviors in escape versus ETA conditions were compared resulted in higher levels of target behavior in the ETA condition for 2 of the 3 participants. The current study also extended previous research by including a treatment analysis. Treatments designed to address escape and attention functions were more effective at reducing the target behaviors than treatments designed to target escape alone for all 3 participants. Results and implications for future research are discussed. Incorporating experimental analyses into a functional behavioral assessment is an effective and time-efficient approach for the assessment and treatment of problem behavior (Hanley, Iwata, & McCord, 2003; Mueller, Sterling-Turner, & Moore, 2005; Mueller, Nkosi, & Hine, in press). The functional analysis methodology developed by Iwata, Dorsey, Slifer, Bauman, and Richman (1982) is an analogue evaluation of problem behavior in which purported reinforcers are withheld and then delivered contingent upon target behavior. In their original work, Iwata and col- leagues measured levels of target behaviors during experimental conditions (i.e., attention, escape, alone) and compared the data to levels of target behavior in a control condition in which the reinforcers were available noncon- tingently. Iwata et al.’s methodology has been used extensively to identify the behavioral function of self-injurious behavior in clinical settings and has been used with a variety of behaviors and in other nonclinical settings. Although use of functional analysis proce- This article was taken, in part, from the first author’s thesis. Correspondence regarding this article should be addressed to Heather E. Sterling, The University of Southern Mississippi, 118 College Drive, #5025, Hattiesburg, MS 39406; E-mail: [email protected] Copyright 2011 by the National Association of School Psychologists, ISSN 0279-6015 School Psychology Review, 2011, Volume 40, No. 1, pp. 57–71 57 dures is reported less commonly in school settings (Hanley et al., 2003), studies have been reported with examples of disruptive school-based behaviors reinforced by peer attention (e.g., Broussard & Northup, 1997), teacher attention, (e.g., G.

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Hello, I have 2 questions that need be answered in 200 words each. I.docx

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Hello, I have a paper and I wrote the oultine and the reasons and everything its 2000 words and I wrote 1000 I need just to add a 1000 in any part please, In addition I need to get an A in this paper so please do it so so perfect, this is the sample: Assignment Guidelines: Writing Project 3 - Technology, Language & Writing (Critical Evaluation) Technology, Language & Writing Context & Description Technology impacts most of our lives on a daily basis. From the smart phones we hold in our hands to the laptops and tablets we use for school, work or leisure, technology has changed, and continues to influences the ways in which we communicate, work, learn, and play. While some developments in technology are well-received and widely used in effective ways that benefit society, other developments bring about controversy and disagreement over how specific technologies are used and to what extent. For instance, video games have become popular among people of all generations, but its uses and effects on people and society has created some very different views. Video games are sometimes blamed for promoting negative behavior among children and adolescents, such as criminal activities and physical violence (Barlett, et al., O’Toole). Some people also argue that habitual uses of video games lead to health issues such as addiction and obesity (Grüsser et al.). Video game addiction can also lead to sleep deprivation and lack of concentration, and in some cases affect people’s performance at work or school. While some people may be quick to dismiss all forms of gaming as the culprit, others argue that not all video games or all uses of video games are problematic. James Gee, a literacy specialist and advocate for the use of video games in teaching and learning, argues that “any learning, whether it's books, a movie, or a game, can lead to bad or good results depending on the environment in which it's [played], not the game itself” and thatgood video games can be extremely useful as a learning tool, facilitating the development of problem-solving abilities and language skills” (Sheffield 11). Various forms of technology have also changed what it means to be literate. In 2008, The National Council of Teachers of English issued a statement defining twenty-first century literacies, recognizing the role of technology in shaping the meaning of literacy: “Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies.” Literacy in this sense includes many types of activities that are “multiple, dynamic, and malleable”--such as reading online newspaper articles to participating in virtual class discussion and even interacting on social networking sites such as Facebook, Twitter and Weibo. How has technology shaped your literacy practices? What are your reactions to them? What would happen if you lost access to those forms of technol.

Hello, I have a paper and I wrote the oultine and the reasons and .docx

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Hello! I need an 8 page essay done on the following anthropological subject: Describe how your interactions with other people have been impacted during the covid crisis and how this might have changed the way you think and feel. Remember that this is for a Cultural Anthropology course where we study relations among humans, their interactions, and meanings. MAKE SURE TO BREAK IT INTO DIFFERENT SECTIONS. Please use in-text citations in the APA style. Paper must be in essay format. And please include a plagiarism report. .

Hello! I need an 8 page essay done on the following anthropological .docx

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Hello! The directions are in the attatchements below. You only have.docx

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Hello Please find the attached assignment. Prepare a 1,400- to 2,100-word paper Identifying both organizational and individual causes of resistance to change. Describe how Lewin’s theory of change can be used to overcome resistance to change. Integrate the assigned readings to your discussion and properly cite your specific references. Format your paper consistent with APA guidelines. Readings are attached .

Hello Please find the attached assignment. Prepare a 1,400-.docx

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Hello XXIAO, Qualitative research often generates large amounts of data that must be ethically gathered and analyzed. The use of statistical software such as the Statistical Package for the Social Sciences (SPSS) can significantly simplify and enhance the analysis of qualitative research data. In this assignment, you will consider the ethical issues of qualitative research and use SPSS to analyze some sample data. .

Hello XXIAO,Qualitative research often generates large amounts of .docx

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