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Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
Assignment Surveys and Response RatesAs you read in Chapter 1, .docxrock73
Assignment: Surveys and Response Rates
As you read in Chapter 1, research designed to assess and answer questions about the current state of affairs is descriptive research. It is called descriptive research because no variables are manipulated (as you would find in an experimental research design). Rather, the goal of descriptive research is to provide a snapshot of thoughts, beliefs, or behaviors of groups of people at a given time. One common type of descriptive research is survey research. A survey is a type of self-report measure that can be administered either through an interview or written questionnaire.
Interviews are surveys in which researchers read questions to participants either in person or by telephone. The questions are either structured or unstructured. When using a structured interview technique, the researcher predetermines the questions to ask participants and records their responses. An example of a structured interview technique is a phone call during the evening at home requesting a “few minutes of your time” to ask your opinions about candidates in an upcoming political election. In an unstructured interview, the researcher asks the respondents to talk freely about a particular topic and records their answers. An example of an unstructured interview technique is a focus group setting, wherein a number of people meet at the same time to share their thoughts and opinions about a particular topic, such as their emotional reactions to viewing advertising campaigns.
Questionnaires are different from interviews because participants complete these assessments on their own, and usually without supervision. The other difference is that participants complete questionnaires in a fixed-format. This means participants answer questions in the exact same order and select their answers from various response choices provided (e.g., multiple choice or true/false) rather than freely reporting what comes to mind. An example of a questionnaire is a poll located in a magazine questioning you about your present satisfaction in your romantic relationship.
Consider the last time you were asked to complete a survey either by interview or questionnaire. Did you participate? Why, or why not? Though survey methods are a good way to collect a lot of data quickly, participants are not always eager to take the time and effort required to complete them. For this Assignment, you select a particular survey method to collect data on a study idea. You analyze the advantages and disadvantages of the method and consider strategies for increasing participant response rates.
To prepare
Review again the assigned pages from Chapter 6 and Chapter 8 of your course text.
Think about the study idea that you developed for the Discussion this week.
Think about what types of data you would collect utilizing various survey methods (e.g., interviews and questionnaires, focus groups).
Consider strategies researchers use to attempt to increase the participant response ...
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Week 5 Once you have a fairly narrow research question andladonnacamplin
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
Assignment Surveys and Response RatesAs you read in Chapter 1, .docxrock73
Assignment: Surveys and Response Rates
As you read in Chapter 1, research designed to assess and answer questions about the current state of affairs is descriptive research. It is called descriptive research because no variables are manipulated (as you would find in an experimental research design). Rather, the goal of descriptive research is to provide a snapshot of thoughts, beliefs, or behaviors of groups of people at a given time. One common type of descriptive research is survey research. A survey is a type of self-report measure that can be administered either through an interview or written questionnaire.
Interviews are surveys in which researchers read questions to participants either in person or by telephone. The questions are either structured or unstructured. When using a structured interview technique, the researcher predetermines the questions to ask participants and records their responses. An example of a structured interview technique is a phone call during the evening at home requesting a “few minutes of your time” to ask your opinions about candidates in an upcoming political election. In an unstructured interview, the researcher asks the respondents to talk freely about a particular topic and records their answers. An example of an unstructured interview technique is a focus group setting, wherein a number of people meet at the same time to share their thoughts and opinions about a particular topic, such as their emotional reactions to viewing advertising campaigns.
Questionnaires are different from interviews because participants complete these assessments on their own, and usually without supervision. The other difference is that participants complete questionnaires in a fixed-format. This means participants answer questions in the exact same order and select their answers from various response choices provided (e.g., multiple choice or true/false) rather than freely reporting what comes to mind. An example of a questionnaire is a poll located in a magazine questioning you about your present satisfaction in your romantic relationship.
Consider the last time you were asked to complete a survey either by interview or questionnaire. Did you participate? Why, or why not? Though survey methods are a good way to collect a lot of data quickly, participants are not always eager to take the time and effort required to complete them. For this Assignment, you select a particular survey method to collect data on a study idea. You analyze the advantages and disadvantages of the method and consider strategies for increasing participant response rates.
To prepare
Review again the assigned pages from Chapter 6 and Chapter 8 of your course text.
Think about the study idea that you developed for the Discussion this week.
Think about what types of data you would collect utilizing various survey methods (e.g., interviews and questionnaires, focus groups).
Consider strategies researchers use to attempt to increase the participant response ...
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Week 5 Once you have a fairly narrow research question andladonnacamplin
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
ENV 101
Final Project Guidance
Draft Scaffold
A. INTRODUCTION
Why is this topic/question one that you wanted to ask?
Why is it important that we learn more about this topic/question?
My research question(s) is/are…
B. LITERATURE REVIEW:
What do we already know about this topic?
Topic 1:
Topic 2:
Topic 3:
Topic 4:
Topic 5:
C. METHOD
How are you collecting original data/information?
Why is that method the right one for the question you are asking?
Who are your participants?
How do you have access to your participants?
What questions are you asking them? OR In what ways are you modifying a behavior?
D. RESULTS
If you have some results already what are they?
If you don’t have results already, consider your questions or your actions, what do you expect to see?
How do you plan on displaying your results? (This might be a table, if you have multiple participants, it might be a written paragraph for each question that you ask, it might be a log of your behavior modification, day by day)
E. ANALYSIS AND INSIGHTS
What did your literature review tell you in answer to the research question that you asked?
What did your original data collection tell you in answer to your research question?
Did your original data collection support or correspond with what you found in your literature review?
What did you find challenging about you behavior modification, if that is what you did? How did your survey/interview participants struggle with the questions that you asked, if that was your method of data collection?
ENV 101
Introduction to Environmental Science
FINAL PROJECT
The learning objectives for this class are the following:
-understand the basic environmental processes that shape the natural world around them.
-evaluate the reciprocal relationship between human and environmental systems.
-consider environmental problems from both a global and a local perspective.
-understand the impact of human decisions on the natural environment (both positive and negative).
-understand some of the ways in which scientists gather information, as well as, analyze and communicate their findings.
Everything we did in class was aimed at improved your understanding and skill related to these learning objectives. I don’t want you all to leave as scientists, but I want you to be able to navigate scientific information related to environmental issues with some understanding and ability to take it apart and use it to make well-informed decisions.
The final project is designed to give you the opportunity to reflect the improvement in your understanding and skill and to consider your relationship to the environment. For this project, you will select a behavior that you engage in, that has an impact on the environment. This behavior will be the foundation of a research question that investigate and use to inform your perspective on this particular environmental beha ...
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
PSY 2010, Abnormal Psychology 1
Course Description
Explores the definition of abnormal behavior and causes, classifications, and assessments for psychological disorders.
Prerequisites
PSY 1010: General Psychology or equivalent
Course Textbook
Nevid, J. S., Rathus, S. A., & Green, B. (2011). Abnormal psychology in a changing world (8th ed.)
Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Distinguish abnormal psychology and psychopathology from other areas of psychology.
2. Demonstrate how the DSM-IV-TR defines mental disorders.
3. Analyze the importance of recognizing cultural bias and using scientific research to establish the validity
of approaches to understanding and treating psychopathology.
4. Compare the contributions of nature and nurture in the development of abnormal behavior.
5. Examine the history of institutional treatment of mental disorders as a context for current treatments.
6. Analyze current treatments for mental illness.
7. Assess the validity of the theories underlining the current treatments for mental illness.
8. Classify and compare the assessment techniques used in the diagnosis of mental illness.
9. Illustrate the process of diagnosis by use of the DSM-IV-TR and its rules and terms.
10. Examine the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of the
various disorders.
11. Differentiate the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
psychological strain and/or disorders related to stress and physical health from general treatment.
12. Compare the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
adjustment disorders and characteristics of life cycle transitions to disorders in general.
13. Summarize legal issues associated with mental health and assess the impact on care delivery.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
PSY 2010, Abnormal Psychology
Course Syllabus
PSY 2010, Abnormal Psychology 2
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in Unit IV to aid students in their course of study. CSU Online Library is
suggested in Units I, III, V, VI, and VII as a Supplemental Resource.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, III, IV, and V
to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course ...
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
The Role of Families and the Community Proposal Template (N.docxssusera34210
The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course.
Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment.
Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions.
Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development.
Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area.
Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group.
Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1
MINI-PROJECT: QUALITATIVE ANALYSIS 6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper.
Emergi ...
Track and Topic Sociocultural Influences social and cultural co.docxturveycharlyn
Track and Topic Sociocultural Influences: social and cultural contributions to the development of psychological disorders
Article #1
1. What is the title of the article? Provide a reference for the article in APA format.
Mueller, D. R., Schmidt, S. J., & Roder, V. (2013). Integrated psychological therapy: effectiveness in schizophrenia inpatient settings related to patients' age. The American Journal of Geriatric Psychiatry, 21(3), 231-241.
2. What is the purpose of the article?
The article investigated whether the Integrated Philological therapy is more effective in younger patients of ages 40 and above. The authors then compared the effectiveness of IPT of young patients with that of average years of 40 and above. The study also investigated whether treatment as usual or unspecified group activities produce different outcomes.
3. What is the hypothesis of the study? In other words, what claims do the authors make in the article? What are the outcomes of the study, that is, the conclusions that the authors made as a result of the study?
There are no differences in the effectiveness of Integrated Psychological therapy between a group of younger patients (age 40 and below) and that of the average years (ages 40 and above). The study also hypothesized that there no differences in the treatment outcome of the group of younger patients (age 40). The study also assessed there were differences in the treatment outcome of the group of older patients (age 40 and above) treated using specified and unspecified treatment.
4. What variables (factors) are being looking at as an influence on abnormal behavior?
The study investigated the influences of age (variable) and the use of Integrated Psychological Treatment on the treatment of schizophrenia. Another variable was the treatment options (Unspecified and Specified treatment). Other variables include the global cognitive scores, social cognition, psychopathology and social functioning.
5. If these variables or the relationship between these variables have been studied before, what have other studies found? This shows historical significance.
Past studies have shown the effect of age on Schizophrenia. Older people suffering from Schizophrenia often suffer from cognitive impairment compared to younger patients. There are fewer therapy approaches to middle and averagely mentally ill patients.
6. Describe the research design (e.g., descriptive, correlateional, experimental) that was used in the study.
Standard meta-analytical procedures. The study compared category of two age groups. Had a total of 15 IPT controlled studies with 632 schizophrenic patients.
7. Do you think the research in this article was conducted in an ethical manner? Why or why not?
Yes. The study obtained ethical approval from the relevant authorities. The study also recruited participants after getting an informed consent from each study participants.
PSY 215 Final Project Milestone One Guidelines and Rubric ...
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
OverviewAs a social science student, it is vitally important t.docxkarlhennesey
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
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ENV 101
Final Project Guidance
Draft Scaffold
A. INTRODUCTION
Why is this topic/question one that you wanted to ask?
Why is it important that we learn more about this topic/question?
My research question(s) is/are…
B. LITERATURE REVIEW:
What do we already know about this topic?
Topic 1:
Topic 2:
Topic 3:
Topic 4:
Topic 5:
C. METHOD
How are you collecting original data/information?
Why is that method the right one for the question you are asking?
Who are your participants?
How do you have access to your participants?
What questions are you asking them? OR In what ways are you modifying a behavior?
D. RESULTS
If you have some results already what are they?
If you don’t have results already, consider your questions or your actions, what do you expect to see?
How do you plan on displaying your results? (This might be a table, if you have multiple participants, it might be a written paragraph for each question that you ask, it might be a log of your behavior modification, day by day)
E. ANALYSIS AND INSIGHTS
What did your literature review tell you in answer to the research question that you asked?
What did your original data collection tell you in answer to your research question?
Did your original data collection support or correspond with what you found in your literature review?
What did you find challenging about you behavior modification, if that is what you did? How did your survey/interview participants struggle with the questions that you asked, if that was your method of data collection?
ENV 101
Introduction to Environmental Science
FINAL PROJECT
The learning objectives for this class are the following:
-understand the basic environmental processes that shape the natural world around them.
-evaluate the reciprocal relationship between human and environmental systems.
-consider environmental problems from both a global and a local perspective.
-understand the impact of human decisions on the natural environment (both positive and negative).
-understand some of the ways in which scientists gather information, as well as, analyze and communicate their findings.
Everything we did in class was aimed at improved your understanding and skill related to these learning objectives. I don’t want you all to leave as scientists, but I want you to be able to navigate scientific information related to environmental issues with some understanding and ability to take it apart and use it to make well-informed decisions.
The final project is designed to give you the opportunity to reflect the improvement in your understanding and skill and to consider your relationship to the environment. For this project, you will select a behavior that you engage in, that has an impact on the environment. This behavior will be the foundation of a research question that investigate and use to inform your perspective on this particular environmental beha ...
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
PSY 2010, Abnormal Psychology 1
Course Description
Explores the definition of abnormal behavior and causes, classifications, and assessments for psychological disorders.
Prerequisites
PSY 1010: General Psychology or equivalent
Course Textbook
Nevid, J. S., Rathus, S. A., & Green, B. (2011). Abnormal psychology in a changing world (8th ed.)
Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Distinguish abnormal psychology and psychopathology from other areas of psychology.
2. Demonstrate how the DSM-IV-TR defines mental disorders.
3. Analyze the importance of recognizing cultural bias and using scientific research to establish the validity
of approaches to understanding and treating psychopathology.
4. Compare the contributions of nature and nurture in the development of abnormal behavior.
5. Examine the history of institutional treatment of mental disorders as a context for current treatments.
6. Analyze current treatments for mental illness.
7. Assess the validity of the theories underlining the current treatments for mental illness.
8. Classify and compare the assessment techniques used in the diagnosis of mental illness.
9. Illustrate the process of diagnosis by use of the DSM-IV-TR and its rules and terms.
10. Examine the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of the
various disorders.
11. Differentiate the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
psychological strain and/or disorders related to stress and physical health from general treatment.
12. Compare the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
adjustment disorders and characteristics of life cycle transitions to disorders in general.
13. Summarize legal issues associated with mental health and assess the impact on care delivery.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
PSY 2010, Abnormal Psychology
Course Syllabus
PSY 2010, Abnormal Psychology 2
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in Unit IV to aid students in their course of study. CSU Online Library is
suggested in Units I, III, V, VI, and VII as a Supplemental Resource.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, III, IV, and V
to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course ...
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
The Role of Families and the Community Proposal Template (N.docxssusera34210
The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course.
Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment.
Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions.
Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development.
Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area.
Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group.
Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1
MINI-PROJECT: QUALITATIVE ANALYSIS 6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper.
Emergi ...
Track and Topic Sociocultural Influences social and cultural co.docxturveycharlyn
Track and Topic Sociocultural Influences: social and cultural contributions to the development of psychological disorders
Article #1
1. What is the title of the article? Provide a reference for the article in APA format.
Mueller, D. R., Schmidt, S. J., & Roder, V. (2013). Integrated psychological therapy: effectiveness in schizophrenia inpatient settings related to patients' age. The American Journal of Geriatric Psychiatry, 21(3), 231-241.
2. What is the purpose of the article?
The article investigated whether the Integrated Philological therapy is more effective in younger patients of ages 40 and above. The authors then compared the effectiveness of IPT of young patients with that of average years of 40 and above. The study also investigated whether treatment as usual or unspecified group activities produce different outcomes.
3. What is the hypothesis of the study? In other words, what claims do the authors make in the article? What are the outcomes of the study, that is, the conclusions that the authors made as a result of the study?
There are no differences in the effectiveness of Integrated Psychological therapy between a group of younger patients (age 40 and below) and that of the average years (ages 40 and above). The study also hypothesized that there no differences in the treatment outcome of the group of younger patients (age 40). The study also assessed there were differences in the treatment outcome of the group of older patients (age 40 and above) treated using specified and unspecified treatment.
4. What variables (factors) are being looking at as an influence on abnormal behavior?
The study investigated the influences of age (variable) and the use of Integrated Psychological Treatment on the treatment of schizophrenia. Another variable was the treatment options (Unspecified and Specified treatment). Other variables include the global cognitive scores, social cognition, psychopathology and social functioning.
5. If these variables or the relationship between these variables have been studied before, what have other studies found? This shows historical significance.
Past studies have shown the effect of age on Schizophrenia. Older people suffering from Schizophrenia often suffer from cognitive impairment compared to younger patients. There are fewer therapy approaches to middle and averagely mentally ill patients.
6. Describe the research design (e.g., descriptive, correlateional, experimental) that was used in the study.
Standard meta-analytical procedures. The study compared category of two age groups. Had a total of 15 IPT controlled studies with 632 schizophrenic patients.
7. Do you think the research in this article was conducted in an ethical manner? Why or why not?
Yes. The study obtained ethical approval from the relevant authorities. The study also recruited participants after getting an informed consent from each study participants.
PSY 215 Final Project Milestone One Guidelines and Rubric ...
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
OverviewAs a social science student, it is vitally important t.docxkarlhennesey
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
Similar to 2 3Discussion Board 2 Learning StylesPersonalityAfter .docx (20)
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
Business Strategy:
Differentiation, Cost Leadership,
and Integration
Lina Deng
Business Strategy and Competitive Advantage
• A business-level strategy is an integrated and
coordinated set of commitments and actions designed
to provide value to customers and to gain a competitive
advantage by utilizing core competencies in specific
individual product markets.
6–2
Business-Level Strategy:
How to Compete for Advantage?
• Answer the “Who, What, Why, and How”
Ø Who - which customer segments to serve?
Ø What needs, wishes, desires will we satisfy?
Ø Why do we want to satisfy them?
Ø How will we satisfy customers’ needs?
• Details actions that managers take in the quest
for competitive advantage
Ø Single product or group of similar products
6–3
Industry and Firm Effects Jointly Determine
Competitive Advantage
6–4
Business Strategy and Competitive Advantage
• Two fundamental questions:
Ø How do you generate advantage?
Ø How do you sustain advantage?
• Key idea for sustainability is “barriers to imitation.”
Ø How long will it be before the first rival
imitates the first mover?
Ø How fast does new imitation occur
once it starts?
v These two factors determine appropriability.
6–5
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø The computer industry is an excellent example of the lack
of correspondence between market share and profit rates.
IBM was a clear market leader in terms of market share
but had only mediocre economic performance relative to its
rivals. High market share is no guarantee of high rates
of profitability.
6–6
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø Perhaps high market share causes high profit rates.
Ø But it could equally well be that there is a third factor
(e.g., good service capabilities, such as those of
Caterpillar), either not considered or unobserved by us,
that causes both high profitability and high market share.
v In this case, we would see a correlation
between profitability and market share
but there is no causal explanation.
Business Strategy and Competitive Advantage
• When can market share work to generate and sustain
an advantage?
Ø Scale economies (to generate cost leadership advantage)
combined with high exit costs (to sustain the advantage)
may make market share a defensible advantage.
6–8
Business Strategy and Competitive Advantage
• An organization’s knowledge or expertise can lead to
sustainable advantage if:
Ø The knowledg.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
Business ProposalThe Business Proposal is the major writing .docxfelicidaddinwoodie
Business Proposal
The Business Proposal is the major writing assignment in the course. You are to create and submit a formal proposal that suggests how to change something within an organization. This organization can be large or small, a place of employment now or in the past, or an organization to which the students belong. From past experiences, it is best to use a business with fewer than 200 employees, and one with which you have personal experience. It could be a place where you currently work or a place you have worked or volunteered in the past.
The change can be specific to a unit or can apply to the whole organization; it can relate to how important information is distributed, who has access to important information, how information is accessed, or any other change in practices the students see as having a benefit. The proposal should be directed to the person or committee with the power to authorize the change. However, if you are working within a large organization, and asking for a small organizational change, communicating with a CEO or president may not make the most sense. You need to think about who within the organization might be the best person for the type of change suggested.
For the submission, you are to follow the guidelines for formal proposals available in Chapter 10 of the text. You can review 10.1, 10.4, and 10.19 for more information about specific components for a well-written formal business proposal. A complete proposal must have all required sections of a formal report excluding the copy of an RFP and the Authorization. The final draft of the proposal should be 1500–2000 words, and include the following necessary formal proposal components:
Letter of transmittal
Executive summary
Title page
Table of contents
List of illustrations
Introduction
Background: Purpose/problem
Proposal: plan, schedule, details
Staffing
Budget
Appendix
Formatting does matter for this assignment, and you are to check the text for details about how to format and draft the different proposal segments. Proposals don't just have text; graphics and charts are necessary, too. In addition, research is important, and footnotes and references must be included. All content should be concise, clear, and detailed. The proposal should be well-written with appropriate grammar, spelling, and punctuation.
This is a scaffolded writing project that consists of four assignments.
.
Business ProjectProject Progress Evaluation Feedback Form .docxfelicidaddinwoodie
Business Project
Project Progress Evaluation
Feedback Form Week 3
Date:
__________________________________________________
Student Name:
__________________________________________________
__________________________________________________
Project Title: Effect Of Increasing Training Budget
Project Type: Business Research
Researchers:
Has a topic been chosen and a problem statement created?
Yes { } NO { }
Was the problem statement submitted in a 1-4 page paper that includes an introduction to the topic with appropriate documentation?
Yes { } No { }
Specifically, if any, needs additional content or rewriting to create more clarity? What specific recommendations do you have to help in this process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is your workable timetable that states specific objectives and target completion dates for completing the final draft of the plan? Write the timetable below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Feedback Form #3 – Project Proposal and Plan
▼
THE UK’S LEADING PROVIDER OF EXPERT SERVICES FOR IT PROFESSIONALS
NATIONAL COMPUTING CENTRE
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
The effective use of information technology is now an accepted organisational imperative - for
all businesses, across all sectors - and the primary motivation; improved communications and
commercial effectiveness. The swift pace of change in these technologies has consigned many
established best practice approaches to the past. Today's IT decision makers and business
managers face uncertainty - characterised by a lack of relevant, practical, advice and standards
to guide them through this new business revolution.
Recognising the lack of available best practice guidance, the National Computing Centre has
created the Best Practice Series to capture and define best practice across the key aspects of
successful business.
Other Titles in the NCC Best Practice series:
IT Skills - Recruitment and Retention ISBN 0-85012-867-6
The New UK Data Protection Law ISBN 0-85012-868-4
Open Source - the UK opportunity ISBN 0-85012-874-9
Intellectual Property Rights - protecting your intellectual assets ISBN 0-85012-872-2
Aligning IT with Business Strategy ISBN 0-85012-889-7
Enterprise Architecture - underst.
BUSINESS PROCESSES IN THE FUNCTION OF COST MANAGEMENT IN H.docxfelicidaddinwoodie
BUSINESS PROCESSES IN THE FUNCTION OF COST
MANAGEMENT IN HEALTHCARE INSTITUTIONS
1
1
st
IVANA DRAŽIĆ LUTILSKY
Departement of Accounting
Faculty of Economics and Business
University of Zagreb
Croatia
[email protected]
2
nd
LUCIJA JUROŠ
Faculty of Economics and Business
[email protected]
Abstract: This paper is dealing with the importance of business processes regarding costs
tracking and cost management in healthcare institutions. Various changes within the health
care system and funding of hospitals require the introduction of management information
systems and cost accounting. The introduction of cost accounting in public hospitals would
allow the planning and control of costs, monitoring of costs per patient or service and the
calculation of indicators for the analysis and assessment of the economic performance of the
business of public hospitals and lead to the transparency of budget spending. A model that
would be suited to the introduction in the public hospital is full cost allocation model based on
activities or processes that occur, known as the ABC method. Given that this is a calculation
of cost of services provided through various internal business processes, it is important to
identify all business processes in order to be able to calculate the costs incurred by services.
Although the hospital does not do business with the aim to make a profit, they must follow all
the costs (direct and indirect) to be able to calculate the full costs i.e. the price of the service
provided. In addition, the long-term sustainability of business activities in terms of funding
difficulties and the continuous growth of cost of services provided, hospitals must control and
reduce the cost of the program and specific activities. Therefore, the objective of this paper is
to point out the importance of business processes while introducing ABC method.
Keywords: Business Processes, Cost management, ABC method, Healthcare Institutions
1
This work has been fully supported by University of Zagreb funding the project “Business processes in the
implementation of cost management in healthcare system”, Any opinions, findings, and conclusions or
recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of
University of Zagreb.
mailto:[email protected]
1 Introduction
In recent years, the efficiency of the management in health care services and the system of
quality in health care institutions significantly increased. Patients expect more from
healthcare providers and higher standards of care. At the same time, those who pay for
health services are increasingly concerned about the rising costs of health care services, but
also the potential ineffectiveness of the health care system. Consequently, there is a broad
interest in understanding the ways of efficient work of health care management and .
Business Process Management JournalBusiness process manageme.docxfelicidaddinwoodie
Business Process Management Journal
Business process management: a maturity assessment of Saudi Arabian
organizations
Omar AlShathry,
Article information:
To cite this document:
Omar AlShathry, (2016) "Business process management: a maturity assessment of Saudi Arabian
organizations", Business Process Management Journal, Vol. 22 Issue: 3, pp.507-521, https://
doi.org/10.1108/BPMJ-07-2015-0101
Permanent link to this document:
https://doi.org/10.1108/BPMJ-07-2015-0101
Downloaded on: 04 September 2018, At: 00:11 (PT)
References: this document contains references to 26 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 1083 times since 2016*
Users who downloaded this article also downloaded:
(2016),"Process improvement for professionalizing non-profit organizations: BPM approach",
Business Process Management Journal, Vol. 22 Iss 3 pp. 634-658 <a href="https://doi.org/10.1108/
BPMJ-08-2015-0114">https://doi.org/10.1108/BPMJ-08-2015-0114</a>
(2016),"Ownership relevance in aspect-oriented business process models", Business
Process Management Journal, Vol. 22 Iss 3 pp. 566-593 <a href="https://doi.org/10.1108/
BPMJ-01-2015-0006">https://doi.org/10.1108/BPMJ-01-2015-0006</a>
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*Related content and download information correct at time of download.
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Business process management:
a maturity assessment of Saudi
Arabian organizations
Omar AlShathry
Department of Information Systems,
Imam Mohammed Bin Saud University, Riyadh, Saudi Arabia
Abstract
Purpose – Business Process Management (BPM) has become increasingly common among organizations
in d.
Business Plan[Your Name], OwnerPurdue GlobalBUSINESS PLANDate.docxfelicidaddinwoodie
Business Plan[Your Name], Owner
Purdue Global
BUSINESS PLAN
Date
1. EXECUTIVE SUMMARY
1.1 Product
1.2 Customers
1.3 What Drives Us
2. COMPANY DESCRIPTION
2.1 Mission and Vision Statements
2.2 Principal Members at Startup (In Unit 7 you will expand on this section to include medium and long term personnel plans for all team members, including the line staff.)
2.2.1 Using chapter 10 of your text, write the plan, using the section in Chapter 10 that shows how to introduce each team member and describe their background and responsibilities. You will start with the leaders and managers, then discuss other employees as needed for your company to grow.
2.2.2 Use this spreadsheet to show the planning
Leaders/managers (unit 1)
When needed (number of months/years after opening)
Outside Services Needed
Key Functions
Add line staff (Unit 7)
2.3 Legal Structure
3. MARKET RESEARCH
3.1 Industry (from SBA, Business Guides by Industry, and Bureau of Labor Statistics)
3.1.1 Industry description
3.2.1 Resources used
3.2 Customers (from SBA site fill in worksheet, then use text for spreadsheets and follow-up explanations)
Add SBA part here:
Then, fill in spreadsheet using this example from the text:
Housewife:
Married Couple:
Age:
35–65
Age:
35–55
Income:
Fixed
Income:
Medium to high
Sex:
Female
Sex:
Male or Female
Family:
Children living at home
Family:
0 to 2 children
Geographic:
Suburban
Geographic:
Suburban
Occupation:
Housewife
Occupation:
Varies
Attitude:
Security minded
Attitude:
Security minded, energy conscious
Older Couple:
Elderly:
Age:
55–75
Age:
70+
Income:
High or fixed
Income:
Fixed
Sex:
Male or Female
Sex:
Male or Female
Family:
Empty nest
Family:
Empty nest
Geographic:
Suburban
Geographic:
Suburban
Occupation:
White-collar or retired
Occupation:
Retired
Attitude:
Security minded, energy conscious
Attitude:
Security minded, energy conscious
Explain who you are targeting and where they are located. Insert information here using these guidelines:
Information About Your Target Market – Narrow your target market to a manageable size. Many businesses make the mistake of trying to appeal to too many target markets. Research and include the following information about your market:
Distinguishing characteristics – What are the critical needs of your potential customers? Are those needs being met? What are the demographics of the group and where are they located? Are there any seasonal or cyclical purchasing trends that may impact your business?
Size of the primary target market – In addition to the size of your market, what data can you include about the annual purchases your market makes in your industry? What is the forecasted market growth for this group? For more information, see the market research guide for tips and free government resources that can help you build a market profile.
How much market share can you gain? – What is the market share.
Business PlanCover Page Name of Project, Contact Info, Da.docxfelicidaddinwoodie
Business Plan
Cover Page
Name of Project, Contact Info, Date
Picture/graphics
Table of Contents
Executive Summary
The Company
The Project
The Industry
The Market
Distribution
Risk Factors
Financing
Sources
List of sources, specific articles, and websites
I WILL PROVIDE MORE INFORMATION IN CHAT TO COMPLETE PROPOSAL.
.
Business Planning and Program Planning A strategic plan.docxfelicidaddinwoodie
Business Planning and Program Planning
A strategic plan specifies how a particular program will realize its objectives. With a strategic plan, it is possible to focus efforts on the accomplishment of a program's goals. A strategic plan provides a link between what a program seeks to accomplish and the required actions for successful program implementation (Kettner, Moroney & Martin, 2017). A business plan, on the contrary, defines the path of business. It includes a company's organizational structure, marketing plan as well as financial projections (Kettner et al., 2017).
Impact of Business Plan on a Program’s Strategic Plan
The logic model can help understand the impact of a business plan on a program’s strategic plan. The logic model comprises five major elements such as inputs, activities, outputs, outcomes, and impacts. The inputs are the resources such as funding, facilities, staff and volunteers needed for a given program. The activities are the events or actions of a program such as running the program and data collection. Outputs are the direct products and the desired effects of a program. Impact recalls the goals of a program (Hodges & Videto, 2011).
The financial projection element of a business plan can impact the strategic planning process of a program. This medium is because the allocated budget, as well as its parameters, must be assessed to ascertain if the funds available are enough to perform the tasks and activities of a program, which is what amounts to strategic planning. Hodges and Videto (2011) asserted that the resources required to implement a program, including those available and those needed, should be reviewed to determine if there are enough resources to achieve the goals of a program. The budget must include allocations for facilities and space, staff, supplies and materials, marketing resources as well as other operational expenses. An accurate budget is vital for the success of a program, and it is critical to consider all the possible expenses plus income.
The relationship between Business Planning and Program Planning
Programs usually face resource constraints, including the difficulty to attract funding streams. Business planning, according to the United States Small Business Administration (n.d.) is a methodology that can be used to address the challenge of financial constraints systematically. A business plan can demonstrate the link or association between a proposed program and social return. Through a funded plan, it is possible for a program to secure funding sources. As such a program plan must include a budget that specifies the number of revenues needed to achieve the program's goals and objectives. From this medium perspective, a budget is considered as an integral component rather than a stand-alone activity of program planning process (Kettner, Moroney and Martin, 2017).
The program planning process must include areas that require add.
Business Plan In your assigned journal, describe the entity you wil.docxfelicidaddinwoodie
Business Plan: In your assigned journal, describe the entity you will utilize and explain your decision.
Must be:
At required length or longer
Written in American English at graduate level
Received on or before the deadline
Must pass turn it in
Written in APA with references
.
Business Plan Part IVPart IV of the Business PlanPart IV of .docxfelicidaddinwoodie
Business Plan Part IV
Part IV of the Business Plan
Part IV of the business plan is due in week 7. Together with this part, you must show to your instructor that you have implemented the necessary corrections based on the part I feedback.
Part IV Requirements
1. Financials Plan
a. Present an in-depth narrative to demonstrate the viability of your business to justify the need for funding.
b. In this section describe financial estimates and rationale which include financial statements and forms that document the viability of your proposed business and its soundness as an investment.
c. Tables and figures must be introduced in the narrative.
i. Describe the form of business (sole-proprietor, LLC, or Corporation).
ii. Prepare three-year projections for income, expenses, and sources of funds.
iii. Base predictions on industry and historical trends.
iv. Make realistic assumptions.
v. Allow for funding changes at different stages of your company’s growth.
vi. Present a written rationale for your projections.
vii. Indicate your startup costs.
viii. Detail how startup funds will be used to advance your proposed business
ix. List current capital and any other sources of funding you may have
x. Document your calculations.
xi. Use reasonable estimates or actual data (where possible).
2. Continuous Improvement System
a. Present a brief summary of the continuous improvement processes that you will utilize for quality management (Six sigma, TQM, etc).
.
BUSINESS PLAN FORMAT Whether you plan to apply for a bu.docxfelicidaddinwoodie
BUSINESS PLAN FORMAT
Whether you plan to apply for a business loan or not, you need to have a roadmap or plan to get you from where you are to the successful operation of your business. The pages that follow demonstrate the content of a simple business plan which has been found to be successful in obtaining startup funds from banks. You are encouraged to use all or whatever portions of this fit your business.
Please DO NOT write page after page of drivel or copy from someone else’s plan or one of those templates you can find on the Internet. In most cases this will not “sound" like you, nor will it be short and to the point. Those who read these things are busy people and will not be inclined to spend time reading irrelevant paperwork.
Throughout this sample, there are
italicized
comments which are meant to guide you in preparation. If you follow this format it is reasonable to expect a finished document with 15-20 pages plus the supporting documents in the last section.
If you have good quality pictures of your space, products or other items, you might include them as another way to convey just what you plan to do. A map of your location, diagram of floor space, or other illustration is also sometimes helpful. On the other hand, do not add materials simply to “bulk-up” the report.
While content is critical, it is also important to make this presentation look as good as possible. For this course, you will create the business plan in Word and submit the plan and all attachments through the Assignment drop box. That means all attachments have to be in digital form. For a bank loan or an investor, you would normally provide them with a print version. Print the pages in black ink on a high quality tinted letterhead paper. Color is not necessary but would add some interest in headlines, etc. Bind the document in a presentation folder or with a spiral binding. Don’t simply punch a staple in the upper left corner.
If your were going to pursue a bank loan or an investor, it would be normal to take this business plan to your SCORE counselor for a review and critique.
NOTE: Before you begin your inspection of the simple plan outline which follows, take a moment to review the Business Plan Checklist on the next page.
BUSINESS PLAN CHECKLIST
By way of review, here is a concise list of the basic requirements for a Business Plan, as recommended by the MIT Enterprise Forum:
·
Appropriate Arrangement
- prepare an executive summary, a table of contents and chapters in the right order.
·
Right Length
- make it not too long and not too short, not too fancy and not too plain.
·
Expectations
- give a sense of what founder(s) and the company expect to accomplish three to seven years in the future.
·
Benefits
- explain in quantitative and qualitative terms the benefit to the consumer of the products and services.
·
Marketability
- present hard evidence of the mar.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. 2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying &
chapter 8: Test-Taking Skills and Strategies, and looking at
the Learning Style Youtube clip in this module, I would like for
you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound,
temperature, lighting, lecture vs. hands-on vs. discussion,
working with others or not, etc.)?
3) What are some strategies (according to your learning style)
you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times
new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a
kinesthetic learner. I can hear something or study something but
will not feel comfortable with it until I have hands on
experience with it.
2) What is your preferred learning environment (sound,
temperature, lighting, lecture vs. hands-on vs. discussion,
working with others or not, etc.)? My preferred learning
environment is in a classroom setting with others. Working with
other classmates on projects really seems to help me. Good
lighting is always helpful.
2. 3) What are some strategies (according to your learning style)
you use to study? I like to take notes during instruction. Since
that is not possible through online classes participating in the
discussions with other classmates is also a good way to study
and learn. Their perspective on a topic can be a different way at
looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like
studying in a bright cold room because it is harder to get tired
because we all know studying is tiring. I usually just were
headphones and study alone as well. Strategies I use to study
include reading the content over and over again, writing down
notes on the material multiple times, and using flash cards to
help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in
psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and
Statistical Manual of Mental Disorders. (5th ed.). Washington,
D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by
mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology:
Implications for research and research training.Journal of
3. Clinical Psychology, 63(7), 685–694. Retrieved from the
EBSCOhost database.
· This article discusses the implications of evidence-based
practice (EBP) for research and research training in clinical
psychology. Bauer argues that EBP provides a useful framework
for addressing some heretofore ignored problems in clinical
research
Brendtro, L.K., Mitchell, M.L., & Doncaster, J.
(2011). Practice-based evidence: Back to the future. Reclaiming
Children and Youth, 19(4), 5-7. Retrieved from the ProQuest
database.
· This article discusses perspectives on potential flaws
associated with promoting specific treatment models as
evidence-based and then making policies based on “shaky
science.”
Dozois, D.J.A. (2013). Psychological treatments: Putting
evidence into practice and practice into evidence.Canadian
Psychology, 54(1), 1-11. Retrieved from the ProQuest database.
· This article argues that it is crucial to make practice evidence-
based and make evidence practice-based. Current issues and
opportunities with respect to evidence-based practice are
discussed. Strategies for closing the gap between research and
practice are offered.
Halter, M.J., Rolin-Kenny, D., Dzurec, L.C. (2013). An
overview of the DSM-5: Changes, controversy, and implications
for psychiatric nursing.Journal of Psychosocial Nursing &
Mental Health Services, 51(4), 30-9.
doi:http://dx.doi.org/10.3928/02793695-20130226-02. Retrieved
from the ProQuest database.
· This article provides a general overview of the DSM-5,
highlighting major aspects of the revision in comparison to the
DSM-IV-TR. The authors highlight some of the controversies
accompanying the diagnostic changes in the DSM-5.
Recommended Resources
4. Articles
Horner, J., & Minifie, F. D. (2011). Research ethics I:
Responsible conduct of research (RCR)—Historical and
contemporary issues pertaining to human and animal
experimentation. [Supplemental material]. Journal of Speech,
Language, and Hearing Research, 54(1), S303–S329. Retrieved
from the EBSCOhost database.
· This article provides a historical overview of the evolution of
Responsible Conduct of Research in the United States in the
context of evolution of human and animal experimentation.
Controversies, successes and present challenges by are
highlighted through real-world examples of the work of
scientists, ethicists and legal scholars.
Horner, J., & Minifie, F. D. (2011). Research ethics II:
Mentoring, collaboration, peer review, and data management
and ownership. [Supplemental material]. Journal of Speech,
Language, and Hearing Research, 54(1), S330–S345. Retrieved
from the EBSCOhost database.
· In this article, the authors discuss the Office of Research
Integrity’s (1992) definitions of mentor and trainee
responsibilities, collaborative science, peer review and, data
acquisition, management, sharing, and ownership.
Horner, J., & Minifie, F. D. (2011). Research ethics III:
Publication practices and authorship, conflicts of interest, and
research misconduct. [Supplemental material]. Journal of
Speech, Language, and Hearing Research, 54(1), S346–S362.
Retrieved from the EBSCOhost database.
· In this article, the authors provide readers with the Office of
Research Integrity’s (1992) definitions of: domain-publication
practices and responsible authorship, conflicts of interest and
commitment, research misconduct, controversies, successes and
present challenges by are highlighted through real-world
examples of the work of scientists, ethicists and legal scholars.
Warren, B.J. (2013). How culture is assessed in the DSM-5.
Journal of Psychosocial Nursing & Mental Health Services,
5. 51(4), 40-5. doi:http://dx.doi.org/10.3928/02793695-20130226-
04. Retrieved from the ProQuest database.
· This article provides insights into the integrations of cultural
aspects in the new DSM-5 diagnostic tool.
Multimedia
Sussman, A. (Producer). (2010). Into the mind: Mind control
[Video file]. Retrieved from the Films On Demand database.
· This video provides an illustrated history of some of the most
notorious psychology experiments ever conducted in science’s
attempt to explore behavior, brainwashing and free will.
6
Survey and Questionnaire Research
Chapter Learning Outcomes
After reading and studying this chapter, students should be able
to:
• understand the decisions that are made
regarding how the population is sampled and
the
various techniques to approximate a
representative sample.
• compare and contrast different survey research
methods and comprehend what research situ-
ations match better with different research
methodologies.
• appreciatedifferent survey research designs and
6. the various scaling methods that can be
used to construct survey items.
• anticipate the types of errors that may occur
within the survey research project, know
how to
handle data collection issues, and begin to understand the
various approaches to analyzing
the data collected.
• construct survey items using the appropriate
scalethat helps to capture the desired behav-
iors, perceptions, and/or attitudes of the population
of interest to be surveyed.
Hemera/Thinkstock
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158
CHAPTER 6Introduction
Introduction
I f you’ve ever enjoyed the task of trying to
assem-ble a large jigsaw puzzle,
you know that different peo-
ple have different strategies.
Some people like to assemble
the edges first, and then work
toward the middle. Others like
to use the picture on the box to
assemble easily recognizable
7. parts of the puzzle. Some like
to find all the corners first and
work that way. Assembling a
puzzle is a complicated task,
and different strategic paths
can lead to the same solution.
When using surveys and ques-
tionnaires—the main topics of
this chapter—the same prin-
ciple applies: There are many topics to
consider, and eventually we will get to them
all,
but we have to start somewhere.
Surveys and questionnaires are similar to jigsaw puzzles in that
many pieces come together to form the final picture.
Nordic Photos/SuperStock
Voices from the Workplace
Your name: Jessica F.
Your age: 30
Your gender: Female
Your primary job title: Survey Research Specialist
Your current employer: Society for Human Resource
Management, Research Department
How long have you been employed in your present position?
15 months
8. What year did you graduate with your bachelor’s degree in
psychology?
2000
Describe your major job duties and responsibilities.
Produce and manage quantitative and qualitative research on HR
topics. Design survey instruments
and programs online surveys for fielding. Involved in all
aspects of data management including the
data collection process and performing data quality control.
Designs the analysis plan and conducts
the analysis using SPSS statistical software. Produces written
technical reports.
What elements of your undergraduate training in psychology do
you use in your work?
Coursework in social psychology research methods—learned
and applied the fundamentals of survey
research methodology, writing technical research reports,
running analyses in SPSS, and conducting
background research through literature reviews. I also use the
information acquired from my statistics
course in my job. Coursework in organizational behavior and
I/O (industrial/organizational) psychology
(e.g., dealing with conflict resolution, change management,
motivation, personality tests, (continued)
lan66845_06_c06_p157-190.indd 158 4/20/12 2:48 PM
159
9. CHAPTER 6Introduction
etc.), that are relevant in the human resource profession.
Volunteer work as a research assistant in the
department of psychology. Spent a year coding data on an
emotional experiences study.
What do you like most about your job?
Meaningfulness of the research—produce research that HR
(human resources) professionals and
other customers can utilize and apply in their organizations to
improve workforce dynamics and make
strategic business decisions. Other things that I like about my
job include variety of work, managing
research projects from beginning to end, the ability to work
independently and autonomously.
What do you like least about your job?
It can be very tedious at times (e.g., data entry, data cleaning,
writing) since a high level of accuracy is
necessary. The environment is also very structured (e.g.,
specific procedures and protocols to follow);
however, this can vary from job to job.
Beyond your bachelor’s degree, what additional education
and/or specialized training have you received?
I took several classes through SPSS—survey methodology,
survey analysis, statistical analysis, syntax,
and intermediate topics in SPSS. To design/program web-based
surveys—experience in HTML, Dream-
weaver, ColdFusion and Microsoft Access. I took classes in
most of these areas, however I picked up
most of my experience on the job. I have also taken various HR
10. workshops/seminars to stay current
with HR and broaden my knowledge base.
What is the compensation package for an entry-level position in
your occupation?
A research assistant position in a non-profit organization in the
Washington D.C. area: $22,000–26,000.
What benefits (e.g., health insurance, pension, etc.) are
typically available for someone in your profession?
Medical, dental and vision insurance, 401K, flexible work
schedules (e.g., telecommuting, compressed
workweek), tuition assistance, professional development
opportunities and casual dress.
What are the key skills necessary for you to succeed in your
career?
Ability to pick things up quickly (e.g., learning programming
skills, learn about a new topic), strong oral
and communication skills, research skills, analytical and
problem solving skills, attention to detail and
computer skills. I have been fortunate to progress as far as I
have in research in the non-profit sector
with a bachelor’s degree; however, I do think that at some point
in time I will need to get a masters or
a doctorate degree.
Thinking back to your undergraduate career, what courses
would you recommend that you believe are
key to success in your type of career?
Statistics, psychology research methodology class, I/O
psychology, and organizational behavior.
11. Thinking back to your undergraduate career, can you think of
outside of class activities (e.g., research
assistantships, internships, Psi Chi, etc.) that were key to
success in your type of career?
I believe that my research assistantship helped me to get my
first professional research position. It
made a difference to have real world research experience
outside of the classroom.
As an undergraduate, do you wish you had done anything
differently? If so, what?
I wish that I would have joined Psi Chi so that I would have
been more active in psychology. I think that
it would have helped me to learn more about the field and take
advantage of opportunities (e.g., pub-
lishing research, presenting, serving on committees, etc.).
What advice would you give to someone who was thinking
about entering the field you are in?
A bachelor’s degree in psychology provides the fundamentals to
be successful in just about any line
of work. I think that it’s important to try out different types of
jobs to see what is a good fit before
making a decision to go back to school. A masters or doctorate
in psychology is not
Voices from the Workplace (continued)
(continued)
lan66845_06_c06_p157-190.indd 159 4/20/12 2:48 PM
12. 160
CHAPTER 6Section 6.1 Sampling the Population
6.1 Sampling the Population
The ultimate goal of sampling the population is so
that a representative portion of the population
can be studied. Thus, by studying the sample
carefully and methodi-cally, generalizations can be
drawn about the variables or behaviors of
interest in
the greater population. Two major types of
sampling approaches exist—probability sam-
plingand non-probability sampling. Why sample? If
the goal is to understand how the
population thinks, acts, feels, believes, and so
on, then why not study the entire popula-
tion?First, we oftendo not have comprehensive lists of
members of a population. Say, for
example, you wanted to survey all the citizens of
Indiana. Is therea comprehensive list
of all citizens available? The tax rolls might be a
good start,but names and addresses are
unlikely to be part of the public record. Plus,
someIndiana residents may have moved,
or others moved to Indiana. So it is
unlikely to have a complete roster of all
citizens that
is accurate. You can make the same generalization
about the students at your college or
university, all the individuals in the community
with Alzheimer’s disease, or a list of all
the skateboarders in your town. Having an
13. accurate roster of all the members of the
popu-
lation of interest would be unlikely.
In addition, thereare othermethodologicalissues as
well. Because of the mathematics and
probability behind sampling theory, very good
samples can be drawn from populations
with relatively small margins of error. Dillman,
Smyth, and Christian (2009) offer this exam-
ple: “one can estimate within ± 3 percentage
points the percentage of people who have a
high school education in a small county of
25,000 adults with 1,024 completes [completed
surveys] and can measure the same thingamong the
entire U.S. population of more than 300
million by obtaining only 43 more completes” (p.
59). Sampling is efficient. Lastly, survey-
ing an entire population might lead to a
greater number of non-respondents, and survey
researchers become concerned about non-respondents
because if bias is driving a person’s
choice to not complete the survey, that may weaken
the validity of the data (Dillman et al.,
2009). We are better suited to select a
sampling procedure that allows us to estimate
any
potential of sampling error in order to obtain a
representative sample while minimizing bias
and high non-response rates. Probability sampling
strives to achieve each of those goals.
Probability Sampling
15. sampling is that the sample drawn will be
representative of the population if all the
mem-
bers of that population have an equal probability
of being selected for the sample. Often,
you’ll hear this stated as a non-zero probability
(StatPac, 2009; StatTrek, 2009), meaning that
thereis a chance for every person to be
selected, no matter how slim that chance might
be.
Simple Random Sampling
The simple random sample is perhaps the purest
form of sampling, and probably one of
the rarest techniques used. If you had the
roster of the entire population available,
you
could assign numbers to all members in sample
frame, assign random numbers to the
possible participants, and then select the sample
through a random number table (Babbie,
1973). Random number tables are oftenfound at
the back of statistics textbooks just for
this purpose. Think of it this way—if we could
throw all the names into a largehat and
draw a certain target percentage for our survey,
in this situation everybody in the survey
population has the same probability of being
tested (Edwards & Thomas, 1993).
Systematic Random Sampling
Simply put, in a systematic random sample, every
nth person from a list is selected
(Edwards & Thomas, 1993). Let’ssay that at your
college thereare 2,000 students currently
enrolled, and you determine that you would like to
16. have 100 students complete your sur-
vey. Each student completing your survey would
have an equal chance of being selected;
that is, the probability of being selected is
n/N (Lohr, 2008), or in our example,
100/2,000,
or 1 out of every 20 students. So, every
20th student would be selected. After
determining
a random starting point(let’s say No. 4, for
example), every 20th student on the roster is
selected, meaning the 4th, 24th,44th,64th,84th,104th,
124th, and so forth (Chromy, 2006).
Stratified Sampling
Stratified sampling involves an approach where extra
precautions are taken to ensure rep-
resentativeness of the sample. Strata define groups
of people who share at least one com-
mon characteristic that is relevant to the topicof
the study (StatPac, 2009). The term strata is
the plural of stratum; a study can have one
stratum, or multiple strata. For example, if
you
want to ensure that your sample is representative
based on gender, then you would stratify
on gender. If you know that 55% of the
population consists of females and 45% of
the pop-
ulation consists of males, then you could use
random sampling within a gender stratum
to extract a sample that matches the gender
breakdown of the population precisely. Some-
times oversampling is used to decrease sampling
17. error from relatively small groups—that
is, researchers may choose to oversample from
groups less likely to respond (Edwards &
Thomas, 1993). If the percentages in the
population match the sample strata
selected (as in
the gender example above), this is proportionate
stratification; if oversampling is used, this
practice would be considered disproportionate
stratification (Henry, 1990).
Cluster Sampling
Let’ssay you were interested in studying the perceptions
of high school seniors enrolled in
Advanced Placement(AP) psychology courses throughout
the state of New York. It would
be difficult to obtain a comprehensive roster of
all students at all schools enrolled in AP
psy-
chology courses. The concept of clustering means
that rather than randomize on the level of
the individual person, you would randomize on
the level of the school where AP psychology
lan66845_06_c06_p157-190.indd 161 4/20/12 2:48 PM
162
CHAPTER 6Section 6.1 Sampling the Population
is taught. That is, each “participant” is a school,
not an individual person. It probably would
be possible to obtain a list of all the schools
18. in New York that offer AP psychology; once the
students are assigned to a group or cluster, then the entire
cluster is selected or not selected
at random (Edwards & Thomas, 1993). One of
the general guidelinesabout cluster sampling
is that the researcherdesires “to have a larger
number of small clustering units than to have
a small number of larger clustering units”
(Fife-Schaw, 2000, p. 97). The cluster sample
tech-
nique is particularly useful when it is
impossible or impractical to compile an
exhaustive list
of members composing the target population
(Babbie, 1973; Henry, 1990).
Multistage Sampling
Multistage sampling describes a process that
follows after cluster sampling has been
implemented. In our AP psychology example, a
random sample of New York high schools
that offer AP psychology (clusters) is selected for
further study. Multistage sampling kicks
in once the schools to be studied are selected.
For instance, is every high school senior
within the selected school/cluster surveyed, or is a
systematic random sample drawn?
In essence, the multistage sampling approach is two-stage
sampling, involving(a) the
selection of clusters as a primary selection, and
(b) sampling members from the selected
clusters to produce the final sample (Chromy, 2006;
Henry, 1990).
Nonprobability Sampling
19. Nonprobability methods of sampling mean just that; it
is unknown what the probability is
of each possible participant in the population
being selected for the study. Unfortunately,
with nonprobability sampling, sampling error cannot be
estimated (StatPac, 2009). Two
key advantages to nonprobability sampling, however,
are cost and convenience (StatTrek,
2009). The main approaches utilizing the
nonprobability sampling approach are conve-
nience sampling, quota sampling, snowball sampling,
and a volunteer sample.
Convenience Sampling
Convenience samples are just
that—convenient. This tech-
nique is often used in explor-
atory research where a quick
and inexpensive method is used
to gather data (StatPac, 2009).
Psychologists have long relied
on convenience samples; for
instance, the use of introduc-
tory psychology human subject
pools represent a convenience
sample approach.
Quota Sampling
Quota sampling as a nonproba-
bility sampling technique is the
equivalent of stratified sampling
Convenience samples are a quick, low-cost method to gather
data from an available population of people. If you wanted to
have a convenience sample, where would you go?
20. age fotostock/SuperStock
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CHAPTER 6Section 6.2 Survey Research Methodologies
from the probability sampling world. In stratified
sampling, you identify key characteris-
tics of interest, and then you sample to ensure
that those individuals selected represent the
population of interest in a proportional
manner. In quota sampling, the researcher also
desires the strata of interest, but then recruits
individuals (non-randomly) to participate
in a study (StatPac, 2009). Thus, quotas
are filled with respect to the key
characteristics
needed for survey participants from the population.
Snowball Sampling
When using the snowball sample technique, members of
the target population of inter-
est are asked to recruit othermembers of the
same population to participate in the study.
This procedure is oftenused when thereis no roster
of members in the population, and
those members may be relatively inaccessible, such as
illegal drug users, pedophiles, or
members of a cult (Fife-Schaw, 2000). Snowball
sampling relies on referrals and may be a
relatively low-cost sampling procedure (StatPac, 2009),
21. but thereis a high probability that
the individuals who participate may not be
representative of the larger population.
Volunteer Sample
This is a commonly used method for soliciting
survey participation, but oftenthe results
are quite limited due to the possible motivational
differences between volunteers and
non-volunteers. When a popular website postsa
survey and invites volunteers to partici-
pate, the explanatory and predictive power of the
data gathered may be suspect (StatTrek,
2009). It is difficult to make confident
generalizations from a sample to a population
when
nonprobability samples are employed,and even less
confidence exists if a volunteer sam-
ple is utilized. With one piece of the
survey/questionnaire puzzle in place
(sampling),
the next section presents the major survey
research approaches or strategies that are com-
monly used.
6.2 Survey Research Methodologies
This section provides an overview of the choices
that survey researchers must answer concerning
how the data are collected.
Interviews
In someways, in-person interviews remain the gold
standard in survey research. Inter-
views have fewer limitations about the types
and length of survey items to be asked,
22. and trained interviewers can use visual aids to
assist during the interview (Frey & Oishi,
1995)—for example, the interviewee can see, feel, or
taste a product (Creative Research
Systems, 2009). Interviews are thought to be
one of the best ways to obtain detailed infor-
mation from survey participants. With an in-
person interview, the interviewer and the
participant can buildrapport through conversation
and eye contact, which might allow
for deeper questions to be asked about the
topicof interest. The drawbacks of interview-
ing include high costsand the reluctanceof individuals
to take the time to complete an
interview (Creative Research Systems, 2009; Frey &
Oishi, 1995). In addition to one-on-
one interviews that may be pre-arranged, thereare
also intercept interviews, such as those
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CHAPTER 6Section 6.2 Survey Research Methodologies
you may have seen at a mall,where an interviewer
intercepts shoppers and asks them for
an interview. The level of intimacy that can be
achieved with an in-person interview could
also be a drawback for someindividuals. There
are also group interviews, which somecall
focus groups, where a group of people
23. are interviewed at the same time.
Telephone Research
In someways, a growing reluctanceto participate
in in-person interviews led to the growth
of using the telephone as a modality of
conducting survey research (Tuckel &
O’Neill,
2002). The use of telephone methodology has
increased over time,but facesa number of
challenges today. For instance, thinkabout how
difficult it can be to reach someone on
the
phone who is willing to participate—Figure 6.1
(from Kempf & Remington, 2007) illus-
trates this challenge.
Potential
subject
Telephone
No
telephone
Cell phone
only
Landline
Not at
home
Screen
calls
24. Agree to
participate
Do not
screen calls
At home
Decline
By the time you have agreement from a possible participant in a
telephone study, a great deal of screening
has already occurred.
Source: Kempf and Remington, 2007
Figure 6.1: Example of telephone methodology
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CHAPTER 6Section 6.2 Survey Research Methodologies
Coverage has always been a concern of telephone
research as well. That is, the greater
percentage of homes with a telephone, the
better the survey coverage, and the better
the
possibility of drawing a representative sample
from the population of interest. See the fol-
lowing for how telephone coverage in the United
States has changed over time (Kempf &
25. Remington, 2007):
• In 1920, 65% of households did not have a
telephone.
• In 1970, 10% of households did not have a
telephone.
• In 1986, 7–8% of households did not
have a telephone.
• In 2003, less than 5% of households did
not have a telephone.
As you can see, coverage is quitegood regarding
households with a phone, but researchers
who rely on telephone surveys as their modality for
data collection face many challenges
today, such as working within the context of
Do Not Call lists. Researchers continue to
develop new strategies for improvingthe efficiency of
telephone surveys, such as by using
computer-assisted telephone interviewing (CATI)
systems, random digit dialing (RDD),
and interactive voice response systems (“press 1
if you are . . .”). But the challenges
seem
to be growing as well. The growth of cell phone
usage is changing the face of telephone
survey research. And that growth has been explosive—
from fewer than 500,000 usersin
1985 to 35 million usersin 1995, and more than
200 million cell phone usersin 2005 (Kempf
& Remington, 2007). Answering machines, Caller
ID, privacy managers, and call blocking
services all add to the increasingchallenges of
conducting survey research by telephone.
Mail Surveys
26. Oddsare you’ve received a survey in the mail.
Did you complete it? Did you give it to
someone else in your household to complete? As you
can see, thereare challenges to using
mailed surveys as your modality of survey data
collection. There are advantages and dis-
advantages of using a particular approach, as
explained by de Leeuw and Hox (2008). The
advantages to mail surveys include (a) relatively
low cost per survey respondent—mailed
surveys can be completedwith a relatively small
staff; (b) no time pressure on the part of
the survey respondent; (c) the mailed survey
can include visual stimuli, using different
scaling techniques and visual cues for survey
completions (such as skip patterns); (d) the
potential effect (bias) of the interviewer is
removed with a mail survey; (e) participants
have greater privacy in responding to a mail
survey; and (f) if a good sample frame is
available with a mailing list, the benefits of random
sampling techniques can be realized.
The potential disadvantages to mail surveys include
(a) potentially low response rates;
(b) limited capabilities for complex questions, and
the inability for an interviewer to clar-
ify questions being asked; (c) when mail is
delivered to a household, thereis no
guarantee
that the person for whom the survey is
intended is the person completing the survey;
and
(d) the turnaround time for receiving mailed survey
responses can be long.
27. Internet Surveys
Participating in a survey facilitated by the Internet could
involve invitations through list-
servs, discussion groups, advertisements on search
engine pages, email directories, pub-
lic membership directories, chat roomrosters, guest
lists from web pages, and of course
individual email solicitations (Cho & LaRose,
1999). Compared with paper and pencil
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CHAPTER 6Section 6.2 Survey Research Methodologies
surveys, online/Internet surveys offer a number of
advantages (Beidernikl & Kerschbau-
mer, 2007), including easy and inexpensive distribution
to largenumbers of individuals
via email, the participant is guided through
the survey by essentially filling out a
form
(i.e., skip patterns are hidden from view), digital
resources (e.g., video clips, sound, ani-
mation) can be incorporated into the survey design
if necessary, and questions can be
“required” to be answered as well as verified
instantly (e.g., when asked in what year
you
were born, if somethingotherthan a four digit number
is entered, the participant can be
28. instantly prompted to use the correct format and
prevented from proceeding until making
the correction).
A number of survey tools are available to assist
in the collection of online survey data. Two
of the more population choices are SurveyMonkey
(http://www.surveymonkey.com) and
Qualtrics (http://www.qualtrics.com); others include
QuestionPro, Zoomerang, KeySurvey,
SurveyGizmo, and SurveyMethods. Many of these
online survey websites allow you to create
an account for free and use it on a limited
basisto design a survey and then collect
data with
that survey (once you exceed a certain number
of surveys or a certain number of
responses,
then most of thesesites will want you to purchase an
annual membership). After creating
your survey, the software will create a custom
URL that you then can email to potential par-
ticipants or post on a website. You probably have
completeda number of online surveys and
are familiar with the types of questions and
formats. One of the advantages to online
survey
software is that you can usually download the
outcomes/results directly into an Excel file
for
later analysis (or othertypes of files,such as SPSS
files). Also, someof the sites can assist
with
rudimentary data analysis (and creating graphs and
charts) without even exporting the data.
29. Two key drawbacks of Internet surveys are
issues of coverage and nonresponse (de Leeuw
& Hox, 2008). The issue of coverage, that is,
who has Internet access and who does not,
is sometimes referred to as the digital divide
(Suarez-Balcazar, Balcazar, & Taylor-Ritzler,
2009). Coverage is a problem for Internet sur-
veys (de Leeuw & Hox, 2008), and Suarez-Bal-
cazar et al. (2009) provided somespecific exam-
ples of the possible drawbacks: (a) individuals
from low-income and working-class communi-
ties are less likely to have access to the
Internet;
(b) low-income and working-class, culturally
diverse individuals are more likely to have only
one computer, which would limit the potential
for completing Internet-based surveys; (c) lim-
ited access often translates into limited famil-
iarity with online/Internet applications, and
(d) there may be cultural barriers that make
Internet research more difficult to successfully
accomplish (more on this in a moment).
In addition to the challenge of coverage, there
is also the challenge of representativeness. An
Internet survey approach may not achieve the
level of representativeness desired (Beidernikl
The Internet can facilitate many types of
surveys, which are easier and less expensive
than regular paper and pencil surveys.
PR Newswire/Associated Press
30. lan66845_06_c06_p157-190.indd 166 4/20/12 2:48 PM
http://www.surveymonkey.com
http://www.qualtrics.com
167
CHAPTER 6Section 6.3 Comparisons of Methodologies
& Kerschbaumer, 2007; de Leeuw & Hox, 2008).
In fact, you can think about whether
those replying to an Internet survey are representative of the
entire population, represen-
tative of the Internet population, or even representative of a
certain targeted population
(Beidernikl & Kerschbaumer, 2007). Add in the
complexity of culture, and you can see
that well-designed Internet surveys can take a
significant amount of work. Consider this
example offered by Suarez-Balcazar et al. (2009):
For instance, in the Chicago Public Schools,
students speak over 100 dif-
ferent languages and dialects. Social scientists
planning studies in these
types of settings must consider how they are going
to communicate with
the participants’ parents. Although children of first
generation immigrants
may be able to speak, read, and participate in
Internet-based surveys in
English, information such as consent forms and
research protocols that are
sent to the parents may need to be translated into
their native language and
31. administered using paper-and-pencil format. (p.
99)
If not used carefully, online/Internet survey researchers are
capable of invading privacy
(Cho & LaRose, 1999), and care should be taken
to minimize that threat.
6.3 Comparisons of Methodologies
W ith all the different modalities of survey
administration, the natural ques-tion arises—which
approach is best?The answer to that complex
question is it depends. However, therehave been
somevery useful studies conducted that
compare the different methodologies, and below is a
sampling. de Leeuw and Hox (2008)
report that, on average, web-based surveys have an
11% lower response rate than mailed
and telephone surveys. In an experiment that directly
compared regular mail and e-mail
surveys, Schaefer and Dillman (1998)
found comparable response rates—57.5%
for regular mail, and 58.0% for e-mail.
When Braunsberger, Wybenga, and Gates
(2007) compared telephone surveys and
web-based surveys, a two-wave web-
based approach provided more reliable
data estimates than telephone surveys,
and at a lower cost: Each telephone survey
cost $22.75 to complete, whereas the cost
of each web-panelsurvey was $6.50.
What does the future hold for preferred
survey research modality? In addition to
32. the particularly useful comparison stud-
ies, a growing trendis to utilize a mixed-
mode approach (e.g., Nicolle & Lou, 2008),
where multiple modalities are accessed to
achieve the research goals. Thus, you may
see email reminders to participate in a tele-
phone survey. The mixed-mode approach
The mixed-mode approach uses several methods
to gather research. What are the benefits of this
approach? The drawbacks?
iStockphoto/Thinkstock
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CHAPTER 6Section 6.4 Designs for Survey Research
can also involve the collection of qualitative data as
well as quantitative data. Qualita-
tive data, such as the responses to open-ended
questions on a survey (e.g. “How do you
feel about parking on your campus?), can provide
particularly rich and useful data, and
qualitative approaches are oftenthe most helpful
when we know the least. In the Nicolle
and Lou (2008) example, faculty members were asked
about the process by which they
adopt new technologies for use in college
courses, and somefaculty completedsurveys,
whereas others were interviewed in person—thus, a
33. mixed-mode approach. In another
example, McDevitt and Small (2002) used both Internet
and mail to survey participants of
an annual sporting event.
If the sampling plan and survey modality puzzle
pieces are in place, another decision to
be made is the overall design of the survey
research. In someregard, theseconcepts do
overlap with topics from Chapter 8 on quasi-
experimental research designs. But a brief
review of how thesedesign decisions affect survey
research is warranted here.
6.4 Designs for Survey Research
Although different researchers may use slightly
different terminology, the major cat-egories of
survey research designs are presented in this
section.
Cross-Sectional Survey Designs
In a cross-sectional survey design, data collection occurs at
a single pointin time with the
population of interest (Fife-Schaw, 2000; Visser,
Krosnick, & Lavrakas, 2000). One way to
thinkabout a cross-sectional sur-
vey is that it is a snapshot in time
(Fink & Kosecoff, 1985). Cross-
sectional surveys are relatively
inexpensive (Fife-Schaw, 2000)
and relatively easy to do (Fink &
Kosecoff, 1985). However, if the
landscape changes rapidly, and
that amount of change is impor-
tant to your survey research, then
34. using a cross-sectional design
will not allow you to capture this
change over time (Fife-Schaw,
2000; Fink & Kosecoff, 1985).
Longitudinal
Survey Designs
A longitudinal survey is con-
ducted over time,but this label
alone does not give us enough details about
the type of longitudinal survey. Longitudinal
studies face unique challenges, such as keeping
trackof respondents over time and how
Cross-sectional survey design gathers data from the population
all at one time, as shown in this call center that collects survey
information for clients.
Marka/SuperStock
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CHAPTER 6Section 6.4 Designs for Survey Research
to motivate respondents to continue to respond in
the future (Dillman et al., 2009). In
general, the key advantage of longitudinal designs is
that they allow for the study of age-
related development. However, this can be confounded
with events over time that might
influence your variables (Fife-Schaw, 2000). For
35. example, if you are interested in how
individuals feel about their personal safety, and the span of
your longitudinal research
includes September 11, 2001, then your research
might be affected by that historical event,
and changes may not be due only to the passage of
time.Attrition (dropping out of the
study over time) is a drawback,and participants
repeatedly tested over time can be sus-
ceptible to the demand characteristics of the
research—having participated multiple times
in the past, the participants know what is
expected and probably understand the variables
and general hypotheses being tested (Fife-Schaw,
2000).
Cohort and Panel Survey Designs
In a cohort study, new samples of individuals are
followed over time,whereas in a panel
study, the same people are tracked over time
(Jackson & Antonucci, 1994). In a panel
study, the same people are studied over time,
spanning at least two points in time (Fink
& Kosecoff, 1985; Jackson & Antonucci, 1994;
Visser et al., 2000). This type of study
can
be particularly useful for understanding why
particular changes are occurring over time,
because you are asking the same individuals to
respond over time (you also have a base-
line comparison measure from when they first entered
the study).
There are so many more variations of possible
research designs, such as trend studies,
36. population sampling, and even an approach called
the “multigenerational lineal panel”
approach (Jackson & Antonucci, 1994). The key to
remember for now is that there are
many pieces of this puzzle to be solved,
and the survey research design that
psychologists
select is based on a number of factors.
But the types of questions that we can answer
are
strongly governed by how we ask the question. This is
illustrated in the “Classic Studies
in Psychology” storythat follows, and much of
the remainder of this chapter is devoted
to providing helpful advice about crafting your
own survey questions, selecting the scales
of measurement, and choosing data analysis strategies to
make the most of survey data.
Classic Studies in Psychology: Loftus and Eyewitness
Testimony
(Loftus & Palmer, 1974; Loftus, 1975)
As you will see, psychologist Elizabeth Loftus cleverly
studied the relationship between the phrasing of a
question and the impact of that phrasing on the answer.
Not only is this an important consideration for survey
research, but this line of research helped Loftus to
develop expertise concerning eyewitness testimony
(and how asking questions may lead to the creation of
false memories).
In the Loftus and Palmer (1974) experiment, 45 stu-
dents were shown 7 films being used by a local Seattle
Police Department as part of their driver’s education
program. Following each film, the participants were
37. asked to write about the film they had just seen and to answer a
series of survey questions—the key
research question asked about the speed at which the cars were
going when the collision
Associated Press
(continued)
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CHAPTER 6Section 6.4 Designs for Survey Research
occurred. However, for the 45 students who viewed the accident
film, groups of nine were asked dif-
ferent questions, as presented in the table below. After being
asked the particular question (note the
key word in boldface), students responded with their average
speed estimate of the two cars, in miles
per hour (mph). The results are presented in Table 6.1.
Table 6.1: Loftus and Palmer survey questions and estimates
Survey Question Average Speed Estimate
About how fast were the cars going when they smashed each
other? 40.5 mph
About how fast were the cars going when they collided with
each
other?
38. 39.3 mph
About how fast were the cars going when they bumped each
other? 38.1 mph
About how fast were the cars going when they hit each other?
34.0 mph
About how fast were the cars going when they contacted each
other? 31.8 mph
Loftus and Palmer (1974) found these speeds to be significantly
different. Thus, even the verb used to
ask the question made a significant difference in how memories
were reported. But Loftus’ creative
thinking about these issues continued.
In a study published a year later, Loftus (1975) further explored
how survey answers were dependent
on the questions, and furthermore, how embedding false
information in the original survey questions
can lead to the embedding of false memories over time. This
classic study reports the outcomes of four
different experiments, but we’ll only describe two of those
experiments here. In Experiment 1, stu-
dents “were shown a film of a multiple-car accident in which
one car, after failing to stop at a stop sign,
makes a right-hand turn into the main stream of traffic. In an
attempt to avoid a collision, the cars in the
oncoming traffic stop suddenly and a five-car, bumper-to-
bumper collision results. The film lasts less
than 1 min., and the accident occurs within a 4-sec. period” (p.
563). The key car in the scenario (Car A)
is then presented as a part of a diagram with the other cars. Half
the students were asked, “How fast
39. was Car A going when it ran the stop sign?” and the other half
of students were asked, “How fast was
Car A going when it turned right?” However, in this study, the
key question of interest was not about
miles per hour but rather is “Did you see a stop sign for Car
A?” See the results in Table 6.2.
Table 6.2: Survey results
Leading Question Answer to the Next Question
“Did you see a stop sign for Car A?”
How fast was Car A going when it ran the stop sign? 53%
answer YES
How fast was Car A going when it turned right? 35% answer
YES
Just mentioning the stop sign in the question helps participants
remember that there was a stop sign.
But what if leading questions contained misinformation? What
impact would that have on memory?
Loftus addressed that issue in Experiment No. 4 in her 1975
study. She showed students a 3-minute film
of an automobile that eventually collides with man pushing a
baby carriage. After viewing
Classic Studies in Psychology: Loftus and Eyewitness
Testimony
(Loftus & Palmer, 1974; Loftus, 1975) (continued)
(continued)
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40. 171
CHAPTER 6Section 6.4 Designs for Survey Research
the film, the participants are asked 45 questions about the film,
but Loftus is only interested in 5 of the
answers. In the “Direct” condition, the participants were asked a
straightforward question, such as,
“Did you see a woman pushing the carriage?” (We know from
the description above that the correct
answer is no.) In the “False Presupposition” condition,
participants were asked, “Did the woman push-
ing the carriage cross into the road?” A third group served as
the control group and did not receive any
key questions at all (just filler questions). One week later, the
participants returned and were asked the
direct question—in this case, did you see a woman pushing the
carriage? See Table 6.3 to find out what
happens one week later.
Table 6.3: Experiment No. 4 follow-up questions and results
Experimental Condition Percentage YES Responses to “Did you
see a woman pushing the carriage?”
Direct—Did you see a woman pushing the carriage? 36% YES
False Presupposition—Did the woman who was
pushing the carriage cross into the road?
54% YES
Control (No leading question) 26% YES
41. Note: Remember, it was a man who was pushing the carriage in
the film. If memory were working
perfectly, the percentage of YES in all three rows should be 0%.
Note that for the control group, without any leading questions at
all, 26% remember a woman push-
ing the carriage, when in fact it was a man. But look what
happens one week later—the amount of
misremembering increases, and it can be manipulated by the
researcher. You should know that Loftus
did this with other scenarios throughout the study (1975), as
well as in other studies (e.g., Loftus &
Hoffman, 1989). These fascinating outcomes have continued to
influence Loftus’ work, and have influ-
enced the work of others as well (e.g., Crombag, Wagenaar, &
van Koppen, 1996).
If you think about it, the ability to change memories based on
the way that a question is asked has
important implications for issues such as eyewitness testimony
and repressed memories, two top-
ics that Loftus has explored throughout her career. Niland
(2007) correctly pointed out that Loftus’
research squarely puts her in the center of the controversy about
repressed childhood memories, and
that it is possible to implant a false memory. This capability (or
an accusation to some) threatens a
number of therapists and victims of abuse who have come to
believe that the memories of the abuse
have been repressed for years, and with the help of a
psychotherapist those memories can be discov-
ered (Niland, 2007).
Elizabeth Loftus has received many accolades for her work
about the formation and manipulation of
memory. When Philip Zimbardo (President of the American
42. Psychological Association in 2002) wrote
about “does psychology make a significant difference in our
lives,” Loftus’ research was listed as semi-
nal work in the area of eyewitness identification (Zimbardo,
2004). In 2004, Loftus was elected to the
National Academy of Sciences (a high honor); she was also
named as one of the 100 most influential
psychologists of the 20th century and the highest ranked woman
on the list (Zagorski, 2005).
Reflection Questions
1. How does the careful selection of the verb used in the
experiments by Loftus compare to the types
of verbs you might select to develop survey research questions
for a project at work? Is there a
chance that the specific wording selected might have an impact
on the results you observe?
Why or why not?
Classic Studies in Psychology: Loftus and Eyewitness
Testimony
(Loftus & Palmer, 1974; Loftus, 1975) (continued)
(continued)
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CHAPTER 6Section 6.5 Scaling Methods
6.5 Scaling Methods
43. As you can surely see by now, survey research is
a complex puzzle with multiple pieces needing
to be put into place before the picture is
complete. Perhaps one of the most complicated
parts of survey research is deciding on the
scaleby which
to measure a person’s attitudes, opinions, behavior,
knowledge, etc.—in fact, there are
entire books on the subject (e.g., Netemeyer,
Bearden, & Sharma, 2003). As you read ear-
lier in Loftus’ work, how you ask the questions
does shape the answer you receive. In
fact, how you shape the possible answers can even
influence the answers you receive. For
example, Schwartz (1999) reported on someof his
previous research where he had sur-
veyed German respondents about the number of
hours per day that they watch television.
Two groups were asked the same question but given
different response categories—these
response categories are depicted in Table 6.4.
Table 6.4: How response scales can shape the results—daily TV
consumption
Low Frequency
Alternatives
Percent Reporting High Frequency
Alternatives
Percent Reporting
Up to ½ hour 7.4%
½ hour to 1 hour 17.7%
44. 1 hour to 1 ½ hours 26.5%
1 ½ hours to 2 hours 14.7%
2 hours to 2 ½ hours 17.7% Up to 2 ½ hours 62.5%
More than 2 ½ hours 16.2% 2 ½ hours to 3 hours 23.4%
3 hours to 3 ½ hours 7.8%
3 ½ hours to 4 hours 4.7%
4 to 4 ½ hours 1.6%
More than 4 ½ hours 0.0%
2. Have you ever been in a car accident or spoken to someone
who has? Think about your memory
for that event (or ask the person about his or her memory for
that event). Is the memory like a
flashbulb memory, where every element of the scene is
remembered, or have some memories
faded over time while other “memories” seem to have been
invented? What about the effect of
an emotional reaction during a car accident, such as the rush of
adrenaline in anticipation of the
fight-or-flight response? How do these individual factors need
to be considered and combined to
better our understanding of memory for these kinds of events?
3. Eyewitness testimony has important ramifications for how
our criminal justice system works.
Eyewitness testimony can help clear some people of crimes,
whereas eyewitness testimony some-
times provides key evidence that leads to the incarceration of an
45. individual. Given the fallibility of
memory, does the legal system have checks and balances in
place to help prevent misremember-
ing and to minimize the fallibility of eyewitness testimony?
Classic Studies in Psychology: Loftus and Eyewitness
Testimony
(Loftus & Palmer, 1974; Loftus, 1975) (continued)
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CHAPTER 6Section 6.5 Scaling Methods
Lookwhat happens, dependingon the response scale.
When the scalestarts low (left side
of table), only 16.2% of respondents report
watching more than 2 ½ hours of television
per day, but when the alternatives start higher on
the scale(on the right side of the table),
37.5% of respondents report watching more than 2
½ hours of television per day. Just
by the scaledifference alone, the magnitude of
this difference makes it difficult to draw
meaningful conclusions. So what do we do about
situations where we need to design sur-
veys and items and scales? We rely on best
practices and established research that guides
the decision making necessary to select an
appropriate scale. What follows is a
brief over-
view of the major types of scales you are
likely to use.
46. Dichotomous Scales
When you use a dichotomous scale, there are only
two possible options. So if the possible options
are
agree/disagree, yes/no, true/false, male/female,
and so on, then you are using a binary scale.
Respondents provide nominal scale data (this is
an important consideration for later data analysis
options). Some examples of dichotomous scales
where a yes/no type of response would be
ade-
quate are:
• I am married.
• I download music illegally.
• My parents are divorced.
Some argue (e.g., Spector, 1992) that single
yes/no
questions are insufficient, because they are not sen-
sitive to subtle change over time,they dictate
that
individuals place themselves into largecategories,
and that many psychological phenomena are so
complex that a singular yes/no response may fail
to capture the complexity. As you design your
sur-
veys, keep in mind that the hypotheses you wish
to test will help to inform you if a dichotomous
scalecan yieldthe type of information you seek.
47. Likert Scales
Likert scales, or perhaps Likert-type scales, may be
the most famous/popular type of
scaleused by psychological researchers today. The
Likert scale is named after the psy-
chologist from the University of Michigan, Rensis
Likert (pronounced Lick-ert). Likert’s
seminal work (1932), now called a Likert scale,
called for a survey response scaleto have
a 5-point scale, measuringfrom one pole of
disagreement to the otherpole of agreement.
Each of the scalepoints has a specific verbal
description (Wuensch, 2005). A declarative
statement is made, and then the respondent selects
the appropriate answer. The low value
is strongly disagree, and the high value is
strongly agree, like this:
When using a dichotomous scale, there are
only two possible options, such as yes or no.
Mauritius/SuperStock
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CHAPTER 6Section 6.5 Scaling Methods
1 = strongly disagree
48. 2 = disagree
3 = neutral (neither agree nor disagree)
4 = agree
5 = strongly agree
There have been many variations and changes
suggested that are loosely based on the
above criteria, so you will oftensee “Likert-type”
scaleused rather than the very spe-
cific Likert scaleas described above. For example,
Fowler (1988) has made the argument
that Likert-type variations (shown below) might
be better suited because they would
have lesser emotional ties: 4 = completely agree, 3 =
generally agree, 2 = generally disagree,
and 1 = completely disagree or 4 = completely
true, 3 = mostly true, 2 = mostly untrue, and
1 = completely untrue. Of course, thesewould
not conform to the true Likert scalebut would
be categorized as Likert-type scales. There
have been many variations on this theme. The
following examples demonstrate many of these
variations, as presented by Vagias (2006).
Note the varying types of response anchors
possible with a Likert-type scaleapproach,
including the use of frequency, truthfulness,
probability, importance, concern, support,
usage, awareness, satisfaction, and influence. As
you thinkabout the type of scaleyou
might employ in your survey research, and you
examine the following examples, you
should begin to appreciatejust how useful and
49. versatile using a Likert-type scalecan be.
Level of Acceptability
1 – Totally unacceptable
2 – Unacceptable
3 – Slightly unacceptable
4 – Neutral
5 – Slightly acceptable
6 – Acceptable
7 – Perfectly Acceptable
Level of Importance
1 – Not at all important
2 – Low importance
3 – Slightly important
4 – Neutral
5 – Moderately important
6 – Very important
7 – Extremely important
Knowledge of Action
1 – Never true
2 – Rarely true
3 – Sometimes but
infrequently true
4 – Neutral
5 – Sometimes true
6 – Usually true
7 – Always true
Level of Problem
50. 1 – Not at all a problem
2 – Minor problem
3 – Moderate problem
4 – Serious problem
Level of Awareness
1 – Not at all aware
2 – Slightly aware
3 – Somewhat aware
4 – Moderately aware
5 – Extremely aware
Likelihood
1 – Extremely unlikely
2 – Unlikely
3 – Neutral
4 – Likely
5 – Extremely likely
Level of Satisfaction – 5 point
1 – Very dissatisfied
2 – Dissatisfied
3 – Unsure
4 – Satisfied
5 – Very satisfied
Level of Appropriateness
1 – Absolutely inappropriate
2 – Inappropriate
3 – Slightly inappropriate
4 – Neutral
5 – Slightly appropriate
51. 6 – Appropriate
7 – Absolutely appropriate
(continued)
Likert-Type Scale Response Anchors
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CHAPTER 6Section 6.5 Scaling Methods
Level of Agreement
1 – Strongly disagree
2 – Disagree
3 – Somewhat disagree
4 – Neither agree or disagree
5 – Somewhat agree
6 – Agree
7 – Strongly agree
Frequency – 5 point
1 – Never
2 – Rarely
3 – Sometimes
4 – Often
5 – Always
Level of Familiarity
1 – Not at all familiar
52. 2 – Slightly familiar
3 – Somewhat familiar
4 – Moderately familiar
5 – Extremely familiar
Level of Difficulty
1 – Very difficult
2 – Difficult
3 – Neutral
4 – Easy
5 – Very easy
Level of Quality – 5 point
1 – Poor
2 – Fair
3 – Good
4 – Very good
5 – Excellent
Level of Satisfaction – 5 point
1 – Not at all satisfied
2 – Slightly satisfied
3 – Moderately satisfied
4 – Very satisfied
5 – Extremely satisfied
Source: Vagias (2006).
Likert-Type Scale Response Anchors (continued)
Thurstone Scale and Guttman Scale
Both the Thurstone scale and the Guttman scale describe a
methodology of scaledevelop-
53. ment as well as measuringindividual responses. In
1928, Thurstone proposed the technique
(nowcalled the Thurstone scale) to develop a
response scaleof equally appearing intervals
by having participants make a series of
comparative judgments(Page-Bucci, 2003;
Roberts,
Laughlin, & Wedell, 1999). First, a largenumber
of attitude statements would presumably
represent the entire range of possible options,
and respondents would provide a global
eval-
uation of favorability or unfavorability toward
the topicpresented in the survey items—for
instance, a pairwise comparison could be
presented,where a respondent is forced to
choose
which statement he or she agrees with more,
and the process is repeated over and over.
From a group of individuals, this yields a
hierarchy of agreementscores for each item,and
then in the second stageindividuals re-rate the
items in terms of agreementor
disagreement
(Page-Bucci, 2003; Roberts et al., 1999). The
goal of using this multistage process is so
that
the final items retained in the survey fit the
respondents’ patterns of answering well, rather
than hoping that survey items capture what the
respondents thinkabout a particular topic.
A Guttman scaleis difficult to construct because it
is based on generating a set of items
that increase in difficulty;on a 7-item scale, if
54. the easiest item to agree to is Item No. 1,
and the most difficult item to agree to is Item
No. 7, and you agree with Item No. 5, that
automatically means that you agree with the first
four items as well. In otherwords, what-
ever item you agree with on the hierarchy, it is
assumed that you agree with all the items
leading up to it also. Page-Bucci indicated (2003)
that although this scalemay allow for
more complex measures than a Likert-type scale,
the scales are difficult to construct and
the scoring systems are cumbersome.
Semantic Differential Scales
The semantic differential scaletechnique, developed by
Osgood in the 1950s, is a scale
that is designed to measure affect or emotion
(Henerson, Morris, & Fitz-Gibbon, 1987),
but
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CHAPTER 6Section 6.5 Scaling Methods
it can measure much more than that. Using
adjectives that are polaropposites, participants
are asked to select how they feel about the
survey topicbeing presented.For example, to
respond to the question “Thinking about this course,
how do you feel about the grading
policies being used?” the surveyed person would
55. be asked to place on a checkmark on
one
of the seven lines spanning the polaropposites on
the the semantic differential scalebelow:
fair ___ ___ ___ ___ ___ ___ ___ unfair
unreliable ___ ___ ___ ___ ___ ___ ___ reliable
confusing ___ ___ ___ ___ ___ ___ ___ clear
helpful ___ ___ ___ ___ ___ ___ ___ not helpful
good ___ ___ ___ ___ ___ ___ ___ bad
Based on prior research, three types
of findings tend to emerge from the
use of semantic differential scales
(Page-Bucci, 2003): an evaluative fac-
tor (good-bad), an intensity/potency
factor (strong-weak), and an activity
factor (slow-fast). Responses on these
items can be given a score of 1 to 7,
dependingon where the mark on the
scale occurred; most researchers ana-
lyze thesedata the same as they would
Likert-type agreement scale data—as
interval/ratio (scale) data. The seman-
tic differential scale is good at captur-
ing feelings and emotions, is relatively
simple to construct, and is relatively
easy for participants to use, but the
resulting analyses can be complicated
(Page-Bucci, 2003). An example of
more possible pairings appears below
56. (from Henerson et al., 1987):
The use of semantic differential scales reveals three
types of findings: evaluative; intensity/potency; and
activity. This type of scale is helpful in recording feelings
and emotions.
iStockphoto/Thinkstock
angry-calm
bad-good
biased-objective
boring-interesting
closed-open
cold-warm
confusing-clear
dirty-clean
dull-lively
dull-sharp
irrelevant-relevant
last-first
lan66845_06_c06_p157-190.indd 176 4/20/12 2:49 PM
58. useless-useful
weak-strong
worthless-valuable
wrong-right
Other Types of Scales
There are many more types of scales that
are used in survey research. Visual analog scales
can be used to obtain a score along a
continuum, where a participant places a
checkmark
to indicate where his or her attitude or opinion
falls along the scale. Below is an
example
of the visual analog scale:
No pain at all ———————————— The worst
pain I ever experienced
This would be an example of a subjective
continuum scale, where a checkmark is
made
along the scale to indicate how positive or
negative a respondent’s opinion is about a
particular topic:
Very positive ————————————————————
Very negative
With the advent of online survey packages, the
59. visual analog scalehas become digital. In
the online survey software package Qualtrics, visual
analog scales are presented as “slid-
ers,” and respondents can click on the pointer and
slide it to location along the continuum
that represents their belief. See Figure 6.2 for an
example of a series of slider questions.
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CHAPTER 6Section 6.5 Scaling Methods
Completely dissatisfied
0 10 20 30 40 50 60 70 80 90 100
My co-workers
The workplace
environment
My company in
general
My direct supervisor
My annual
compensation
The opportunities for
advancement
60. Completely satisfied
Please rate your overall level of SATISFACTION for each of
the workplace categories
below. Move the slider to the appropriate level: 0 = completely
dissatisfied and 100 =
completely satisfied.
This is an example of a visual analog scale used in survey
research in a survey software program called
Qualtrics. Participants click on the blue arrow and drag it to the
location that indicates their answer.
Source: Qualtrics, 2011
Figure 6.2: Example of a visual analog scale
Surveys do have advantages though: They allow
for anonymity of responses and sta-
tistical analysis of largeamounts of data, they can be
relatively cost effective, sampling
mechanisms can be carefully controlled in somecases,
and by using standardized ques-
tions change can be detected over time (Seashore,
1987). Some of the limitations and
risks of the survey research approach include a
lack of control over variables of interest,
response rates may be problematical, ambiguous surveys
may lead to difficult interpre-
tation, in somecontexts participants may not believe
their data are truly anonymous
and confidential, the possibilities of bias due to non-response or
socially desirable
responding, and the inability to draw cause-and-effect
conclusions (Fowler, 1998; Sea-
shore, 1987).
61. Surveys are pervasive in psychology and throughout
culture. The ability to properly
design a survey and interpret its results
appropriately is a skill that well-suits psychology
majors for a future in the workplace, or
for graduate school first and then the workplace.
But it is important to remember that surveys are a
measure of self-report and not actual
behavior. There are multiple reasons why survey
data may be inaccurate; it could be that
the respondents don’t know the answer, know
the answer but can’t recall the answer,
don’t understand the question (but answer
anyway), or just choose not to answer for
whatever reason (Fowler, 1998). Because most survey
research does not share the same
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CHAPTER 6Section 6.6 Analysis of Survey Data
characteristics as experimental designs, it is
important not to over-interpret the results of
survey research. The survey approach is powerful in
helping psychologists identify the
relationships between variables and differences among
groups of people, but the results
are only as good as the design quality that is
necessary for this complex task.
62. 6.6 Analysis of Survey Data
In most respects, analyzing survey data is the
same as analyzing any other type of data—your
analysis choices are based on your hypotheses,
the scales of measurement, the tools available
for data analysis, and so on. Before mentioning
specific approaches
for data analysis, let’s review at a conceptual
level the types of errors that are encountered
in survey research. Remember that errors in
this context are not mistakes but are the pos-
sible outcomes of the study that the researchercannot
account for—that is, the changes
or values of the dependent variable that are not due to the
independent variables being
manipulated, controlled, or arranged.
Types of Errors
In classic psychometric measurement theory, the
total amount of error is assumed to be
the sum of measurement error + sampling error
(Dutka & Frankel, 1993). Those who
study survey research design further categorize the types of
threats and errors that can
occur with this type of research. Although Dillman et
al. (2009) were referring specifically
to Internet panel research in this case, they present
a four cornerstone model of surveying
and errors that is useful here for our greater
understanding.
A coverage error in survey research refers to
63. the methodology used. For example, if an
Internet approach is used, only about 70% of
households have Internet access, so cover-
age error exists (Dillman et al., 2009). The
coverage error is much smaller with telephone
surveys, but the proportion of individuals with
landlines is decreasing whereas cell phone
subscribers are increasing(Kempf & Remington,
2007). Survey researchers need to be cog-
nizant of coverage error concerns when making
methodologicalchoices.
A sampling error occurs when not all the
potential participants from a population are
rep-
resented in a sample (Dutka & Frankel, 1993),
and this is oftendue to the sampling method
utilized by the researcher(Futrell, 1994). In fact,
this sampling procedure is so important
that it was the opening puzzle piece of this
chapter. Another related sampling issue is
volunteerism, or self-selection. When a study
relies on volunteers (for whatever reason),
thereis always a concern that volunteers may
behave differently than non-volunteers, and
if this is the case, it weakens the generalizability
of the survey results. In fact, Rosenthal
and Rosnow (1975) have reliably demonstrated that
volunteers differ from non-volunteers
in the following ways: (a) volunteers are more
educated than non-volunteers; (b) volun-
teers are from a higher social class than non-
volunteers; (c) volunteers are more intelligent
than non-volunteers; (d) volunteers are more
approval-motivated than non-volunteers;
and (e) volunteers are more sociable than non-
64. volunteers. However, if the only way you
can conduct your research is through volunteers,
then that is what you do. But it would
be important to remember these caveats
when drawing conclusions from your survey
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CHAPTER 6Section 6.6 Analysis of Survey Data
research (or any research) that
depends exclusively on volun-
teer participants.
Measurement error can occur
due to a number of reasons,
but measurement errors tend
to fall into the category of mea-
surement variation (the lack
of a reliable instrument) and
measurement bias (asking the
wrong questions, or using the
results inappropriately) (Dutka
& Frankel, 1993). As in any com-
plex enterprise, the potential
for mistakes can be high, and
Futrell (1994) listed some com-
mon measurement errors that
can occur in survey research:
1. Failing to assess the reliability of the survey.
65. 2. Ignoring the subjectivity of participant
responses in survey research.
3. Asking non-specific survey questions.
4. Failing to ask enough questions to capture
the behavior, opinion, or attitude of
interest.
5. Utilizing incorrect or incomplete data analysis
methods.
6. Drawing generalizations that are not supported by
the data nor the data analysis
strategy selected.
Essentially, measurement errors address issues of
(a) did we measure what we thought we
measured, and (b) did we interpret the results
appropriately?
Non-response error is of particular concern in survey
research (Dillman et al., 2009). As
a general rule, if there is a response rate of
25% or less (or a non-response rate of 75%
or more), then the survey researchershould be
concerned with the question “Are those
responding to my survey different from those
not responding to my survey?” (Dillman et
al., 2009). There are many different approaches
for dealing with high non-response rates,
and someof those methods involve weighting the
responses that are received (Dale, 2006)
as well as specifically following up with a subset
of non-responders and asking them why
they didn’t respond. The goal here would be to
determine that therewas no systematic
bias in why people responded or did not respond to
66. the initial survey request. If thereis
no bias (that is, no systematic reason driving
non-response), then the non-response rate is
less of a concern to the survey researcher.
Data Handling Issues
The details and complexity of data handling issues
within survey research are beyond the
scope of this chapter, but two issues are worth
mentioning, if only briefly. After collecting
When volunteers are used in sampling, there is concern
that volunteers could change the survey results by behaving
differently than non-volunteers. How might this be addressed?
iStockphoto/Thinkstock
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CHAPTER 6Section 6.6 Analysis of Survey Data
your data, but prior to analysis, you will have to do
somedata “cleaning” (sometimes
called data editing). Even though every survey
researchermust do this, thereare not com-
monly accepted standards for data cleaning (Leahey,
Entwisle, & Einaudi, 2003). Some-
times it involves the elimination of outliers
(which is relatively straightforward), but other
times data decisions are more complex. For example,
someone may be hand-coding data
67. into an SPSS file, and on a written survey
form completedby a college student, the student
filled in “Age: ____” with 107. It would be
pretty clear from this scenario that therewas
not a 107-year-old college student in the
laboratorysetting when the data were collected,
so this value should be discarded from “age”
variable (thus, this participant has missing
data). But this brings otherissues to mind: If
this respondent reports many outliers, did
he or she take the survey seriously? Should just
the age value be discarded,or should the
entirety of the survey responses from this individual be
deleted?
Data cleaning decisions can become more complex. Let’s
say you are asking survey items
where the responses are made on a Likert-type
agreementscale, where 1 = strongly dis-
agree, 2 = disagree, 3 = neutral, 4 = agree, and 5
= strongly agree. One coded response to
the statement “I am comfortable with the
undergraduate major I have selected,” is 55.
What do you do? Do you assume the respondent
meant a 5 (strongly agree), and change
the response? Is it possible to go back and confirm
what the participant meant, or were
the data collected anonymously? You could guess
that a 55 meant a 5, but what about a
23
entry? Did the person mean 2 (disagree) or 3
(neutral)? Here’s one more: In an online
sur-
vey, where respondents directly entertheir age, a
participant enters the value 1.9. Should
68. that be recoded as 19 years old, or should
the data be deleted?
These data cleaning issues are also related to
how survey researchers handle missing
data, and thereare a number of complex approaches
for that (Dale, 2006; Graham, Taylor,
Olchowski, & Cumsille, 2006; Rudas, 2005). As
a psychologist/survey researcher-in-train-
ing, you should err on the side of caution. If
you cannot confirm what a participant meant
by his or her response, delete it. As you become
more savvy at performing data cleaning
and missing data analyses, you can alter this conservative
approach. Furthermore, if you
collect your survey data anonymously, you have no
method of contacting individuals to
clarify their intended response. We’ll discuss more
data cleaning issues in Chapter 7.
Data Analysis Approaches
As alluded to earlier, the possibilities for analyzing survey data
are vast, and they depend
on many of the same characteristics of otherdata
analysis situations, such as the scale of
measurement, the amount of data available, and the
hypotheses to be tested. It would not
be possible to summarize all of the options
here, as entire books are available about
the
subject (Fink, 1995). Data analytic strategies can
become more or less complicated, how-
ever. If your goal is to communicate effectively
with the public, you might not choose to
69. present the results of a repeated measures
ANOVA, but you might present a table of
means
or a bar graph that clearly and succinctly
communicates the storyyou want to tell. If you
are comparing two nominal scalevariables, such as
gender differences on how respon-
dents answered a categorical survey item (“Are
you married?”), then a chi-square analysis
would be appropriate. Essentially, you will need
the knowledge that you (hopefully) learn
from a statistics course to be able to analyze
your survey data. This is why somecall the
Statistics-Research Methods sequence the core of the
undergraduate psychology major.
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CHAPTER 6Section 6.6 Analysis of Survey Data
Data analyses can range from simple to complex.
Table 6.5 is an example of “complex,”
as Roelen, Koopmans, and Groothoff (2008)
reported the predictors between overall job
satisfaction and specific aspects of a job. These
researchers used survey research as their
method of data collection and a multiple regressionas
part of their data analysis strategy.
Table 6.5: Correlation between overall job satisfaction and
specific job aspects
71. Workload 4.7 (1.4) 0.11 (0.05) 0.12*
Work pace 4.7 (1.5) 0.02 (0.04) 0.02
Salary 4.3 (1.6) −0.05 (0.03) −0.06
Work briefings 4.3 (1.8) −0.01 (0.04) −0.02
Mean (standard deviation, SD) calculated using age, educational
level, work-related factors, and job
satisfaction. In addition, the table presents the unstandardized
correlation coefficients B (standard
error, SE) and the standardized correlation coefficients (�),
which measure the type (positive or
negative) and relative importance of correlation. *p < 0.05 and
**p < 0.01
Source: Roelen, Koopmans, and Groothoff (2008)
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CHAPTER 6Section 6.7 Quick Tips for Survey Item
Construction
At first glance, this looks complicated, but the
more courses you have in statistics, and the
more survey research you do, the easier it will be
to interpret this type of data. What the
researchers found with their multiple regressiondata
analysis approach was that there
are six statistically significant predictors of a
person’s overall job satisfaction (based on
the sample that was studied by Roelen et al.,
72. 2008). All of thesepredictors happen to have
positive beta weights, which means the higher
the value on the particular scale, the higher
the overall job satisfaction. The six significant
predictors (starting with the predictors with
highest beta weight) are task variety, career
perspectives, colleagues, working conditions,
workload, and job autonomy. Note that compared to
popular belief, salary is not a sig-
nificant predictor of overall job satisfaction—and it
is this type of insight that can make
a survey design coupled with an effective data
analysis strategy so powerful. As you do
more work in psychology, you’ll gain experience
and confidence in designing surveys
as well as analyzing the results. But just how would
you go about designing that survey,
especially if it were the first “scientific” survey
you had ever developed? We’ll discuss that
in the next section.
6.7 Quick Tips for Survey Item Construction
You determine that closed-ended items are better
suited for your research needs, and you are just
about ready to start generating your item
pool.But before you do that, it might be
beneficial to thinkbroadly for a moment about
what you are trying
to measure—that broad category of human
response you are trying to capture. Consider
thesecategories offered by eSurveyPro (2009) and
Rattray and Jones (2007): (a) attitudes,
beliefs, intentions, goals, aspirations; (b)
knowledge or perceptions of knowledge,
73. (c) cog-
nitions; (d), emotions; (e) behaviors and practices; (f)
skills or perceptions of skills, and
(g) demographics. Making decisions about which
broad category (or categories) you
would inquire about has implications for your
entire survey. For example, if you ask too
many knowledge questions of your respondents,
and the items are difficult, respondents
may quit your survey early, not providing you with
the data you need. Actual skills may
be difficult to capture in a survey format,
but you may be able to ask respondents about
their perceptions of their own skills. Demographics
can be tricky as well. Ask for too many
demographics, and participants may feel a sense of
intrusion.The more demographics
asked, the more identifiable a participant is,
even if the data are collected anonymously.
Ask too few demographics and you may not be able to
provide tentative answers to your
hypotheses. As you have the opportunity to
practice your survey skills over time, you
should become more comfortable in being able to
assess thesebroad areas.
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CHAPTER 6Section 6.7 Quick Tips for Survey Item
Construction
74. Use of demographics in surveys can be problematic if not
thoughtfully carried out. Sometimes, however,
demographic information is vital to research. How should these
surveys be handled?
PR Newswire/Associated Press
General advice for constructing survey items
comes from many sources. The following list
is a compilation of ideasfrom thesesources: Babbie
(1973), Cardinal (2002), Converse and
Presser (1986), Crawford and Christensen (1995),
Edwards and Thomas (1993), eSurvey-
Pro (2009), Fink and Kosecoff (1985), HR-Survey
(2008), Jackson (1970), McGreevy (2008),
and University of Texas at Austin (2007):
1. Avoid double-barreled items. That is,
each question should contain just one
thought. A tipoff to this occurring is sometimes
the use of the word “and” in a
survey item.
Example to avoid: I like cats and dogs.
2. Avoid using double negatives.
Example to avoid: Should the instructor not
schedule an exam the same weeka
paper is due?
(Answered from Strongly Disagree to Strongly Agree).
3. Try to avoid using implicit negatives—
that is, using words like control, restrict,
forbid, ban, outlaw, restrain, or oppose.
75. Examples to avoid: Handgun use should be banned.
All abortions should be
outlawed.
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CHAPTER 6Section 6.7 Quick Tips for Survey Item
Construction
4. Consider offering a “no opinion” or “don’t
know” option.
5. To measure intensity, consider omitting the
middle alternative.
Example: Strongly disagree, disagree, neutral, agree,
and strongly agree.
6. Make sure that each item is meaningful to
the individuals being asked to com-
plete the survey. That is, are the respondents
competentto provide meaningful
responses?
Example to avoid: Xanax is the best prescription
medication for clinical
depression.
7. Use simple language, standard English as
appropriate, and avoid unfamiliar or
difficult words. Depending on the sample, aim
for an eighth-grade reading level.
76. Example to avoid: How ingenuous are you when
the professor asks if you have
understood the material presented during a
lecture?
8. Avoid biased questions, words, and
phrases.
Example to avoid: Using clickers represents state-
of-the-art learning technology.
To what extent have clickers enhanced your learning?
9. Check to make sure your own biases
are not represented in your survey items,
such as through leading questions.
Example to avoid: Do you thinkgas-guzzling SUVs
are healthy for the
environment?
10. Do not get more personal than you need to be
to adequately address your
hypotheses. Focus on “need to know” items
and not “nice to know” items (helps
control for survey length).
11. Try to be as concrete as possible; items
should be clear and free from ambiguity.
Avoid using acronyms or abbreviation that are
not widely understood.
Example to avoid: The DSM-IV-TR is a more
accurate diagnostictool for PSTD
patients than the ICD-10.
77. 12. Start the survey with clear instructions, and
make sure the first few questions
are non-threatening. Typically,present demographic
questions at the end of the
survey. If you ask too many demographic items,
respondents may be concerned
that their responses are not truly anonymous.
13. If the response scales change within a
survey, include brief instructions about this
so that respondents will be more likely to notice
the change.
14. If your survey is long,be sure to put
the most important questions first—in a
long survey, respondents may become fatigued or
bored by the end.
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CHAPTER 6Section 6.7 Quick Tips for Survey Item
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15. Be sure to frame questions to minimize
response set acquiescence. Ask questions
that are reverse-scored (that is, strongly disagreeing is
a positive outcome).
Example: This course is a waste of time.(A
positive answer would be strongly
disagree.)
78. Case Study: Read All About It: Sampling Matters (and Dewey
Defeats Truman)
American political polling has a long history dating back to
1824 (International Directory of Company
Histories [IDCH], 2001), but perhaps the most famous blunder
that involves the sampling of opinions
from a population comes from the 1948 election where
incumbent Harry S. Truman defeated the
challenger Thomas Dewey. Although there had been some
successes with mail-in polling in predicting
presidential election outcomes in the 1930s, for the
1948 election a “perfect storm” of circumstances inter-
sected to produce one of the most famous mistaken
newspaper headlines of all times.
At the time, George Gallup was using quota sampling,
where pollsters would ask a certain number of indi-
viduals from certain categories (e.g., working females,
percentage of factory workers) their opinions about
issues, and in particular, who they intended to vote
for in the upcoming election (Jamison, 2008). After
the election (and the famous blunder where the even-
tual presidential election winner was declared the
loser), a congressional committee chastised Gallup
for not using probability sampling, which by definition would
give every eligible voter in the coun-
try an equal chance to be polled (IDCH, 2001). However, it was
not just the misstep of selecting the
wrong sampling procedure that led to this famous blunder; other
events conspired to make it so. For
instance, all the major pollsters (Gallup, Crossley, and Roper)
stopped polling weeks before the elec-
tion because major opinion changes were not expected. The
79. Chicago Tribune, publisher of the most
famous newspaper gaffe of all time, over-relied on its
Washington correspondent to accurately pre-
dict the outcomes. Furthermore, to get the first edition to press
on time (and due to a printer’s strike
at the time), the Tribune had to publish its first edition well-
before election returns were known,
thus preventing any last-minute changes based on early returns.
Gallup also admitted after the elec-
tion that he was a close friend of Thomas Dewey, and that
Gallup had been in contact with Dewey
throughout the campaign of 1948. All of these events coalesced
into one moment where a famous
national newspaper got it wrong in the front page headline on
November 3, 1948 (Blackwell, n.d.;
IDCH, 2001; Jamison, 2008; Walther, 2009).
Reflection Questions
1. Thinking about the polling process and presidential elections
today, what would be the impact of
declaring victory too early for the wrong candidate? To some
extent, isn’t this precisely what hap-
pened in 2000 when George W. Bush ran against Al Gore for
U.S. president?
2. Digging a bit deeper, would there be a way in which quota
sampling could be as efficient as prob-
ability sampling? What types of safeguards would need to be
put into place to prevent such egre-
gious errors to be drawn from survey results?
3. How does this famous incident in political history relate to
the types of surveys and questionnaires
that you might be asked to administer in the workplace? What
lessons can be extracted from this
80. type of sampling error that you can acknowledge and avoid if
survey methodology is part of your
job responsibilities someday?
Associated Press
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CHAPTER 6Concept Check
Chapter Summary
Of all the types of research you will be
learning about in this course as you prepare
your applied project, survey methodology may be
the most valuable, because you likely will
encounter surveys in the workplace, and you may be
in a manage-
ment position where you are asked to develop a
survey or to be a savvy consumer of
survey research results for your company or
organization. Thus, a basicknowledge of
the
key aspects of survey sampling, design, scaling,
and analysis could prove useful to your
future. It is important to be able to distinguish
between the characteristics of probability
and nonprobability sampling and to know that the
difference is oftenmeaningful depend-
ing on the types of conclusions you would
like to draw from the data. There are a variety
81. of approaches to survey methodology, and the
design of a survey project may involve
cross-sectional, longitudinal, cohort, or panel
survey aspects of research design. Many
scaling approaches are available, and although Likert-
type scaling is prevalent, knowing
the type of research question you want answered can
help in the selection of the survey
scalebest suited for the task. There are numerous
details to attend to regarding data analy-
sis from surveys, and key reminders are provided in
the chapter, as well as sometips for
generating your own survey questions.
Concept Check
1. Probability sampling means that
A. the sample definitely represents the population.
B. the population has multiple identifiable
characteristics.
C. all members of the population have an
equal chance of being in the sample.
D. the sample was described in sufficient detail
for individual identification of
members.
2. The non-random equivalent to stratified random
sampling is
A. cluster sampling.
B. volunteer sampling.
C. convenience sampling.
D. quota sampling.
82. 3. What can be both an advantage and a
drawback of in-person interviews?
A. The intimacy between the interviewer and
participant.
B. The ability of the interviewer to ask
follow-up questions.
C. The ability of the participant to ask
clarification questions.
D. The cost associatedwith administration.
4. In Loftus’ (1975) experiment No. 4, people
were most likely to “recall” a woman
pushing the baby carriage if
A. the woman wore an unusual hat.
B. participants were given a false
presupposition.
C. participants were asked a direct
question.
D. the baby carriage was destroyed in the video.
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CHAPTER 6Key Terms to Remember
5. The most likely famous and popular scaleused by
psychological researchers is the
A. Likert-type scale.
B. visual analog scale.
C. Guttman scale.
83. D. dichotomous scale.
Answers
1. C. All members of the population have an
equal chance of being in the sample.
The answer can be found Sec-
tion 6.1.
2. D. Quota sampling. The answer can be found Section 6.1.
3. A. The intimacy between the interviewer and
participant. The answer can be found in Section 6.2.
4. B. Participants were given a false presupposition.
The answer can be found in Section 6.4.
5. A. Likert-type scale. The answer can be found in
Section 6.5.
Questions for Critical Thinking
1. Why is the survey such a prevalent
methodology that is used so frequently? Does
the prevalence of surveys have a negative effect
on individuals answering sur-
veys? Think about the number of surveys
that you have received in the past two
months, including telephone surveys, email surveys,
mail surveys, invitations to
web surveys, and so forth. How many did you
answer (completely)? How might
response rate temper one’s enthusiasm for the
survey approach?
2. Much of the variety of survey approaches
84. relies on stable and emerging technolo-
gies. In your workplace, you may have global
concerns where survey information
from a specific region of the world might be
valuable, but the technology infra-
structure thereis not as reliable as you would
hope. What are your otheroptions
for gaining information about cultures and
locations where technology is not so
accessible? What mistakes should be avoided
when looking at the application of
survey methodologies as described in this chapter to
otherregions of the world?
3. Every methodologicalapproach in the sciences
has limitations—no approach is
perfect, nor is any singular application of a
methodologicalapproach performed
perfectly. What types of information are surveys
good at extracting, and what
types of information should be left to other
types of research designs? Why?
Key Terms to Remember
cluster sampling The sampling practice of
“clustering” groups of a population instead
of evaluating each individual person to
gain information when it is impossible or
impractical to compile an exhaustive list of
members composing the target population.
cohort study A study design in which
new samples of individuals are followed
over time.
85. convenience samples The sampling
practice often used in exploratory research
where a quick and inexpensive method is
used to gather data by gathering partici-
pants who are conveniently available for
the purposes of data collection.
coverage The issueof who has Internet
access and who does not that provides a
barrier to obtaining information through
Internet surveys.
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CHAPTER 6Key Terms to Remember
coverage error An error regarding the
methodology used including access to
Internet, use of land lines, and other
methodologies.
cross-sectional survey design A study
design where data collection occurs at a
single pointin time with the population of
interest.
data analysis The process of interpreting
data through statistical analysis into mean-
ingful and accurate conclusions.
data cleaning A method of reviewing data
to ensure that it has been handled and
86. entered accurately.
demographics Variables used to identify
the traitsof a study population.
dichotomous scale A scalein which there
are only two possible responses, i.e., yes/
no, male/female, true/false.
Guttman scale A survey response scale
that generates a set of items that increase
in difficulty. If a participant agrees with
one scaleitem,it is assumed that they
agree with the preceding scaleitems.
in-person interviews A research method-
ology that allows an interviewer and a par-
ticipant to build rapport through conversa-
tion and eye contact, which might allow
for deeper questions to be asked about
the topicof interest. This presents fewer
limitations about the types and length of
survey items to be asked.
Likert scale A survey response scale that
has a 5-point scale, measuringfrom one
pole of disagreement to the otherpole of
agreementwith each of the scalepoints
having a specific verbal description.
longitudinal survey A study design
where data collection occurs at several
points over an extended period of time.
measurement error An error that can
occur due to a number of reasons, typi-
87. cally including measurement variation and
measurement bias.
mixed-mode approach A study design
where multiple research modalities are
accessed to achieve the research goals.
multistage sampling The two-stage sam-
plingpractice involving the formation of
clusters as a primary selection, then sam-
plingmembers from the selected clusters
to produce a final sample.
nonprobability sampling The sampling
practice where the probability of each
participant being selected for a study is
unknown and sampling error cannot be
estimated.See convenience sampling,
quota sampling, snowball sampling, and
volunteer sample.
non-response error An error occurring
when thereis a response rate of 25% or less
for a particular question.
panel study A study design in which the
same people are studied over time,span-
ning at least two points in time.
probability sampling The sampling prac-
tice where the probability of each partici-
pant being selected for a study is known
and sampling error can be estimated.
See simple random sampling, systematic
sampling, stratified sampling, cluster sam-
pling, and multistage sampling.
88. quota sampling The sampling practice
where a researcheridentifies a target
population of interest and then recruits
individuals (non-randomly) of that popu-
lation to participate in a study.
representative The assumption that a
sample will resemble all qualities of the
general population to ensure that results
of a sample can be applied to the whole
general population.
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CHAPTER 6Web Resources
Web Resources
Calculators for determining confidence intervals,
sample sizes, correlations, and other
research tool aids. http://www.surveysystem.com/sscalc.htm
An online survey glossary that defines important
research terms relevant to survey devel-
opment and administration. http://knowledge-
base.supersurvey.com/glossary.htm
A writing guide for survey research that assists
researchers in areassuch as survey
development, administration, and the process of
reporting results.