20. (8` points) Two observers observe a child in the classroom every 30 minutes to record whether he is behaving aggressively. They use two categories for their observations: yes (aggressive) or no (not aggressive). Using the data presented below, answer the following question.
Calculate and report the observers' interobserver reliability.
Do you think the observers demonstrated acceptable interobserver reliability? Why or why not?
21. (5 points) A researcher was interested in determining whether more frequent breaks (i.e., "coffee breaks") in a business setting would help employees to be more productive. With the cooperation of the management, employees on one floor of the corporate offices were allowed to take a 10-minute break each hour (at any time) between 8:00 and 11:00 A.M. (for a total of 30 minutes). The comparison group comprised employees on different floors who followed the usual corporate policy of taking a 30-minute break sometime during the morning (at any time). Measures of productivity were gathered for each employee according to his or her job (e.g., number of reports written, number of sales made, etc.). A time series analysis was applied to compare the productivity of both groups of employees for six months before and after the intervention (started in July). Quite surprisingly, the productivity of both groups increased following the onset of the intervention, suggesting to the researcher that the timing of breaks makes no difference.
What type of research design was used in this study?
Describe two ways in which contamination may have influenced the results of this study.
Describe one threat to internal validity that might be present in this study because the independent variable manipulation was implemented on different floors of the building.
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
Threats to internal validity are controlled
8 general threats to internal validityhistoryregressionmaturationselectiontestingsubject attritionin ...
Research Methods in PsychologyQuasi-Experimental Designs.docxaudeleypearl
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
Threats to internal validity are controlled
8 general threats to internal validityhistoryregressionmaturationselectiontestingsubject attritioninstrumentationadditive effects with selection
5
Threats to Internal Validity
History
When an event occurs at the same time as the treatment and changes participants’ behavior
Participants’ “history” includes events other than treatment
Difficult to infer treatment has an effect
6
History Threat, continued
Does a campus recycling awareness campaign influence the amount of paper, plastic, and cans in campus bins?
History threat: Suppose at week 4 (X = treatment) a popular celebrity also starts to promote recycling in the media.
Can you conclude the campus campaign was effective?
7
Series 1 1 2 3 4 X 5 6 7 8 30 35 30 35 40 55 55 60 55
Week
Recycling (Kg)
Threats to Internal Validity, continued
Maturation
Participants naturally change over time.
These maturational changes, not treatment, may explain any changes in participants during an experiment.
8
Maturation Threat, continued
Does a new reading program improve 2nd graders’ reading comprehension?
Reading comprehension improves naturally as children mature over the year.
Can you conclude the reading program was effective?
9
Series 1 Pre Post 25 70
Reading Comprehension
Threats to Internal Validity, continued
Testing
Taking a test generally affects subsequent testing.
Participants’ performance on a measure at the end of a study may differ from an initial testing because of their familiarity with the measure.
10
Testing Threat, continued
Does teaching a new problem solving strategy influence people’s ability to solve problems quickly?
If similar problems are used in the pretest, faster problem solving at post-test may be due to familiarity with the test.
Can we conclude the new strategy improves problem-solving ability?
11
Series 1 Pre Post 12 4
Minutes (Mean)
Threats to Internal Validity, continued
Ins ...
Response of Watermelon to Five Different Rates of Poultry Manure in Asaba Are...IOSR Journals
The document discusses experimental research designs, specifically pretest-posttest designs. It begins by explaining true experimental designs that use control and experimental groups, with pretests and posttests to both groups.
It then discusses different pretest-posttest designs in more detail, including Solomon four group designs. The Solomon four group design involves four groups - two groups that receive a pretest and posttest, one that only receives a posttest, and one that only receives a pretest.
The document provides an example of how pretest-posttest designs could be used to study the effects of fertilizers in agriculture. It evaluates the internal and external validity of different experimental designs and their ability to control for confounding variables
This document discusses research methodology and design. It covers topics such as research design, research locale, sampling, data collection, validity, reliability, and threats to validity. For sampling, it describes probability sampling methods like simple random sampling, stratified random sampling, and cluster sampling. It also describes non-probability sampling methods like convenience sampling and snowball sampling. Experimental, quasi-experimental, and non-experimental research designs are explained as well as threats to internal and external validity.
Experimental design involves purposefully introducing changes or treatments to observe their effects. The document discusses key aspects of experimental design, including:
1. Selecting subjects and assigning them to treatment or control groups to measure the effect of changes.
2. Considering factors like the type and amount of information desired, questions the design will and won't answer, and costs when selecting a design.
3. Key terminology like treatment, control, variables, randomness, and validity that are important to experimental design.
The document discusses the experimental method for research. It describes experimental method as using research designs, statistical significance testing, and quality criteria. Key aspects covered include identifying independent and dependent variables, threats to internal validity like history, maturation, testing, instrumentation, and threats to external validity like interaction of testing and treatment, reactive arrangements, and population validity. It also outlines different research designs used in experiments like one-shot case study, one-group pre-test post-test, intact groups, nonequivalent groups, time series, equivalent time samples, post-test only control group, and pre-test post-test control designs.
This document discusses different types of experimental research designs, including their advantages and disadvantages. It covers true experimental designs like pretest-posttest and Solomon four-group designs. It also discusses quasi-experimental designs like nonequivalent control group and time series designs, as well as pre-experimental designs. Threats to internal and external validity are explained for different designs.
The document discusses experimental design in quantitative research. It explains that experimental design involves manipulating an independent variable and comparing its effects on a dependent variable between groups, while controlling for extraneous variables. Key aspects of experimental design discussed include having an intervention, making comparisons between groups, using control groups, determining when to collect data, selecting research sites, and communicating with subjects.
This document defines and describes different types of experimental research designs. It discusses true experimental research, quasi-experimental research, pre-experimental research, and factorial designs. For each type of experimental research, it provides examples and discusses advantages and disadvantages. It also outlines several threats to validity that can occur in experimental research, such as history, maturation, testing, instrumentation, and more. Finally, it briefly discusses ex post facto research and provides a concluding remark on experimental research.
Research Methods in PsychologyQuasi-Experimental Designs.docxaudeleypearl
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
Threats to internal validity are controlled
8 general threats to internal validityhistoryregressionmaturationselectiontestingsubject attritioninstrumentationadditive effects with selection
5
Threats to Internal Validity
History
When an event occurs at the same time as the treatment and changes participants’ behavior
Participants’ “history” includes events other than treatment
Difficult to infer treatment has an effect
6
History Threat, continued
Does a campus recycling awareness campaign influence the amount of paper, plastic, and cans in campus bins?
History threat: Suppose at week 4 (X = treatment) a popular celebrity also starts to promote recycling in the media.
Can you conclude the campus campaign was effective?
7
Series 1 1 2 3 4 X 5 6 7 8 30 35 30 35 40 55 55 60 55
Week
Recycling (Kg)
Threats to Internal Validity, continued
Maturation
Participants naturally change over time.
These maturational changes, not treatment, may explain any changes in participants during an experiment.
8
Maturation Threat, continued
Does a new reading program improve 2nd graders’ reading comprehension?
Reading comprehension improves naturally as children mature over the year.
Can you conclude the reading program was effective?
9
Series 1 Pre Post 25 70
Reading Comprehension
Threats to Internal Validity, continued
Testing
Taking a test generally affects subsequent testing.
Participants’ performance on a measure at the end of a study may differ from an initial testing because of their familiarity with the measure.
10
Testing Threat, continued
Does teaching a new problem solving strategy influence people’s ability to solve problems quickly?
If similar problems are used in the pretest, faster problem solving at post-test may be due to familiarity with the test.
Can we conclude the new strategy improves problem-solving ability?
11
Series 1 Pre Post 12 4
Minutes (Mean)
Threats to Internal Validity, continued
Ins ...
Response of Watermelon to Five Different Rates of Poultry Manure in Asaba Are...IOSR Journals
The document discusses experimental research designs, specifically pretest-posttest designs. It begins by explaining true experimental designs that use control and experimental groups, with pretests and posttests to both groups.
It then discusses different pretest-posttest designs in more detail, including Solomon four group designs. The Solomon four group design involves four groups - two groups that receive a pretest and posttest, one that only receives a posttest, and one that only receives a pretest.
The document provides an example of how pretest-posttest designs could be used to study the effects of fertilizers in agriculture. It evaluates the internal and external validity of different experimental designs and their ability to control for confounding variables
This document discusses research methodology and design. It covers topics such as research design, research locale, sampling, data collection, validity, reliability, and threats to validity. For sampling, it describes probability sampling methods like simple random sampling, stratified random sampling, and cluster sampling. It also describes non-probability sampling methods like convenience sampling and snowball sampling. Experimental, quasi-experimental, and non-experimental research designs are explained as well as threats to internal and external validity.
Experimental design involves purposefully introducing changes or treatments to observe their effects. The document discusses key aspects of experimental design, including:
1. Selecting subjects and assigning them to treatment or control groups to measure the effect of changes.
2. Considering factors like the type and amount of information desired, questions the design will and won't answer, and costs when selecting a design.
3. Key terminology like treatment, control, variables, randomness, and validity that are important to experimental design.
The document discusses the experimental method for research. It describes experimental method as using research designs, statistical significance testing, and quality criteria. Key aspects covered include identifying independent and dependent variables, threats to internal validity like history, maturation, testing, instrumentation, and threats to external validity like interaction of testing and treatment, reactive arrangements, and population validity. It also outlines different research designs used in experiments like one-shot case study, one-group pre-test post-test, intact groups, nonequivalent groups, time series, equivalent time samples, post-test only control group, and pre-test post-test control designs.
This document discusses different types of experimental research designs, including their advantages and disadvantages. It covers true experimental designs like pretest-posttest and Solomon four-group designs. It also discusses quasi-experimental designs like nonequivalent control group and time series designs, as well as pre-experimental designs. Threats to internal and external validity are explained for different designs.
The document discusses experimental design in quantitative research. It explains that experimental design involves manipulating an independent variable and comparing its effects on a dependent variable between groups, while controlling for extraneous variables. Key aspects of experimental design discussed include having an intervention, making comparisons between groups, using control groups, determining when to collect data, selecting research sites, and communicating with subjects.
This document defines and describes different types of experimental research designs. It discusses true experimental research, quasi-experimental research, pre-experimental research, and factorial designs. For each type of experimental research, it provides examples and discusses advantages and disadvantages. It also outlines several threats to validity that can occur in experimental research, such as history, maturation, testing, instrumentation, and more. Finally, it briefly discusses ex post facto research and provides a concluding remark on experimental research.
This document discusses experimental design and the necessary conditions for making causal inferences through experiments. It defines an experiment as a method for inferring causality by actively manipulating causal variables and measuring their effects on dependent variables. For causal inferences to be made, there must be concomitant variation between variables, the proper time ordering of variable occurrence, and elimination of other possible causal factors. It then discusses various concepts involved in experiments, including independent and dependent variables, as well as threats to internal and external validity such as extraneous variables. Different types of experimental designs like pre-experimental, quasi-experimental, and true experimental designs are described along with examples.
This document discusses factors that can threaten the internal and external validity of experimental research designs. It identifies six main threats to internal validity: history effects, maturation effects, instrumentation effects, selection bias, statistical regression, and mortality. It also discusses how randomization and matching groups can help control for contaminating variables. The trade-off between internal and external validity is addressed, as well as types of experimental designs, simulation as an alternative, and ethical issues.
The document discusses factors that threaten the validity of research findings, including internal and external validity. It examines 10 threats to internal validity related to history, maturation, testing, instrumentation, regression, selection bias, attrition, and their interactions. It also discusses 4 threats to external validity regarding reactive effects of testing, selection bias and treatments, experimental arrangements, and multiple treatments. The document then summarizes 12 research designs and their strengths and weaknesses in controlling for threats to internal and external validity.
The document discusses the experimental method for research. It describes experimental method as using research designs, guidelines for determining statistical significance and quality. Experiments test relationships between variables, with the independent variable influencing the dependent variable. Quality control focuses on threats to internal and external validity, such as experience bias, participant bias, and instrumentation bias. Various research designs are used to address these threats and balance research questions with available resources.
The document discusses the experimental method for research. It describes experimental method as using research designs, guidelines for determining statistical significance and quality. Experiments test relationships between variables, with the independent variable influencing the dependent variable. Quality control focuses on threats to internal and external validity, such as experience bias, participant bias, and instrumentation bias. Various research designs are used to address these threats and balance research questions with available resources.
Internal and External threat to ValidityZehra Khushal
This document discusses research design methods in survey and experimental research. It describes key aspects of the survey method, including that it is a descriptive design that collects self-reported data through questions administered via interviews or questionnaires. Steps in survey design are outlined, including defining objectives, sampling, distribution of questionnaires, and follow-ups. Experimental design is described as the only method that can establish cause-and-effect through manipulation of independent variables and measurement of dependent variables. Types of experimental designs and threats to internal and external validity are summarized.
This document discusses different types of experimental designs and their analysis techniques. It describes true experiments as having random assignment to experimental and control groups, a treatment for the experimental group, and post-testing of both groups. Quasi-experiments similarly compare groups but do not use random assignment. Pre-experimental designs like one-group pre-test post-test are used initially before true experiments. Ex post facto designs compare naturally occurring groups on variables of interest.
This document discusses various research designs used in nursing research. It defines research design as the plan or blueprint for conducting a study. Experimental designs aim to identify cause-effect relationships through manipulation of independent variables and use of control groups. True experiments allow the highest level of control but quasi-experiments and pre-experimental designs are also used when true experiments are not possible. Non-experimental designs observe variables without manipulation and are used when variables cannot be manipulated or experiments would be unethical.
The document discusses experimental and quasi-experimental research designs. It defines experimental design as procedures where the researcher determines whether an activity makes a difference in results for participants by giving one group an intervention and withholding it from another group. The document outlines characteristics of experimental designs such as random assignment, manipulation of treatment conditions, and outcome measures for comparing groups. It also discusses advantages and disadvantages of experimental and quasi-experimental designs.
The document discusses various experimental research designs including completely randomized design, randomized block design, Latin square design, and other designs. It provides definitions and explanations of key concepts in experimental research such as experimental versus control groups, independent and dependent variables, randomization, and threats to internal and external validity. Examples of different types of experimental designs are given, including pre-experimental, quasi-experimental, and true experimental designs. Characteristics and advantages and disadvantages of each design type are also summarized.
The document discusses quantitative design (QD) and its key characteristics. QD uses the scientific method, deductive reasoning, and hypothesis testing to establish relationships between variables. There are four main types of QD: experimental studies, comparative studies, correlational research, and surveys. Experimental studies aim to determine cause-and-effect through manipulation of independent variables and control of extraneous variables. Internal and external validity must be established. Correlational research explores relationships between non-manipulated variables through statistical analysis without inferring causation. Surveys involve collecting self-reported data through questionnaires to describe populations.
There are three true experimental designs that involve forming control and experimental groups through randomization to establish equivalence. The post-test only equivalent group design is described as the most effective, where groups are randomly assigned to a treatment or no treatment condition and both groups are post-tested. An example is provided where students are randomly assigned to a reward or no reward condition to test the effect on retention. The pre-test, post-test control group design is also outlined, which involves pre-testing and post-testing both the experimental and control groups. Issues with internal and external validity are discussed. Finally, the Solomon four-group design is introduced as a way to control threats to validity by combining features of other designs.
This document discusses various experimental research designs, including pre-experimental, true experimental, and randomized controlled trial designs. It provides examples and descriptions of different types of designs, such as one-shot case design, one-group pretest-posttest design, post-test-only control design, pretest-post-test-only design, Solomon four-group design, factorial design, randomized block design, and crossover design. The goal is to help students understand how to properly structure experiments to minimize threats to validity and draw accurate conclusions about causal relationships between independent and dependent variables.
This document summarizes key concepts related to experimental and correlational research methods. It discusses the major features of experimental research, including manipulating an independent variable and measuring dependent variables. It also covers correlational research, validity types (construct, internal, external), measurement considerations, and the tradeoff between internal and external validity when generalizing from lab studies.
This document provides instructions for students to get out their homework materials and place any signed parent letters or supplies on the teacher's desk. It also lists some key concepts and terms related to experiments in statistics, including distinguishing observational studies from experiments, identifying variables, treatments and designs, and interpreting statistical significance.
Experimental ProceduresThe specific experimental design procedur.docxgitagrimston
Experimental Procedures
The specific experimental design procedures also need to be identified. This discussion involves indicating the overall experiment type, citing reasons for the design, and advancing a visual model to help the reader understand the procedures.
• Identify the type of experimental design to be used in the proposed study. The types available in experiments are pre-experimental designs, quasi-experiments, true experiments, and single-subject designs. With pre-experimental designs, the researcher studies a single group and provides an intervention during the experiment. This design does not have a control group to compare with the experimental group. In quasi-experiments, the investigator uses control and experimental groups but does not randomly assign participants to groups (e.g., they may be intact groups available to the researcher). In a true experiment, the investigator randomly assigns the participants to treatment groups. A single-subject design or N of 1 design involves observing the behavior of a single individual (or a small number of individuals) over time.
• Identify what is being compared in the experiment. In many experiments, those of a type called between-subject designs, the investigator compares two or more groups (Keppel & Wickens, 2003; Rosenthal & Rosnow, 1991). For example, a factorial design experiment, a variation on the betweengroup design, involves using two or more treatment variables to examine the independent and simultaneous effects of these treatment variables on an outcome (Vogt, 2011). This widely used behavioral research design explores the effects of each treatment separately and also the effects of variables used in combination, thereby providing a rich and revealing multidimensional view. In other experiments, the researcher studies only one group in what is called a within-group design. For example, in a repeated measures design, participants are assigned to different treatments at different times during the experiment. Another example of a within-group design would be a study of the behavior of a single individual over time in which the experimenter provides and withholds a treatment at different times in the experiment to determine its impact.
• Provide a diagram or a figure to illustrate the specific research design to be used. A standard notation system needs to be used in this figure. A research tip I recommend is to use a classic notation system provided by Campbell and Stanley (1963, p. 6):
X represents an exposure of a group to an experimental variable or event, the effects of which are to be measured.
O represents an observation or measurement recorded on an instrument.
Xs and Os in a given row are applied to the same specific persons. Xs and Os in the same column, or placed vertically relative to each other, are simultaneous.
The left-to-right dimension indicates the temporal order of procedures in the experiment (sometimes indicated with an ...
Experimental research aims to investigate cause-and-effect relationships between variables by manipulating the independent variable and comparing experimental and control groups. It differs from other research in that the researcher establishes different treatments to study their effects. True experimental designs use random assignment of subjects to groups to control for threats to internal validity. Poor experimental designs do not allow for comparison between groups and cannot determine what causes observed effects.
Experimental research designs aim to establish causal relationships by manipulating an independent variable and controlling other factors. True experimental designs use random assignment to control groups, with the experimental group receiving treatment and the control group not. Key true experimental designs include pre-test post-test control group design, post-test only control group design, Solomon four group design, factorial design, randomized block design, and crossover/repeated measures design. True experimental designs allow for strong conclusions but can be difficult to implement for human or natural setting studies due to ethical and practical challenges.
Experimental Research Design - Meaning, Characteristics and ClassificationSundar B N
I) Experimental research designs aim to establish causal relationships by manipulating an independent variable and observing its effect on a dependent variable. They allow for a high level of control over extraneous variables.
II) The key components of an experiment are the independent variable, which is manipulated, and the dependent variable, which is measured. Control and random assignment help ensure the equivalence of groups.
III) True experiments use random assignment to groups, while quasi-experiments lack randomization. More rigorous designs like pre-test post-test control group allow for stronger conclusions about causality.
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
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This document discusses various research designs used in nursing research. It defines research design as the plan or blueprint for conducting a study. Experimental designs aim to identify cause-effect relationships through manipulation of independent variables and use of control groups. True experiments allow the highest level of control but quasi-experiments and pre-experimental designs are also used when true experiments are not possible. Non-experimental designs observe variables without manipulation and are used when variables cannot be manipulated or experiments would be unethical.
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There are three true experimental designs that involve forming control and experimental groups through randomization to establish equivalence. The post-test only equivalent group design is described as the most effective, where groups are randomly assigned to a treatment or no treatment condition and both groups are post-tested. An example is provided where students are randomly assigned to a reward or no reward condition to test the effect on retention. The pre-test, post-test control group design is also outlined, which involves pre-testing and post-testing both the experimental and control groups. Issues with internal and external validity are discussed. Finally, the Solomon four-group design is introduced as a way to control threats to validity by combining features of other designs.
This document discusses various experimental research designs, including pre-experimental, true experimental, and randomized controlled trial designs. It provides examples and descriptions of different types of designs, such as one-shot case design, one-group pretest-posttest design, post-test-only control design, pretest-post-test-only design, Solomon four-group design, factorial design, randomized block design, and crossover design. The goal is to help students understand how to properly structure experiments to minimize threats to validity and draw accurate conclusions about causal relationships between independent and dependent variables.
This document summarizes key concepts related to experimental and correlational research methods. It discusses the major features of experimental research, including manipulating an independent variable and measuring dependent variables. It also covers correlational research, validity types (construct, internal, external), measurement considerations, and the tradeoff between internal and external validity when generalizing from lab studies.
This document provides instructions for students to get out their homework materials and place any signed parent letters or supplies on the teacher's desk. It also lists some key concepts and terms related to experiments in statistics, including distinguishing observational studies from experiments, identifying variables, treatments and designs, and interpreting statistical significance.
Experimental ProceduresThe specific experimental design procedur.docxgitagrimston
Experimental Procedures
The specific experimental design procedures also need to be identified. This discussion involves indicating the overall experiment type, citing reasons for the design, and advancing a visual model to help the reader understand the procedures.
• Identify the type of experimental design to be used in the proposed study. The types available in experiments are pre-experimental designs, quasi-experiments, true experiments, and single-subject designs. With pre-experimental designs, the researcher studies a single group and provides an intervention during the experiment. This design does not have a control group to compare with the experimental group. In quasi-experiments, the investigator uses control and experimental groups but does not randomly assign participants to groups (e.g., they may be intact groups available to the researcher). In a true experiment, the investigator randomly assigns the participants to treatment groups. A single-subject design or N of 1 design involves observing the behavior of a single individual (or a small number of individuals) over time.
• Identify what is being compared in the experiment. In many experiments, those of a type called between-subject designs, the investigator compares two or more groups (Keppel & Wickens, 2003; Rosenthal & Rosnow, 1991). For example, a factorial design experiment, a variation on the betweengroup design, involves using two or more treatment variables to examine the independent and simultaneous effects of these treatment variables on an outcome (Vogt, 2011). This widely used behavioral research design explores the effects of each treatment separately and also the effects of variables used in combination, thereby providing a rich and revealing multidimensional view. In other experiments, the researcher studies only one group in what is called a within-group design. For example, in a repeated measures design, participants are assigned to different treatments at different times during the experiment. Another example of a within-group design would be a study of the behavior of a single individual over time in which the experimenter provides and withholds a treatment at different times in the experiment to determine its impact.
• Provide a diagram or a figure to illustrate the specific research design to be used. A standard notation system needs to be used in this figure. A research tip I recommend is to use a classic notation system provided by Campbell and Stanley (1963, p. 6):
X represents an exposure of a group to an experimental variable or event, the effects of which are to be measured.
O represents an observation or measurement recorded on an instrument.
Xs and Os in a given row are applied to the same specific persons. Xs and Os in the same column, or placed vertically relative to each other, are simultaneous.
The left-to-right dimension indicates the temporal order of procedures in the experiment (sometimes indicated with an ...
Experimental research aims to investigate cause-and-effect relationships between variables by manipulating the independent variable and comparing experimental and control groups. It differs from other research in that the researcher establishes different treatments to study their effects. True experimental designs use random assignment of subjects to groups to control for threats to internal validity. Poor experimental designs do not allow for comparison between groups and cannot determine what causes observed effects.
Experimental research designs aim to establish causal relationships by manipulating an independent variable and controlling other factors. True experimental designs use random assignment to control groups, with the experimental group receiving treatment and the control group not. Key true experimental designs include pre-test post-test control group design, post-test only control group design, Solomon four group design, factorial design, randomized block design, and crossover/repeated measures design. True experimental designs allow for strong conclusions but can be difficult to implement for human or natural setting studies due to ethical and practical challenges.
Experimental Research Design - Meaning, Characteristics and ClassificationSundar B N
I) Experimental research designs aim to establish causal relationships by manipulating an independent variable and observing its effect on a dependent variable. They allow for a high level of control over extraneous variables.
II) The key components of an experiment are the independent variable, which is manipulated, and the dependent variable, which is measured. Control and random assignment help ensure the equivalence of groups.
III) True experiments use random assignment to groups, while quasi-experiments lack randomization. More rigorous designs like pre-test post-test control group allow for stronger conclusions about causality.
Similar to 20. (8` points) Two observers observe a child in the classro.docx (20)
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
This document outlines key concepts related to recognizing and analyzing ethical problems. It discusses how to distinguish ethical questions from clinical or legal ones, and introduces the common features of ethical problems - a moral agent, a course of action, and an outcome. It uses the story of a veteran, Bill, missing therapy appointments as an example, with his therapist Kate feeling uncertain about what to do.
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3Moral Identity Codes of Ethics and Institutional Ethics .docxlorainedeserre
This document discusses codes of ethics and institutional ethics structures in healthcare organizations. It begins by outlining the key learning objectives which focus on understanding the importance of codes of ethics and how they reflect an organization's values. It then discusses the role of codes of ethics in shaping an organization's moral identity and standards of conduct. The document provides examples of codes from the American Medical Association and Trinity Health. It emphasizes that codes of ethics should apply to all healthcare workers and cover areas like cultural competence, privacy, and nondiscrimination. Institutional ethics committees and review boards also help address ethical issues.
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
3
NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
3
Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
3
JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
3
Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
3
HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
3Implementing ChangeConstruction workers on scaffolding..docxlorainedeserre
3
Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
3
Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
380067.docxby Jamie FeryllFILET IME SUBMIT T ED 22- .docxlorainedeserre
380067.docx
by Jamie Feryll
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CHARACT ER COUNT 204 57
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380067by Jamie Feryll380067ORIGINALITY REPORT380067WRITECHECK REPORT
Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
This document summarizes theories of teaching from several influential learning theorists. It discusses how theorists like Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné viewed the role of the teacher based on their behavioral and cognitive learning theories derived from animal and child studies. They generally saw teaching as managing external conditions to ensure specified behavioral changes in learners. The document then contrasts this with theories of teaching from adult learning theorists like Rogers, who rejected the notion that teaching is controlling learning and saw the teacher's role differently.
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
20. (8` points) Two observers observe a child in the classro.docx
1. 20. (8` points) Two observers observe a child in the classroom
every 30 minutes to record whether he is behaving aggressively.
They use two categories for their observations: yes (aggressive)
or no (not aggressive). Using the data presented below, answer
the following question.
Calculate and report the observers' interobserver reliability.
Do you think the observers demonstrated acceptable
interobserver reliability? Why or why not?
21. (5 points) A researcher was interested in determining
whether more frequent breaks (i.e., "coffee breaks") in a
business setting would help employees to be more productive.
With the cooperation of the management, employees on one
floor of the corporate offices were allowed to take a 10-minute
break each hour (at any time) between 8:00 and 11:00 A.M. (for
a total of 30 minutes). The comparison group comprised
employees on different floors who followed the usual corporate
policy of taking a 30-minute break sometime during the
morning (at any time). Measures of productivity were gathered
for each employee according to his or her job (e.g., number of
reports written, number of sales made, etc.). A time series
analysis was applied to compare the productivity of both groups
of employees for six months before and after the intervention
2. (started in July). Quite surprisingly, the productivity of both
groups increased following the onset of the intervention,
suggesting to the researcher that the timing of breaks makes no
difference.
What type of research design was used in this study?
Describe two ways in which contamination may have influenced
the results of this study.
Describe one threat to internal validity that might be present in
this study because the independent variable manipulation was
implemented on different floors of the building.
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
3. 2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural
settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled
laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in
natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a
treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
4. Threats to internal validity are controlled
8 general threats to internal
validityhistoryregressionmaturationselectiontestingsubject
attritioninstrumentationadditive effects with selection
5
Threats to Internal Validity
History
When an event occurs at the same time as the treatment and
changes participants’ behavior
Participants’ “history” includes events other than treatment
Difficult to infer treatment has an effect
6
History Threat, continued
Does a campus recycling awareness campaign influence the
amount of paper, plastic, and cans in campus bins?
History threat: Suppose at week 4 (X = treatment) a popular
celebrity also starts to promote recycling in the media.
Can you conclude the campus campaign was effective?
7
Series 1 1 2 3 4 X 5 6 7 8 30 35
30 35 40 55 55 60 55
Week
Recycling (Kg)
5. Threats to Internal Validity, continued
Maturation
Participants naturally change over time.
These maturational changes, not treatment, may explain any
changes in participants during an experiment.
8
Maturation Threat, continued
Does a new reading program improve 2nd graders’ reading
comprehension?
Reading comprehension improves naturally as children mature
over the year.
Can you conclude the reading program was effective?
9
Series 1 Pre Post 25 70
Reading Comprehension
Threats to Internal Validity, continued
Testing
Taking a test generally affects subsequent testing.
Participants’ performance on a measure at the end of a study
may differ from an initial testing because of their familiarity
6. with the measure.
10
Testing Threat, continued
Does teaching a new problem solving strategy influence
people’s ability to solve problems quickly?
If similar problems are used in the pretest, faster problem
solving at post-test may be due to familiarity with the test.
Can we conclude the new strategy improves problem-solving
ability?
11
Series 1 Pre Post 12 4
Minutes (Mean)
Threats to Internal Validity, continued
Instrumentation
Instruments used to measure participants’ performance may
change over time
Example: observers may become bored or tired
Changes in participants’ performance may be due to changes in
instruments used to measure performance, not to a treatment.
12
7. Instrumentation, continued
Suppose a police protection program is implemented to decrease
incidence of assault.
At the same time the program is implemented (X), reporting
laws change such that what constitutes assault is broadened.
Can we conclude the program was effective (or ineffective)?
13
Series 1 1 2 3 4 X 5 6 7 8 25 20
22 24 35 45 40 35 38 Series 2 1 2 3
4 X 5 6 7 8 Series 3 1 2 3 4
X 5 6 7 8
Week
Assaults
Threats to Internal Validity, continued
Regression
Individuals sometimes perform very well or very poorly because
of chance (e.g., luck).
Chance factors are not likely present during 2nd testing, so
scores will not be as extreme.
Scores will “regress” (go toward) the mean.
Regression effects, not treatment, may account for changes in
participants’ performance over time.
14
8. Regression, continued
Suppose students are selected for an enrichment program
because of their very high scores on a brief test.
Regression: to the extent the test is an unreliable measure of
ability, we can expect their scores to regress to the mean at the
2nd testing.
Can we conclude the enrichment program was effective (or
ineffective)?
15
Series 1 Pre Post 90 70
Test Score (Mean)
Threats to Internal Validity, continued
Subject attrition
When participants are lost from the study (attrition), the group
equivalence formed at the start of the study may be destroyed.
Differences between treatment and control groups at the end of
the study may be due to natural differences in those who remain
in each group.
16
Subject Attrition, continued
Suppose an exercise program is offered to employees who
would like to lose weight.
At Time 1, N = 50
M weight = 225 pounds
9. At Time 2, N = 25 (25 drop out of study)
Suppose the 25 who stayed in program weighed, on average,
150 pounds at Time 1
Did the exercise program help people to lose weight?
17
East Time1 Time2 0 225 150 0
MeanWeight
Threats to Internal Validity, continued
Selection
Occurs when differences exist between individuals in treatment
and control groups at the start of a study
These differences become alternative explanations for any
differences observed at the end of the study
Random assignment controls the selection threat
18
Selection, continued
Suppose a community recycling program is tested. Individuals
who are interested in recycling are encouraged to participate.
Evaluation: Compare the weight of garbage (i.e., not recycled)
from participants in the program with weight of garbage from
those not in the new program.
Can we tell if the new recycling program is effective?
19
10. East In Not In 0 15 35 0
Recycle Program
mean lbs/week
Threats to Internal Validity, continued
Additive effects with selection
When one group of participants in an experiment
Responds differently to an external event (history)
Matures at a different rate
Is measured more sensitively by a test (instrumentation)
These threats (rather than treatment) may account for any group
differences at the end of a study.
20
Additive effects with selection, continued
Suppose School A starts a program (X) to prevent alcohol abuse
on campus (Week 4). The DV is number of alcohol-related
infractions in student residences.
School B is a comparison.
During Week 4 the newspaper at School A reports a student
death due to intoxication (“local history effect”).
Is the program effective?
School A 1 2 3 4 X 5 6 7 8 9 8
8 9 1 3 2 3 2 School B 1 2 3
4 X 5 6 7 8 8 10 9 7 8 7
10 9 9 Column1 1 2 3 4 X 5 6
7 8
11. Week
# Infractions
Threats to Internal Validity, continued
With no comparison group, must rule out:
history, maturation, testing, instrumentation, regression, subject
attrition, selection
When there is a comparison group, you must rule out these
threats:
selection, additive effects with selection
Adding a comparison group helps rule out many threats to
internal validity.
22
Stretching Exercise, page 323
Threats to Internal Validity, continued
Threats even true experiments may not eliminate
Contamination
resentment, rivalry, diffusion of treatments
Experimenter expectancy effects
Novelty effects (including Hawthorne effect)
Threats to external validity
Treatment effects may not generalize
Best way to assess external validity: replication
12. 24
Quasi-Experiments
“Quasi-” (resembling) experiments
Important alternative when true experiments are not possible
Lack the high degree of control found in true experiments
Often no random assignment
Researchers must seek additional evidence to eliminate threats
to internal validity
25
The One-Group Pretest-Posttest Design
“Bad experiment” or “pre-experimental design”
Intact group is selected to receive a treatment
e.g., a classroom of children, a group of employees
Pretest is 1st Observation (O1)
Treatment is implemented (X)
Posttest is 2nd Observation (O2)
O1 X O2
26
One-Group Pretest-Posttest Design, cont.
O1 X O2
None of the threats to internal validity are controlled.
Any change between pretest (O1) and posttest (O2) may be due
13. to treatment (X) or
History
Maturation
Testing
Or instrumentation, regression, subject attrition, selection
27
Quasi-Experimental Designs
Nonequivalent Control Group Design
A group similar to the treatment group serves as a comparison
group
Obtain pretest and posttest measures for individuals in both
groups
Random assignment to groups is not used
Pretest scores are used to determine whether the groups are
equivalent
Equivalent only on this dimension
28
Nonequivalent Control Group Design,
continuedTreatment↓O1XO2← treatment group-------------------
-------------------------------O1O2← nonequivalent control
grouppretestposttest
Nonequivalent Control Group Design, continued
Example: Does taking a research methods course improve
reasoning ability?
14. Compare students in research methods and developmental
psychology courses
DV: 7-item test of methodological and statistical reasoning
ability
Suppose group differences are observed at the posttest
30
Nonequivalent Control Group Design, continued
By adding a comparison group, rule out these threats to internal
validity:
history
maturation
testing
instrumentation
regression
Assume that these threats happen the same to both groups,
therefore, can’t be used to explain posttest differences.
31
Methods Pre Post 3 5 Developmental Pre Post 2.5
2.75
Mean Reasoning Score
Nonequivalent Control Group Design, continued
What threats are not ruled out?
Selection
15. Without random assignment to conditions, the two groups are
probably not equivalent on many dimensions.
These preexisting differences may account for group differences
at the posttest.
32
Nonequivalent Control Group Design, continued
Additive effects with selection
The two groups
May have different experiences (selection X history or “local
history effect”)
May mature at different rates (selection X maturation)
May be measured more or less sensitively by the instrument
(selection X instrumentation)
May drop out of the study (courses) at different rates
(differential subject attrition)
May differ in terms of regression to the mean (differential
regression)
33
Quasi-Experiments, continued
Simple Interrupted Time Series Design
Observe a DV for some time before and after a treatment is
introduced.
Archival data are often used.
Look for clear discontinuity in the time-series data for evidence
of treatment effectiveness.
16. O1 O2 O3 O4 X O5 O6 O7 O8
34
Simple Interrupted Time-Series Design, cont.
Example: Study habits
Intervention: An instructional course to change students’ study
habits
Implemented during summer following the sophomore year
(after semester 4)
DV: semester GPA
Suppose a discontinuity is observed when the treatment (X) is
introduced
35
Simple Interrupted Time-Series Design, cont.
What threats can be ruled out?
Maturation: assume maturational changes are gradual, not
abrupt
Testing (GPA): if testing influences performance, these effects
are likely to show up in initial observations (before X)
Testing effects less likely with archival data
Regression: if scores regress to the mean, they will do so in
initial observations
discontinuity
36
Series 1 1 2 3 4 5 6 7 8 1.9 2
17. 1.75 2 3 3.25 3 3.5
Semester
Mean GPA
Quasi-Experiments, continued
Time Series with Nonequivalent Control Group Design
Add a comparison group to the simple time-series design
O1 O2 O3 O4 X O5 O6 O7 O8
--------------------------------------------------------------
O1 O2 O3 O4 O5 O6 O7 O8
37
Time Series with Nonequivalent Control Group Design,
continued
Example: Study habits
Suppose a nonequivalent control group is added—these students
don’t participate in the study habits course
Who could be in the comparison group?
What threats would you be able to rule out?
38
Treatment 1 2 3 4 5 6 7 8 1.9 2
1.75 2 3 3.25 3 3.5 Control 1 2 3 4
18. 5 6 7 8 2 1.9 2.1 2 2 2.1 2.25 2
Semester
Mean GPA
An Example
Study to determine if well being is increased if nursing home
residents are given the opportunity to make daily personal
decisions (how their room is arranged, visits, movie choices)
Two groups: choice group and no-choice group
Assignment to groups was done by floor in a nursing home
These floors were chosen due to similarity in the residents’
physical and psychological health and prior SES
Questionnaires administered 1 week before and three weeks into
the study
Staff members rated residents before and after treatment
(alertness, sociability, and activity)
Contest—guess the number of jelly beans in a jar.
What is the independent variable?
What is/are the dependent variable(s)?
What type of quasi-experimental design?
Which threats to internal validity are controlled?
Which threats are not controlled?
19. Research Methods in Psychology
Observation
1
Observational Research
Researchers cannot observe
All of a person’s behavior
All people’s behavior
Researchers can observe
Samples of individuals
Samples of behavior at particular times
Samples of different settings and conditions
2
Observational Research
Goal of sampling behavior
Represent larger population of
Behaviors
People
Settings and conditions
3
Observational Research
Example:
How many hours of television did you watch last week?
20. Is this number representative of how much you typically watch
tv?
Is the average for the class representative of the number of
hours of tv watched by
all students on campus?
all college students?
all people?
4
Observational Research
Use data from a sample to represent the population
“Generalize” the findings from sample to population
Sample must be similar to population
External validity
Extent to which a study’s findings may be used to describe
people, settings, conditions beyond those used in the study.
5
Sampling Behavior
Extent to which observations may be generalized (external
validity)
Depends on how behavior is sampled
Two methods
Time sampling
Situation sampling
Goal: obtain representative sample of behavior
6
21. Sampling Behavior, continued
Time Sampling
Choose time intervals for observations
Systematic (first day of each week; third hour of every day;
9:00, 11:00, 1:00 during school day)
Random (random day each week, random hour during the day,
three random ½ hour periods during school day)
EAR (electronically activated recording; every 12.5 minutes, 30
seconds of recording)
Don’t use time sampling for observing rare events (might miss
them)
Event sampling (animals eating; museum patrons interacting
with exhibits; player shooting foul shots)
7
Sampling Behavior, continued
Situation Sampling
Choose different settings, circumstances, conditions for
observations
If we want to examine how “considerate” a person is, we would
do this.
What if there are too many behaviors to observe (food
selections in dining hall)?
Use subject sampling to observe only some individuals within a
situation (rules about probability sampling still apply—random
subject sampling of some form would be best).
8
22. Exercise
If you wanted to investigate the number and nature of disruptive
behaviors in college classes and how they change over the
semester at Albertus Magnus College, how would you do that?
What type of sampling would you use (and why)?
What if you wanted to investigate the same topic above in
college classes in general?
Classification of Observational MethodsObservational
MethodsDirect ObservationIndirect (Unobtrusive)
ObservationObservation without InterventionObservation
with
InterventionPhysical TracesArchival RecordsParticipant
Observation
Structured Observation
Field
Experiment
10
Direct Observation without Intervention
Naturalistic Observation
Observation in natural (real-world) setting
No attempt to intervene or change situation
Expert teacher example
Goals
Describe behavior as it normally occurs (bullying)
Examine relationships among naturally occurring variables
Establish external validity of lab findings
Correlation between bullying and establishing relationships
Use when ethical considerations prevent experimental
manipulation (bullying effects on developing peer relationships)
23. 11
Direct Observation with Intervention
Characterizes most psychological research
Gain control over observations
Three methods in natural settings
Participant observation (note reactivity)
Undisguised—e.g., person gets permission to live with tribe to
observe and record their activities
Disguised—e.g., participants sought admission to psychiatric
hospital complaining of one symptom
Structured observation—between non-intervention and field
experiment; inattentional blindness example
Field experiment—one or more IVs manipulated in natural
setting (clown vs. skateboard)
12
Indirect (Unobtrusive) Observational Methods
Examine evidence of past behavior
Nonreactive
Two types of methods
Physical traces
Use (natural or controlled) traces
Cigarettes in ashtray; recyclables in garbage; highlighting in
textbook; food left on a plate
Products
Tattoos; bumper stickers; portion size of meals
Archival records
Running records; episodic records
24. Indirect (Unobtrusive) Observational Methods (continued)
Archival records—public and private documents describing
activities of individuals, groups, institutions, and governments
Running records—those that are continuously kept and updated
Status updates on Facebook; stock market; price of oil; records
of sports teams
episodic records—describe specific events or episodes
Birth certificate; marriage license; subpoena; divorce filing
One can examine the impact of the above events on behavior
(absenteeism, grades, detentions/suspensions)
Unobtrusive Measures
Possible problems in archival records
Selective deposit—not all information is recorded (politicians
speaking to media; Facebook best foot forward)
Selective survival—not all information is kept over time (advice
columnists don’t keep all letters; parents don’t keep all of kids’
grades/artwork)
Spurious relationships—2D:4D finger ratio; ice cream sales and
shark attacks
Nominal
Categorize behaviors, events, people
Hair color; height; walking (alone, pairs, listening to music,
playing on phone)
Ordinal
Rank-order behaviors
Least favorite to favorite; fastest to slowest; class rank
Measurement Scales
25. 16
Measurement Scales (continued)
Interval
Has values that are meaningful and equally spaced
Temperature; Time on a clock; Likert scale (?)
Ratio
Has values that are equally spaced and scale has an absolute 0;
ratios of scale values.
Age; ruler measurements; income; response time
Measurement Scales (continued)
Brand of phone you use
Scale to measure weight
Number on a baseball jersey
Miles per hour
Golf score (in relation to par)
Top 25 poll in college football
Eye color
Letter grade in class
Military rank
IQ tests
Number of times getting out of seat
Social security number
Measurement Scales (continued)
Brand of phone you use Nominal
Scale to measure weight Ratio
Number on a baseball jersey Nominal
Miles per hour Ratio
Golf score (in relation to par) Interval
26. Top 25 poll in college football Ordinal
Eye color Nominal
Letter grade in class Ordinal
Military rank Ordinal
IQ tests Interval
Number of times getting out of seat Ratio
Social security number Nominal
Analysis of Observational Data
Method for analysis depends on
Goal of the study
How data are recorded
Measurement scale
Two types of analysis
Qualitative
Quantitative
20
Analysis of Observational Data, continued
Qualitative Analysis
Data reduction to summarize comprehensive records
Coding: identify units of behavior (including categories or
themes) using specific criteria
Emphasis on verbal summary
21
Analysis of Observational Data, continued
27. Quantitative Analysis
Statistical summary of observations
Descriptive statistics depend on measurement scale
Nominal: relative frequency
Ordinal: (e.g., ranking priorities for government action such as
education, economy, etc.) rank percentages
Interval and ratio: mean, standard deviation
22
Analysis of Observational Data, continued
Interobserver reliability
Measure of agreement between observers
Nominal: percent agreement
Ordinal: Spearman rank-order correlation
Interval and Ratio: Pearson correlation
23
Analysis of Observational Data, continued
Factors that affect interobserver reliability
Characteristics of the observers
Bored, tired, amount of experience
Train observers and provide feedback
Clearly define events and behaviors to be observed
Clear operational definitions
Provide examples
24
28. Thinking Critically About Observational Research
Problems in observational research
Influence of the observer on behavior
Observer bias
25
Thinking Critically About Observational Research, continued
Influence of the Observer
Reactivity: people change their usual behavior when they know
they’re being observed.
Researchers want to observe people’s usual behavior.
Demand characteristics: people pay attention to cues and
information in the situation to guide their behavior.
26
Thinking Critically About Observational Research, continued
Controlling reactivity
Conceal observer (videotape, one-way mirror)
Disguised participant observation (cell phone study)
Use indirect (unobtrusive) observation (use traces, products,
archival data)
Adapt participants to observer (lesson study)
Habituation
Reactivity is a potential problem in most psychological
research.
27
29. Thinking Critically About Observational Research, continued
Observer bias
Observers often have expectations about behavior.
Example: expectations based on research hypotheses
Expectations can lead observers to look at only particular
behaviors
Example from tipping behavior study
28