This document summarizes a study that assessed undergraduates' real-world outcomes related to critical thinking in everyday situations. The researchers administered a Portuguese version of the Real-World Outcomes inventory to 230 students to measure negative life events resulting from lack of critical thinking. Through factor analysis, the inventory was revised into six dimensions: health neglect, mismanagement, slackness, poor impulse control, academic negligence, and rashness. The study aimed to explore the psychometric properties of the inventory and examine how critical thinking impacts everyday decision-making and life outcomes, building on prior cross-cultural research using the Real-World Outcomes inventory.
GlenthĆøj et al. - 2016 - Social cognition in patients at ultra-high risk for ...Tina Dam Kristensen
Ā
This study examined social cognition, social skills, and functioning in 65 patients at ultra-high risk of developing psychosis compared to 30 healthy controls. The patients performed worse on tasks of emotion recognition and social inference compared to controls. Patients also exhibited poorer social skills. Aspects of emotion recognition and social cognition were associated with measures of social and role functioning. Negative symptoms were associated with impairments in overall functioning. The study suggests social cognitive deficits and negative symptoms influence functioning and social skills in the ultra-high risk population.
Running head: OVERVIEW 1
OVERVIEW 3
Articles Overview
Yoanka Rodriguez
South University
May 2017
Articles Overview
Quantitative
Qualitative
Articles summary
The article by Bortz, Ashkenazi, and Melnikov (2015) has addressed the problem of organ donation. The authors were interested to learn about the motivation of those individuals who sign the donor card. Comparative analysis of values and beliefs of those who agree and disagree to donate demonstrated that people with better education agree to sign the document.
Dinkel and Schmidt (2015) have discussed the strategies of primary prevention in incarcerated women. They have indicated the main health-related concerns in this population.
Research problem
To identify the difference in mentality between those willing and not willing to donate organs.
To identify the incarcerated womenās health-related education needs.
Purpose statement
Comparative analysis of āspirituality, purpose in life, and attitudes toward organ donationā in people willing and not willing to sign the donor card (Bortz et al., 2015, p. 33).
Analysis of health educational needs in imprisoned women with the use of an interview.
Hypothesis/research questions
Personal beliefs, cultural peculiarities, spirituality, and values influence the decision to sign the donor card.
āWhat are the top ten health education needs in imprisoned women?ā (Dinkel & Schmidt, 2015, p. 230).
Significance to nursing
Organ donation is an important aspect of health care. Educating the right attitude to organ donation in broad populations, health care professionals will help save millions of lives. Nursing professionals as direct care providers constantly working with patients have the key role in this objective. Therefore, they need informational support on how to approach people in the most effective way. The article provides many important findings to help in this area.
The number of incarcerated females is ever growing in the United States. This population is identified as a vulnerable group due to increased morbidity and mortality. This research has helped to understand how primary prevention can be implemented to help them.
Two details to support the study being quantitative or qualitative
This study is quantitative because (1) the research process was organized to test measurable relationships between variables and (2) inferential statistics was used.
This study is qualitative because (1) it uses an interview to collect the data and (2) it aims to generate the theory as for the best practice health teaching for incarcerated women.
References
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor car.
Running head: OVERVIEW 1
OVERVIEW 3
Articles Overview
Yoanka Rodriguez
South University
May 2017
Articles Overview
Quantitative
Qualitative
Articles summary
The article by Bortz, Ashkenazi, and Melnikov (2015) has addressed the problem of organ donation. The authors were interested to learn about the motivation of those individuals who sign the donor card. Comparative analysis of values and beliefs of those who agree and disagree to donate demonstrated that people with better education agree to sign the document.
Dinkel and Schmidt (2015) have discussed the strategies of primary prevention in incarcerated women. They have indicated the main health-related concerns in this population.
Research problem
To identify the difference in mentality between those willing and not willing to donate organs.
To identify the incarcerated womenās health-related education needs.
Purpose statement
Comparative analysis of āspirituality, purpose in life, and attitudes toward organ donationā in people willing and not willing to sign the donor card (Bortz et al., 2015, p. 33).
Analysis of health educational needs in imprisoned women with the use of an interview.
Hypothesis/research questions
Personal beliefs, cultural peculiarities, spirituality, and values influence the decision to sign the donor card.
āWhat are the top ten health education needs in imprisoned women?ā (Dinkel & Schmidt, 2015, p. 230).
Significance to nursing
Organ donation is an important aspect of health care. Educating the right attitude to organ donation in broad populations, health care professionals will help save millions of lives. Nursing professionals as direct care providers constantly working with patients have the key role in this objective. Therefore, they need informational support on how to approach people in the most effective way. The article provides many important findings to help in this area.
The number of incarcerated females is ever growing in the United States. This population is identified as a vulnerable group due to increased morbidity and mortality. This research has helped to understand how primary prevention can be implemented to help them.
Two details to support the study being quantitative or qualitative
This study is quantitative because (1) the research process was organized to test measurable relationships between variables and (2) inferential statistics was used.
This study is qualitative because (1) it uses an interview to collect the data and (2) it aims to generate the theory as for the best practice health teaching for incarcerated women.
References
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor car.
This document provides an outline for a presentation on the efficacy of psychological treatments for violent offenders in correctional facilities. It discusses who the treatments target, including drug addicts and violent offenders. It describes the history of psychological assessments and interventions for offenders. It examines several types of treatments used in correctional facilities, including cognitive-behavioral and anger management approaches. It discusses how each treatment works for individual offenders and the impact on reducing recidivism. The document aims to shed light on improving the effectiveness of psychological programs for offenders.
Cross-cultural psychology explores the relationship between minds and the complex environments that shape them. It focuses on how environments like workplaces, cultural traditions, and political systems influence basic cognitive processes. Methodology in cross-cultural psychology includes both quantitative and qualitative approaches. Quantitative methods use experimental designs and measures of correlation, while qualitative research is conducted in natural settings using methods like interviews.
This meta-analysis examined the efficacy of Acceptance and Commitment Therapy (ACT) for children. It analyzed 14 randomized controlled trials involving 1189 children. The analysis found that ACT significantly improved symptoms of anxiety and depression compared to treatment as usual or waitlist control. However, ACT was not significantly more effective than traditional cognitive behavioral therapy. ACT had similar effects to other treatments on secondary outcomes like quality of life, but produced greater improvements than no treatment. The findings indicate ACT is effective for treating child mental health issues, though not necessarily superior to CBT. More high-quality research is still needed.
Difference Between Quantitative And Qualitative ResearchMelanie Smith
Ā
The document discusses the differences between quantitative and qualitative research methods. It notes that while there may seem to be little difference to those new to research, scholars see vast differences between the two models. It describes how quantitative research relies on empirical data and statistics while qualitative research is more subjective and naturalistic. The document also discusses how qualitative research has become more rigorous over time in its data collection and analysis, and that a combined or integrated approach using both methods can provide a more comprehensive way to study phenomena.
Running head: STATISTICS 1
STATISTICS 2
Case 4: Drawing Inferences about Population Means and Proportions
Studentās Name
Institutional Affiliation
Hypotheses Testing Procedure
The testing procedure is used to find out if the hypothesis statement should be rejected or accepted. The first step is to state the null hypothesis and the alternative hypothesis. After stating, the second step involves selecting the test statistics and the required level of significance. Then the decision rules are stated to the null should be accepted or rejected. This involves determining the critical value or the level of significance. The critical value is used to divide the accepted from the non-accepted region. After stating the decision rules, the fourth .step involves computing the test and making the decision after comparing the calculated test statistics with the critical value. If the calculated value is within the non-acceptable region (s), the H0 should be rejected. Finally, the decision is made based on the computed test statistic.
Null and Alternative Hypotheses
The null hypothesis assumes that cholesterol treatment does not have any effect on the participant. On the other hand, the alternative hypothesis tests whether cholesterol treatment has any effect on the cholesterol level on the participant. The null hypothesis (H0): Treatment does not reduce the cholesterol level in human body. The null hypothesis assumes that there is no relationship between the increase/decrease in the cholesterol level. The alternative hypothesis (H1) can be formulated as follows: Treatment reduces cholesterol level in human body. In this case, the alternative hypothesis tests whether treatment can minimize the cholesterol level according to the collected data (Cook, Netuveli, & Sheikh, 2004).
Test Statistics
I will apply the chi-square test to evaluate the effectiveness of the cholesterol test on the participants. The chi test formula can be presented as, where k= predetermined degree of freedom, g= observed value, and E= the expected number of individuals.ā The formula shows the relationship between the treatment and no treatment for cholesterol. Also, the test provides a single value to represent the two different variables (the treatment and the expected). The chi test values can be calculated as shown below:
Cholesterol Decreased
No Cholesterol Decrease
Total
Treatment
= 33.40
= 18
56
No treatment
= 34.60
= 28
58
Total participants
68
46
144
Chi test=+++=3.2
Calculating the P-Value
According to Norman and Streiner (2014), āP-value is used to determine the probability that the null hypothesis is falsely rejected.ā Both z-scores and p-values are associated with the normal distribution. The P-value can be used to deter ...
GlenthĆøj et al. - 2016 - Social cognition in patients at ultra-high risk for ...Tina Dam Kristensen
Ā
This study examined social cognition, social skills, and functioning in 65 patients at ultra-high risk of developing psychosis compared to 30 healthy controls. The patients performed worse on tasks of emotion recognition and social inference compared to controls. Patients also exhibited poorer social skills. Aspects of emotion recognition and social cognition were associated with measures of social and role functioning. Negative symptoms were associated with impairments in overall functioning. The study suggests social cognitive deficits and negative symptoms influence functioning and social skills in the ultra-high risk population.
Running head: OVERVIEW 1
OVERVIEW 3
Articles Overview
Yoanka Rodriguez
South University
May 2017
Articles Overview
Quantitative
Qualitative
Articles summary
The article by Bortz, Ashkenazi, and Melnikov (2015) has addressed the problem of organ donation. The authors were interested to learn about the motivation of those individuals who sign the donor card. Comparative analysis of values and beliefs of those who agree and disagree to donate demonstrated that people with better education agree to sign the document.
Dinkel and Schmidt (2015) have discussed the strategies of primary prevention in incarcerated women. They have indicated the main health-related concerns in this population.
Research problem
To identify the difference in mentality between those willing and not willing to donate organs.
To identify the incarcerated womenās health-related education needs.
Purpose statement
Comparative analysis of āspirituality, purpose in life, and attitudes toward organ donationā in people willing and not willing to sign the donor card (Bortz et al., 2015, p. 33).
Analysis of health educational needs in imprisoned women with the use of an interview.
Hypothesis/research questions
Personal beliefs, cultural peculiarities, spirituality, and values influence the decision to sign the donor card.
āWhat are the top ten health education needs in imprisoned women?ā (Dinkel & Schmidt, 2015, p. 230).
Significance to nursing
Organ donation is an important aspect of health care. Educating the right attitude to organ donation in broad populations, health care professionals will help save millions of lives. Nursing professionals as direct care providers constantly working with patients have the key role in this objective. Therefore, they need informational support on how to approach people in the most effective way. The article provides many important findings to help in this area.
The number of incarcerated females is ever growing in the United States. This population is identified as a vulnerable group due to increased morbidity and mortality. This research has helped to understand how primary prevention can be implemented to help them.
Two details to support the study being quantitative or qualitative
This study is quantitative because (1) the research process was organized to test measurable relationships between variables and (2) inferential statistics was used.
This study is qualitative because (1) it uses an interview to collect the data and (2) it aims to generate the theory as for the best practice health teaching for incarcerated women.
References
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor car.
Running head: OVERVIEW 1
OVERVIEW 3
Articles Overview
Yoanka Rodriguez
South University
May 2017
Articles Overview
Quantitative
Qualitative
Articles summary
The article by Bortz, Ashkenazi, and Melnikov (2015) has addressed the problem of organ donation. The authors were interested to learn about the motivation of those individuals who sign the donor card. Comparative analysis of values and beliefs of those who agree and disagree to donate demonstrated that people with better education agree to sign the document.
Dinkel and Schmidt (2015) have discussed the strategies of primary prevention in incarcerated women. They have indicated the main health-related concerns in this population.
Research problem
To identify the difference in mentality between those willing and not willing to donate organs.
To identify the incarcerated womenās health-related education needs.
Purpose statement
Comparative analysis of āspirituality, purpose in life, and attitudes toward organ donationā in people willing and not willing to sign the donor card (Bortz et al., 2015, p. 33).
Analysis of health educational needs in imprisoned women with the use of an interview.
Hypothesis/research questions
Personal beliefs, cultural peculiarities, spirituality, and values influence the decision to sign the donor card.
āWhat are the top ten health education needs in imprisoned women?ā (Dinkel & Schmidt, 2015, p. 230).
Significance to nursing
Organ donation is an important aspect of health care. Educating the right attitude to organ donation in broad populations, health care professionals will help save millions of lives. Nursing professionals as direct care providers constantly working with patients have the key role in this objective. Therefore, they need informational support on how to approach people in the most effective way. The article provides many important findings to help in this area.
The number of incarcerated females is ever growing in the United States. This population is identified as a vulnerable group due to increased morbidity and mortality. This research has helped to understand how primary prevention can be implemented to help them.
Two details to support the study being quantitative or qualitative
This study is quantitative because (1) the research process was organized to test measurable relationships between variables and (2) inferential statistics was used.
This study is qualitative because (1) it uses an interview to collect the data and (2) it aims to generate the theory as for the best practice health teaching for incarcerated women.
References
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor car.
This document provides an outline for a presentation on the efficacy of psychological treatments for violent offenders in correctional facilities. It discusses who the treatments target, including drug addicts and violent offenders. It describes the history of psychological assessments and interventions for offenders. It examines several types of treatments used in correctional facilities, including cognitive-behavioral and anger management approaches. It discusses how each treatment works for individual offenders and the impact on reducing recidivism. The document aims to shed light on improving the effectiveness of psychological programs for offenders.
Cross-cultural psychology explores the relationship between minds and the complex environments that shape them. It focuses on how environments like workplaces, cultural traditions, and political systems influence basic cognitive processes. Methodology in cross-cultural psychology includes both quantitative and qualitative approaches. Quantitative methods use experimental designs and measures of correlation, while qualitative research is conducted in natural settings using methods like interviews.
This meta-analysis examined the efficacy of Acceptance and Commitment Therapy (ACT) for children. It analyzed 14 randomized controlled trials involving 1189 children. The analysis found that ACT significantly improved symptoms of anxiety and depression compared to treatment as usual or waitlist control. However, ACT was not significantly more effective than traditional cognitive behavioral therapy. ACT had similar effects to other treatments on secondary outcomes like quality of life, but produced greater improvements than no treatment. The findings indicate ACT is effective for treating child mental health issues, though not necessarily superior to CBT. More high-quality research is still needed.
Difference Between Quantitative And Qualitative ResearchMelanie Smith
Ā
The document discusses the differences between quantitative and qualitative research methods. It notes that while there may seem to be little difference to those new to research, scholars see vast differences between the two models. It describes how quantitative research relies on empirical data and statistics while qualitative research is more subjective and naturalistic. The document also discusses how qualitative research has become more rigorous over time in its data collection and analysis, and that a combined or integrated approach using both methods can provide a more comprehensive way to study phenomena.
Running head: STATISTICS 1
STATISTICS 2
Case 4: Drawing Inferences about Population Means and Proportions
Studentās Name
Institutional Affiliation
Hypotheses Testing Procedure
The testing procedure is used to find out if the hypothesis statement should be rejected or accepted. The first step is to state the null hypothesis and the alternative hypothesis. After stating, the second step involves selecting the test statistics and the required level of significance. Then the decision rules are stated to the null should be accepted or rejected. This involves determining the critical value or the level of significance. The critical value is used to divide the accepted from the non-accepted region. After stating the decision rules, the fourth .step involves computing the test and making the decision after comparing the calculated test statistics with the critical value. If the calculated value is within the non-acceptable region (s), the H0 should be rejected. Finally, the decision is made based on the computed test statistic.
Null and Alternative Hypotheses
The null hypothesis assumes that cholesterol treatment does not have any effect on the participant. On the other hand, the alternative hypothesis tests whether cholesterol treatment has any effect on the cholesterol level on the participant. The null hypothesis (H0): Treatment does not reduce the cholesterol level in human body. The null hypothesis assumes that there is no relationship between the increase/decrease in the cholesterol level. The alternative hypothesis (H1) can be formulated as follows: Treatment reduces cholesterol level in human body. In this case, the alternative hypothesis tests whether treatment can minimize the cholesterol level according to the collected data (Cook, Netuveli, & Sheikh, 2004).
Test Statistics
I will apply the chi-square test to evaluate the effectiveness of the cholesterol test on the participants. The chi test formula can be presented as, where k= predetermined degree of freedom, g= observed value, and E= the expected number of individuals.ā The formula shows the relationship between the treatment and no treatment for cholesterol. Also, the test provides a single value to represent the two different variables (the treatment and the expected). The chi test values can be calculated as shown below:
Cholesterol Decreased
No Cholesterol Decrease
Total
Treatment
= 33.40
= 18
56
No treatment
= 34.60
= 28
58
Total participants
68
46
144
Chi test=+++=3.2
Calculating the P-Value
According to Norman and Streiner (2014), āP-value is used to determine the probability that the null hypothesis is falsely rejected.ā Both z-scores and p-values are associated with the normal distribution. The P-value can be used to deter ...
PAGE
20
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
Southern Texas encompasses different groups of people whose behavior, gender identity, and gender expression varies depending on cultural identity and norms. About a quarter of individuals in United States have a history or are experiencing a mental disorder with approximately 6% of the population having critical mental illness. These mental problems typically affect the general well-being of an individual. For instance, patients living with severe mental disorders are more likely to die in average of twenty-six years earlier than the average life expectanc ...
This document provides instructions for writing a dissertation prospectus. It outlines 5 requirements for the prospectus, including reading the entire template, writing each section to address criteria in a table, using the criteria table for self-evaluation, and keeping the prospectus between 6-10 pages. It then provides a sample prospectus section on the theoretical foundations/conceptual framework and review of literature/themes. This section reviews literature identifying themes around lack of mental health education/infrastructure, lack of medical insurance, and poor community perceptions as factors affecting utilization of mental health services in South Texas. It proposes using Albert Bandura's social cognitive theory as the theoretical model.
The Relationship Between Body Image And The MediaJessica Myers
Ā
Here are the key points I would highlight in an essay on this topic:
- The genetic revolution, specifically cloning, raised significant ethical concerns about interfering with nature and the sanctity of life. It challenged long-held views about what constitutes a "natural" birth.
- Cloning blurs the lines between animal and human life, raising questions about where to draw the line with genetic experimentation. Some fear a "slippery slope" towards human cloning if not regulated.
- There are also concerns that cloning could be used for eugenics or genetic enhancement of humans, allowing some to have "designer babies" with chosen traits while others do not. This raises issues of equality, ethics, and playing God.
10 STRATEGIC POINTS DOCUMENT 2 THE 10 STRATEGIC POsimisterchristen
Ā
10 STRATEGIC POINTS DOCUMENT 2
THE 10 STRATEGIC POINTS 2
SAMPLE 10 STRATEGIC POINTS
Grand Canyon University
DNP-820A: Translational Research and Evidence-Based Practice
10 Strategic Points Document for a Quality Improvement Project
Ten Strategic Points
The 10 Strategic Points
Title of Project
1)
Title of Project
Impact the number of depression screenings and referrals to a child psychologistĀ
Background
Theoretical Foundation
Literature Synthesis
Practice Change Recommendation
2)
Background to Chosen Evidence-Based Intervention:
List the primary points for six sections.
i) Background of the practice problem/gap at the project site
One of the primary causes of disability worldwide, depression affects a sizable percentage of the population. Persistent feelings of sadness and guilt, changes in sleeping patterns (insomnia or oversleeping), changes in appetite, decreased mental and physical energy, unusual irritability, inability to enjoy once-enjoyed activities, difficulty working, and thoughts of death or suicide are all symptoms that can be associated with any type of depressive disorder. These "down" symptoms alone may indicate a unipolar depressive disorder like dysthymia or severe depression if they are present. A person may be diagnosed with bipolar illness if they experience alternating spells of depression and euphoria. Adolescents and young adults increasingly have difficulties with their mental health (Poppen et al., 2016). An individual's mental health is something only they can fully comprehend, making it difficult for friends and loved ones to spot warning signs in time to intervene. Juvenile and young adult suicide is a major problem in today's world. A lack of life experiences, self-confidence, and faith in one's own skills contribute to the suicides of many young individuals.
ii) Significance of the practice problem/gap at the project site
Mental illness has been a problem that is affected the population for a long period and worryingly young people and adolescents are experiencing many effects that lead to some committing suicide. The stress that today's youth encounter nowadays is the most significant of all these issues, especially the pressure they receive based on their academic expectations and poor communication about their troubles to their parents. There is also a gap in the schools in terms of students receiving counseling services because there are limited professional counselors that attend to student needs. Despite the fact that psychologists claim stress could be caused by anything, many young people find the rapid pace of modern life to be a significant source of anxiety. Many young individuals are inspired to take their own lives by the media's glorified depiction of suicide (Poppen et al., 2016). The reality that suicide is always fatal seems to be lost on many young people. Young people, in other words, consider suicide an o ...
Essay on Environment for all Class in 100 to 500 Words in English. Importance of Environment Essay | Essay on Importance of Environment .... Sample essay on hindrances to environmental conservation. Environmental Pollution Essay ā Assisting students with top-notch papers. Environmental Issues Essay. Admission essay: Environmental conservation essay. College Essay: Nature and environment essays. Environment Essay: Example, Sample, Writing Help ļø BookWormLab.
This document discusses methods of collecting data and developing research instruments. It describes various primary and secondary methods of data collection, including observation, interviews, questionnaires, tests, and case studies. It emphasizes that the quality of the data collected depends on the quality of the instrument. The document provides steps for developing a high-quality instrument, such as identifying variables to measure, developing construct definitions, operationalizing definitions, choosing or creating instruments, and writing operational definitions. Developing a valid and reliable instrument requires thorough preparation, including reviewing literature and pilot testing before administering the instrument for an actual study.
This document summarizes a study on how cognitive abilities influence decision making. The study assessed the role of general and specific cognitive abilities and used the Cognitive Reflection Test to examine the relationship between cognitive abilities and risk/time preferences. The results showed gender differences in cognitive abilities that impact decision making and consumer behavior. Individuals with different cognitive skills make distinct choices based on diverse outcomes. Future research could further explore how sex differences and specific cognitive processes affect consumer attitudes and behavior.
The document discusses pre-formative and summative assessments, noting that formative assessments are used during instruction to provide feedback and guide teaching while summative assessments measure learning at the end of a unit. A variety of tools can be used for assessments, including tests, rubrics, observations and more, with the best assessments using multiple tailored approaches.
The document discusses the importance of quantitative research across various academic fields. It begins by explaining that quantitative research aims to generate knowledge about social phenomena by observing individuals and populations. It then provides examples of how quantitative research is used in anthropology, communications, medicine, behavioral science, education/psychology, and social science. The document encourages students to consider how quantitative research skills are applicable to their specific field of study and how it can help develop important analytical abilities.
This document discusses descriptive research design. Descriptive research aims to observe and describe phenomena as they occur naturally without manipulation. It can be used to identify problems, justify practices, and develop theories. Descriptive studies describe characteristics like frequency, percentages, averages without relating variables. Types include univariate, exploratory, and comparative designs. Limitations include inability to determine causation and potential for bias. The document provides an example of a descriptive study evaluating nursing students' knowledge and attitudes about Alzheimer's disease.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
Ā
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
Ā
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
Ā· He earns $80,000 annually.
Ā· His wage replacement ratio has been determined to be 80%.
Ā· He expects inflation will average 3% for his entire life expectancy.
Ā· He expects to work until 68, and live until 90.
Ā· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
Ā· He has been saving $3,000 annually in his 401(k) plan.
Ā· Additionally, Social Security Administration has notified him that his annual retirement benefit, in todayās dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
This document summarizes a meta-analytic review of primary prevention mental health programs for children and adolescents. It describes the methods used, including criteria for including studies and coding variables. Key findings included that the average age of participants was 9.3 years, follow-up periods averaged 47 weeks, and effect sizes tended to be positive. To achieve homogeneity, studies were divided based on characteristics like intervention type (person-centered vs environment-centered), selection strategy, and program focus. Environment-centered programs targeting school settings showed significant positive effects.
Provide the reference for the study you found using APA guidelinespearlenehodge
Ā
Provide the reference for the study you found using APA guidelines. Be sure to provide a link to the article.
Habigzang, L. F., AimĆØe Schneider, J., Petroli Frizzo, R., & Pinto Pizarro de Freitas, C. (2018). Evaluation of the impact of a cognitive-behavioral intervention for women in domestic violence situations in Brazil. Universitas Psychologica, 17(3), 52-62.
Stallard, P. (2022). Evidence-based practice in cognitiveābehavioral therapy. Archives of Disease in Childhood, 107(2), 109-113
Identify the therapy that you chose.
I chose Cognitive Behavioral Therapy and its application in Ellaās case study. CBT focuses on identifying the root causes of harmful behavior. This therapeutic approach aims to identify the various biases brought about by these unhelpful methods of thinking and find ways to deal with the issues the patient is facing (Stallard, 2022).
Briefly paraphrase, in 2ā3 sentences, the methodological context (i.e., research method, how data was collected, and the instruments used) of the study and the findings.
Habigzang et al. (2018) did a study to evaluate CBTās impact on survivors of domestic violence in Brazil. As one of the ways to assist these survivors, the researchers utilized CBT to help these women, who were also dealing with psychiatric disorders such as PTSD, anxiety disorders, and substance abuse as a result of domestic abuse. CBT was used to negate the impacts of the violence. The researchers utilized the Mindfulness-Based Stress Reduction (MBSR) technique to assess the effects of CBT on the sample to determine the effectiveness of the treatment approach (Habigzang et al., 2018). They performed a pre-test evaluation, which was followed by the use of CBT, and then a post-test evaluation on 11 participants. The study initially had 120 participants, but several participants were ineligible for the study due to inconsistent attending sessions and cognitive hindrances. The study identified that CBT was very effective in helping the clients to deal with the psychological effects of the abuse (Habigzang et al., 2018).
Explain how the findings are applicable or appropriate for the client in your case study.
Cognitive Behavioral Therapy can be beneficial to Ella. It can help Ella deal with the post-traumatic stress disorder she may be dealing with due to the verbal, psychological, and physical abuse she has dealt with in the past (Stallard, 2022). According to the report, she has begun exhibiting signs of acute distress and trauma, which could be signs of PTSD. CBT can be beneficial in helping Ella deal with this PTSD and helping her learn to cope with the past traumas she has experienced.
Determine whether you would use or not use the therapy you selected for the client in your selected case study (consider how culturally relevant it is, how aligned it is with social work ethics, etc.) and explain why.
While working with Ella, I would use cognitive behavioral therapy as one of the treatment approaches. This i ...
3 Assessment, Classification, and Treatment with Juvenile Delinque.docxtamicawaysmith
Ā
3 Assessment, Classification, and Treatment with Juvenile Delinquents
Jemel P. Aguilar and David W. Springer Between 1991 and 2003, the number of juveniles in residential corrections programs increased by 27 percent. In practical terms this means that over 96,000 juveniles are in residential correctional programs (Snyder & Sickmund, 2006). In addition to the large number of juveniles in residential programming, a recent research study (Teplin et al., 2002) showed that over 60 percent of young male offenders and 73 percent of young female offenders had a mental health diagnosis, such as major depression, generalized anxiety disorder, attention-deficit/hyperactivity disorder, conduct disorder, or obsessive-compulsive disorder. Hence, the juvenile justice system faces the task of serving a number of youth who have committed delinquent offenses and possibly contending with one or more mental health disorders. Following a number of critical reviews of evaluations, in particular Lipton, Martinson, and Wilks (1975), the accepted wisdom in the field related to juveniles became one of ānothing works.ā Today, researchers are conducting complex statistical tests of the effectiveness of interventions with juvenile offenders. Lipsey and Wilson (1998), for example, conducted a meta-analysis of experimental or quasi-experimental studies of interventions with serious and violent juvenile delinquents. They reviewed 200 programs, 83 of which involved institutionalized juveniles and 117 involved noninstitutionalized juveniles. McBride et al. (1999, p. 58) summarize the findings of Lipsey and Wilsonās meta-analysis. Now researchers are confident that some interventions are effective in stemming juvenile delinquency (cf. Lipsey, Wilson, & Cothern, 2000). Among the programs in noninstitutional settings, those that demonstrate good evidence of effectiveness include behavioral therapies (family and contingency contracting), intensive case management (including system collaboration and continuing care), multisystemic therapy (MST), restitution programs (parole- and probation-based), and skills training. Program options that require more research to document their effectiveness include 12-step programs (AA, NA), adult mentoring (with behaviorally contingent reinforcement), after-school recreation programs, conflict resolution/violence prevention, intensive probation services (IPS), juvenile versions of Treatment Accountability for Safer Communities (TASC), peer mediation, and traditional inpatient/outpatient programs. Program options that do not show evidence of effectiveness include deterrence programs, vocational training or career counseling, and wilderness challenge programs. In institutional settings, evidence of effectiveness has been demonstrated for behavioral programs (cognitive mediation and stress inoculation training), longer-term community residential programs (therapeutic communities that employ cognitive-behavioral approaches), multiple services within ...
SOCW 6311 WK 7 responsesĀ Respond to at least two colleagues .docxsamuel699872
Ā
SOCW 6311 WK 7 responsesĀ
Respond to at least two colleagues each one has to be answered separately name first then response and references after each
Respond
to at least two colleagues
by doing all of the following
:
Offer critiques Ā Ā Ā Ā Ā of their logic model as if you were a member of their work groups.
Identify Ā Ā Ā Ā Ā Ā strengths of the logic models.
Identify Ā Ā Ā Ā Ā Ā potential weaknesses in the assumptions or areas that may require Ā Ā Ā Ā Ā Ā additional information or clarification.
Offer Ā Ā Ā Ā Ā substantial information to assist your colleaguesā efforts such as:
Information to Ā Ā Ā Ā Ā Ā support their understanding of the problems and needs in this population
Suggestions Ā Ā Ā Ā Ā Ā related to intervention activities, and potential outcomes
Instructor wants laid out like this:
Offer critiques of their logic model as if you were a member of their work groups.
Your response
Identify strengths of the logic models.
Your response
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Your response
Offer substantial information to assist your colleaguesā efforts such as:
Information to support their understanding of the problems and needs in this population
Your response
Suggestions related to intervention activities, and potential outcomes
Your response
References
Your response
PEER 1
Cedric BrownĀ
RE: Discussion - Week 7
Top of Form
Post a logic model and theory of change for a practitioner-level intervention.
Children/Students with substance abuse issues
Input steps
Identify substance abuse with teen that caused the child to Ā Ā Ā Ā Ā get kicked out of school.
Provide family and caregivers appropriate materials that is Ā Ā Ā Ā Ā needed for dealing with someone who has substance abuse issues.
Program activities
Provides substance abuse classes for the child as well as Ā Ā Ā Ā Ā classes for the parents to know how to cope with them.
Output steps
Have all parties involved attend all of the required meetings Ā Ā Ā Ā Ā that are provided by the program.
Initial outcomes
Both the parents and the client will be knowledgeable about Ā Ā Ā Ā Ā the dangers and how to deal with the individual who suffers from substance Ā Ā Ā Ā Ā abuse.
Intermediate outcomes
Parents are knowledgeable about behaviors and tendencies of Ā Ā Ā Ā Ā the client.
The client who suffers from substance abuse will know the Ā Ā Ā Ā Ā effects of drug use.
The client will abstain from drug use.
Long-term outcomes
Client will not participate in any illegal drug use.
Client will have a healthy and high quality of life Ā Ā Ā Ā Ā (Randolph, 2010).
Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.
Ā Ā Ā Ā The problem that the teen faces is that they have been kicked out of school for drug use. The clientās needs are that they feel like they are not important and found a crowd that they felt like they belonged to and started to use drugs. Some of the unmet needs that they h.
15Problem Orientation and Psychologica.docxrobert345678
Ā
1
5
Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?
Student's name; students' names
Department affiliation; university affiliation
Course name; course number
Instructorsā name
Assignment due date
Part One
The development of essential attitudes and abilities that help determine a person's susceptibility to psychological discomfort occurs throughout adolescence's formative years. This particular research aimed to investigate the relationship between problem-solving-oriented and cognitive-behavioral techniques for emotion regulation and levels of psychological discomfort (Speyer etal.,2021).
Notably, the issue of violence among adolescents is increasingly recognized as a severe problem in terms of public health. However, little research has investigated the importance of techniques to control cognitive emotion in teenagers, despite the increased interest in psychographic risk factors for violent conduct. The primary focus of this study will be to investigate the frequency of violent behaviors shown by adolescents and to determine the nature of the connection that exists between specific coping mechanisms for regulating cognition and emotion and various manifestations of aggressive behavior. Using confidential, self-reporting questionnaires, the research will conduct a cross-sectional survey of 3,315 students in grades 7 to 10 to investigate methods by which young adolescents may manage their cognitive processes, emotions, and actions connected to violence. The participants will be notified about the survey, but their personal information will not be public under any circumstances since this would violate ethical standards.
The influence of a father on his children might also vary depending on the gender and age of the kid. For boys, parental psychological distress is related to higher internalizing and externalizing issues throughout early adolescence. This finding lends credence to the notion that this stage of development may be especially significant in father-son exchanges. On the other hand, there is a correlation between maternal and paternal psychological discomfort in early infancy and increased levels of internalizing and externalizing difficulties in females (Speyer et al.,2021). Growing up with a father who struggles with mental illness may make girls more reserved, reducing the possibility that they would acquire issues that are manifested outside their bodies. This is one of the possible explanations.
Part Two
The whole of this project shall be guided by the research questions below: (what is the prevalence of adolescent violent behaviors?Ā what is the relationship between specific strategies to regulate cognitive emotion and forms of violent behavior?)
To help operationalize the variables, a logistic regression model will be used to determine the nature of the connection between specific violent actions .
Mixed method design is often noted as a methodology capitalizing on the advantage of in-depth study in qualitative approaches and the power of generalization in quantitative approaches.
To be useful, acknowledging the fundamental assumption underpinning these two approaches is paramount. Qualitative approach is individualistic where the findings are rich in explaining a phenomenon of interest in context while quantitative approach is normative where the findings represent an average pattern of a phenomenon of interest in a population.
Respond to thisĀ Ā PICOT Question Ā Can overweight and obesity amon.docxcwilliam4
Ā
Respond to thisĀ
Ā PICOT Question Ā Can overweight and obesity among teenagers be prevented or managed successfully through physical activity programs after six months than no intervention at all? Ā Specific Research Approach Ā The main research method that will be used in this study is qualitative approach. Qualitative research can be described as a data gathering approach that entails in-depth inquiry of human perceptions, attitudes, and experiences. This research also seeks to examine associated processes within the contexts that certain phenomena take place (Langford, 2012). The utilization of qualitative research approach results in the development of value-based understanding of motivations and behaviors. There are various ways in which qualitative design will be implemented. This type of research approach is reliant on observations and assessments that subjectively measure the participantsā introspections, interpersonal interactions, as well as those who have relevant communities (Langford, 2012). The process of reporting this research is highly supported by verbal and visual descriptions, quotations, as well as interpretive coding. Ā The primary reason of which qualitative research has been selected is that it gives room for access to detailed feedback from the subjects and circumstances. In the past, the process of data gathering and analysis highly over depended on subjective evaluations (Langford, 2012). Moreover, qualitative approach provides insights into the attitudes, behaviors, and motivations on issues related to physical activity as a way of educing obesity prevalence among adolescents. This process will give room for in-depth evaluation of issues that are being researched. Moreover, qualitative approach enables the researcher to investigate highly-sensitive information. Further, qualitative design is a useful tool for undertaking comprehensive assessment on the basis of interpersonal interactions over an extended period of time. Ā Data Collection Method Ā Interviews will be used as the main data gathering methods for this study. In particular, the participants will be administered with structured interviews, which will have a list of questions read out and the responses noted down (Gratton & Jones, 2014). Structured interviews will ensure that the respondents complete the questionnaires on time and seek clarification over questions that may seem unclear or ambiguous. Structured interviews will enable the participants to express their experiences in their own words on what they feel about the efficacy of physical activities in reducing obesity prevalence. This process will enable them to explain and elaborate on any area of specific interest or significance (Gratton & Jones, 2014). Furthermore, the interview method will be insightful in many ways since it offers the researcher with perceived causal inferences from the respondents, as opposed to the researcherās point of view. This process allows the respo0ndent to become more of a.
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How To Research For A Research Paper. Write A ReLori Moore
Ā
The document provides instructions for completing a 5-step process to request an assignment be written by a writer on the HelpWriting.net platform. It explains that users must first create an account, then complete an order form with instructions and deadline. Writers will then bid on the request and the user can choose a writer to complete the assignment, making revisions until satisfied with the final product.
Best Custom Research Writing Service Paper WLori Moore
Ā
The document discusses the steps to get writing assistance from HelpWriting.net, including creating an account, submitting a request form with instructions and sources, and choosing a writer to complete the assignment. Clients can then review and approve the work before authorizing final payment. HelpWriting.net offers revisions and refunds to ensure clients' needs and expectations are met.
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PAGE
20
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
Southern Texas encompasses different groups of people whose behavior, gender identity, and gender expression varies depending on cultural identity and norms. About a quarter of individuals in United States have a history or are experiencing a mental disorder with approximately 6% of the population having critical mental illness. These mental problems typically affect the general well-being of an individual. For instance, patients living with severe mental disorders are more likely to die in average of twenty-six years earlier than the average life expectanc ...
This document provides instructions for writing a dissertation prospectus. It outlines 5 requirements for the prospectus, including reading the entire template, writing each section to address criteria in a table, using the criteria table for self-evaluation, and keeping the prospectus between 6-10 pages. It then provides a sample prospectus section on the theoretical foundations/conceptual framework and review of literature/themes. This section reviews literature identifying themes around lack of mental health education/infrastructure, lack of medical insurance, and poor community perceptions as factors affecting utilization of mental health services in South Texas. It proposes using Albert Bandura's social cognitive theory as the theoretical model.
The Relationship Between Body Image And The MediaJessica Myers
Ā
Here are the key points I would highlight in an essay on this topic:
- The genetic revolution, specifically cloning, raised significant ethical concerns about interfering with nature and the sanctity of life. It challenged long-held views about what constitutes a "natural" birth.
- Cloning blurs the lines between animal and human life, raising questions about where to draw the line with genetic experimentation. Some fear a "slippery slope" towards human cloning if not regulated.
- There are also concerns that cloning could be used for eugenics or genetic enhancement of humans, allowing some to have "designer babies" with chosen traits while others do not. This raises issues of equality, ethics, and playing God.
10 STRATEGIC POINTS DOCUMENT 2 THE 10 STRATEGIC POsimisterchristen
Ā
10 STRATEGIC POINTS DOCUMENT 2
THE 10 STRATEGIC POINTS 2
SAMPLE 10 STRATEGIC POINTS
Grand Canyon University
DNP-820A: Translational Research and Evidence-Based Practice
10 Strategic Points Document for a Quality Improvement Project
Ten Strategic Points
The 10 Strategic Points
Title of Project
1)
Title of Project
Impact the number of depression screenings and referrals to a child psychologistĀ
Background
Theoretical Foundation
Literature Synthesis
Practice Change Recommendation
2)
Background to Chosen Evidence-Based Intervention:
List the primary points for six sections.
i) Background of the practice problem/gap at the project site
One of the primary causes of disability worldwide, depression affects a sizable percentage of the population. Persistent feelings of sadness and guilt, changes in sleeping patterns (insomnia or oversleeping), changes in appetite, decreased mental and physical energy, unusual irritability, inability to enjoy once-enjoyed activities, difficulty working, and thoughts of death or suicide are all symptoms that can be associated with any type of depressive disorder. These "down" symptoms alone may indicate a unipolar depressive disorder like dysthymia or severe depression if they are present. A person may be diagnosed with bipolar illness if they experience alternating spells of depression and euphoria. Adolescents and young adults increasingly have difficulties with their mental health (Poppen et al., 2016). An individual's mental health is something only they can fully comprehend, making it difficult for friends and loved ones to spot warning signs in time to intervene. Juvenile and young adult suicide is a major problem in today's world. A lack of life experiences, self-confidence, and faith in one's own skills contribute to the suicides of many young individuals.
ii) Significance of the practice problem/gap at the project site
Mental illness has been a problem that is affected the population for a long period and worryingly young people and adolescents are experiencing many effects that lead to some committing suicide. The stress that today's youth encounter nowadays is the most significant of all these issues, especially the pressure they receive based on their academic expectations and poor communication about their troubles to their parents. There is also a gap in the schools in terms of students receiving counseling services because there are limited professional counselors that attend to student needs. Despite the fact that psychologists claim stress could be caused by anything, many young people find the rapid pace of modern life to be a significant source of anxiety. Many young individuals are inspired to take their own lives by the media's glorified depiction of suicide (Poppen et al., 2016). The reality that suicide is always fatal seems to be lost on many young people. Young people, in other words, consider suicide an o ...
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This document discusses methods of collecting data and developing research instruments. It describes various primary and secondary methods of data collection, including observation, interviews, questionnaires, tests, and case studies. It emphasizes that the quality of the data collected depends on the quality of the instrument. The document provides steps for developing a high-quality instrument, such as identifying variables to measure, developing construct definitions, operationalizing definitions, choosing or creating instruments, and writing operational definitions. Developing a valid and reliable instrument requires thorough preparation, including reviewing literature and pilot testing before administering the instrument for an actual study.
This document summarizes a study on how cognitive abilities influence decision making. The study assessed the role of general and specific cognitive abilities and used the Cognitive Reflection Test to examine the relationship between cognitive abilities and risk/time preferences. The results showed gender differences in cognitive abilities that impact decision making and consumer behavior. Individuals with different cognitive skills make distinct choices based on diverse outcomes. Future research could further explore how sex differences and specific cognitive processes affect consumer attitudes and behavior.
The document discusses pre-formative and summative assessments, noting that formative assessments are used during instruction to provide feedback and guide teaching while summative assessments measure learning at the end of a unit. A variety of tools can be used for assessments, including tests, rubrics, observations and more, with the best assessments using multiple tailored approaches.
The document discusses the importance of quantitative research across various academic fields. It begins by explaining that quantitative research aims to generate knowledge about social phenomena by observing individuals and populations. It then provides examples of how quantitative research is used in anthropology, communications, medicine, behavioral science, education/psychology, and social science. The document encourages students to consider how quantitative research skills are applicable to their specific field of study and how it can help develop important analytical abilities.
This document discusses descriptive research design. Descriptive research aims to observe and describe phenomena as they occur naturally without manipulation. It can be used to identify problems, justify practices, and develop theories. Descriptive studies describe characteristics like frequency, percentages, averages without relating variables. Types include univariate, exploratory, and comparative designs. Limitations include inability to determine causation and potential for bias. The document provides an example of a descriptive study evaluating nursing students' knowledge and attitudes about Alzheimer's disease.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
Ā
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
Ā
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
Ā· He earns $80,000 annually.
Ā· His wage replacement ratio has been determined to be 80%.
Ā· He expects inflation will average 3% for his entire life expectancy.
Ā· He expects to work until 68, and live until 90.
Ā· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
Ā· He has been saving $3,000 annually in his 401(k) plan.
Ā· Additionally, Social Security Administration has notified him that his annual retirement benefit, in todayās dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
This document summarizes a meta-analytic review of primary prevention mental health programs for children and adolescents. It describes the methods used, including criteria for including studies and coding variables. Key findings included that the average age of participants was 9.3 years, follow-up periods averaged 47 weeks, and effect sizes tended to be positive. To achieve homogeneity, studies were divided based on characteristics like intervention type (person-centered vs environment-centered), selection strategy, and program focus. Environment-centered programs targeting school settings showed significant positive effects.
Provide the reference for the study you found using APA guidelinespearlenehodge
Ā
Provide the reference for the study you found using APA guidelines. Be sure to provide a link to the article.
Habigzang, L. F., AimĆØe Schneider, J., Petroli Frizzo, R., & Pinto Pizarro de Freitas, C. (2018). Evaluation of the impact of a cognitive-behavioral intervention for women in domestic violence situations in Brazil. Universitas Psychologica, 17(3), 52-62.
Stallard, P. (2022). Evidence-based practice in cognitiveābehavioral therapy. Archives of Disease in Childhood, 107(2), 109-113
Identify the therapy that you chose.
I chose Cognitive Behavioral Therapy and its application in Ellaās case study. CBT focuses on identifying the root causes of harmful behavior. This therapeutic approach aims to identify the various biases brought about by these unhelpful methods of thinking and find ways to deal with the issues the patient is facing (Stallard, 2022).
Briefly paraphrase, in 2ā3 sentences, the methodological context (i.e., research method, how data was collected, and the instruments used) of the study and the findings.
Habigzang et al. (2018) did a study to evaluate CBTās impact on survivors of domestic violence in Brazil. As one of the ways to assist these survivors, the researchers utilized CBT to help these women, who were also dealing with psychiatric disorders such as PTSD, anxiety disorders, and substance abuse as a result of domestic abuse. CBT was used to negate the impacts of the violence. The researchers utilized the Mindfulness-Based Stress Reduction (MBSR) technique to assess the effects of CBT on the sample to determine the effectiveness of the treatment approach (Habigzang et al., 2018). They performed a pre-test evaluation, which was followed by the use of CBT, and then a post-test evaluation on 11 participants. The study initially had 120 participants, but several participants were ineligible for the study due to inconsistent attending sessions and cognitive hindrances. The study identified that CBT was very effective in helping the clients to deal with the psychological effects of the abuse (Habigzang et al., 2018).
Explain how the findings are applicable or appropriate for the client in your case study.
Cognitive Behavioral Therapy can be beneficial to Ella. It can help Ella deal with the post-traumatic stress disorder she may be dealing with due to the verbal, psychological, and physical abuse she has dealt with in the past (Stallard, 2022). According to the report, she has begun exhibiting signs of acute distress and trauma, which could be signs of PTSD. CBT can be beneficial in helping Ella deal with this PTSD and helping her learn to cope with the past traumas she has experienced.
Determine whether you would use or not use the therapy you selected for the client in your selected case study (consider how culturally relevant it is, how aligned it is with social work ethics, etc.) and explain why.
While working with Ella, I would use cognitive behavioral therapy as one of the treatment approaches. This i ...
3 Assessment, Classification, and Treatment with Juvenile Delinque.docxtamicawaysmith
Ā
3 Assessment, Classification, and Treatment with Juvenile Delinquents
Jemel P. Aguilar and David W. Springer Between 1991 and 2003, the number of juveniles in residential corrections programs increased by 27 percent. In practical terms this means that over 96,000 juveniles are in residential correctional programs (Snyder & Sickmund, 2006). In addition to the large number of juveniles in residential programming, a recent research study (Teplin et al., 2002) showed that over 60 percent of young male offenders and 73 percent of young female offenders had a mental health diagnosis, such as major depression, generalized anxiety disorder, attention-deficit/hyperactivity disorder, conduct disorder, or obsessive-compulsive disorder. Hence, the juvenile justice system faces the task of serving a number of youth who have committed delinquent offenses and possibly contending with one or more mental health disorders. Following a number of critical reviews of evaluations, in particular Lipton, Martinson, and Wilks (1975), the accepted wisdom in the field related to juveniles became one of ānothing works.ā Today, researchers are conducting complex statistical tests of the effectiveness of interventions with juvenile offenders. Lipsey and Wilson (1998), for example, conducted a meta-analysis of experimental or quasi-experimental studies of interventions with serious and violent juvenile delinquents. They reviewed 200 programs, 83 of which involved institutionalized juveniles and 117 involved noninstitutionalized juveniles. McBride et al. (1999, p. 58) summarize the findings of Lipsey and Wilsonās meta-analysis. Now researchers are confident that some interventions are effective in stemming juvenile delinquency (cf. Lipsey, Wilson, & Cothern, 2000). Among the programs in noninstitutional settings, those that demonstrate good evidence of effectiveness include behavioral therapies (family and contingency contracting), intensive case management (including system collaboration and continuing care), multisystemic therapy (MST), restitution programs (parole- and probation-based), and skills training. Program options that require more research to document their effectiveness include 12-step programs (AA, NA), adult mentoring (with behaviorally contingent reinforcement), after-school recreation programs, conflict resolution/violence prevention, intensive probation services (IPS), juvenile versions of Treatment Accountability for Safer Communities (TASC), peer mediation, and traditional inpatient/outpatient programs. Program options that do not show evidence of effectiveness include deterrence programs, vocational training or career counseling, and wilderness challenge programs. In institutional settings, evidence of effectiveness has been demonstrated for behavioral programs (cognitive mediation and stress inoculation training), longer-term community residential programs (therapeutic communities that employ cognitive-behavioral approaches), multiple services within ...
SOCW 6311 WK 7 responsesĀ Respond to at least two colleagues .docxsamuel699872
Ā
SOCW 6311 WK 7 responsesĀ
Respond to at least two colleagues each one has to be answered separately name first then response and references after each
Respond
to at least two colleagues
by doing all of the following
:
Offer critiques Ā Ā Ā Ā Ā of their logic model as if you were a member of their work groups.
Identify Ā Ā Ā Ā Ā Ā strengths of the logic models.
Identify Ā Ā Ā Ā Ā Ā potential weaknesses in the assumptions or areas that may require Ā Ā Ā Ā Ā Ā additional information or clarification.
Offer Ā Ā Ā Ā Ā substantial information to assist your colleaguesā efforts such as:
Information to Ā Ā Ā Ā Ā Ā support their understanding of the problems and needs in this population
Suggestions Ā Ā Ā Ā Ā Ā related to intervention activities, and potential outcomes
Instructor wants laid out like this:
Offer critiques of their logic model as if you were a member of their work groups.
Your response
Identify strengths of the logic models.
Your response
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Your response
Offer substantial information to assist your colleaguesā efforts such as:
Information to support their understanding of the problems and needs in this population
Your response
Suggestions related to intervention activities, and potential outcomes
Your response
References
Your response
PEER 1
Cedric BrownĀ
RE: Discussion - Week 7
Top of Form
Post a logic model and theory of change for a practitioner-level intervention.
Children/Students with substance abuse issues
Input steps
Identify substance abuse with teen that caused the child to Ā Ā Ā Ā Ā get kicked out of school.
Provide family and caregivers appropriate materials that is Ā Ā Ā Ā Ā needed for dealing with someone who has substance abuse issues.
Program activities
Provides substance abuse classes for the child as well as Ā Ā Ā Ā Ā classes for the parents to know how to cope with them.
Output steps
Have all parties involved attend all of the required meetings Ā Ā Ā Ā Ā that are provided by the program.
Initial outcomes
Both the parents and the client will be knowledgeable about Ā Ā Ā Ā Ā the dangers and how to deal with the individual who suffers from substance Ā Ā Ā Ā Ā abuse.
Intermediate outcomes
Parents are knowledgeable about behaviors and tendencies of Ā Ā Ā Ā Ā the client.
The client who suffers from substance abuse will know the Ā Ā Ā Ā Ā effects of drug use.
The client will abstain from drug use.
Long-term outcomes
Client will not participate in any illegal drug use.
Client will have a healthy and high quality of life Ā Ā Ā Ā Ā (Randolph, 2010).
Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.
Ā Ā Ā Ā The problem that the teen faces is that they have been kicked out of school for drug use. The clientās needs are that they feel like they are not important and found a crowd that they felt like they belonged to and started to use drugs. Some of the unmet needs that they h.
15Problem Orientation and Psychologica.docxrobert345678
Ā
1
5
Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?
Student's name; students' names
Department affiliation; university affiliation
Course name; course number
Instructorsā name
Assignment due date
Part One
The development of essential attitudes and abilities that help determine a person's susceptibility to psychological discomfort occurs throughout adolescence's formative years. This particular research aimed to investigate the relationship between problem-solving-oriented and cognitive-behavioral techniques for emotion regulation and levels of psychological discomfort (Speyer etal.,2021).
Notably, the issue of violence among adolescents is increasingly recognized as a severe problem in terms of public health. However, little research has investigated the importance of techniques to control cognitive emotion in teenagers, despite the increased interest in psychographic risk factors for violent conduct. The primary focus of this study will be to investigate the frequency of violent behaviors shown by adolescents and to determine the nature of the connection that exists between specific coping mechanisms for regulating cognition and emotion and various manifestations of aggressive behavior. Using confidential, self-reporting questionnaires, the research will conduct a cross-sectional survey of 3,315 students in grades 7 to 10 to investigate methods by which young adolescents may manage their cognitive processes, emotions, and actions connected to violence. The participants will be notified about the survey, but their personal information will not be public under any circumstances since this would violate ethical standards.
The influence of a father on his children might also vary depending on the gender and age of the kid. For boys, parental psychological distress is related to higher internalizing and externalizing issues throughout early adolescence. This finding lends credence to the notion that this stage of development may be especially significant in father-son exchanges. On the other hand, there is a correlation between maternal and paternal psychological discomfort in early infancy and increased levels of internalizing and externalizing difficulties in females (Speyer et al.,2021). Growing up with a father who struggles with mental illness may make girls more reserved, reducing the possibility that they would acquire issues that are manifested outside their bodies. This is one of the possible explanations.
Part Two
The whole of this project shall be guided by the research questions below: (what is the prevalence of adolescent violent behaviors?Ā what is the relationship between specific strategies to regulate cognitive emotion and forms of violent behavior?)
To help operationalize the variables, a logistic regression model will be used to determine the nature of the connection between specific violent actions .
Mixed method design is often noted as a methodology capitalizing on the advantage of in-depth study in qualitative approaches and the power of generalization in quantitative approaches.
To be useful, acknowledging the fundamental assumption underpinning these two approaches is paramount. Qualitative approach is individualistic where the findings are rich in explaining a phenomenon of interest in context while quantitative approach is normative where the findings represent an average pattern of a phenomenon of interest in a population.
Respond to thisĀ Ā PICOT Question Ā Can overweight and obesity amon.docxcwilliam4
Ā
Respond to thisĀ
Ā PICOT Question Ā Can overweight and obesity among teenagers be prevented or managed successfully through physical activity programs after six months than no intervention at all? Ā Specific Research Approach Ā The main research method that will be used in this study is qualitative approach. Qualitative research can be described as a data gathering approach that entails in-depth inquiry of human perceptions, attitudes, and experiences. This research also seeks to examine associated processes within the contexts that certain phenomena take place (Langford, 2012). The utilization of qualitative research approach results in the development of value-based understanding of motivations and behaviors. There are various ways in which qualitative design will be implemented. This type of research approach is reliant on observations and assessments that subjectively measure the participantsā introspections, interpersonal interactions, as well as those who have relevant communities (Langford, 2012). The process of reporting this research is highly supported by verbal and visual descriptions, quotations, as well as interpretive coding. Ā The primary reason of which qualitative research has been selected is that it gives room for access to detailed feedback from the subjects and circumstances. In the past, the process of data gathering and analysis highly over depended on subjective evaluations (Langford, 2012). Moreover, qualitative approach provides insights into the attitudes, behaviors, and motivations on issues related to physical activity as a way of educing obesity prevalence among adolescents. This process will give room for in-depth evaluation of issues that are being researched. Moreover, qualitative approach enables the researcher to investigate highly-sensitive information. Further, qualitative design is a useful tool for undertaking comprehensive assessment on the basis of interpersonal interactions over an extended period of time. Ā Data Collection Method Ā Interviews will be used as the main data gathering methods for this study. In particular, the participants will be administered with structured interviews, which will have a list of questions read out and the responses noted down (Gratton & Jones, 2014). Structured interviews will ensure that the respondents complete the questionnaires on time and seek clarification over questions that may seem unclear or ambiguous. Structured interviews will enable the participants to express their experiences in their own words on what they feel about the efficacy of physical activities in reducing obesity prevalence. This process will enable them to explain and elaborate on any area of specific interest or significance (Gratton & Jones, 2014). Furthermore, the interview method will be insightful in many ways since it offers the researcher with perceived causal inferences from the respondents, as opposed to the researcherās point of view. This process allows the respo0ndent to become more of a.
Essay Writing Service Uk by UK-Custom Essay Writers - Issuu. UK Best Essays | Trusted Custom UK Essays Writing Service | Essay .... Custom essay writing service. Writing Custom Essays | SeeReadShare. Custom essay writing services. PPT - Order the Best Custom and College Essay Writing Services .... Essay writing service uk ā custom academic papers by arnoldjames - Issuu. Professional Custom Essay & Thesis Writing Service in UK. How to make perfect custom essay writing service by FrankSims - Issuu. Www.writingmiracles.com custom essay writing service. 017 Essay Example Cheap Custom Writing Service Papers Writer Services .... Custom Essay Writing Service: Getting better grades guide.. Custom Essay Writing Services: Get Expert Help from Proficientwriter.com. Custom Essay Writing Service ā UK Students Now Have an Easy Way to .... Custom Essay Writing Service UK for Your Academic Success .... Custom essay writing services by Sameer - Issuu. Guide to why custom essay writing service is more important for the .... Best custom essay writing services. Tips in finding the best custom essay writing services ā www .... Cheap Custom Writing Service - Top-Ranked Essay Writing Service to Get .... Benefits of custom essay writing service. Essay Writing Service Online, Custom Essay Writing Service UK. Get cheap essay writing service online from Expert UK writers. UK .... Essay Writing Service | Essay Writing Help Service. Choose the Best Essay Writing Service in UK | Best essay writing .... Essay writing service uk best - College Homework Help and Online Tutoring.. Essay writing services uk - Homework and Study Help.. Cheap Custom Writing Service - Paper Writing Service Online. Professional custom essays writing service! Professional Custom Essays .... 5 Disadvantages of Custom Essay Writing Service and How Can Overc
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Assessment Of Undergraduates Real-World Outcomes Of Critical Thinking In Everyday Situations
1. Review
Assessment of
Undergraduatesā
Real-World Outcomes
of Critical Thinking in
Everyday Situations
Amanda R. Franco
Institute of Education, University of Minho, Braga, Portugal
PatrıĢcio S. Costa
School of Medicine, University of Minho, Braga, Portugal
Heather A. Butler
California State University Dominguez Hills, Carson, CA, USA
Leandro S. Almeida
Institute of Education, University of Minho, Braga, Portugal
Abstract
Critical thinking is a kind of āāgoodāā thinking that integrates a set of cognitive skills
and dispositions to use those skills with knowledge to increase the chances of suc-
cess in academic settings, job market, and daily life. The impact of critical thinking on
life events, in face of everyday decisions and challenges, is still unclear, and further
research is needed. In this exploratory study, a sample of 230 first-year students of a
Bachelorās Degree or a Masterās Degree in Portugal completed an experimental
Portuguese version of the Real-World Outcomes, a self-report inventory measuring
everyday negative life events that are mediated by a lack of critical thinking. Based on
exploratory factor analysis results and theoretical premises, changes were made to
the Portuguese version of the inventory that was administered, and items were
aggregated into six dimensions, creating a new version that is more familiar to
Portuguese young adults in college. This original proposal of the inventory presents
six types of negative life events resulting from a lack of critical thinking: health neg-
lect, mismanagement, slackness, poor impulse control, academic negligence, and
rashness. Both limitations and future potentialities of this version are presented.
Psychological Reports
2017, Vol. 120(4) 707ā720
! The Author(s) 2017
Reprints and permissions:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0033294117701906
journals.sagepub.com/home/prx
Corresponding Author:
Amanda R. Franco, Instituto de EducacĢ§aĢo, Universidade do Minho, Campus de Gualtar, Braga 4704-553,
Portugal.
Email: amanda.hr.franco@gmail
2. Keywords
Real-World Outcomes, critical thinking, higher education, assessment, transversal
skills
Introduction
There is a multiplicity of deļ¬nitions for critical thinking (CT). Yet, CT can be
deļ¬ned simply as having a set of cognitive skills and strategies, and the dispos-
ition to use those skills and knowledge to increase the chances of success in oneās
favor (Halpern, 2014). According to the literature, someone capable of this kind
of āāgoodāā thinking (Franco, Butler, & Halpern, 2015) has a higher possibility of
success in academic settings, in the job market, and in daily life (Butler, 2012;
Dwyer, Hogan, & Stewart, 2012). A small number of studies have explored the
relationship between CT and behavior in real-life settings and situations, but
more empirical data are needed to understand more precisely the impact that
being a critical thinker has on everyday decisions and challenges. Furthermore,
if CT does impact the outcomes of everyday decisions and actions, the impact
may vary according to individual characteristics, such as age or education.
According to Howenstein, Bilodeau, Brogna, and Good (1996), the number of
years of education is a signiļ¬cant factor to explain CT. Butler (2012) presents
data reinforcing this possibility; in her study, it was years of education, not age,
that predicted CT. Nevertheless, these ļ¬ndings may reļ¬ect individual diļ¬erences
in CT, not life events or outcomes, so they must be considered with caution.
That said, age may impact the quantity and type of life experiences an individual
is exposed to and may contribute signiļ¬cantly to our ability to predict life
outcomes.
In light of this gap in the literature, there is a line of research focused on CT
and life outcomes using the Real-World Outcomes (RWO; Butler, 2012), a
self-report inventory designed to measure everyday decision-making, more
speciļ¬cally, the inventory measures the proportion of negative life events experi-
enced by the respondent, which is assumed to be mediated by a lack of CT given
the negative impact on the individual. The RWO inventory assesses a broad
range of everyday behaviors concerning diverse areas of life, such as academic,
interpersonal, health, political, legal, or ļ¬nancial. The negative outcomes
have diļ¬erent levels of severity and result (presumably) from poor reasoning
at that time.
The present study aimed to explore the psychometric qualities of the RWO
inventory. For this purpose, the Theory of Planned Behaviour may aid our
understanding of studentsā performance and better contextualize the (negative)
outcomes experienced by each individual. This explanatory model of social
behavior is focused on how information is processed and decisions are made,
namely, for the prediction of behavioral intentions, given the correlation
between the intention to perform a given behavior and the eļ¬ective performance
708 Psychological Reports 120(4)
3. of that speciļ¬c behavior (Ajzen, 2011). The Theory of Planned Behaviour
hypothesizes that the intention to perform derives from attitudes, subjective
norms, and perceptions of behavioral control. Attitudes refer to the positive
or negative assessment made about a given behavior. Subjective norms refer
to the social pressure towards performing or preventing a given behavior.
Perceptions of behavioral control refer to how easy or diļ¬cult the subject per-
ceives the performance of a given behavior (Ajzen, 1991). The context has an
impact on the attitudes, subjective norms, and perceptions of control that shall
be activated, and also, on the prominence they will gain. Thus, cognitive pro-
cessing varies according to circumstances and context (Ajzen, 2011), and behav-
ior is not always the result of reasoned action. Individuals do not, in face of each
decision, āācarefully and systematically review all available information before
they form an intention to engage in a behaviourāā (Ajzen, 2011, p. 1121).
Behavior may be the product of conscious processes, but it may also be the
product of more automatic processes where awareness is lacking (Wood,
Quinn, & Kashy, 2002). Indeed, Kahneman (2011) claims that there are two
modes of thinking: one that is intuitive, immediate, and fast; one that is logical,
deliberate, and time-consuming. Only decisions that are considered important
and actions that occur in face of novel situations require the kind of deep
thinking associated with the second mode; everyday decisions and routine
behaviors do not (Ajzen, 2011). For the present study, such considerations
about the fallibility of thinking could be helpful to explain how undergraduates
make decisions and behave in ways that quite often precipitate negative out-
comes for themselves. Overall, the RWO inventory makes it possible to detect if
a person experienced a given situation and, more importantly, if in face of that
situation that person made a āāgoodāā decision, thus preventing the occurrence of
a negative outcome.
RWO of CT: Cross-cultural studies using the RWO
According to Butler (2012), a higher quality of CT should be associated with a
lower frequency of negative outcomes resulting from everyday life decisions, on
the grounds that CT is āāgoodāā thinking used deliberately across situations and
problems to tackle challenges and accomplish goals, to prevent negative out-
comes (Halpern, 2014). In Butlerās (2012) original study, community college
students (n Ā¼ 35) and state university students (n Ā¼ 46) from diļ¬erent courses,
and community adults (n Ā¼ 50) were assessed. Participantsā mean age was 27.2
years (SD Ā¼ 13.16), and a majority was female (66.4%). According to her ļ¬nd-
ings, scores on the RWO inventory were predicted by scores on the Halpern
Critical Thinking Assessment (HCTA; Halpern, 2012), with participants who
scored higher on the CT test reporting a lower proportion of negative RWO,
r(131) Ā¼ .38, p .001, with 14% of explained variability. This study was repli-
cated in Ireland by Dwyer et al. (2012). A sample of 74 undergraduate
Franco et al. 709
4. Psychology majors were considered, ranging in age from 18 to 25 years, and a
majority was female (64.9%). Participants were assigned to either an experimen-
tal (n Ā¼ 43) or a control (n Ā¼ 31) group; students in the experimental group
participated in a free six-week CT course online. Both groups responded to
the RWO inventory and the HCTA test at pre-testing, and to the HCTA test
once again after the CT course. Participantsā performance on the CT test pre-
dicted scores on the RWO inventory, r(70) Ā¼ .28, p Ā¼ .019, hence replicating
the ļ¬ndings from the original study (Butler et al., 2012), even though accounting
for only 7.8% of explained variability. As for the study conducted in the
Netherlands, by de Bie and Wilhelm (2014), a sample of 240 Dutch freshmen
and sophomore students majoring in Communication or Psychology was
assessed. The majority of the participants were female (80%) and ranged in
age from 18 to 32 years (M Ā¼ 20.5, SD Ā¼ 2.07). In contrast with ļ¬ndings from
the USA and Ireland, the relationship between the RWO inventory and the
HCTA test scores was not signiļ¬cant, which could be due to social desirability,
cultural diļ¬erences, or a more limited range of life experiences experienced by
college students because of their age.
In keeping with this line of research, we have been conducting research aimed
at understanding the impact that CT has on the everyday decision-making out-
comes of college students in Portugal. The present paper explores the psycho-
metric properties of a Portuguese version of the RWO inventory and builds on a
previous study (Franco Almeida, 2015). In future research, our goal is to
explore whether scores on the RWO inventory can be predicted by scores on
the HCTA test, similarly to the studies conducted in the USA, Ireland, and the
Netherlands, with the goal of considering interesting cross-cultural implications.
For the time being, we present a reformulation of the Portuguese preliminary
version of the RWO inventory, with items that are more familiar to Portuguese
college students, aggregated according to life areas impacted by the negative
outcomes on the grounds of statistical analyses. Even though the RWO inven-
tory comprises a diversity of distinct negative outcomes that are assumed to
result from a lack of CT, such an eļ¬ort to ļ¬nd a dimensionality in this inventory
was made because CT has a contextual nature. It is āāappliedāā thinking, very
dependent on personal skills and dispositions, but also, the context itself, to
which are summoned particularities of knowledge, situation, and/or circum-
stances. For this reason, it is relevant to analyze if the behaviors resulting in
negative outcomes for the performer that are assessed by the RWO inventory are
more common in (one) speciļ¬c area(s), especially since we refer to a very homo-
geneous population, with very particular characteristics, experiences, and rou-
tines, such as young adults pursing a college education at a public university. By
grouping items according to context and analyzing the structure of this inven-
tory, it becomes possible to identify particular domains in which CT may be
applied or may lack given the particularities of a speciļ¬c situation. Finally, both
limitations and potentialities of the RWO inventory are identiļ¬ed and reļ¬ected
710 Psychological Reports 120(4)
5. upon, with the goal of providing helpful insights for further research using this
inventory, namely in the ļ¬eld of CT. Overall, this study can contribute to
research concerning CT and its impact on the RWO in everyday life not only
in Portugal but also in a cross-cultural panorama. Next, we present the
Portuguese study in further detail.
Method
Participants
A total of 239 students attending a public university located in the north of
Portugal completed the RWO inventory. Data from nine participants were dis-
regarded: three participants showed a high number of missing answers (nine or
four missing answers each), two participants failed to respond to item 17
(concerning the occurrence of sexual intercourse) completely, and four partici-
pants failed to respond to item 36 (referring to having voted in the most recent
elections). The remaining 230 participants ranged in age from 17 to 48 years
(M Ā¼ 21.8, SD Ā¼ 5.56), and a majority of the sample was female (n Ā¼ 188,
81.7%). This convenience sample was composed of students in their freshmen
year of a Bachelorās Degree (n Ā¼ 128, 55.7%) or a Masterās Degree (n Ā¼ 102,
44.3%) in a variety of majors (e.g., Biological Sciences, Biomedical Sciences,
Communication, Computer Science, Economics, Education, Engineering,
Foreign Languages, Literatures and Linguistics, Management, Medicine,
Physics, Psychology, etc.) in the scientiļ¬c ļ¬eld of Social Sciences and
Humanities (n Ā¼ 116, 50.4%), or Science and Technology (n Ā¼ 114, 49.6%).
Instrument
The RWO inventory is an adaptation of the Decision Outcomes Inventory
(de Bruin, Parker, Fischoļ¬, 2007), an instrument designed to assess deci-
sion-making competence from adultsā everyday decisions and behaviors.
An experimental Portuguese version of the RWO inventory was used after
undergoing a process of linguistic and cultural translation/adaptation to make
it familiar, relevant and culturally adapted to Portuguese college students (see
Franco Almeida, 2015). A few items were adapted, others were created, and
others eliminated (in this latter case, since they showed to be infrequent for a
young age cohort). Such decisions were chieļ¬y made on the grounds of a study
concerning the preliminary Portuguese version (see Franco Almeida, 2015).
This Portuguese experimental version of the RWO inventory was composed of
33 items sets plus 9 individual items; overall, there are 42 dichotomous āāYes or
Noāā neutral statements that describe daily life events (e.g., Gone shopping for
food or groceries); then, referring to each neutral statement, sub-items
that describe negative outcomes that derive from that situation in particular
Franco et al. 711
6. (e.g., Threw out food or groceries you had bought because they went bad) are
presented. The respondent indicates whether each daily life event, and each
negative outcome, has (in which case āāYesāā is selected) or has not (in which
case āāNoāā is selected) been experienced in the past year. Similarly to the original
English version, scores on each item ranged from 0 (the respondent did not
experience that daily life event, or negative outcome) to 1 (the respondent did
experience that daily life event, or negative outcome), and a higher RWO total
score indicates a greater proportion of negative outcomes.
Procedures
The administration of the RWO inventory took approximately 15 minutes per
participant. Participants were approached through their teachers, who kindly
spared a few minutes of class to present the study goals, ask for studentsā vol-
untary participation, and guarantee the principles of informed consent and
conļ¬dentiality.
Data analysis followed the following steps: (i) analysis of the frequency dis-
tribution of items; (ii) analysis of the tetrachoric correlation matrix for items; (iii)
performance of an exploratory factor analysis (EFA) using the Principal
Component Analysis extraction method, with an Oblimin rotation; and (iv) ana-
lysis of internal consistency, using the Kuder-Richardson Formula 20 (KR-20),
given the dichotomous scale of the items. The signiļ¬cance cutoļ¬ point considered
for statistical analyses was p .05. All statistical analyses were conducted using
the statistical software IBM SPSS for Windows (version 22.0).
Results
First, we analyzed the frequency distribution of items. For each item, respond-
ents indicated whether each daily life event, and each negative outcome, had
(in which case āāYesāā is selected) or not (in which case āāNoāā is selected) been
experienced in the past year. From the analysis of the itemsā response frequency,
a set of items does not contribute to variability, seeing that a high percentage of
participants did not experience that situation and/or negative outcome in
particular.
Following, we conducted an analysis of the tetrachoric correlation matrix for
items. In this analysis, we did not consider the neutral statements that describe
daily life events (e.g., 3a. Gone shopping for food or groceries), but only the sub-
items, i.e., the items that describe actual negative outcomes that derive from that
situation in particular (e.g., 3b. Threw out food or groceries you had bought
because they went bad). Aside from determining whether there was an inherent
dimensionality to the RWO inventory by analyzing which items were correlated,
this analysis was also conducted to identify which items would be relevant to
maintain in the Portuguese version of the RWO inventory, as well as which
712 Psychological Reports 120(4)
7. items needed to be reformulated and/or eliminated or even merged (item 42b and
42c, since they were highly correlated: rtet
Ā¼ .88), in order to create a more
structured instrument with items that are both pertinent and common to the
average college student. Only the items that showed at least 10% of explained
variance (with correlations .30) were retained, since they meet the minimal
level of practical signiļ¬cance (Hair, Anderson, Tatham, Black, 1998).
Nevertheless, not all items that assured this criteria were kept, since they
(i) correlated to just a few other items, (ii) did not correlate to other items at
all, or (iii) were considered only fairly relevant to maintain, seeing that they did
not concern very common outcomes which could provide information about
college students to a large extent.
Based on the tetrachoric correlation matrix, and following the previous
elimination and merging of items, we conducted an EFA (extraction method:
Principal Component Analysis, using the Oblimin rotation method) to examine
how the items we decided to maintain aggregated amongst them. This would
enable us to test our hypothesis regarding the dimensionality of the RWO inven-
tory; therefore, the existence of particular life domains in which impulsivity or
routine would take over consciousness and good judgment, i.e., CT. The Kaiser
criteria was used for factor extraction; only factors with eigenvalues greater
than one were retained for interpretation. Results from the EFA showed a ļ¬ve-
dimension solution with satisfactory internal consistency: KR-20 index ranging
between .518 and .694, accounting for 51.3% of explained variance (cf. Table 1).
Based on the results from the EFA, we opted to remove items 8c and 10c,
since they did not load on any of the ļ¬ve dimensions that emerged and their
removal increased the Cronbachās alpha if deleted (.588 and .705, respectively).
Also, items 26 and 40b were eliminated, since their deletion increased the inter-
nal consistency of the dimension they belonged to (.523 and .757, respectively).
Lastly, a few items were removed because they did not group in a dimension that
made theoretical sense, nor did they seem to add relevant information for a
Portuguese college population (4m, 21, 31b, 32b, 36c, 36d, and 42b + 42c).
Given their content and correlations, we aggregated items in six dimensions,
each created by a set of items that had grouped in the same factor in the EFA and
that had a common nature. Each set seems to represent a type of negative out-
come: (i) health neglectāneglect concerning oneās health, or lack of knowledge or
information when making decisions concerning health; (ii) mismanagementā
improvidence and poor management of time and everyday chores;
(iii) slacknessācarelessness and inattention concerning goods and ļ¬nances;
(iv) poor impulse controlābehavior that is harmful to oneself and/or other
people, such as substance abuse, reckless driving, or aggressiveness; (v) academic
negligenceānegligence or carelessness that aļ¬ect diļ¬erent aspects of aca-
demic life, such as classes, performance, and/or grades; and ļ¬nally (vi) rash-
nessāimprudent decision-making, resulting from unawareness or from being
misinformed.
Franco et al. 713
9. Hence, we created the ļ¬nal version of the Portuguese RWO inventory (cf.
Table 2), with fewer and more precise items, which seem more familiar to
Portuguese young adults pursing a college degree. In this ļ¬nal version, all
items were reformulated to the ļ¬rst person, so participants could more easily
identify with the inventory when thinking about the situation and responding.
Also, we decided not to include the neutral items in this ļ¬nal version of the
RWO inventory, since we considered their inclusion would contribute for
time consumption and, very likely, fatigue when responding to the inventory.
Table 2. Final version of the Portuguese RWO, by dimension.
Dimension Item
Health neglect
1 I ate too much food too often.
2 I ate unhealthy food too often.
3 I been out in the sun and decided not to wear sunscreen.
Mismanagement
4 I spent so much time watching television it affected college
negatively.
5 I repeatedly arrived late to class.
6 I forgot to do a class assignment.
Slackness
7 I bought new clothes or shoes I never wore.
8 I threw out food or groceries I had bought because they went
bad.
9 I returned a book I borrowed from the library without having
read it at all.
Poor impulse control
10 I drank so much alcohol I vomited.
11 I drank so much alcohol I could not remember parts of the
night (I āāblacked outāā).
12 I smoked cigarettes.
13 I hit something with my car.
Academic negligence
14 I skipped an important class to do something fun (e.g., go
shopping).
15 I posted something to a social networking website during class.
16 I cheated on an exam.
17 I went out with friends instead of studying for a test/an exam.
Rashness
18 I texted while driving.
19 I got a parking ticket.
20 I ran a stop sign or traffic light.
21 I had unprotected sex.
Franco et al. 715
10. Overall, the ļ¬nal Portuguese version has a total of 21 Yes-No items aggregated
in six dimensions representing a type of negative outcome.
Discussion
This study must be considered in a longitudinal time frame. Our present goal of
translating, adapting, and validating a Portuguese version of the RWO inven-
tory anticipates future research using both the RWO inventory and the HCTA
test to examine the relationship between CT and everyday life decisions and
outcomes of college students. The RWO inventory was chosen given its potential
to measure studentsā everyday behaviors and outcomes in a multiplicity of situ-
ations in their real lives. The HCTA test is an instrument that uses both elab-
oration and multiple-choice items to measure CT in everyday scenarios. Hence,
it allows for a more comprehensive way to measure CT, with scenarios that are
familiar to students because they encounter them in their everyday lives (Franco,
Almeida, Saiz, 2014).
From the analysis of the correlations between sub-items (i.e., items that
describe negative outcomes), those that are relevant to maintain in the
Portuguese version of the RWO inventory, as well as items that needed to be
changed or eliminated, were identiļ¬ed. The goal was to obtain a structured
inventory with items that are truly relevant and familiar to Portuguese under-
graduates. This goal is especially relevant because CT is a cognitive construct
that is very dependent on personal skills and dispositions, but it is also reliant on
the context itself. By grouping items and analyzing the dimensionality of the
RWO inventory, particular domains in which CT is used or neglected emerged.
Six types of items emerged from our data, which we designated as: health neglect,
mismanagement, slackness, poor impulse control, academic negligence, and
rashness. These types of outcomes that emerged shed some light on the daily
worries and everyday experiences of young adults pursuing a college degree.
There is the academic life sphere, which assumes a huge part of the life of an
individual who is attending university, perhaps as a freshman who has just
recently moved away from her/his parentsā house and who is now starting to
experience independent decision-making and assuming more adult responsibil-
ities, and whose main occupation is to study. Then, the social dimension of
going to college becomes evident, with all its challenges about spending time
with other young adults and being under their inļ¬uence, and having to manage
self, time, tasks, goods, or personal ļ¬nances, and having to make tough deci-
sions about what to believe in, and how to behave. From the analysis of the EFA
and according to a qualitative analysis, items were eliminated, creating a ļ¬nal
version of the RWO inventory with sets of three to four items divided according
to the type of negative outcome.
Such decisions made by college students, as well as the skills and will to think
about them, can be better understood in light of the Reflective Judgment Model
716 Psychological Reports 120(4)
11. by King and Kitchener (2004), which is similar to CT models. According to this
model, cognitive processes undergo a process of development, which is why
reasoning becomes more and more complex by late adolescence and adulthood.
An individualās assumptions about the nature of her/his beliefs and knowledge
change, making her/him gradually more āāqualiļ¬edāā to think about ill-structured
problems, blurry issues, and tricky questions, progressing from a (more or less)
dualist (i.e., āāblack or white thinkingāā) to a (more or less) relativist (i.e., āāshades
of grey thinkingāā) approach, and yet, being able to opt for one or the other
according to the matter in hand. In fact, there are no right or wrong answers;
there are answers that are better or worseāaccording to the circumstances and
situation. Concerning the participants in this study, as is the case with the
majority of university students, they are at stage four of these reasoning
stages, āāquasi-reļ¬ective reasoning,āā where the nature and justiļ¬cation of know-
ledge is still very personal and situational (King Kitchener, 2004). In other
words, personal beliefs, signiļ¬cant others, and contextual cues have an impact
on reasoning and decision-making. This may help to understand how these
students make decisions, why they behave like they do, and which variables
produce their everyday life outcomes. Both context and circumstances do
seem to have an impact on cognitive processing and may explain why individual
action is not always (or even often) directed by a careful and rational process of
decision-making. On the contrary, everyday decisions and daily actions may be
very much dependent of a multiplicity of variables, such as intuitive thinking or
emotions (Kahneman, 2011), or even past behavior (Ajzen, 1991, 2011). Rather
than deliberate intentions, it may be habit (which is guided by automatic pro-
cessing modes that occur astray from awareness and consciousness) that directs
action. And while action guided by habit might demand less cognitive eļ¬ort and
arouse minimal levels of anxiety, habitual behavior should be performed pur-
posefully, in order to assure success, emotional commitment (Wood et al., 2002),
or even fewer negative outcomes. In the frame of the present study, for the kind
of real-life events and experiences evaluated by the RWO inventory, it may be
that convenience or expediency is running the show when it comes to perform
routine decisions and actions, rather than rationality. Overall, these ļ¬ndings give
strength to one of the core characteristics of CT: it is applied thinking. It hap-
pens in a real-life context, according to a given set of real-life circumstances, in
the face of what is known and can be done in that moment in time by that person
in particular (Franco et al., 2015; Halpern, 2014).
Final considerations
The present study has limitations, the ļ¬rst one concerning the lack of strong data
supporting the validity of the RWO inventory. The answer to this question
would be that we believe that this inventory can become a relevant instrument
to grasp everyday outcomes of students. Moreover, the RWO inventory has
Franco et al. 717
12. been used in especially pertinent research about CT and the assessment of CT
using the HCTA test (Butler, 2012; Butler et al., 2012; de Bie Wilhelm, 2014;
Dwyer et al., 2012) to analyze CT in studentsā everyday lives. Bearing in mind
the comprehensive format and relevance of the HCTA test, as well as the pos-
sibilities that arise from linking the RWO inventory and the HCTA test, and
also, our validation study of the HCTA in Portugal (Franco, Costa, Almeida,
in press), we consider that this inventory is useful after undergoing necessary
adjustments in further research. Indeed, this is an exploratory study, and future
studies are needed, namely to analyze the psychometric characteristics of the
revised version of the RWO inventory we proposed here on the grounds of
statistical analyses and theoretical assumptions. Moreover, in future studies,
we intend to correlate this revised version of the RWO inventory with the
Portuguese version of the HCTA test (Franco, Costa, Almeida, under
review), seeing that such a contribution would add to both instrumentsā valid-
ation. It is of utmost importance that both instruments are validated in Portugal,
seeing that this is a glaring gap for researchers and practitioners who (wish to)
study and work in the ļ¬eld of CT and lack instruments to measure this con-
struct. Also, perhaps a reformulation of the RWOās response range would be of
interest to better understand how common these (negative) outcomes really are.
For instance, instead of a āāyes or noāā dichotomous grading system, perhaps a
wider response range would allow participants to report the frequency with
which they experience certain negative life outcomes. Nevertheless, some of
the items describe situations that do not happen on a daily basis (e.g., I pur-
chased herbal remedies to enhance my thinking or memory), while others can
happen on a more frequent basis (e.g., I ate too much food or/and unhealthy
food too often). Hence, the reasoning behind why we decided to keep a dichot-
omous range of response.
Declaration of Conflicting Interests
The author(s) declared no potential conļ¬icts of interest with respect to the research,
authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following ļ¬nancial support for the research, author-
ship, and/or publication of this article: This research is funded by FundacĢ§aĢo para a
CieĢncia e a Tecnologia (Foundation for Science and Technology) (SFRH/BD/76372/
2011) (QREN Program ā POPH ā Typology 4.1 ā Advanced Training).
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14. Author Biographies
Amanda R. Franco, holds a Masterās degree in Educational Psychology, and a
PhD in Science of Education, both from University of Minho, Braga, Portugal.
Her PhD thesis concerns the assessment of college studentsā critical thinking.
Her main publications are in the field of critical thinking, cognitive assessment,
and higher education, yet her research interests also involve transversal skills,
lifelong learning, and citizenship. She has recently been awarded a Post-docto-
rate grant to lead a research project at University of Aveiro, Aveiro, Portugal.
PatrıĢcio S. Costa, PhD, is Assistant Professor of Biostatistics at School of
Medicine, University of Minho, Braga, Portugal, and of Research
Methodologies and Statistics at Faculty of Psychology and Education
Sciences, University of Porto, Oporto, Portugal. He is also coordinator of
DOMP, SA the Statistics Department, an opinion and market research com-
pany. He is reviewer and has published in several international journals of
education, marketing, political science, and neurosciences.
Heather A. Butler received her PhD in Psychology from Claremont Graduate
University, California, USA. She is an Assistant Professor in the Psychology
department at California State University Dominguez Hills. She has a number
of research interests that are grounded in human cognition (such as critical
thinking, advanced learning technologies, and cognitive bias in the legal system).
Leandro S. Almeida holds a PhD in Psychology from University of Porto,
Oporto, Portugal, and he is a Full Professor and researcher at the Education
Research Center (CIEd) at University of Minho, Braga, Portugal. He is the
leading researcher of many studies in the field of cognition and learning, and
the author/co-author of psychological assessment tests, as well as of cognitive
training or learning promotion programs. He coordinates the Observatory of
Studentsā Academic Paths at University of Minho.
720 Psychological Reports 120(4)