COMM 3023 Article Critique Paper
Title Page & Abstract
1. Attach a title page as the FIRST PAGE OF THE PAPER. List the names of your team members and your university affiliation.
2. Attach an abstract as the SECOND PAGE OF THE PAPER. The abstract provides a ‘nutshell’ summary of the ENTIRE PAPER. It should be between 100-150 words long.
Literature Review
1. Provide a review of the “original study” by telling us:
· What was the purpose of the study?
· What variables were examined as part of the study? (identify & define the independent and dependent variables)
· What method was used in the study? (summarize the procedures & measures used)
· What were the findings?
2. Clearly state the hypotheses and research questions examined by the researchers. For hypotheses, describe them in terms of the type of hypotheses proposed.
Critique
1. Evaluate the literature review in terms of whether the variables were clearly defined, arguments were clearly made, and hypotheses/RQs were clearly stated based on previous research.
2. Evaluate the methods used to tests hypotheses or answer RQs. Specifically:
· Identify strengths and weaknesses of the sampling strategy used by the researcher.
· Assess quality of the measures used in terms of both their validity and reliability. Use information in the article to back up your claims.
· Evaluate the procedures and design of the study to test the hypotheses. Clearly identify and discuss threats to both internal validity & external validity.
3. Evaluate the discussion section in terms of how well or poorly the researchers summarized the findings of the study. Additionally:
· Did they discuss any limitations to their study?
· Did they talk about implications of the results (e.g., for theory or practice)?
· Did they suggest directions for future research or pose additional research questions to be explored?
Conclusion
1. Based on your overall critique of the article, provide a list of specific recommendations for improving the study (e.g., a different sample would be more appropriate, the variables could have been more clearly defined, a better quality measure should have been used, etc.).
2. Pretend your team was to rate the article on a grading scale. What grade would you give the article? Why? Be sure to provide justification for the grade given.
The expected total length for the paper is 8-10 pages. The paper is due on Canvas in the Dropbox no later than 5 p.m. CST on Friday, March 15.
The “Mere Presence” Hypothesis:
Investigating the Nonverbal Effects of
Cell-Phone Presence on Conversation
Satisfaction
Ryan J. Allred & John P. Crowley
Prior research has supported the mere presence hypothesis, which suggests that cell phones
act as an environmental nuisance that negatively impact the quality of face-to-face inter-
actions. This study conducted an experiment to determine whether cell-phone presence
negatively influences conversation satisfaction. Specifically, network member dyads
(N.
ArticleCan you connect withme now How thepresence of .docxrossskuddershamus
Article
Can you connect with
me now? How the
presence of mobile
communication
technology influences
face-to-face
conversation quality
Andrew K. Przybylski
Netta Weinstein
University of Essex, UK
Abstract
Recent advancements in communication technology have enabled billions of people to
connect over great distances using mobile phones, yet little is known about how the
frequent presence of these devices in social settings influences face-to-face interactions.
In two experiments, we evaluated the extent to which the mere presence of mobile
communication devices shape relationship quality in dyadic settings. In both, we found
evidence they can have negative effects on closeness, connection, and conversation
quality. These results demonstrate that the presence of mobile phones can interfere with
human relationships, an effect that is most clear when individuals are discussing person-
ally meaningful topics.
Keywords
Closeness, connection, conversation quality, face-to-face interactions, mobile phones,
relationship quality
Corresponding author:
Andrew K. Przybylski, Department of Psychology, University of Essex, Wivenhoe Park, Colchester CO4 3SQ,
UK.
Email: [email protected]
Journal of Social and
Personal Relationships
30(3) 237–246
ª The Author(s) 2012
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0265407512453827
spr.sagepub.com
J S P R
http://www.sagepub.co.uk/journalsPermissions.nav
http://spr.sagepub.com
Recent advancements in communication technology have enabled billions of people in
the developed and developing world to connect with others using mobile phones
(Mieczakowski, Goldhaber, & Clarkson, 2011). The widespread availability and use of
mobile phones mean that these devices are commonly present in public and private
settings and during casual and intimate interactions, often as subtle background objects.
Despite their ubiquity, it is not known how the presence of mobile communication
technology influences face-to-face interactions. The present paper empirically explores
this issue for the first time and examines the effects of merely having a mobile phone
present during in-person conversations.
Psychological research on phone use broadly suggests that it is often aimed as a
source of entertainment and a means for sociability (O’Keefe & Sulanowski, 1995), and
indicates the use of phones is largely a way to feel closer with family members, to
express care for others, and to be available to others (Leung & Wei, 2000). Despite the
fact that people seem attracted to mobile phones as a means to interpersonal closeness,
little psychological research to date has systematically investigated the actual influence
these devices have in or outside the context of relationships. Instead, the thrust of
research in this area has examined effects mobile communication technology has on
attention. Specifically, this research indicates that use of mobile phones can reduce the
quality of atten.
ArticleCan you connect withme now How thepresence of .docxfestockton
Article
Can you connect with
me now? How the
presence of mobile
communication
technology influences
face-to-face
conversation quality
Andrew K. Przybylski
Netta Weinstein
University of Essex, UK
Abstract
Recent advancements in communication technology have enabled billions of people to
connect over great distances using mobile phones, yet little is known about how the
frequent presence of these devices in social settings influences face-to-face interactions.
In two experiments, we evaluated the extent to which the mere presence of mobile
communication devices shape relationship quality in dyadic settings. In both, we found
evidence they can have negative effects on closeness, connection, and conversation
quality. These results demonstrate that the presence of mobile phones can interfere with
human relationships, an effect that is most clear when individuals are discussing person-
ally meaningful topics.
Keywords
Closeness, connection, conversation quality, face-to-face interactions, mobile phones,
relationship quality
Corresponding author:
Andrew K. Przybylski, Department of Psychology, University of Essex, Wivenhoe Park, Colchester CO4 3SQ,
UK.
Email: [email protected]
Journal of Social and
Personal Relationships
30(3) 237–246
ª The Author(s) 2012
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0265407512453827
spr.sagepub.com
J S P R
http://www.sagepub.co.uk/journalsPermissions.nav
http://spr.sagepub.com
Recent advancements in communication technology have enabled billions of people in
the developed and developing world to connect with others using mobile phones
(Mieczakowski, Goldhaber, & Clarkson, 2011). The widespread availability and use of
mobile phones mean that these devices are commonly present in public and private
settings and during casual and intimate interactions, often as subtle background objects.
Despite their ubiquity, it is not known how the presence of mobile communication
technology influences face-to-face interactions. The present paper empirically explores
this issue for the first time and examines the effects of merely having a mobile phone
present during in-person conversations.
Psychological research on phone use broadly suggests that it is often aimed as a
source of entertainment and a means for sociability (O’Keefe & Sulanowski, 1995), and
indicates the use of phones is largely a way to feel closer with family members, to
express care for others, and to be available to others (Leung & Wei, 2000). Despite the
fact that people seem attracted to mobile phones as a means to interpersonal closeness,
little psychological research to date has systematically investigated the actual influence
these devices have in or outside the context of relationships. Instead, the thrust of
research in this area has examined effects mobile communication technology has on
attention. Specifically, this research indicates that use of mobile phones can reduce the
quality of atten ...
Running head A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FA.docxSUBHI7
Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name here…remove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact. Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
https://www.tceq.texas.gov/searchpage?cx=004888944831051571741%3Auk- 3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilities%3A+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
Topic-The impact of bullying behaviors on children both as bullies and victims
· Copeland, W. E., PhD, Wolke, D., PhD, Angold, A., MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1324573596?accountid=27313
· Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M. (2011). Bullying perpetration and victimization as predictors of delinquency and ...
Effect of cell phone attachment-Final Research PaperGurvinder Hothi
This study examined the effect of cell phone attachment on anxiety levels. 37 college students between ages 18-52 participated, split into a control group that kept their phones and an experimental group that had phones taken away. Both groups completed a reading passage, memory test, and anxiety test. The experimental group that had phones removed reported higher anxiety levels than the control group, suggesting that being separated from cell phones causes distress, revealing people's strong attachment to their devices today.
Texting and Anxiety by Bibi Loizzo and Naomi D. Chakofsky-LewyBibi Loizzo
Two studies of text messaging were conducted. The first indicated that most students prefer to text rather than call in a few socially acceptable situations, but approximately half chose to call even for social anxiety provoking situations. The second indicated that socially anxious students text more in social situations than do less anxious students, and are also more anxious about texts being answered. The effect of texting for those who are socially anxious is discussed.
• Presented at the Association for Psychological Science 23rd Annual Convention in Washington, D.C. 2011
• Presented at Marymount Manhattan Annual Sciences Division Research Conference in New York City 2011
Online persuasion: an examination of gender differences in computer mediates ...Krishna De
This study examined how computer-mediated communication affects persuasion between same-gender individuals. In two studies, participants' attitudes were measured after receiving arguments from a communicator of the same gender via either email or face-to-face interaction. Study 1 found that women agreed less with messages received via email compared to face-to-face, while men showed no difference. Study 2 replicated this finding and showed that for women, less prior social interaction led to less message agreement, while for men more social challenge led to less agreement. The results suggest gender differences in how social constraint of the communication medium impacts persuasion.
Sociological Research Methods – Group Research ProjectThe Ev.docxjensgosney
This document provides details for a group sociological research project examining the evolution of technology and its effects on human interactions and communications. It outlines the topic, goals of the study, and methodology. The study aims to discover how interactions between humans have changed with the rise of internet and electronic technology. It will use network ethnography, which allows observation of multiple online networks without limitations of traditional field sites. Follow-up interviews will also be conducted. The document discusses previous related studies and methodology used. It proposes examining how daily smart phone use impacts human relationships through texting, social media, privacy, and time spent on devices. The group will survey 500 smart phone users aged 16-46 and conduct detailed interviews. References several credible sources to
This study explored the effect of social media on college student study habits. A survey of 10 college students found mixed results, with 50% agreeing they check social media while studying but only 40% finding social media useful for studying. Interviews of 2 additional students found social media is seen as a distraction from studying and they prefer studying in person. The conclusion is that for the students surveyed, social media does not significantly impact their study habits. However, the small sample size limits conclusions and more research is needed.
ArticleCan you connect withme now How thepresence of .docxrossskuddershamus
Article
Can you connect with
me now? How the
presence of mobile
communication
technology influences
face-to-face
conversation quality
Andrew K. Przybylski
Netta Weinstein
University of Essex, UK
Abstract
Recent advancements in communication technology have enabled billions of people to
connect over great distances using mobile phones, yet little is known about how the
frequent presence of these devices in social settings influences face-to-face interactions.
In two experiments, we evaluated the extent to which the mere presence of mobile
communication devices shape relationship quality in dyadic settings. In both, we found
evidence they can have negative effects on closeness, connection, and conversation
quality. These results demonstrate that the presence of mobile phones can interfere with
human relationships, an effect that is most clear when individuals are discussing person-
ally meaningful topics.
Keywords
Closeness, connection, conversation quality, face-to-face interactions, mobile phones,
relationship quality
Corresponding author:
Andrew K. Przybylski, Department of Psychology, University of Essex, Wivenhoe Park, Colchester CO4 3SQ,
UK.
Email: [email protected]
Journal of Social and
Personal Relationships
30(3) 237–246
ª The Author(s) 2012
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0265407512453827
spr.sagepub.com
J S P R
http://www.sagepub.co.uk/journalsPermissions.nav
http://spr.sagepub.com
Recent advancements in communication technology have enabled billions of people in
the developed and developing world to connect with others using mobile phones
(Mieczakowski, Goldhaber, & Clarkson, 2011). The widespread availability and use of
mobile phones mean that these devices are commonly present in public and private
settings and during casual and intimate interactions, often as subtle background objects.
Despite their ubiquity, it is not known how the presence of mobile communication
technology influences face-to-face interactions. The present paper empirically explores
this issue for the first time and examines the effects of merely having a mobile phone
present during in-person conversations.
Psychological research on phone use broadly suggests that it is often aimed as a
source of entertainment and a means for sociability (O’Keefe & Sulanowski, 1995), and
indicates the use of phones is largely a way to feel closer with family members, to
express care for others, and to be available to others (Leung & Wei, 2000). Despite the
fact that people seem attracted to mobile phones as a means to interpersonal closeness,
little psychological research to date has systematically investigated the actual influence
these devices have in or outside the context of relationships. Instead, the thrust of
research in this area has examined effects mobile communication technology has on
attention. Specifically, this research indicates that use of mobile phones can reduce the
quality of atten.
ArticleCan you connect withme now How thepresence of .docxfestockton
Article
Can you connect with
me now? How the
presence of mobile
communication
technology influences
face-to-face
conversation quality
Andrew K. Przybylski
Netta Weinstein
University of Essex, UK
Abstract
Recent advancements in communication technology have enabled billions of people to
connect over great distances using mobile phones, yet little is known about how the
frequent presence of these devices in social settings influences face-to-face interactions.
In two experiments, we evaluated the extent to which the mere presence of mobile
communication devices shape relationship quality in dyadic settings. In both, we found
evidence they can have negative effects on closeness, connection, and conversation
quality. These results demonstrate that the presence of mobile phones can interfere with
human relationships, an effect that is most clear when individuals are discussing person-
ally meaningful topics.
Keywords
Closeness, connection, conversation quality, face-to-face interactions, mobile phones,
relationship quality
Corresponding author:
Andrew K. Przybylski, Department of Psychology, University of Essex, Wivenhoe Park, Colchester CO4 3SQ,
UK.
Email: [email protected]
Journal of Social and
Personal Relationships
30(3) 237–246
ª The Author(s) 2012
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0265407512453827
spr.sagepub.com
J S P R
http://www.sagepub.co.uk/journalsPermissions.nav
http://spr.sagepub.com
Recent advancements in communication technology have enabled billions of people in
the developed and developing world to connect with others using mobile phones
(Mieczakowski, Goldhaber, & Clarkson, 2011). The widespread availability and use of
mobile phones mean that these devices are commonly present in public and private
settings and during casual and intimate interactions, often as subtle background objects.
Despite their ubiquity, it is not known how the presence of mobile communication
technology influences face-to-face interactions. The present paper empirically explores
this issue for the first time and examines the effects of merely having a mobile phone
present during in-person conversations.
Psychological research on phone use broadly suggests that it is often aimed as a
source of entertainment and a means for sociability (O’Keefe & Sulanowski, 1995), and
indicates the use of phones is largely a way to feel closer with family members, to
express care for others, and to be available to others (Leung & Wei, 2000). Despite the
fact that people seem attracted to mobile phones as a means to interpersonal closeness,
little psychological research to date has systematically investigated the actual influence
these devices have in or outside the context of relationships. Instead, the thrust of
research in this area has examined effects mobile communication technology has on
attention. Specifically, this research indicates that use of mobile phones can reduce the
quality of atten ...
Running head A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FA.docxSUBHI7
Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name here…remove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact. Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
https://www.tceq.texas.gov/searchpage?cx=004888944831051571741%3Auk- 3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilities%3A+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
Topic-The impact of bullying behaviors on children both as bullies and victims
· Copeland, W. E., PhD, Wolke, D., PhD, Angold, A., MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1324573596?accountid=27313
· Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M. (2011). Bullying perpetration and victimization as predictors of delinquency and ...
Effect of cell phone attachment-Final Research PaperGurvinder Hothi
This study examined the effect of cell phone attachment on anxiety levels. 37 college students between ages 18-52 participated, split into a control group that kept their phones and an experimental group that had phones taken away. Both groups completed a reading passage, memory test, and anxiety test. The experimental group that had phones removed reported higher anxiety levels than the control group, suggesting that being separated from cell phones causes distress, revealing people's strong attachment to their devices today.
Texting and Anxiety by Bibi Loizzo and Naomi D. Chakofsky-LewyBibi Loizzo
Two studies of text messaging were conducted. The first indicated that most students prefer to text rather than call in a few socially acceptable situations, but approximately half chose to call even for social anxiety provoking situations. The second indicated that socially anxious students text more in social situations than do less anxious students, and are also more anxious about texts being answered. The effect of texting for those who are socially anxious is discussed.
• Presented at the Association for Psychological Science 23rd Annual Convention in Washington, D.C. 2011
• Presented at Marymount Manhattan Annual Sciences Division Research Conference in New York City 2011
Online persuasion: an examination of gender differences in computer mediates ...Krishna De
This study examined how computer-mediated communication affects persuasion between same-gender individuals. In two studies, participants' attitudes were measured after receiving arguments from a communicator of the same gender via either email or face-to-face interaction. Study 1 found that women agreed less with messages received via email compared to face-to-face, while men showed no difference. Study 2 replicated this finding and showed that for women, less prior social interaction led to less message agreement, while for men more social challenge led to less agreement. The results suggest gender differences in how social constraint of the communication medium impacts persuasion.
Sociological Research Methods – Group Research ProjectThe Ev.docxjensgosney
This document provides details for a group sociological research project examining the evolution of technology and its effects on human interactions and communications. It outlines the topic, goals of the study, and methodology. The study aims to discover how interactions between humans have changed with the rise of internet and electronic technology. It will use network ethnography, which allows observation of multiple online networks without limitations of traditional field sites. Follow-up interviews will also be conducted. The document discusses previous related studies and methodology used. It proposes examining how daily smart phone use impacts human relationships through texting, social media, privacy, and time spent on devices. The group will survey 500 smart phone users aged 16-46 and conduct detailed interviews. References several credible sources to
This study explored the effect of social media on college student study habits. A survey of 10 college students found mixed results, with 50% agreeing they check social media while studying but only 40% finding social media useful for studying. Interviews of 2 additional students found social media is seen as a distraction from studying and they prefer studying in person. The conclusion is that for the students surveyed, social media does not significantly impact their study habits. However, the small sample size limits conclusions and more research is needed.
This study investigated the effects of cellphone distraction on cognitive task performance. Participants watched a 10-minute video while some received more text messages than others to induce different levels of distraction. After, all participants completed a 30-question multiple choice test. The results found no significant difference in test scores between the high and low distraction groups, suggesting that cellphone distraction levels did not influence cognitive task performance. Limitations included issues with the technology used and controlling participant behavior. Future research should address these limitations and further explore how cellphones may impact academic tasks.
This document is a research paper that examines the distractibility of computer-mediated interactions in classrooms. The introduction provides background on the temptation for students to use cell phones in class despite the negative impact on learning. The literature review then summarizes previous research on this topic. Studies found that attempting instant messaging conversations slowed comprehension rates. Additionally, 92% of students reported using phones in class. The review examines how the shift from laptops to phones in class has impacted research focusing now on how frequent phone use and distractions affect learning.
Running Head THE INFLUENCE OF MEDIA ON BODY IMAGE .docxagnesdcarey33086
Running Head: THE INFLUENCE OF MEDIA ON BODY IMAGE 1
THE INFLUENCE OF MEDIA ON BODY IMAGE 2
The Influence Media has on Body Image of Adolescent Girls
Michele Jackson
Argosy University
Professor Russo
December 11, 2013
1. Do the media influence adolescent girl’s body images?
2. Null Hypothesis: the media does not have an influence on adolescent girl’s body image. Alternate Hypothesis: the media does influence adolescent girl’s body image.
3. The correct sample size that will be used in the research is 385 adolescent girls. Determining the right sample size involves the calculation of the margin of error. The estimated margin of error at 95 percent confidence level that is a 5 percent chance that the results will be different is derived by 1/√N. N is the sample size. This means that a sample size of 10 will have a margin of error of 31.6 percent, but a sample size of 100 will have a 10 percent margin of error. This implies that the greater the N, the smaller the margin of error; therefore, the results of the research will useful (White & McBurney, 2013). A sample size of 385 participants is sufficiently large and is representative of the population, and limits extreme observations and the impacts of outliers. The inclusion characteristics include: they must be female, must be aged between 13 and 19 years and must be exposed to different forms of media. The exclusion characteristics are: history of any mental or personality disorder and history of drug use. The sample should be diverse. This is to make the sample representative of all adolescent girls.
4. The sampling technique that will be used in the study is random sampling. Random sampling is choosing a sample from the statistical population so that every sample that could be chosen has a predetermined chance of being chosen. This is the most appropriate sampling technique since it is the least unbiased of all sampling methods (Monsen et al, 2008). Additionally, there is no subjectivity is the technique because each member of the statistical population has an equal chance of being chosen. The sample will generalize to the entire adolescent girls’ population. This is the key advantage of random sampling because it is representative of the population. The only factor that can make the sample unrepresentative of the population is sampling error.
5. There are two variables in my study: the dependent and the independent variable. The dependent variable is the body image of adolescent girls, while the independent variable is the media. The body image of adolescent girls’ is the dependent variable because it is changed by factors such as the media. This is the variable being measured in the study. The independent variable is not affected by other factors or variables. The research is attempting to establish the relationship between media and adolescent girls’ body image. That .
The Role of Gender in Influencing Public Speaking Anxiety.pdfFadilElmenfi1
This study investigates the role of gender in influencing public speaking anxiety. Questionnaire survey was administered to the samples of the study. Technique of correlation and descriptive analysis will be further applied to the data collected to determine the relationship between gender and public speaking anxiety. This study could serve as a guide to identify the effects of gender differences on public speaking anxiety and provide necessary advice on how to design a way of coping with or overcoming public speaking anxiety.
Annotated bibliography1- Kulesza, J. (January 01, 2014). Due Dil.docxrossskuddershamus
Annotated bibliography
1- Kulesza, J. (January 01, 2014). Due Diligence in Cyberspace. Retrieved from
http://www.igi-global.com/chapter/due-diligence-in-cyberspace/80711
This book sheds light on the international legal issues, which are core to Internet Governance, and advances the idea of developing a global solution to its problems. The book incorporates a wide range of ongoing discussions surrounding the governance of the internet and emphasizes on the issues which are urgent and require special attention from the international community in order to guarantee effective running of the global network that forms the backbone of our information driven society.
Joanna Kulesza has a Ph.D. in International Law and is an assistant professor at the University Lodz in Poland. She has been honored for her exemplary research work on International law.
2- Britz, J. J. (May 01, 2008). Making the global information society good: A social justice perspective on the ethical dimensions of the global information society1. Journal of the American Society for Information Science and Technology, 59, 7, 1171-1183.
http://onlinelibrary.wiley.com/doi/10.1002/asi.20848/abstract
This article addresses ethical challenges facing the global information society from a social justice’s perspective. In its scope the article also relates four characteristics of the global Information Society. The article employs a moral tool, social justice, on grounds of moral validity to address these ethical challenges.
Johannes Britz is currently Dean and Professor at the University of Wisconsin-Milwaukee, Milwaukee, USA. He holds to doctoral degrees from the University of Pretoria in South Africa. He is co-editor of the International Review of Information Ethics (IRIE) and serves on the editorial board of the Library and Information Science Research Journal of the University of Bucharest.
Dr. Britz has expansive international experience both as a researcher and consultant. Dr Britz has a keen interest in social justice and information poverty and works mainly in Africa on these areas.
3-Cheney, G., May, S., & Munshi, D. (2011). The handbook of communication ethics. New York: Routledge.
This handbook acts as an all-inclusive guide into the study of communication and ethics. It incorporates some of the issues discussed on the two articles quoted above. It engages analyses and applications based on accepted ethical theories and further engage unfamiliar ones. This blend brings to the surface important questions of power, equality, and justice. The handbook distinguishes itself as a comprehensive resource for the study of communication and ethics.
George Cheney (Ph.D., Purdue University, 1985) is the John T. Jones Centennial Professor of Communication Studies at the University of Texas at Austin.
Steve May (Ph.D., University of Utah, 1993) is Associate Professor of Communication Studies at the University of North Carolina at Chapel Hill.
Debashish Munshi (Ph.D., University of Waikato.
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Dial D for DistractionThe Making and Breaking of Cell Phone.docxmariona83
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
1) The document discusses research on the impacts of on-screen reading (OSR) versus on-paper reading (OPR) for students. Several studies found OSR led to poorer reading comprehension than OPR.
2) While students generally prefer OPR, they often choose OSR for pragmatic reasons like cost and convenience. OSR fails to provide the same rich sensory experience as OPR.
3) The document calls for educational institutions to minimize economic barriers to format choice, provide training to help students adapt strategies for OSR, and clearly identify importance of readings to help students make informed decisions.
Alageel 3ReferencesAntheunis, M. L., Schouten, A. P.,.docxnettletondevon
Alageel 3
References:
Antheunis, M. L., Schouten, A. P., Valkenburg, P. M., & Peter, J. (2012). Interactive uncertainty
reduction strategies and verbal affection in Computer-Mediated Communication.
Communication Research, 39(6), 757-780.
Burgoon, J. K., Bonito, J., Ramirez, A. , Jr., Dunbar, N., Kam, K., & Fischer, J. (2002). Testing
the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal
modalities in interpersonal interaction. Journal of Communication, 52(3), 657-677.
Mcmahan, E. M. (1976). Nonverbal communication as a function of attribution in impression
formation. Communication Monographs, 43(4), 287-294.
Miczo, N., Segrin, C., & Allspach, L. E. (2001). R etw nonverbal sensitivity,
encoding, and relational satisfaction. ommunication Reports 14 ), 39-48.
Ray, G. B., & Floyd, K. (2006). Nonverbal expressions o Ikmg and disliking in initial
interaction: Encoding and decoding perspectives. Southern Communication Journal,
71(1), 45-65.
Alageel 2
IV: Type of nonverbal usage, such as physical touch, eye contact, written words if provided, etc.
The chosen topic for the research proposal will be about the nonverbal
communication
Impact on friendships and romantic relationships.
e reason for choosing the topic is to check how the nonverb
commumca
iffer d how unication style
is
lookat the studies that are already discussedpre There are a lot of ways to express the nonverbal interactions in different situations,
y.
such as expressing emotions at first time and later meetings, showing preferences, using socimedia later for exampling, etc. The fo thefuture paperis-to ow nonverbal
commun•cation was examined in many studies in different situations and what are
at the studies came up with to be applied in future research as for discovering different points
of view in interactions between people in relational experiences. As of how to form expresstons
er al cues from initial meeting and future meetings. The targeted people in the
research will be included from both genders at an adult age starting at 18 years and above.
Looking at Ray and Floyd (2006) is an example of a study for showing the preferences in
nonverbal emotions. Li
previous research while later sources will be provided throughout the process. The provided (\
research questions and variables are the building focus that is going to be tested for the research o
application regarding nonverbal communication settings. S-UV,—
does the firstlimpression make an impact in friendships and romantic r ionships?
D Gender Reaction towards the act.
SOCIAL NETWORKING EFFECTS 3
Running head: SOCIAL NETWORKING EFFECTS
The Impact of Social Networking Media on Adolescents
Student Name
Arizona State University
The Impact of Social Networking Media on Adolescents
In recent years, a rapid increase in technology has changed the way people communicat.
Project Part 1ITT-TechShawn EngbretsonThe Effect o.docxwkyra78
Project Part 1
ITT-Tech
Shawn Engbretson
The Effect of Internet Usage on Marriage
Introduction
The rapid growth of internet usage over the last two decades has been influencing many aspects of our life and most noticeably the ways in which people communicate with each other. Therefore, it is appropriate to ask whether the growth of internet usage influences individuals’ marital decisions in modern society. This study will concentrate on the effect of the growing internet usage on marriage.
Over the last two decades, the internet has become truly widespread, and there is no doubt that this new means of communication influence and profoundly changed many substantial aspects of our lives. Email usage became standard, online dating sites multiplies, social networks’ popularity has been spectacularly growing, all giving evidence of the of the noteworthy role that online communication plays in our lives nowadays and of the very different opportunities we have now as compared to the situation some twenty years ago.
The young people are the most likely to exploit fully these opportunities, and there are several ways in which the means of online communication may make their life both easier and richer as compared to the generation of their parents. Easier from the point of view that search for a life partner does not have to be only in the real world, but might be countered on the internet. There are enough examples of happy couples that met for the first time on a social network, a discussion forum or other web platform, or who found each other directly through the services of an online dating site.
This shows just how these successfully formed partnerships have changed our lives in a way or another. The study, the effect of internet usage on marriage, would also help shed some light on the effect of the increasing internet usage on the divorce rate. There are certainly many aspects of marriage that internet usage can influence, but this study will concentrate mostly on the beginning of the marital process. It will particularly try to establish if the reduction of search costs, given by the fact that through the internet, more potential partners can be reached in a significantly shorter time, leads people to marry sooner or later.
I chose this study as way of trying to complement the already growing numbers of studies done on this topic both from a sociological an economic point of view. It will primarily be positioned within the economic stream of literature and by doing so; present an econometric approach that makes it possible to ascertain the effect of an increasing internet usage on individuals’ marital decisions. To be able to achieve this using IT as leverage to provide answers to the various questions that arise sums up all the reasons as to why I settled for this topic.
Literature Review
The propagation of the internet and the consequent enrichment of the means of communication bring one of the biggest changes ever t ...
This document summarizes a study that examined the effects of computer-mediated communication (CMC) on face-to-face (FtF) social skills in college students. The study conducted an online survey of college students through Facebook, Twitter, and email. The results found no direct correlation between CMC use and effects on social skills. The document provides background on theories of uncertainty reduction and social cognitive theory. It also discusses literature on CMC and FtF communication and variables like nonverbal cues.
Running head The Effect of Media Violence on Children Research Pr.docxtoltonkendal
Running head: The Effect of Media Violence on Children Research Proposal 1
The Effect of Media Violence on Children Research Proposal 5
Sirra Sidibeh
English 215
Roger Fontana
January 22nd, 2017
The Effect of Media Violence on Children Research Proposal
The effect of media violence on children has been one of the most researched issues in studies related to violence. A lot of scholars argue that exposure to violence through the media has a significant impact on the psychological development of children. I always want to do research on this topic because the media is constantly expanding thus increasing the different ways in which the children are exposed. For instance, the internet and the easy access to devices such as smartphones have increased the free exposure of children to violent media content. Additionally, I would like to understand the extent to which the media can affect children’s psychological development to determine some ways in which this can be controlled. This research seeks to find evidence showing that media violence has an adverse impact on the mental development of children.
The Target Audience
This paper aims to reach the authorities who are in charge of controlling the media content including the government, media regulation agencies, and the parents. These people have the power to control what is aired on the different media platforms and the times that they are aired so that children cannot access them. Most government agencies in charge of controlling media understand the impact that violence can have on children. Therefore, they have made attempts to control the kind of content that is released to the public. However, a lot of parents do not understand the extent of damage that violence in the media can have on their children. Therefore, proving this negative impact of media on children could help the parents to work harder to control what their kids see.
Research Questions
This research paper will seek to answer the following questions;
To what extent are children exposed to violence through the media?
What is the impact of exposure to media violence on children’s psychological development?
What can the government do to reduce the impact of media exposure to children?
What can parents do to limit the impact of the media on their children?
Research Plan
To find answers to the above research questions, this study will use a meta-analytic review where data from various research studies will be combined to arrive at a conclusion of whether media violence can affect a child’s psychology when they are exposed to it. Studies that have been done in the past two decades will be considered so that the changes that have taken place in the media can be considered.
The Scope and Outline of the Research
The following is the outline that will be used to present this research paper.
Introduction
The presentation will describe the purpose of this study and the significance that it has on the society. T ...
Running head IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE1.docxwlynn1
Running head: IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
1
IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
8
Impact of social media on student’s performance
Rodriquez Mitchell
Northcentral University
Introduction
In my selection of an article which fits the assignment criteria I zeroed down to a peer-reviewed article entitled “Impact of social media on student’s performance”. The article was authored in 2013 by Sara Selvaraj of Vels University. This work posits to explain the issue being addressed in the research article, the purpose of the work, provide a summary of the research questions therein, describe both the null and alternative hypothesis used by the author, show application of the conceptual framework, and discuss the methodology used and the limitation of the article.
Describe the problem or issue addressed.
The main issue addressed in the article is the consequences of students using social networking platforms. This means the impact that social networking has on the education system. As evident from the literature part of the work social networking sites are not meant to have a negative effect on the education system. However, it has turned out that there is an array of negative effects of using social networking sites by students. One of these problems is prompted by social networking site addiction. Students with access to the internet and have social media networking sites accounts spend a significant time of their day on these sites. The impact of that is the students are left with little or no time for their personal studies hence cannot submit things like assignments in a timely fashion (Selvaraj, 2013). Secondly, the students are poised to fail their examinations or experience a decline in their academic scores. The article attempts to show the severity of this problem and provide proof that indeed the problems exist.
Describe the purpose or intent of the study.
The article has 3 main objectives or intents. The first objective is to determine the influence of various social networking sites on student’s academic performance. Young children or generation is one of the most affected by social networking sites. The study tries to investigate the difference between the performance of the students before starting to use the sites and the performance after starting to use the sites. The second objective of the study is to investigate how the education system in totality has been impacted by social networking sites. This objective arises from the knowledge that not only student use the sites. The websites are used nearly by everyone in the sector irrespective of age, position and professional. This use must have an effect and it’s this impact that the work tries to unravel. The third objective of the study is to determine the motivation behind the use of social networking sites. These are the uses which are prompting individuals to sign up of social media accounts. The work also tries to discover the uses of the si.
Effect of Multitasking on GPA - Research PaperDivya Kothari
This document describes a study examining the impact of internet and communication technology (ICT) multitasking on graduate students' grade point averages (GPAs). The researchers conducted a quantitative survey of 62 graduate students, measuring time spent on Facebook, email, texting, and non-school online searches while studying. They found Facebook, texting, and non-school searches negatively correlated with GPA, while email showed a weak positive correlation. Qualitative interviews revealed students felt multitasking harmed their academic performance. The study aimed to understand the effects of ICT multitasking on students and determine if findings were generalizable to other student populations.
Marion West (University of Wolverhampton) discusses the use of portfolio assessments and lab sessions, including mini-lectures and formative group work. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
An Examination of the Prior Use of E-Learning Within an Extended Technology A...Maurice Dawson
The purpose of this empirical study was to test specific factors of behavioral intention to use m-learning in a community college setting using a modified technology acceptance model and antecedent factors suggested by the researcher’s review of the literature. In addition, the study’s purpose was to expand understanding of behavioral intention to use m-learning and to contribute to the growing body of research. This research model was based on relevant technology acceptance literature. The study examines the significance of “prior use of e-learning” and correlation with the behavioral intention to use m-learning. Existing models have looked at prior use of e-learning in other domains, but not specifically m-learning. Other models and studies have primarily looked at the prior use of e-learning variable as a moderating variable and not one that is directly related to attitude and behavioral intention. The study found that there is a relationship between prior use of e-learning and behavioral intention to use m-learning. This research direction was proposed by Lu and Viehland.
This document discusses nonexperimental research, its strengths and weaknesses, and issues with precision in reporting results. Nonexperimental research is the most common type of research design in social sciences as it does not involve experiments. While it can establish associations between variables, it cannot determine causation due to lack of manipulation and control. The document explores ways to more precisely report nonexperimental findings without causal language, and how results can cautiously guide practice recommendations. It emphasizes accurately interpreting and reporting research to avoid perpetuating erroneous claims.
College student smartphone usage aapor may 16 2014 newSharp Mind
The document discusses a study examining college students' use of smartphones to complete surveys. It finds the percentage of survey respondents using smartphones on the National Survey of Student Engagement (NSSE) increased from 4% in 2011 to 18% in 2014. The study uses 2013 NSSE data to analyze differences in demographics, completion rates, missing responses, and survey measures between smartphone and computer respondents. While smartphone users had higher abandonment rates, other data quality indicators like response mismatch or quality did not differ between the two groups. The best approach to survey design for smartphones may depend on the survey and sample characteristics.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
More Related Content
Similar to COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docx
This study investigated the effects of cellphone distraction on cognitive task performance. Participants watched a 10-minute video while some received more text messages than others to induce different levels of distraction. After, all participants completed a 30-question multiple choice test. The results found no significant difference in test scores between the high and low distraction groups, suggesting that cellphone distraction levels did not influence cognitive task performance. Limitations included issues with the technology used and controlling participant behavior. Future research should address these limitations and further explore how cellphones may impact academic tasks.
This document is a research paper that examines the distractibility of computer-mediated interactions in classrooms. The introduction provides background on the temptation for students to use cell phones in class despite the negative impact on learning. The literature review then summarizes previous research on this topic. Studies found that attempting instant messaging conversations slowed comprehension rates. Additionally, 92% of students reported using phones in class. The review examines how the shift from laptops to phones in class has impacted research focusing now on how frequent phone use and distractions affect learning.
Running Head THE INFLUENCE OF MEDIA ON BODY IMAGE .docxagnesdcarey33086
Running Head: THE INFLUENCE OF MEDIA ON BODY IMAGE 1
THE INFLUENCE OF MEDIA ON BODY IMAGE 2
The Influence Media has on Body Image of Adolescent Girls
Michele Jackson
Argosy University
Professor Russo
December 11, 2013
1. Do the media influence adolescent girl’s body images?
2. Null Hypothesis: the media does not have an influence on adolescent girl’s body image. Alternate Hypothesis: the media does influence adolescent girl’s body image.
3. The correct sample size that will be used in the research is 385 adolescent girls. Determining the right sample size involves the calculation of the margin of error. The estimated margin of error at 95 percent confidence level that is a 5 percent chance that the results will be different is derived by 1/√N. N is the sample size. This means that a sample size of 10 will have a margin of error of 31.6 percent, but a sample size of 100 will have a 10 percent margin of error. This implies that the greater the N, the smaller the margin of error; therefore, the results of the research will useful (White & McBurney, 2013). A sample size of 385 participants is sufficiently large and is representative of the population, and limits extreme observations and the impacts of outliers. The inclusion characteristics include: they must be female, must be aged between 13 and 19 years and must be exposed to different forms of media. The exclusion characteristics are: history of any mental or personality disorder and history of drug use. The sample should be diverse. This is to make the sample representative of all adolescent girls.
4. The sampling technique that will be used in the study is random sampling. Random sampling is choosing a sample from the statistical population so that every sample that could be chosen has a predetermined chance of being chosen. This is the most appropriate sampling technique since it is the least unbiased of all sampling methods (Monsen et al, 2008). Additionally, there is no subjectivity is the technique because each member of the statistical population has an equal chance of being chosen. The sample will generalize to the entire adolescent girls’ population. This is the key advantage of random sampling because it is representative of the population. The only factor that can make the sample unrepresentative of the population is sampling error.
5. There are two variables in my study: the dependent and the independent variable. The dependent variable is the body image of adolescent girls, while the independent variable is the media. The body image of adolescent girls’ is the dependent variable because it is changed by factors such as the media. This is the variable being measured in the study. The independent variable is not affected by other factors or variables. The research is attempting to establish the relationship between media and adolescent girls’ body image. That .
The Role of Gender in Influencing Public Speaking Anxiety.pdfFadilElmenfi1
This study investigates the role of gender in influencing public speaking anxiety. Questionnaire survey was administered to the samples of the study. Technique of correlation and descriptive analysis will be further applied to the data collected to determine the relationship between gender and public speaking anxiety. This study could serve as a guide to identify the effects of gender differences on public speaking anxiety and provide necessary advice on how to design a way of coping with or overcoming public speaking anxiety.
Annotated bibliography1- Kulesza, J. (January 01, 2014). Due Dil.docxrossskuddershamus
Annotated bibliography
1- Kulesza, J. (January 01, 2014). Due Diligence in Cyberspace. Retrieved from
http://www.igi-global.com/chapter/due-diligence-in-cyberspace/80711
This book sheds light on the international legal issues, which are core to Internet Governance, and advances the idea of developing a global solution to its problems. The book incorporates a wide range of ongoing discussions surrounding the governance of the internet and emphasizes on the issues which are urgent and require special attention from the international community in order to guarantee effective running of the global network that forms the backbone of our information driven society.
Joanna Kulesza has a Ph.D. in International Law and is an assistant professor at the University Lodz in Poland. She has been honored for her exemplary research work on International law.
2- Britz, J. J. (May 01, 2008). Making the global information society good: A social justice perspective on the ethical dimensions of the global information society1. Journal of the American Society for Information Science and Technology, 59, 7, 1171-1183.
http://onlinelibrary.wiley.com/doi/10.1002/asi.20848/abstract
This article addresses ethical challenges facing the global information society from a social justice’s perspective. In its scope the article also relates four characteristics of the global Information Society. The article employs a moral tool, social justice, on grounds of moral validity to address these ethical challenges.
Johannes Britz is currently Dean and Professor at the University of Wisconsin-Milwaukee, Milwaukee, USA. He holds to doctoral degrees from the University of Pretoria in South Africa. He is co-editor of the International Review of Information Ethics (IRIE) and serves on the editorial board of the Library and Information Science Research Journal of the University of Bucharest.
Dr. Britz has expansive international experience both as a researcher and consultant. Dr Britz has a keen interest in social justice and information poverty and works mainly in Africa on these areas.
3-Cheney, G., May, S., & Munshi, D. (2011). The handbook of communication ethics. New York: Routledge.
This handbook acts as an all-inclusive guide into the study of communication and ethics. It incorporates some of the issues discussed on the two articles quoted above. It engages analyses and applications based on accepted ethical theories and further engage unfamiliar ones. This blend brings to the surface important questions of power, equality, and justice. The handbook distinguishes itself as a comprehensive resource for the study of communication and ethics.
George Cheney (Ph.D., Purdue University, 1985) is the John T. Jones Centennial Professor of Communication Studies at the University of Texas at Austin.
Steve May (Ph.D., University of Utah, 1993) is Associate Professor of Communication Studies at the University of North Carolina at Chapel Hill.
Debashish Munshi (Ph.D., University of Waikato.
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Dial D for DistractionThe Making and Breaking of Cell Phone.docxmariona83
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
1) The document discusses research on the impacts of on-screen reading (OSR) versus on-paper reading (OPR) for students. Several studies found OSR led to poorer reading comprehension than OPR.
2) While students generally prefer OPR, they often choose OSR for pragmatic reasons like cost and convenience. OSR fails to provide the same rich sensory experience as OPR.
3) The document calls for educational institutions to minimize economic barriers to format choice, provide training to help students adapt strategies for OSR, and clearly identify importance of readings to help students make informed decisions.
Alageel 3ReferencesAntheunis, M. L., Schouten, A. P.,.docxnettletondevon
Alageel 3
References:
Antheunis, M. L., Schouten, A. P., Valkenburg, P. M., & Peter, J. (2012). Interactive uncertainty
reduction strategies and verbal affection in Computer-Mediated Communication.
Communication Research, 39(6), 757-780.
Burgoon, J. K., Bonito, J., Ramirez, A. , Jr., Dunbar, N., Kam, K., & Fischer, J. (2002). Testing
the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal
modalities in interpersonal interaction. Journal of Communication, 52(3), 657-677.
Mcmahan, E. M. (1976). Nonverbal communication as a function of attribution in impression
formation. Communication Monographs, 43(4), 287-294.
Miczo, N., Segrin, C., & Allspach, L. E. (2001). R etw nonverbal sensitivity,
encoding, and relational satisfaction. ommunication Reports 14 ), 39-48.
Ray, G. B., & Floyd, K. (2006). Nonverbal expressions o Ikmg and disliking in initial
interaction: Encoding and decoding perspectives. Southern Communication Journal,
71(1), 45-65.
Alageel 2
IV: Type of nonverbal usage, such as physical touch, eye contact, written words if provided, etc.
The chosen topic for the research proposal will be about the nonverbal
communication
Impact on friendships and romantic relationships.
e reason for choosing the topic is to check how the nonverb
commumca
iffer d how unication style
is
lookat the studies that are already discussedpre There are a lot of ways to express the nonverbal interactions in different situations,
y.
such as expressing emotions at first time and later meetings, showing preferences, using socimedia later for exampling, etc. The fo thefuture paperis-to ow nonverbal
commun•cation was examined in many studies in different situations and what are
at the studies came up with to be applied in future research as for discovering different points
of view in interactions between people in relational experiences. As of how to form expresstons
er al cues from initial meeting and future meetings. The targeted people in the
research will be included from both genders at an adult age starting at 18 years and above.
Looking at Ray and Floyd (2006) is an example of a study for showing the preferences in
nonverbal emotions. Li
previous research while later sources will be provided throughout the process. The provided (\
research questions and variables are the building focus that is going to be tested for the research o
application regarding nonverbal communication settings. S-UV,—
does the firstlimpression make an impact in friendships and romantic r ionships?
D Gender Reaction towards the act.
SOCIAL NETWORKING EFFECTS 3
Running head: SOCIAL NETWORKING EFFECTS
The Impact of Social Networking Media on Adolescents
Student Name
Arizona State University
The Impact of Social Networking Media on Adolescents
In recent years, a rapid increase in technology has changed the way people communicat.
Project Part 1ITT-TechShawn EngbretsonThe Effect o.docxwkyra78
Project Part 1
ITT-Tech
Shawn Engbretson
The Effect of Internet Usage on Marriage
Introduction
The rapid growth of internet usage over the last two decades has been influencing many aspects of our life and most noticeably the ways in which people communicate with each other. Therefore, it is appropriate to ask whether the growth of internet usage influences individuals’ marital decisions in modern society. This study will concentrate on the effect of the growing internet usage on marriage.
Over the last two decades, the internet has become truly widespread, and there is no doubt that this new means of communication influence and profoundly changed many substantial aspects of our lives. Email usage became standard, online dating sites multiplies, social networks’ popularity has been spectacularly growing, all giving evidence of the of the noteworthy role that online communication plays in our lives nowadays and of the very different opportunities we have now as compared to the situation some twenty years ago.
The young people are the most likely to exploit fully these opportunities, and there are several ways in which the means of online communication may make their life both easier and richer as compared to the generation of their parents. Easier from the point of view that search for a life partner does not have to be only in the real world, but might be countered on the internet. There are enough examples of happy couples that met for the first time on a social network, a discussion forum or other web platform, or who found each other directly through the services of an online dating site.
This shows just how these successfully formed partnerships have changed our lives in a way or another. The study, the effect of internet usage on marriage, would also help shed some light on the effect of the increasing internet usage on the divorce rate. There are certainly many aspects of marriage that internet usage can influence, but this study will concentrate mostly on the beginning of the marital process. It will particularly try to establish if the reduction of search costs, given by the fact that through the internet, more potential partners can be reached in a significantly shorter time, leads people to marry sooner or later.
I chose this study as way of trying to complement the already growing numbers of studies done on this topic both from a sociological an economic point of view. It will primarily be positioned within the economic stream of literature and by doing so; present an econometric approach that makes it possible to ascertain the effect of an increasing internet usage on individuals’ marital decisions. To be able to achieve this using IT as leverage to provide answers to the various questions that arise sums up all the reasons as to why I settled for this topic.
Literature Review
The propagation of the internet and the consequent enrichment of the means of communication bring one of the biggest changes ever t ...
This document summarizes a study that examined the effects of computer-mediated communication (CMC) on face-to-face (FtF) social skills in college students. The study conducted an online survey of college students through Facebook, Twitter, and email. The results found no direct correlation between CMC use and effects on social skills. The document provides background on theories of uncertainty reduction and social cognitive theory. It also discusses literature on CMC and FtF communication and variables like nonverbal cues.
Running head The Effect of Media Violence on Children Research Pr.docxtoltonkendal
Running head: The Effect of Media Violence on Children Research Proposal 1
The Effect of Media Violence on Children Research Proposal 5
Sirra Sidibeh
English 215
Roger Fontana
January 22nd, 2017
The Effect of Media Violence on Children Research Proposal
The effect of media violence on children has been one of the most researched issues in studies related to violence. A lot of scholars argue that exposure to violence through the media has a significant impact on the psychological development of children. I always want to do research on this topic because the media is constantly expanding thus increasing the different ways in which the children are exposed. For instance, the internet and the easy access to devices such as smartphones have increased the free exposure of children to violent media content. Additionally, I would like to understand the extent to which the media can affect children’s psychological development to determine some ways in which this can be controlled. This research seeks to find evidence showing that media violence has an adverse impact on the mental development of children.
The Target Audience
This paper aims to reach the authorities who are in charge of controlling the media content including the government, media regulation agencies, and the parents. These people have the power to control what is aired on the different media platforms and the times that they are aired so that children cannot access them. Most government agencies in charge of controlling media understand the impact that violence can have on children. Therefore, they have made attempts to control the kind of content that is released to the public. However, a lot of parents do not understand the extent of damage that violence in the media can have on their children. Therefore, proving this negative impact of media on children could help the parents to work harder to control what their kids see.
Research Questions
This research paper will seek to answer the following questions;
To what extent are children exposed to violence through the media?
What is the impact of exposure to media violence on children’s psychological development?
What can the government do to reduce the impact of media exposure to children?
What can parents do to limit the impact of the media on their children?
Research Plan
To find answers to the above research questions, this study will use a meta-analytic review where data from various research studies will be combined to arrive at a conclusion of whether media violence can affect a child’s psychology when they are exposed to it. Studies that have been done in the past two decades will be considered so that the changes that have taken place in the media can be considered.
The Scope and Outline of the Research
The following is the outline that will be used to present this research paper.
Introduction
The presentation will describe the purpose of this study and the significance that it has on the society. T ...
Running head IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE1.docxwlynn1
Running head: IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
1
IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
8
Impact of social media on student’s performance
Rodriquez Mitchell
Northcentral University
Introduction
In my selection of an article which fits the assignment criteria I zeroed down to a peer-reviewed article entitled “Impact of social media on student’s performance”. The article was authored in 2013 by Sara Selvaraj of Vels University. This work posits to explain the issue being addressed in the research article, the purpose of the work, provide a summary of the research questions therein, describe both the null and alternative hypothesis used by the author, show application of the conceptual framework, and discuss the methodology used and the limitation of the article.
Describe the problem or issue addressed.
The main issue addressed in the article is the consequences of students using social networking platforms. This means the impact that social networking has on the education system. As evident from the literature part of the work social networking sites are not meant to have a negative effect on the education system. However, it has turned out that there is an array of negative effects of using social networking sites by students. One of these problems is prompted by social networking site addiction. Students with access to the internet and have social media networking sites accounts spend a significant time of their day on these sites. The impact of that is the students are left with little or no time for their personal studies hence cannot submit things like assignments in a timely fashion (Selvaraj, 2013). Secondly, the students are poised to fail their examinations or experience a decline in their academic scores. The article attempts to show the severity of this problem and provide proof that indeed the problems exist.
Describe the purpose or intent of the study.
The article has 3 main objectives or intents. The first objective is to determine the influence of various social networking sites on student’s academic performance. Young children or generation is one of the most affected by social networking sites. The study tries to investigate the difference between the performance of the students before starting to use the sites and the performance after starting to use the sites. The second objective of the study is to investigate how the education system in totality has been impacted by social networking sites. This objective arises from the knowledge that not only student use the sites. The websites are used nearly by everyone in the sector irrespective of age, position and professional. This use must have an effect and it’s this impact that the work tries to unravel. The third objective of the study is to determine the motivation behind the use of social networking sites. These are the uses which are prompting individuals to sign up of social media accounts. The work also tries to discover the uses of the si.
Effect of Multitasking on GPA - Research PaperDivya Kothari
This document describes a study examining the impact of internet and communication technology (ICT) multitasking on graduate students' grade point averages (GPAs). The researchers conducted a quantitative survey of 62 graduate students, measuring time spent on Facebook, email, texting, and non-school online searches while studying. They found Facebook, texting, and non-school searches negatively correlated with GPA, while email showed a weak positive correlation. Qualitative interviews revealed students felt multitasking harmed their academic performance. The study aimed to understand the effects of ICT multitasking on students and determine if findings were generalizable to other student populations.
Marion West (University of Wolverhampton) discusses the use of portfolio assessments and lab sessions, including mini-lectures and formative group work. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
An Examination of the Prior Use of E-Learning Within an Extended Technology A...Maurice Dawson
The purpose of this empirical study was to test specific factors of behavioral intention to use m-learning in a community college setting using a modified technology acceptance model and antecedent factors suggested by the researcher’s review of the literature. In addition, the study’s purpose was to expand understanding of behavioral intention to use m-learning and to contribute to the growing body of research. This research model was based on relevant technology acceptance literature. The study examines the significance of “prior use of e-learning” and correlation with the behavioral intention to use m-learning. Existing models have looked at prior use of e-learning in other domains, but not specifically m-learning. Other models and studies have primarily looked at the prior use of e-learning variable as a moderating variable and not one that is directly related to attitude and behavioral intention. The study found that there is a relationship between prior use of e-learning and behavioral intention to use m-learning. This research direction was proposed by Lu and Viehland.
This document discusses nonexperimental research, its strengths and weaknesses, and issues with precision in reporting results. Nonexperimental research is the most common type of research design in social sciences as it does not involve experiments. While it can establish associations between variables, it cannot determine causation due to lack of manipulation and control. The document explores ways to more precisely report nonexperimental findings without causal language, and how results can cautiously guide practice recommendations. It emphasizes accurately interpreting and reporting research to avoid perpetuating erroneous claims.
College student smartphone usage aapor may 16 2014 newSharp Mind
The document discusses a study examining college students' use of smartphones to complete surveys. It finds the percentage of survey respondents using smartphones on the National Survey of Student Engagement (NSSE) increased from 4% in 2011 to 18% in 2014. The study uses 2013 NSSE data to analyze differences in demographics, completion rates, missing responses, and survey measures between smartphone and computer respondents. While smartphone users had higher abandonment rates, other data quality indicators like response mismatch or quality did not differ between the two groups. The best approach to survey design for smartphones may depend on the survey and sample characteristics.
Similar to COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docx (20)
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Law Strict Liability Introduction Strict liabilit.docxcargillfilberto
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docxcargillfilberto
This document provides exemplar texts for the Common Core State Standards for English Language Arts. It begins with an introduction explaining the process used to select texts to serve as examples for each grade band. The criteria for selection were complexity, quality, and range. The document is then divided into sections for each grade band, with stories, poetry, and informational texts provided as examples along with some sample performance tasks related to the texts. The goal is to provide guideposts for teachers in selecting texts of similar complexity, quality, and range to meet the Standards for their classrooms.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docxcargillfilberto
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docxcargillfilberto
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docxcargillfilberto
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docxcargillfilberto
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docxcargillfilberto
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docxcargillfilberto
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committees1. To provide for greater transparency in the HU.docxcargillfilberto
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docxcargillfilberto
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docx
1. COMM 3023 Article Critique Paper
Title Page & Abstract
1. Attach a title page as the FIRST PAGE OF THE PAPER. List
the names of your team members and your university affiliation.
2. Attach an abstract as the SECOND PAGE OF THE PAPER.
The abstract provides a ‘nutshell’ summary of the ENTIRE
PAPER. It should be between 100-150 words long.
Literature Review
1. Provide a review of the “original study” by telling us:
· What was the purpose of the study?
· What variables were examined as part of the study? (identify
& define the independent and dependent variables)
· What method was used in the study? (summarize the
procedures & measures used)
· What were the findings?
2. Clearly state the hypotheses and research questions examined
by the researchers. For hypotheses, describe them in terms of
the type of hypotheses proposed.
Critique
1. Evaluate the literature review in terms of whether the
variables were clearly defined, arguments were clearly made,
and hypotheses/RQs were clearly stated based on previous
research.
2. Evaluate the methods used to tests hypotheses or answer
RQs. Specifically:
· Identify strengths and weaknesses of the sampling strategy
used by the researcher.
· Assess quality of the measures used in terms of both their
2. validity and reliability. Use information in the article to back up
your claims.
· Evaluate the procedures and design of the study to test the
hypotheses. Clearly identify and discuss threats to both internal
validity & external validity.
3. Evaluate the discussion section in terms of how well or
poorly the researchers summarized the findings of the study.
Additionally:
· Did they discuss any limitations to their study?
· Did they talk about implications of the results (e.g., for theory
or practice)?
· Did they suggest directions for future research or pose
additional research questions to be explored?
Conclusion
1. Based on your overall critique of the article, provide a list of
specific recommendations for improving the study (e.g., a
different sample would be more appropriate, the variables could
have been more clearly defined, a better quality measure should
have been used, etc.).
2. Pretend your team was to rate the article on a grading scale.
What grade would you give the article? Why? Be sure to
provide justification for the grade given.
The expected total length for the paper is 8-10 pages. The paper
is due on Canvas in the Dropbox no later than 5 p.m. CST on
Friday, March 15.
The “Mere Presence” Hypothesis:
Investigating the Nonverbal Effects of
Cell-Phone Presence on Conversation
Satisfaction
Ryan J. Allred & John P. Crowley
3. Prior research has supported the mere presence hypothesis,
which suggests that cell phones
act as an environmental nuisance that negatively impact the
quality of face-to-face inter-
actions. This study conducted an experiment to determine
whether cell-phone presence
negatively influences conversation satisfaction. Specifically,
network member dyads
(N = 46) engaged in unstructured conversations where one
partner’s cell phone was either
absent or present. The results revealed that, whereas the mere
presence of a cell phone did
not influence conversation satisfaction, individuals’ recollection
of whether or not a cell
phone was present did significantly negatively impact their pre-
to posttest reports of
conversation satisfaction. Implications of these findings for
research on the mere presence
hypothesis as well as directions for future research are
discussed.
Keywords: Cell Phones; Conversation Satisfaction; Mobile
Technology; Nonverbal
Communication; Personal Relationships
Research has recently begun to investigate the influence of
mobile technology on
variables related to the quality of face-to-face (FTF)
interactions. Two studies, in
particular, have sought to investigate whether the presence of a
cell phone during FTF
interactions acts as an environmental nuisance that creates
negative conversation
outcomes. The results of these studies support a “mere
presence” hypothesis in both
5. bylski & Weinstein, 2012), in order to determine whether
relational type is a
boundary condition of the mere presence hypothesis, the current
study examines
its effect on relationship partners (i.e., acquaintance, friend,
romantic partner).
Second, previous research has experimentally manipulated the
conversation topic
(i.e., meaningful vs. casual conversations; Misra et al., 2014;
Przybylski & Wein-
stein, 2012), but this approach fails to approximate realistic
interpersonal interac-
tions. Thus, the current study examines the mere presence
hypothesis within
unstructured conversations. Third, the study seeks to understand
the effects of
cell-phone presence on a communication variable, conversation
satisfaction, influ-
enced not only by environmental factors (Wagner,
Bezuidenhout, & Roos, 2014)
but also the level of understanding accomplished between
conversation partners
(Neuliep, 2012). That is, if cell-phone presence is an
environmental nuisance that
negatively impacts conversation quality through reduced
understanding, it follows
that it will reduce conversation satisfaction. Prior to explicating
the experimental
methods utilized to investigate the mere presence hypothesis in
the ways described
above, the rationale begins by reviewing relevant literature on
the ubiquity of cell
phones, their enhancing and disruptive influences on personal
relationships, and,
finally, delineating the hypothesized effects of their presence on
conversation
6. satisfaction.
Cell-Phone Ubiquity and Etiquette
A 2015 Pew survey indicated that 92% of American adults
owned a cell phone
and 65% owned smart phones. Not only are cell phones
ubiquitous (Nakamura,
2015) but recent data also suggest that individuals have a mild
emotional
attachment to their phones. Pew Research data from 2014
demonstrated that
29% of cell-phone owners claimed that their cell phone is
“something that they
can’t imagine living without” (para. 18), that 67% of cell phone
users routinely
checked their phones despite the absence of alerts such as
ringing or vibrating,
and 44% slept with their phones near them so as to not miss
alerts “while they
are sleeping.” Indeed, the possibility that one’s cell phone may
be inactive, for
instance, is associated with increased reports of anxiety
(Forgays, Hyman, &
Shreiber, 2014). Cell phones also provide a means of social
connection (Wei &
Ven-Hwei, 2006), helping to reduce loneliness (Flanagin, 2005).
Conversely, not
responding to a text or phone call immediately may
communicate disinterest or
The Mere Presence Hypothesis 23
threaten opportunities for social bonding (Nelson & Atchley,
7. 2009). This may be
particularly true among younger adults who rely more on cell-
phone use for
social connection (Forgays et al., 2014; Pew Research, 2015).
Cell phones can
have a positive influence on relationships by increasing the
frequency of com-
munication (Jin & Pena, 2010), as the affordances of text
messaging and phone
calls allow for communication when physical presence is not
possible (Huh,
2006). Owning multiple mobile technologies may even
contribute to health and
well-being because they provide access to larger and more
expansive social
networks (Chan, 2015). Taken together, the numerous social
affordances and
emotional attachments to cell phones increase the likelihood
that individuals
place their phones in view during interpersonal conversations.
Research suggests that cell-phone presence may also present a
challenge to roman-
tic relationships, particularly because of the divided attention it
can foster in con-
versations (see Gergen, 2002). College students actively
negotiate a struggle when
spending time with their partners between wanting to be
available to others who are
not present by keeping their cell phones visible and also
attending to their copresent
romantic partners (Miller-Ott & Kelly, 2016). The degree to
which cell-phone pre-
sence during a conversation affects conversation outcomes may
depend on whether it
is perceived as a breach of etiquette that violates expectations
8. for the context such as
when conversations partners expect undivided attention (see
Miller-Ott & Kelly,
2015).
Recent research indicates that, although acceptable in some
social settings (e.g.,
walking down a street, public transportation), many view cell-
phone use as inappropri-
ate in more intimate interpersonal contexts such as restaurants
and family dinners
(Miller-Ott & Kelly, 2015; Pew Research, 2015). Although
young adults are more reliant
on cell phones to maintain personal relationships (Ling, 2012),
a recent study demon-
strated that college students also deem cell-phone use to be
inappropriate in such
interpersonal contexts as talking and hanging out with friends
(M = 2.97 and 2.93,
respectively, on a scale from 1 = very inappropriate to 5 = very
appropriate) despite also
reporting (79.3% and 83.9%, respectively) to have texted in
these situations (Harrison,
Bealing, & Salley, 2015). It is therefore unsurprising that
research has shown the misuse
of cell phones to negatively impact the quality of interactions.
Specifically, cell phones
are shown to cause negative impressions when individuals
answer a phone call during a
conversation (Ebesu Hubbard, Han, Kim, & Nakamura, 2007),
to inhibit understanding
when used to text during class (Gingerich & Lineweaver, 2014),
and to create negative
gestalts among coworkers when used during both formal and
informal meetings
(Thornton, Faires, Robbins, & Rollins, 2014; Washington,
9. Okoro, & Cardon, 2014).
Thus, cell phones present a dilemma for users, as they are
clearly useful in helping
individuals maintain and developing personal relationships, but
their usage may also
violate expectations for appropriate behavior in interpersonal
settings that lead to
negative evaluations (Miller-Ott & Kelly, 2015, 2016).
One explanation for why cell-phone usage negatively impacts
relational outcomes
may be the reduction of immediacy cues. Immediacy refers to
nonverbal behaviors that
24 R. J. Allred and J. P. Crowley
“signal availability, increase sensory stimulation, and decrease
both the physical and
psychological distance between interactions” (Andersen,
Guerrero, Buller, & Jorgensen,
1998, p. 502). Among the cast of more commonly cited
immediacy cues are close
proxemics, touch, gaze, and forward body lean (Andersen et al.,
1998). Individuals
communicating higher levels of immediacy are viewed as being
more competent and
generally evaluated as more favorable than those with lower
immediacy (Manusov,
1991). Interestingly, however, the degree to which receivers
view immediacy behavior as
intentional or not is moderated by the degree to which the
behaviors are perceived as
immediate. That is, nonimmediate behaviors are perceived as
being more intentional
10. that those that are immediate (Manusov, 1991). Thus, because
cell-phone usage disrupts
behaviors central to immediacy formation, such as eye gaze and
forward body lean, it
may not only be received as a nonimmediate cue but also as an
intentional breach of
conversation etiquette. Given that research has shown how cell-
phone activity is
common during social interactions (see Pew Research, 2015), it
is important to inves-
tigate the range of cell-phone behaviors that may be viewed as
nonimmediate. This
study investigates the effects of the mere presence of cell
phones during interpersonal
interactions on conversation satisfaction. More specifically, it
conceptualizes the pre-
sence of cell phones as a nonimmediate environmental cue that
signals decreased
availability to receivers and therefore acts as a violation of
conversation etiquette.
Mere Presence Hypothesis
As noted, research has begun to investigate the impact of cell
phones on interpersonal
interactions. Przybylski and Weinstein (2012), for instance,
experimentally manipulated
cell-phone presence or absence by placing a phone on a table
near strangers whowere asked
to discuss either a meaningful or casual conversation topic. The
findings of their study
revealed a negative effect of cell-phone presence on
relationship quality, closeness, trust, and
empathy, and that this effect was stronger when conversations
were meaningful as opposed
to casual. In their attempt to extend this research to a
11. naturalistic setting, Misra et al. (2014)
coded for cell-phone presence during conversations between
natural social network mem-
bers in a coffee shop. Their findings indicated that the presence
of cell phones during
conversations was negatively associated with reports of
empathic concern. Despite the
support for the mere presence hypothesis in the Przybylski and
Weinstein (2012) study,
it is important to examine unstructured conversations between
social network members in
which the presence or absence of their cell phones are
manipulated to determine the
real-world applicability of these findings. Furthermore, due to
the quasi-experimental
nature of the Misra et al. study design, the extent to which cell-
phone presence had a causal
effect on conversation quality is still unknown. Thus, this study
extends previous research
on the mere presence hypothesis through experimental
observation of unstructured con-
versations between social network members to determine the
effect of cell-phone presence
on conversation satisfaction.
Conversation satisfaction has been conceptualized as “a holistic
affective response
to the success of behaviors that are selected based upon
expectations” (Hecht &
The Mere Presence Hypothesis 25
Marston, 1987, p. 62). That is, conversation satisfaction is an
affective response to goal
12. achievement (Hecht, 1978; Rubin & Rubin, 1989). As an
individual accomplishes
conversational goals (e.g., understanding, persuasion,
information sharing), their
satisfaction within the conversation increases. Given its
associations with relationship
stability (Forsythe & Ledbetter, 2015) and satisfaction in other
contexts such as in the
workplace (Steele & Plenty, 2015; Wagner et al., 2014), studies
have sought to under-
stand antecedents of conversation satisfaction. For example,
research suggests that
higher levels of understanding (Hecht & Marston, 1987;
Neuliep, 2012) and imme-
diacy (Fusani, 1994) lead to higher satisfaction levels after FTF
conversations. Addi-
tional research suggests that satisfaction levels are also
significantly influenced by
one’s environment as physical surroundings evoke cognitive,
emotional, and physio-
logical responses that influence individual perceptions of the
encounter (Bitner, 1992).
It may be that the physical presence of a cell phone acts as an
environmental
distraction that hinders understanding and perceptions of
immediacy, thereby
obstructing the process by which conversation partners feel
satisfied. Thus, consistent
with the mere presence hypothesis, it is predicted that, in
conversations where cell
phones are present, partners will report lower conversation
satisfaction levels pretest
to posttest, than in conversations where cell phones are absent.
Method
13. Procedure
Following approval from the Institutional Review Board, initial
participants were
recruited from undergraduate-level courses at a large
Midwestern university and were
offered extra credit for participation in this study. Participants
signed up for laboratory
appointments and were asked to bring a conversation partner of
their choosing on the day
of their appointment. Upon arrival to the laboratory,
participants and their conversation
partners were randomly assigned to either a cell-phone-presence
or cell-phone-absence
group and were then provided with a pretest survey. Participants
completed a measure
that assessed their general levels of conversation satisfaction
with their conversation
partners, whereas conversation partners only reported
demographic data.
Once the pretest measure was completed, participants and
conversation partners
were escorted to benches randomly placed within common areas
(hallways and
lounges) of a large university building. Each bench was about 4
feet in length and
approximately 20 feet away from any of the other benches
utilized in this study with
each participant and their conversation partner sharing a single
bench. The investi-
gator instructed each dyad to have a 10-minute conversation
involving a topic of their
choosing. Dyads were informed that a researcher would return
to escort them back to
the lab after 10 minutes had elapsed.
14. Participants and conversation partners assigned to the cell-
phone-absence group were
given no further directions. Conversation partners assigned to
the cell-phone-presence
group, however, were provided with sheets of paper that
included the following instructions:
“Please also take out your cell phone and place it in plain
view.”Conversation partners were
26 R. J. Allred and J. P. Crowley
instructed not to share this information with the participants.
Neither participants nor
conversation partners were informed of the true nature of the
study until after the study had
been completed. Although no formal record of cell-phone
placement was recorded, con-
versation partners were observed placing their phones on the
bench in between themselves
and the participant, placing their phones on their own lap or
holding their phones in their
hands.
Following the conversations, the investigator escorted
participants to the laboratory
to complete a posttest measure that assessed participants’
conversation satisfaction
level concerning the discussion they were asked to have with
their conversation
partners, their recollection of cell-phone presence, perceptions
regarding attitudes
towards cell-phone presence in conversations, and demographic
information. Partici-
15. pants and their conversation partners were then given debriefing
forms (required for
the deceiving nature of the study) and dismissed.
Sample
Participants (N = 48) were 26.1% males and 73.9% females and
identified as Cauca-
sian (76.1%), Hispanic (10.9%), Black/African American
(4.3%), or an ethnicity other
than those represented on the questionnaire (8.7%). The age of
participants ranged
from 18 to 32 (M = 20.13, SD = 2.16). Conversation partners (N
= 48), alternatively,
were comprised of males (34.7%) and females (63.3%), and
identified as Caucasian
(77.6%), Hispanic (10.2%), Black/African American (6.1%), or
an ethnicity other than
those represented on the questionnaire (4%). The age range of
conversation partners
was from 17 to 31 years. Upon completion of the study, 2
(2.1%) participants asked to
have their data removed.
Participants reported their conversation partners as being
friends (n = 30, 62.5%),
acquaintances (n = 10, 20.8%), significant others (n = 6,
12.5%), or other (n = 2,
4.2%). Length of relationships ranged from 1 month to 15 years
(M = 1.73 years,
SD = 0.10). Most participants had college credits but had not
yet received a college
degree (93.8%, n = 45) whereas 2.1% (n = 1) had a high-school
diploma and 4.2%
(n = 2) were working on graduate degrees. The sex composition
of the dyads consisted
16. of male/male (n = 9), male/female (n = 13), and female/female
(n = 26) with 71.7% of
dyads containing same-sex partners and 28.3% partners of
differing sexes.
Measures
Conversation satisfaction
Hecht’s (1978) Interpersonal Communication Satisfaction
Inventory questionnaire
was adapted to determine conversation-satisfaction levels. The
measures asked parti-
cipants to rate their level of agreement with 19 statements on a
Likert-type scale that
ranged from 1 = strongly disagree to 7 = strongly agree. At
pretest, participants were
asked to report their conversation-satisfaction levels using
items about their overall
communication satisfaction with their partners (e.g., “We tend
to accomplish a lot in
The Mere Presence Hypothesis 27
our conversations,” “My conversation partner genuinely wants
to get to know me,”
and “My conversation partner lets me know when I am
communicating effectively”),
whereas, at posttest, participants were asked to report their
conversation-satisfaction
levels using items specific to their recent conversations (e.g.,
“We accomplished a lot
in our recent conversation,” “My conversation partner genuinely
wanted to get to
know me,” and “My conversation partner let me know when I
17. was communicating
effectively”). Items were averaged together to create a
composite satisfaction score at
pretest and posttest. Higher scores reflect higher conversation
satisfaction. Scale
reliability was acceptable at pretest (α = .87) and posttest (α =
.89).
Covariates
Three potential covariates were considered in the analyses to
account for unexplained
variance in cell-phone presence and conversation satisfaction.
First, pretest conversa-
tion satisfaction was utilized as a covariate to determine if,
once pretest conversation
satisfaction was controlled for, significant differences emerged
between groups with
respect to their posttest satisfaction levels. Second, the mere
presence hypothesis
suggests that phones are an environmental distraction in
conversations. To determine
whether the presence of a phone, as opposed to individuals’
feelings about the
presence of a phone, is accounting for the results supporting the
mere presence
hypothesis, participants were asked to consider their
conversation partners’ use of
cell phones during this or previous conversations. Specifically,
participants were asked
to report their level of agreement with the following statement
on a scale from
1 = strongly disagree to 7 = strongly agree, “I felt annoyed that
my conversation
partner had a mobile device out during our conversation.”
Additionally, based on
research that suggests differences in communication patterns
18. between same- and
mixed-sex dyads (Guerrero, 1997), the sex composition (mixed:
n = 14; same sex:
n = 32) of the dyad was considered as a covariate in the
hypothesis testing. Bivariate
correlations (one-tailed) demonstrated significant associations
between posttest conver-
sation satisfaction with participants’ level of annoyance with
cell-phone use, r(45) = .48,
p = .001, and pretest conversation satisfaction, r(45) = .38, p =
.005. An independent-
samples t test was utilized to assess whether the sex
composition of the dyad differed
with respect to their posttest conversation scores. The
assumption for homogeneity of
variances was examined using Levene’s test for equality of
variances. The assumption
for homogeneity was violated, t(45) = 4.8, p = .03, and the
results were nonsignificant
when equal variances were not assumed, t(45) = 1.63, p = .12.
Therefore, only
participants’ level of annoyance (M = 5.73, SD = 0.74) and
pretest conversation
satisfaction (M = 5.05, SD = 1.74) were included as covariates
in the hypothesis testing.
Results
Statistical analyses began by assessing normality distributions
of the conversation
satisfaction scale at pretest and posttest. Using Kline’s (1998)
guidelines for skewness
and kurtosis (< 3 and < 10, respectively), the distribution of
both measures fell within
28 R. J. Allred and J. P. Crowley
19. acceptable ranges. Still, histogram plots indicated potential
outliers in pretest and
posttest conversation satisfaction. Therefore, outliers were
assessed using Grubb’s
(1969) test of significance. Two cases were considered outliers
(p < .05) and were
removed from subsequent analyses (resulting N = 44; GraphPad
QuickCalcs, 2016).
Manipulation Check
Prior to conducting analyses, comparisons between participants’
reports of the
absence or presence of a cell phone during their conversations
and the actual
experimentally manipulated absence or presence of a cell phone
were conducted
to determine if the experimental manipulation had the intended
effect of being
salient for participants. Importantly, neither the Przybylski and
Weinstein (2012)
nor Misra et al. (2014) studies examined whether their
participants noticed the
cell phone during their conversations as a manipulation check
and it is therefore
unclear whether perceptual salience is a necessary ingredient
for the mere pre-
sence of a cell phone to negatively affect a conversation.
Interestingly, only 78.3%
(n = 36) of participants correctly reported the absence or
presence of a cell
phone whereas 10.9% (n = 5) inaccurately reported the presence
of a device and
20. 10.9% (n = 5) inaccurately reported the absence of a device.
Because the mere
presence hypothesis indicates that the physical presence of a
cell phone should
be disruptive to conversations, and research has not specified
whether perceptual
salience is necessary for its effect to occur, both the
experimentally manipulated
variable of absence or presence as well as a new variable
reflecting participants’
recollection of cell-phone absence or presence were included in
separate analyses
of covariance (ANCOVAs) as independent variables. This
procedure allows for
greater insights regarding whether perceptual salience is a
necessary cause for
cell-phone presence to have a disruptive effect.
Main Analyses
Two ANCOVA models were utilized to test conditions (both the
experimentally
manipulated cell-phone-absence or presence variable as well as
the participants’
recollection of cell-phone-absence or presence variable), as
independent variables in
each model, respectively. In both models, pretest conversation
satisfaction was utilized
as a covariate and posttest conversation satisfaction was utilized
as the dependent
variable (M = 6.06, SD = 0.71). Participants’ reported
annoyance with cell-phone
usage during conversations with their conversation partner was
included as an addi-
tional covariate.
21. The first ANCOVA model assessed the effect of the
experimentally manipulated
cell-phone condition on posttest conversation satisfaction. No
significant difference
was noted between the groups with respect to their satisfaction
levels (p = .32).
However, pretest conversation satisfaction (p = .02) and
participants’ level of
The Mere Presence Hypothesis 29
annoyance with the phone (p < .01) were each related to posttest
conversation
satisfaction (see Table 1).
The second ANCOVA utilized participants’ recollections of
whether or not a phone
was present during their conversations as an independent
variable. The results
indicated (see Table 2) that the difference in recalled presence
significantly influenced
posttest conversation satisfaction (p = .03) while accounting for
preconversation
satisfaction levels (p < .01) and participants’ level of annoyance
with the phone
Table 2 Descriptives and Results (ANCOVA Recalled Cell-
Phone Absence or Presence)
Experimental
Conditions
Recalled
22. Cell-Phone
Presence
Preconversation
Satisfaction
Level of
Annoyance
N M SD df F p η2 F p η2 F p η2
(1, 41) 4.90 .03* .12 9.24 .01** .19 10.01 .01** .20
Recalled
Cell-Phone
Presence
21 5.92 0.80
Recalled
Cell-Phone
Absence
22 6.15 0.62
*p < .05. **p < .01.
Table 1 Descriptives and Results (ANCOVA Experimentally
23. Manipulated Cell-Phone
Absence or Presence)
Experimental
Conditions
Actual Cell-Phone
Presence
Preconversation
Satisfaction
Level of
Annoyance
N M SD df F p η2 F p η2 F p η2
(1, 41) 1.04 .31 .03 6.03 .019 .13 8.18 .01 .18
Actual Cell-Phone
Presence
20 5.90 0.82
Actual Cell-Phone
Absence
23 6.16 0.60
30 R. J. Allred and J. P. Crowley
24. (p < .01). Post hoc comparisons indicated that participants’ who
recalled a cell phone
reported greater reductions in conversation satisfaction from
pretest (M = 5.91,
SD = 0.80) to posttest (M = 5.84, SD = 0.12) than those who
recalled no cell phone
from pretest (M = 6.15, SD = 0.62) to posttest (M = 6.23, SD =
0.12, p = .03). Thus, the
predicted negative effect of cell phones received mixed support.
Discussion
Prior research has advanced a mere presence hypothesis, which
suggests that cell
phones act as an environmental nuisance that can incite negative
outcomes for
conversation partners. This study sought to test the mere
presence hypothesis further
through experimental observation of unstructured conversations
between relationship
partners in which the presence or absence of participants’
phones was manipulated.
Two important findings emerged in the analyses that potentially
clarify findings on
the mere presence hypothesis. First, no significant differences
on conversation satis-
faction occurred between the experimentally manipulated cell-
phone-absence and
cell-phone-presence conditions and therefore these data fail to
replicate previous
research on the mere presence hypothesis. Second, significant
differences did occur
when groups were demarcated based on participants’
25. recollection of the absence or
presence of cell phones during their conversations. Specifically,
those participants who
reported recalling a cell phone present during their
conversations reported greater
reductions in conversation satisfaction from pretest to posttest
than those who
reported not recalling a cell phone during their conversations.
There are at least two
important implications to these findings.
First, the mere presence hypothesis needs further explication.
The findings indicate
a change in satisfaction levels for individuals’ who reported the
presence of a cell
phone during their conversations. Prior research on the mere
presence hypothesis
(Misra et al., 2014; Przybylski & Weinstein, 2012) does not
clearly specify whether the
negative outcomes associated with cell-phone presence rely on
observers’ recollec-
tions. In these studies, the phones are placed in the visual field
of observers; however,
it is unclear whether observers noticed the cell phones. Thus,
the findings of the
present study indicate that the presence of a cell phone may
need to be perceptually
salient to conversation participants in order for it to have a
disruptive effect.
This finding is intriguing when considered in the context of
previous work on expectancy
violations. Specifically, research on expectancy violation theory
(EVT; Burgoon & Hale,
1988) has demonstrated that an observer need not be
consciously aware of a violation for it
26. to have an effect on cognitions or interactions (Afifi &
Burgoon, 1998). This study suggests,
alternatively, that conscious awareness is potentially necessary
for the mere presence
hypothesis to occur; that is, when individuals recall a phone as
a cue within the environ-
ment, regardless of whether it actually is in the environment,
satisfaction decreases com-
pared to individuals who do not recall this cue in their
conversation environment.
The findings of this study may support previous research …
Article Critique Paper
COMM 3023
Overview
Purpose is to critique a quantitative research study using an
experimental design.
Study should be from taken from 1 of the articles found on
Canvas.
Paper should be 8-10 pages
Literature Review
Summary of Study
What was the main purpose of the study?
What were the independent and dependent variables examined
in the study?
27. What were the methods used?
What were the findings?
What were the hypotheses? Identify type of hypotheses tested in
the study.
Critique of Literature Review
Discuss if the study variables were clearly defined.
Did they provide a rationale or arguments to support their
hypotheses?
Did they provide evidence to support their hypotheses(e.g., past
research findings)?
Critique of Methods
Critique of Sampling Strategy
Was the sampling frame appropriate?
How representative was the sample?
Are there sampling biases that are of concern?
28. Critique of Methods
Critique of Study Measures
Evaluate based on face validity
Are there additional info provided to suggest good validity for
the measures used? If so, what?
How are the reliabilities for the measures? Are they acceptable
based on our criteria?
Critique of Methods
Critique of Study Design
Consider the different threats to internal validity (pick at least 2
to assess)
Consider threats to external validity
How well/poorly did the study deal with these threats?
Provide evidence to justify your responses.
Critique of Discussion
Did the study describe limitations?
Did the study talk about implications of their results?
Did the study suggest areas for future research?
Conclusion
Recommendations for improvement
How could the study have been improved? (e.g., better job
defining the variables, supporting the hypotheses, improved
29. methods & measures, etc.)
Result of Critique
Based on your assessment, judge the quality of this study from a
methods perspective using a grading scale A-F.
Justify your grade.
.325.2936
APA—MANUSCRIPT FORMAT
Use a 1 inch margin on the left, right, top, and bottom. Indent
each paragraph with 5-7 spaces (1 tab). Do not justify
the right margin. Do not break (hyphenate) words at the end of
the line. Type a horizontal ruler in each table.
Number all pages consecutively and identify each page, starting
with the title page, with a shortened version of the
title as well as a page number in the upper right-hand corner 1/2
inch from the top of the page.
Put the abstract, if there is one, on a page by itself immediately
after the title page, with the heading “Abstract”
centered at the top of the page. Run into your text all quotations
of fewer than 40 words and enclose them with
quotation marks. For quotes of more than 40 words, set them
off from the text by indenting all lines 5 spaces from
the left margin, double space above and below, and double
space the quote itself; omit the quotation marks.
30. Do not label the introduction with a heading. For other main
sections of the paper, such as “Method” and “Results,”
center the heading, use capital and small letters, do not
underline them, and double space above and below them. If
you use another level of heading below the main level, begin at
the left margin, use capital and small letters, and
italicize the heading.
REFERENCE CITATIONS IN TEXT
Parenthetical citations for direct quotes should include the
author’s last name, the year of publication, and the page
number(s), Example: (Jones, 1995, p. 00). Titles of articles are
placed within quotation marks; books and journal
titles are italicized. Below are examples of parenthetical
citations for paraphrasing.
One author
Critics of the tests felt the subjects should be informed of the
side effects (Jones, 1968).
Jones (1968) felt that the subjects should have been informed of
the possible side effects.
A work of two authors
Pepinsky and Cox (1977) show that a teacher’s language reveals
hidden biases.
One study (Pepinsky & Cox, 1977) showed that a teacher’s
language reveals hidden biases.
A work with three or more authors
31. Smith, Jones, Carson, and Fleming (1988) attempted to
complete the project. [First reference to the work]
In the work of Smith et al. (1988), an attempt was made to
complete the project. [Second reference to the work]
A corporate author
An earlier forecast was even more alarmist (Editors of The New
Republic. 1975).
Author unknown
One article (“Fasten Your Seatbelt,” 1988) listed the reasons
people do not buckle their seatbelts.
One of two or more works by the same author(s)
Disease was claimed to be the main reason for losing the battle
(Smith, 1980a).
When citing one of two or more works by the same author, the
date tells the reader which source you mean. The
above example shows how to document when there are two
works by the same author in the same year.
Two or more works by different authors
Two studies (Jones, 1978; Lloyd & Jenkins, 1980) found that
periodic inspections reduced the chances of possible
malfunctions.
32. REFERENCE LIST
The list of sources is titled References (Reference if you have a
single source) and appears on a new page after
the body of the essay and before the appendices and is centered
at 1” in upper and lower case.
Reference lists are arranged alphabetically by author’s last
name (or, if there is no author, by the first main
word of the title) followed by the year of publication, the title
of the reference, the location of publication, and the
name of the publisher.
The reference list is to be double spaced within and between all
entries including the title and uses a hanging
indent of 5-7 spaces or .5 inch (note: The citation examples on
this page are not double-spaced due to space
constraints). These are basic guidelines; use the following
examples for specific citation formats.
Book with a single author
Stuart, D. (1982). History of the boxer rebellion. Boston:
Academic Press.
Book with two or more authors
Webster, D., & Jones, J. (1979). History of southern agriculture.
New York: Alfred A. Knopf.
Book with an editor (Ed.) or editors (Eds.)
Jacoby, F., & Dowdy, R. (Eds.). (1985). Stressful life events:
33. Their nature and effects. New York: John Wiley.
Book with a corporate author
Editors of The Progressive. (1970). The crisis of survival.
Glenview, IL: Scott, Foresman.
An anonymous book
Webster’s seventh new collegiate dictionary. (1963).
Springfield, IL: G. & C. Merriam.
Two or more works by the same author(s) in the same year
Gardner, H. (1973a). The arts and human development. New
York: John Wiley.
Gardner, H. (1973b). The quest for mind. New York: Alfred A.
Knopf.
Works by the same author are arranged by publication date.
Works by the same author published in the same year
are arranged alphabetically with a letter added to the date.
A work in more than one volume
Lincoln, A. (1953). The collected works of Abraham Lincoln.
(R. P. Bailer, Ed.). (Vol. 5). New Brunswick: Rutgers
University Press.
An article or chapter in an edited book
Paykel, E. S. (1974). Life stress and psychiatric disorder:
Applications of the clinical approach. In B. S.
Dohrenwend & B. P. Dohrenwend (Eds.), Stressful life events:
Their nature and effects (pp. 239-254). New
York: John Wiley.
Article in a Journal with continuous pagination throughout the
annual volume
Emery, R. E. (1982). Marital turmoil: Interpersonal conflict and
34. the children of discord and divorce. Psychological
Bulletin, 92, 310-330.
Article in a journal that pages Issues separately
Boyd, S. (1981). Nuclear terror. Adaptation to Change, 7(4), 20-
23.
Article in a magazine
Van Gelder, L. (1986, December). Countdown to motherhood:
When should you have a baby? Ms., 37-39, 74.
Article in a newspaper
Herbers, J. (1988, March 6). A different Dixie: Few but sturdy
threads tie new South to old. The New York Times,
sec. 4, p. 1.
Unsigned article
The right to die. (1976. October 11). Time, 101.
A Review
Dinnage, R. (1987, November 29). Against the master and his
men. [Review of the book: A mind of her own: The
life of Karen Horney]. The New York Times Book Review, 10-
11.
A videotape or other nonprint source
Heeley, D. (Producer), & Kramer, J. (Director). (1988). Bacall:
Reflections on Bogart [Videotape]. New York:
WNET Films.
Reference: American Psychological Association. (2001).
Publication manual of the American Psychological
Association. (5th ed.). Washington, D.C.
35. Conoco P
CITING ONLINE SOURCES—APA
IN TEXT
The basic format for citing online works in a paper is similar to
printed sources. See the Writing Center handout
APA MANUSCRIPT FORMAT for citing printed sources. Use
the author or organization, if available, followed by
a comma and the year of publication. If the author/organization
is not available, then use the name of the
website/web page or the title/description of the work or article.
Examples: Roberts (2002) states that modern theorists agree. .
. .
According to the American Psychological Association
(2001), advances in. . . .
If there is no apparent publication date or update year of the
website, use n.d. (for “not dated”) in the parentheses.
Example: According to Williams (n.d.), the best solution . . . .
Cite the specific part of an on-line book or journal using the
page of chapter, when available,
Example: (Cox & Smith, 2003, p/ 330) or (Williams, 2000,
chap.3)
36. For electronic sources that do not have a page, chapter,
paragraph heading, figure, table, or equation number, use the
Paragraph number (if the paragraphs are not numbered, count
them), preceded by the paragraph symbol.
Example: (Jones, 2001, ¶ 5)
E-mail messages, conversations via bulletin boards, and
electronic discussion groups are cited as personal
communications in the text only and do not appear in the
reference list.
REFERENCE LIST
The format for online sources in the reference list follows
closely that for print sources. Print and online/electronic
sources are listed together in alphabetical order in the reference
list. The reference list is double spaced throughout
and uses a hanging indent of 5-7 spaces or .5 inch.
Retrieve as much of the following information as possible; if
one item on the list is not available, skip to the next
item.
1. Author’s last name, first name (or organization name or title)
2. Publication date (year, month day)
3. Title (if not used above)
4. Retrieval date (when you accessed it)
5. Complete network address (URL)
Examples:
Brown, K. L. (2000, December 7). Assignment #1: Explain the
effects of electronic media on research methods.
Retrieved January 4, 2001, from
37. http://www.haw.edu/psych/courses/spOl/klb
National Organization. (n.d.). Research for Beginners.
Retrieved April 15, 2005, from http://www.awebsite.com
Advanced Research. (2003). Retrieved July 4, 2005, from
http://www.anotherwebsite.com
Reference: American Psychological Association. (2001).
Publication manual of the American Psychological
Association. (5th ed.). Washington, D.C.
.2936
APA TITLE PAGE
38. APA Title Page Instructions
Margins: Top 1/2” (.5), Bottom, left and right margins 1”.
Use the first, two-three keywords from the title in the header
and five spaces between the keywords and the page number,
and, yes, the title page is numbered.
The words Running head are typed as shown here. After a
colon, use a shortened form (not to exceed 50 characters,
including punctuation and spaces) of the title in all caps. Never
hyphenate (split) words between lines.
39. The title of the paper is centered on the page and begins
approximately 5” from the top of the page or 24 lines below the
running head. Use only one size/style font (no bold, italic, or
underline) on the title page and throughout the paper.
The title of the paper should be no more than 10- 12 words. A
good title is concise and informs the reader of the main content
of the paper. Avoid language such as “a study of.”
Reference: American Psychological Association. (2001).
Publication manual of the American Psychological Association.
(5th ed.). Washington, D.C.
Individual Differences 1
Running head: INDIVIDUAL DIFFERENCES
Individual Differences in