Methods II Preview Assignment
No examples for answering questions part. Find Abstract example next page.
Abstract
Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then viewed an eight person lineup that
altered the lineup instructions (they were told the target was either present, might be present, or
they were not given any information, though in reality the target “suspect” was always missing).
The authors predicted that participants would both choose a suspect and be more confident in
their choice when told the target was present compared to the other two conditions. Results
confirmed this prediction. In study two, 337 participants also received either the target present or
might not be present instructions, though they were given a lineup that differed in size (eight
versus four members). Like study one, participants in the target present condition chose and were
more confident in their choice than participants in the target might be present condition, but only
when given an eight person lineup. This implies that telling someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups, confidence
Commented [LL1]: Abstract heading starts on its own
page, centered and bold
Commented [LL2]: Everything in Abstract should be
double-spacing, times new roman font and 12 font size
Commented [LL3]: First line not indent in Abstract
Commented [L4]: The student wrote this in 189 words!
It’s a lot of information in a short amount of space, so make
sure to edit it a lot to get all relevant information in place.
Commented [LL5]: Make sure you indicated research
questions, hypotheses, IV&DV, participants, results, general
conclusion/implication of the study.
Commented [LL6]: Italicize “Keywords” phrase
Commented [L7]: 0.5 inch indent for Keywords, and
italicize “Keywords”
Commented [L8]: Make sure to include at 3-5
EFFECTIVE keywords, that is, when writing keywords, you
must think what words you could have in helping someone
find your research. Independent variables, experimental
design, hypotheses… are NOT good keywords.
METHODS II PREVIEW ASSIGNMENT 1
Methods II Preview Assignment Instructions (Worth 40 Points)
METHODS II PREVIEW ASSIGNMENT 2
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a
brief preview to the paper you will write in Methods II next semester. Not only do I want
you to see what will go into your eventual Methods II research paper, but I also want to
make sure that you can write a clear, succinct paragraph for a research study that covers
all of the relevant information needed to convey the important parts of.
PSY 326 Research Methods Week 2 GuidanceWelcome to Week 2 of Res.docxwoodruffeloisa
PSY 326 Research Methods Week 2 Guidance
Welcome to Week 2 of Research Methods! This week, you will have an overview of qualitative versus quantitative, and experimental versus non-experimental research approaches. Required resources are sections 1.2, 1.3, 2.1, and 5.2 of the textbook (Newman, 2016), two research studies (Blixen, Perzyski, Bukah, Howland, & Sajatovic, 2016; Boyers & Rowe, 2018), and three helpful videos about writing research questions and hypotheses. The videos are linked in the Course Materials and the written assignment prompt.
Assignments for the week include a discussion, an interactive learning activity and quiz, a journal exercise, and a written assignment. To see how your assignments will be graded, look at the rubrics accessible through a link on the screen for each discussion or assignment.
The Week 2 discussion is Method Comparisons. Your initial post is due by Day 3, and all replies are due by Day 7. To prepare for the discussion, read the sections of the textbook listed above and the lecture portion of this instructor guidance. Your initial discussion post will have two parts. The first part is the same for everyone. Explain the similarities and differences between qualitative and quantitative research. Then, explain the difference between experimental and non-experimental research.
The second part of the post is a jigsaw puzzle. Instead of having the entire class read and report on four categories of research, each person will research and report on one category. Categories are assigned based on the first letter of your last name. When you determine your assigned category, use the Research Methods research guide and the databases in the Ashford University Library to find at least two scholarly/peer-reviewed articles about that type of research. Then, describe the features of the research category, name at least one specific research design in the category, and suggest a suitable topic for this type of research. Document your sources in APA style.
At least three replies to the initial posts of classmates will be required for this discussion, because you must read and respond to at least one post about each of the other three research categories. As the expert on your assigned category, you will also be expected to respond to questions posted on your thread by others. See the discussion prompt for complete details.
After you have learned about the research design categories from the assigned readings and participating in the discussion, you will be ready to do the interactive learning activity and take the quiz called Name That Design Category, due by Day 6. In the first part of the learning activity, match the name of the design category with its description. In the scenarios presented in the second part of the learning activity, you must select all categories of research that apply, and not select any that do not apply to the described research situation. When you have mastered the interactive learning activity, ...
Running head METHODS II PREVIEW ASSIGNMENT INSTRUCTIONS 1MET.docxjeanettehully
Running head: METHODS II PREVIEW ASSIGNMENT INSTRUCTIONS 1
METHODS II PREVIEW ASSIGNMENT 7
Methods II Preview Assignment Instructions (Worth 40 Points)
Emanuele Rizzi
Florida International University
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a brief preview to the paper you will write in Methods II next semester. Not only do I want you to see what will go into your eventual Methods II research paper, but I also want to make sure that you can write a clear, succinct paragraph for a research study that covers all of the relevant information needed to convey the important parts of a study in a single paragraph (i.e. an Abstract).
The Abstract is one of the first items readers see. You need to convey a lot of information in this very short paragraph, as the potential reader will decide whether to read your full paper based on the information in the Abstract. There are several elements needed in the Abstract about research studies, including information about: a) the research question(s), b) the participants, c) the experimental methodology, d) the findings, and e) the conclusions / implications. Being able to write a precise yet succinct Abstract takes some effort, so make sure you go through several drafts before settling on your final version. Make sure to include keywords / key phrases as well (keywords are an essential part of articles, as these are the words or phrases that library databases like PsycInfo provide to searchers interested in specific topics. Well, the authors actually recommended these keywords, so include them for this short Abstract Assignment).
2). APA Formatting Purpose
This Article Critique assignment should once again assess your ability to follow APA formatting guidelines. Use Chapter 14 in your Smith and Davis textbook for help, and look at the instructions on the next page for guidance with formatting
3). Writing Purpose
I want to make sure you can write clearly and specifically, summarizing what might be a 20 page paper in a single paragraph. This assignment serves that purpose.
Methods II Preview Assignment (Worth 20 Points)
You will read a paper written by an actual Research Methods and Design II student from a prior semester. This paper includes two studies the student conducted, with Study One introducing the main variables and Study Two offering an extension with replication of Study One. Your job is to read the whole paper and then answer the following.
You will have a CANVAS quiz to upload your answers
In Part One, Answer the following (1 point for each question, or 9 points total):
1. What is the hypothesis for study one? Please give me both the null and alternative hypotheses when you answer this question
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
3. What is the dependent variable(s) ...
Article is uploaded1). Psychological PurposeThis paper serv.docxssusera34210
Article: is uploaded
1). Psychological Purpose
This paper serves several purposes, the first of which is helping you gain insight into research papers in psychology. As this may be your first time reading and writing papers in psychology, one goal of Paper I is to give you insight into what goes into such papers. This article critique paper will help you learn about the various sections of an empirical research report by reading at least
one
peer-reviewed articles (articles that have a Title Page, Abstract*, Literature Review, Methods Section, Results Section, and References Page—I have already selected some articles for you to critique, so make sure you only critique one in the folder provided on Canvas) This paper will also give you some insights into how the results sections are written in APA formatted research articles. Pay close attention to those sections, as throughout this course you’ll be writing up some results of your own!
In this relatively short paper, you will read one of five articles posted on Canvas and summarize what the authors did and what they found. The first part of the paper should focus on summarizing the design the authors used for their project. That is, you will identify the independent and dependent variables, talk about how the authors carried out their study, and then summarize the results (you don’t need to fully understand the statistics in the results, but try to get a sense of what the authors did in their analyses). In the second part of the paper, you will critique the article for its methodological strengths and weaknesses. Finally, in part three, you will provide your references for the Article Critique Paper in APA format.
2). APA Formatting Purpose
The second purpose of the Article Critique paper is to teach you proper American Psychological Association (APA) formatting. In the instructions below, I tell you how to format your paper using APA style. There are a lot of very specific requirements in APA papers, so pay attention to the instructions below as well as the APA style powerpoint on Canvas. We are using the 7th edition of the APA style manual.
3). Writing Purpose
Finally, this paper is intended to help you grow as a writer. Few psychology classes give you the chance to write papers and receive feedback on your work. This class will! We will give you feedback on this paper in terms of content, spelling, and grammar.
Article Critique Paper (60 points possible)
Each student is required to write an article critique paper based on one of the research articles present on Canvas only those articles listed on Canvas can be critiqued – if you critique a different article, it will not be graded). If you are unclear about any of this information, please ask.
What is an article critique paper?
An article critique is a written communication that conveys your understanding of a research article and how it relates to the conceptual issues of interest to this course.
This article critique .
WRITING AN ACTION RESEARCH DISSERTATION PART TWOINTRODU.docxambersalomon88660
WRITING AN ACTION RESEARCH DISSERTATION: PART
TWO
INTRODUCTION
Welcome to the second part of our two-part media presentation. In the first part, we talked about key tools for
successful academic writing and gave an example of how these tools can make your dissertation writing
process faster and help you create a stronger dissertation document. This second part of our two-part media
presentation applies those key tools to the specific challenges of writing an action research dissertation.
PROCESS OF WRITING
The process of writing the research dissertation involves finding ways to help your readers understand both the
philosophy of research underlying the study and the methods employed in the study.
ACTION RESEARCH ROLES
It will be important to help your readers to understand the roles of the Principal Investigator and the participants
in your Action Research study. Rather than the "all-knowing" researcher who controls conditions and conducts
an experiment on or to someone or something else, Action Research assumes that the participants themselves
have insight and an important perspective and role.
ACTION RESEARCH METHODS
As a writer, you will want to help your reader understand that this idea of democratizing the research process
applies regardless of the research methodology used. Action Research involves methods that would be
familiar in both qualitative and quantitative types of research, and it would be very common to find mixed
methods in a particular study. Regardless of the methodology used, the participants can and will play an active
role at each step of the research process.
Help your readers to understand that the participants are active in the research process of planning, deciding,
and helping to shape the implementation of the study protocol and analysis of the findings. Also, help your
readers to understand that findings are interpreted or understood in part based on "meaningfulness" to the
participants engaged in the work.
An example might be a study on abusive behavior in hospitals among nursing and other staff. Members of the
study team could help refine the survey instruments, later take the survey themselves as part of the participant
pool, and help to interpret the findings.
IMPLICATIONS FOR WRITING...
In the next few minutes, we will discuss four elements of writing the action research dissertation. You will want
your dissertation to clearly explain the following:
1. How the research questions that you asked led you to decide to use action research.
2. How the research questions that you asked informed they way in which you organized and presented
your discussion of prior research.
3. How you balanced the two goals of being of service and avoiding risk to participants within the action
research paradigm.
4. The reporting of outcomes and analysis of outcomes.
ACTION RESEARCH DISSERTATIONS
Action Research dissertations are, by their nature, research studies in which the roles of the Princi.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
InstructionsOne of the many tasks involved in writing a disserta.docxcarliotwaycave
Instructions
One of the many tasks involved in writing a dissertation or a research article is being able to justify the choice of one methodology over others. Just as critical to the feasibility of a study is the stated rationale for selecting a specific research design. This week, you are introduced to two research designs that have several features in common; there are also stark contrasts that are identifiable.
For this week’s assignment, consider what you have learned about the case study and phenomenological research designs. Using the same research problem developed in Week 1, how could you use these designs to gain insights to fulfill the purpose of your study?
Begin by selecting the approach that best fits the problem. Use the resources provided, and at least three other peer-reviewed articles to defend your choice (two pages minimum). Create a one-page critique of the other research design that includes arguments why the design may not suitable for researching your problem. Include a summary of the key arguments for your choice.
Length: 3-4 pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Upload your document and click the Submit to Dropbox button.
NORMAN, ELTON_BUS7380-8-3 2
NORMAN, ELTON_BUS7380-8-3 1
Justify the Use of Qualitative Designs: Case Study or Phenomenology
BUS-7380 Assignment # 3
Elton Norman
Dr. Vicki Lindsay
19 October 2019
Hi Elton,
The topic of this week's assignment included reading all of the material that was required satisfactorily to explain the required information. With the required reading and the research project that you discussed in week one's assignment, you were to determine which of the two types of qualitative research designs that you read about this week would fit your topic that you explained in the first week's assignment by discussing and critiquing within two pages how you would use that type of design to plan your project. Then, you were to take one full page to critique how the design that you found that would not be suitable in fitting your proposed research project by using key arguments, which you would have found in your required reading. These required three pages of critique and discussion did not include your introduction or conclusion of your research paper. Therefore, this project was supposed to be succinct enough to clearly and concisely explain your thought process in a scholarly paper (using citations for all information) to only include up to four pages total.
The feedback process for this paper, as well as your other assignments, consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found with ...
PSY 326 Research Methods Week 2 GuidanceWelcome to Week 2 of Res.docxwoodruffeloisa
PSY 326 Research Methods Week 2 Guidance
Welcome to Week 2 of Research Methods! This week, you will have an overview of qualitative versus quantitative, and experimental versus non-experimental research approaches. Required resources are sections 1.2, 1.3, 2.1, and 5.2 of the textbook (Newman, 2016), two research studies (Blixen, Perzyski, Bukah, Howland, & Sajatovic, 2016; Boyers & Rowe, 2018), and three helpful videos about writing research questions and hypotheses. The videos are linked in the Course Materials and the written assignment prompt.
Assignments for the week include a discussion, an interactive learning activity and quiz, a journal exercise, and a written assignment. To see how your assignments will be graded, look at the rubrics accessible through a link on the screen for each discussion or assignment.
The Week 2 discussion is Method Comparisons. Your initial post is due by Day 3, and all replies are due by Day 7. To prepare for the discussion, read the sections of the textbook listed above and the lecture portion of this instructor guidance. Your initial discussion post will have two parts. The first part is the same for everyone. Explain the similarities and differences between qualitative and quantitative research. Then, explain the difference between experimental and non-experimental research.
The second part of the post is a jigsaw puzzle. Instead of having the entire class read and report on four categories of research, each person will research and report on one category. Categories are assigned based on the first letter of your last name. When you determine your assigned category, use the Research Methods research guide and the databases in the Ashford University Library to find at least two scholarly/peer-reviewed articles about that type of research. Then, describe the features of the research category, name at least one specific research design in the category, and suggest a suitable topic for this type of research. Document your sources in APA style.
At least three replies to the initial posts of classmates will be required for this discussion, because you must read and respond to at least one post about each of the other three research categories. As the expert on your assigned category, you will also be expected to respond to questions posted on your thread by others. See the discussion prompt for complete details.
After you have learned about the research design categories from the assigned readings and participating in the discussion, you will be ready to do the interactive learning activity and take the quiz called Name That Design Category, due by Day 6. In the first part of the learning activity, match the name of the design category with its description. In the scenarios presented in the second part of the learning activity, you must select all categories of research that apply, and not select any that do not apply to the described research situation. When you have mastered the interactive learning activity, ...
Running head METHODS II PREVIEW ASSIGNMENT INSTRUCTIONS 1MET.docxjeanettehully
Running head: METHODS II PREVIEW ASSIGNMENT INSTRUCTIONS 1
METHODS II PREVIEW ASSIGNMENT 7
Methods II Preview Assignment Instructions (Worth 40 Points)
Emanuele Rizzi
Florida International University
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a brief preview to the paper you will write in Methods II next semester. Not only do I want you to see what will go into your eventual Methods II research paper, but I also want to make sure that you can write a clear, succinct paragraph for a research study that covers all of the relevant information needed to convey the important parts of a study in a single paragraph (i.e. an Abstract).
The Abstract is one of the first items readers see. You need to convey a lot of information in this very short paragraph, as the potential reader will decide whether to read your full paper based on the information in the Abstract. There are several elements needed in the Abstract about research studies, including information about: a) the research question(s), b) the participants, c) the experimental methodology, d) the findings, and e) the conclusions / implications. Being able to write a precise yet succinct Abstract takes some effort, so make sure you go through several drafts before settling on your final version. Make sure to include keywords / key phrases as well (keywords are an essential part of articles, as these are the words or phrases that library databases like PsycInfo provide to searchers interested in specific topics. Well, the authors actually recommended these keywords, so include them for this short Abstract Assignment).
2). APA Formatting Purpose
This Article Critique assignment should once again assess your ability to follow APA formatting guidelines. Use Chapter 14 in your Smith and Davis textbook for help, and look at the instructions on the next page for guidance with formatting
3). Writing Purpose
I want to make sure you can write clearly and specifically, summarizing what might be a 20 page paper in a single paragraph. This assignment serves that purpose.
Methods II Preview Assignment (Worth 20 Points)
You will read a paper written by an actual Research Methods and Design II student from a prior semester. This paper includes two studies the student conducted, with Study One introducing the main variables and Study Two offering an extension with replication of Study One. Your job is to read the whole paper and then answer the following.
You will have a CANVAS quiz to upload your answers
In Part One, Answer the following (1 point for each question, or 9 points total):
1. What is the hypothesis for study one? Please give me both the null and alternative hypotheses when you answer this question
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
3. What is the dependent variable(s) ...
Article is uploaded1). Psychological PurposeThis paper serv.docxssusera34210
Article: is uploaded
1). Psychological Purpose
This paper serves several purposes, the first of which is helping you gain insight into research papers in psychology. As this may be your first time reading and writing papers in psychology, one goal of Paper I is to give you insight into what goes into such papers. This article critique paper will help you learn about the various sections of an empirical research report by reading at least
one
peer-reviewed articles (articles that have a Title Page, Abstract*, Literature Review, Methods Section, Results Section, and References Page—I have already selected some articles for you to critique, so make sure you only critique one in the folder provided on Canvas) This paper will also give you some insights into how the results sections are written in APA formatted research articles. Pay close attention to those sections, as throughout this course you’ll be writing up some results of your own!
In this relatively short paper, you will read one of five articles posted on Canvas and summarize what the authors did and what they found. The first part of the paper should focus on summarizing the design the authors used for their project. That is, you will identify the independent and dependent variables, talk about how the authors carried out their study, and then summarize the results (you don’t need to fully understand the statistics in the results, but try to get a sense of what the authors did in their analyses). In the second part of the paper, you will critique the article for its methodological strengths and weaknesses. Finally, in part three, you will provide your references for the Article Critique Paper in APA format.
2). APA Formatting Purpose
The second purpose of the Article Critique paper is to teach you proper American Psychological Association (APA) formatting. In the instructions below, I tell you how to format your paper using APA style. There are a lot of very specific requirements in APA papers, so pay attention to the instructions below as well as the APA style powerpoint on Canvas. We are using the 7th edition of the APA style manual.
3). Writing Purpose
Finally, this paper is intended to help you grow as a writer. Few psychology classes give you the chance to write papers and receive feedback on your work. This class will! We will give you feedback on this paper in terms of content, spelling, and grammar.
Article Critique Paper (60 points possible)
Each student is required to write an article critique paper based on one of the research articles present on Canvas only those articles listed on Canvas can be critiqued – if you critique a different article, it will not be graded). If you are unclear about any of this information, please ask.
What is an article critique paper?
An article critique is a written communication that conveys your understanding of a research article and how it relates to the conceptual issues of interest to this course.
This article critique .
WRITING AN ACTION RESEARCH DISSERTATION PART TWOINTRODU.docxambersalomon88660
WRITING AN ACTION RESEARCH DISSERTATION: PART
TWO
INTRODUCTION
Welcome to the second part of our two-part media presentation. In the first part, we talked about key tools for
successful academic writing and gave an example of how these tools can make your dissertation writing
process faster and help you create a stronger dissertation document. This second part of our two-part media
presentation applies those key tools to the specific challenges of writing an action research dissertation.
PROCESS OF WRITING
The process of writing the research dissertation involves finding ways to help your readers understand both the
philosophy of research underlying the study and the methods employed in the study.
ACTION RESEARCH ROLES
It will be important to help your readers to understand the roles of the Principal Investigator and the participants
in your Action Research study. Rather than the "all-knowing" researcher who controls conditions and conducts
an experiment on or to someone or something else, Action Research assumes that the participants themselves
have insight and an important perspective and role.
ACTION RESEARCH METHODS
As a writer, you will want to help your reader understand that this idea of democratizing the research process
applies regardless of the research methodology used. Action Research involves methods that would be
familiar in both qualitative and quantitative types of research, and it would be very common to find mixed
methods in a particular study. Regardless of the methodology used, the participants can and will play an active
role at each step of the research process.
Help your readers to understand that the participants are active in the research process of planning, deciding,
and helping to shape the implementation of the study protocol and analysis of the findings. Also, help your
readers to understand that findings are interpreted or understood in part based on "meaningfulness" to the
participants engaged in the work.
An example might be a study on abusive behavior in hospitals among nursing and other staff. Members of the
study team could help refine the survey instruments, later take the survey themselves as part of the participant
pool, and help to interpret the findings.
IMPLICATIONS FOR WRITING...
In the next few minutes, we will discuss four elements of writing the action research dissertation. You will want
your dissertation to clearly explain the following:
1. How the research questions that you asked led you to decide to use action research.
2. How the research questions that you asked informed they way in which you organized and presented
your discussion of prior research.
3. How you balanced the two goals of being of service and avoiding risk to participants within the action
research paradigm.
4. The reporting of outcomes and analysis of outcomes.
ACTION RESEARCH DISSERTATIONS
Action Research dissertations are, by their nature, research studies in which the roles of the Princi.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
InstructionsOne of the many tasks involved in writing a disserta.docxcarliotwaycave
Instructions
One of the many tasks involved in writing a dissertation or a research article is being able to justify the choice of one methodology over others. Just as critical to the feasibility of a study is the stated rationale for selecting a specific research design. This week, you are introduced to two research designs that have several features in common; there are also stark contrasts that are identifiable.
For this week’s assignment, consider what you have learned about the case study and phenomenological research designs. Using the same research problem developed in Week 1, how could you use these designs to gain insights to fulfill the purpose of your study?
Begin by selecting the approach that best fits the problem. Use the resources provided, and at least three other peer-reviewed articles to defend your choice (two pages minimum). Create a one-page critique of the other research design that includes arguments why the design may not suitable for researching your problem. Include a summary of the key arguments for your choice.
Length: 3-4 pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Upload your document and click the Submit to Dropbox button.
NORMAN, ELTON_BUS7380-8-3 2
NORMAN, ELTON_BUS7380-8-3 1
Justify the Use of Qualitative Designs: Case Study or Phenomenology
BUS-7380 Assignment # 3
Elton Norman
Dr. Vicki Lindsay
19 October 2019
Hi Elton,
The topic of this week's assignment included reading all of the material that was required satisfactorily to explain the required information. With the required reading and the research project that you discussed in week one's assignment, you were to determine which of the two types of qualitative research designs that you read about this week would fit your topic that you explained in the first week's assignment by discussing and critiquing within two pages how you would use that type of design to plan your project. Then, you were to take one full page to critique how the design that you found that would not be suitable in fitting your proposed research project by using key arguments, which you would have found in your required reading. These required three pages of critique and discussion did not include your introduction or conclusion of your research paper. Therefore, this project was supposed to be succinct enough to clearly and concisely explain your thought process in a scholarly paper (using citations for all information) to only include up to four pages total.
The feedback process for this paper, as well as your other assignments, consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found with ...
Assignment 1 write an ORIGINAL brief essay of 300 words or mo.docxdeanmtaylor1545
Assignment 1:
write an ORIGINAL brief essay of 300 words or more describing the history and background of OWASP.Describe the vulnerabilities breifly?
Assignment 2:
Write an overview for Common Weakness Enumeration and their scoring system. Pick one of the common weaknesses identified and describe it.
Assignment 3:
Topic:
Then pick and three passwords: one not secure, one acceptable, and one very secure. Then write a brief description of the passwords you have chosen,
indicating why they are secure or not secure.
Assignment 4:
An IT Security consultant has made three primary recommendations regarding passwords:
Prohibit guessable passwords
1. such as common names, real words, numbers only
2. require special characters and a mix of caps, lower case and numbers in passwords
3. Reauthenticate before changing passwords
4. user must enter old pw before creating new one
5. Make authenticators unforgeable
6. do not allow email or user ID as password
Using WORD, write a brief paper of 200-300 words explaining each of these security recommendations. Do you agree or disagree with these recommendations. Would you change, add or delete any of these?
Add additional criteria as you see necesarry.
Assignment 5:
Do a bit of research on JSON and AJAX.
How do they relate to the the Same-Origin policy?
Assignment 6:
Use the Web to search for methods to prevent XSS attacks.
Write a brief description of more than one method.
Use your own words and supply references.
Assignment 7:
Topic:
The Dangers of Detailed Errors
Validating Input
Single Account Security
SQL Injection in Stored Procedures
Insecure Direct Object References
You are the web master of a college website. You share a server with other school departments such as accounting and HR.
Based on this chapter, create at least five security-related rules for staff members who are adding web pages being added to your site.
Include a justification and explanation for each rule. Rules should relate to college, staff and student, and system information security.
Assignment 8:
Do a bit if research into File Inclusion Vulnerability.
What is it?
Why is is dangerous?
What is the difference of low and remote inclusion?
What methods can me employed to prevent a security breach?
What programming languages are vulnerable to this type of attack.
Assignment 9:
Topic:
Threat Modeling
Threat Assessment
You are the web master for the Republican Party National Committee. Prepare a risk assessment analysis for your website. Some questions to consider:
Who is likely to attack your site?
When are attacks likely to occur?
What sort of attacks might take place?
How can you best minimize attacks and protect the integrity of your site?
Assignment 10:
Do a bit of research on penetration testing techniques. Investigate and document the following
Five network penetration testing techniques
Advantages and disadvantages of each
One notable social engineering test
Possible negative implications of penetration tesing.
.
Running head HOW TO WRITE A RESEARCH PROPOSAL 1 .docxcowinhelen
Running head: HOW TO WRITE A RESEARCH PROPOSAL 1
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
Insert Name Here
Dallas Baptist University
HOW TO WRITE A RESEARCH PROPOSAL 2
Abstract
The abstract is a brief summary of the entire proposal, typically ranging from 150 to 250 words.
It is different from a thesis statement in that the abstract summarizes the entire proposal, not just
mentioning the study’s purpose or hypothesis. Therefore, the abstract should outline the
proposal’s major headings: the research question, theoretical framework, research design,
sampling method, instrumentation, and data and analysis procedures. A good abstract accurately
reflects the content of the proposal, while at the same time being coherent, readable, and concise.
Do not add any information in the abstract that is not previously discussed throughout the
proposal. Notice this paragraph is not indented; the abstract will be the only paragraph in the
entire proposal that is not indented. Because it highlights the entire proposal, it would be wise to
wait and write the abstract last. This way, one merely has to reword information that was
previously written.
HOW TO WRITE A RESEARCH PROPOSAL 3
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
When social scientists desire to conduct an experiment, they first develop a proposal. A
proposal introduces the problem, purpose, and significance of a study as well as the
experimenter’s research question and hypothesis. It also gives a brief explanation of the theory
guiding the study, a review of relevant literature pertaining to the theory, and the procedure for
the experiment. The proposal should be written in American Psychological Association (APA)
format. Without an elaborate Introduction, the experimenter will leave his or her readers
wondering what exactly the purpose of the experiment is. The introduction explains in detail
several components of the experiment that must be included in any proposal. After reading the
Introduction, the reader should conclude why the experimenter is conducting the research and
how this research will affect the academic community and society at large. For this paragraph in
particular, it is sufficient to grab the reader’s attention, introduce the topic at hand, and provide a
brief definition of the theory from which the study is based.
Statement of the Problem
The “Statement of the Problem” is an imperative part of the proposal, for in order for
research to be conducted, one must notice a problem in the existing literature that has not been
previously addressed. For this section, the following questions should be answered: Why does
this research study need to be conducted? What specific issues does this study raise that have not
been observed in other literature pert ...
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
EDP 150 Thought Paper #2 (24 points) What do you need to i.docxbudabrooks46239
EDP 150 Thought Paper #2 (24 points)
What do you need to include in this paper?
In your second thought paper, you should imagine you are a researcher interested in investigating a topic
related to the psychology of gender. In a 4-page, double-spaced paper, please address the following questions:
1. What research question will you investigate? Why?
2. What method (e.g., experiment, quasi-experiment, correlation, naturalistic observation, case study,
interview, focus group) will you use to investigate your research question? Why?
3. What are two unique strengths of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each strength should be considered a strength. Note: In order to earn credit for each
strength, it must be very clear that they are each unique.
4. What are two unique weaknesses of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each weakness should be considered a weakness. Note: In order to earn credit for
each weakness, it must be very clear that they are each unique.
How long should this paper be?
This thought paper must be no longer than four, double-spaced pages. Quality of writing and coverage of the
required questions stated above is most important. However, your paper (excluding title and header with
name, date, etc.) should be at least 850 words, as it is extremely difficult to fully answer the questions
above in less than 850 words. If your submission is shorter than 850 words, you will incur a 3-point
penalty.
How should I format my paper?
Format restrictions are as follows: (1) double-spaced; (2) Times New Roman font; (3) 12-point font; (4) 1”
margins; (5) no longer than four pages; (6) Microsoft Word format (i.e., .doc, .docx); (7) minimum of 850
words beyond header and title; (8) multiple paragraphs. Please see the rubric for a breakdown of necessary
components and possible points.
What are some tips to help improve my chance of earning an A on this paper?
#1: Please proofread your paper!
Although this is not a writing class, writing coherent papers with minimal grammatical
and spelling errors is necessary for college success. Papers with numerous (~3 or more per page)
spelling/grammar, or other formatting mistakes will incur penalties. You should
reread and revise your assignment numerous times before submission. If it helps, have others proofread your
paper. Also, please be sure to adhere to the formatting restrictions.
#2: Please explicitly state major points!
It is often most beneficial to explicitly state major points in your paper (e.g., “The
research question that I will investigate is…”, or “I will use an interview because….”, or “One strength of this
approach is…”. This ensures clarity for your reader. The less ambiguity present in your writing, the higher your
final grade.
When is this paper due?
Your thought paper is due no later than Monday, April 6th at 11:59 pm. Papers submitted between Tuesday,
April.
University of Guelph, Learning Commons Library (httpwww.lib.uog.docxdickonsondorris
University of Guelph, Learning Commons Library (http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/using-scientific-journal-article-write-critical-review)
Using a Scientific Journal Article to Write a Critical Review
Writing a critical review of a journal article can help to improve your research skills. By assessing the work of others, you develop skills as a critical reader and become familiar with the types of evaluation criteria that will be applied to research in your field and thus your own research.
You are expected to read the article carefully, analyse it, and evaluate the quality and originality of the research, as well as its relevance and presentation. Its strengths and weaknesses are assessed, followed by its overall value. Do not be confused by the term critique: it does not mean that you only look at the negative aspects of what the researcher has done. You should address both the positive and negative aspects.
If your lecturer has given you specific advice on how to write a critical review, follow that advice. If not, the following steps may help you. These steps are based on a detailed description of how to analyse and evaluate a research article provided by Wood (2003) in her lab guide.
This guide is divided into two parts. The first part, "Researching the Critique," outlines the steps involved in selecting and evaluating a research article. The second part, "Writing your Critique," discusses two possible ways to structure your critique paper.
A. Researching the Critique
The questions listed under many of the subheadings in this section may provide you with a good place to begin understanding what you are looking for and what form your critique might take.
1. Select a Topic
If your lecturer does not assign a topic or a particular article for you to review, and you must choose a topic yourself, try using a review article from your field. Review articles summarize and evaluate current studies (research articles) on a particular topic. Select a review article on a topic that interests you and that is written clearly so you can understand it.
2. Select a Research Article
Use the review article to select a research article. This can be very useful in writing your critique. The review article will provide background information for your analysis, as well as establishing that the research paper you are critiquing is significant: if the paper was not so highly regarded, it would not have been selected to be reviewed.
When choosing a research article, examine the Materials & Methods section closely and make sure you have a good grasp of the techniques and methods used. If you don't, you may have difficulty evaluating them.
3. Analyse the Text
Read the article(s) carefully. As you read the article(s) use the following questions to help you understand how and why the research was carried out.
· What is the author's central purpose? Look at INTRODUCTION.
· What methods were used to accomplish this purpose (systematic recor ...
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
Create three classes for the words An abstract class called Word, a.docxbuffydtesurina
Create three classes for the words: An abstract class called Word, a class called Noun that inherits from Word, and a class called Verb that inherits from Word. The actual word is stored in class Word. The classes Noun and Verb should have different toString methods the return the word with either “(N)” or “(V)” appended.
Create three classes for the linked list: An abstract class called WordList which contains all the functionality of the linked list, and classes called UnsortedWordList and SortedWordList which inherit from WordList. Each of these two classes should have an insert method that adds a new word in the appropriate position in the list.
The GUI should now have two TextAreas: the one on left showing the contents of the unsorted list, and the one on the right showing the contents of the sorted list. The command window (ADD, DELETE, STOP) should function.
Create two menus for the GUI: One called File (with choices Open and Quit), and one called Display (with choices Nouns and Verbs).
File > Open: open the selected file, fill the linked lists and display them in the text areas.
File > Quit: exit the program.
Display > Nouns: clear the text areas and then display only the nouns on the lists.
Display > Verbs: clear the text areas and then display on the verbs on the list.
The input file will be in the following format: one word per line followed by either N or V in parenthesis: apple(N) peach(N) eat(V) .
.
Create an imaginary person you want to write to in your journal. Alt.docxbuffydtesurina
Create an imaginary person you want to write to in your journal. Alternately, it could be a real person, such as a child or a friend from grade school. Start the entry "Dear ___" as if you were writing that person a letter. Then in a brief entry, describe a relative doing something or telling a funny story. Include face and hair details, eyes, body shape and size, and special characteristics, such as a cough or a limp. Put the person in action. You will be graded on the vividness of the detail and action. Detail! Detail!
.
Create an environmental public health emergency plan for you as an i.docxbuffydtesurina
Create an environmental public health emergency plan for you as an individual (and as a family if applicable). This plan should include which emergencies it applies to; supplies, equipment necessary; evacuation plans; preparations for your home/property etc. This will require some research to find an existing emergency plan that you will modify (which will be included in the project). How you write it up and how you present it on paper is up to you. There is no formal requirement for how to display this information but the information should be clear, concise and to the point (as well as include all important information about your emergency plans). Minimum 2 pages, Maximum 4 pages. The existing plan that you will modify must be included in an appendix (does not go towards the total count of pages for your project).
.
Create an elevator speech (a 30-second speech) that illustrates why .docxbuffydtesurina
Create an elevator speech (a 30-second speech) that illustrates why it is or is not important for governments to focus on TOC groups. Support your argument.
From the e-Activity, :
discuss the role technology and the information security community (including groups such as InfraGard) play in the protection against terrorist and TOC groups.
e- Activity :
Review the White House document, “Strategy to Combat Transnational Organized Crime”, locatedat
http://www.whitehouse.gov/sites/default/files/Strategy_to_Combat_Transnational_Organized_Crime_July_2011.pdf
.
.
Create an Access database with the data given in Problem Exercise .docxbuffydtesurina
Create an Access database with the data given in Problem Exercise 7-2 on page 412 of the textbook.
The Excel file containing the data is linked herein, and is also in the Modules section at the top of that section.
Be sure to CLOSE your Access file before attempting to upload. This will insure you do not upload the Lock File (.laccdb).
.
create avatar with adobe illustratorUsing the Basic Shapes and t.docxbuffydtesurina
create avatar with adobe illustrator
Using the Basic Shapes and the Direct Selection Tool, create an avatar/character and it's accompanying environment. You must create the same environment in a daytime and night time setting. For example, if doing an underwater creature, let's say a crab, create his underwater environment in illustrator using only the basic shapes and the direct select tool. This environment will need to be created twice, once in daytime and once in nighttime. Make sure that each environment resides within their own contained layers and that the avatar has his own layer as well. Screenshot below as reference.
.
Create an argument about the supernatural facets of the natural worl.docxbuffydtesurina
Create an argument about the supernatural facets of the natural world, based on what has interested you f
r
om our sources thus far.
Explore your argument in an essay of 3-4 pages.
If you cannot come up with your own argument, consider choosing a question from the list below. You don
’
t have to respond directly to each point of the question, nor do you have to respond to all parts in the order they appear within the question.
1)
Are superstitions or mystical beliefs a good or bad thing?
Neither?
2) Why do supernatural beliefs that are tied to the natural world (and the interest in these beliefes) persist in 2016, especially when it seems so easy for us to find rational, factual, or otherwise logical theories on WHY they originated in the first place?
3) What are the effects of magical beliefs about the natural world?
Do cultures who possess such beliefs encounter more benefits, or disadvantages?
4) How do cultural beliefs and practices regarding the supernatural facets of the natural world have reflect the way certain cultures think, and how others think of them?
5) How does the concept of man versus nature present itself in our unit materials?
6) Explore the degress of objective and subjective meaning when it comes to nature and ‘magic’.
.
More Related Content
Similar to Methods II Preview Assignment No examples for answeri.docx
Assignment 1 write an ORIGINAL brief essay of 300 words or mo.docxdeanmtaylor1545
Assignment 1:
write an ORIGINAL brief essay of 300 words or more describing the history and background of OWASP.Describe the vulnerabilities breifly?
Assignment 2:
Write an overview for Common Weakness Enumeration and their scoring system. Pick one of the common weaknesses identified and describe it.
Assignment 3:
Topic:
Then pick and three passwords: one not secure, one acceptable, and one very secure. Then write a brief description of the passwords you have chosen,
indicating why they are secure or not secure.
Assignment 4:
An IT Security consultant has made three primary recommendations regarding passwords:
Prohibit guessable passwords
1. such as common names, real words, numbers only
2. require special characters and a mix of caps, lower case and numbers in passwords
3. Reauthenticate before changing passwords
4. user must enter old pw before creating new one
5. Make authenticators unforgeable
6. do not allow email or user ID as password
Using WORD, write a brief paper of 200-300 words explaining each of these security recommendations. Do you agree or disagree with these recommendations. Would you change, add or delete any of these?
Add additional criteria as you see necesarry.
Assignment 5:
Do a bit of research on JSON and AJAX.
How do they relate to the the Same-Origin policy?
Assignment 6:
Use the Web to search for methods to prevent XSS attacks.
Write a brief description of more than one method.
Use your own words and supply references.
Assignment 7:
Topic:
The Dangers of Detailed Errors
Validating Input
Single Account Security
SQL Injection in Stored Procedures
Insecure Direct Object References
You are the web master of a college website. You share a server with other school departments such as accounting and HR.
Based on this chapter, create at least five security-related rules for staff members who are adding web pages being added to your site.
Include a justification and explanation for each rule. Rules should relate to college, staff and student, and system information security.
Assignment 8:
Do a bit if research into File Inclusion Vulnerability.
What is it?
Why is is dangerous?
What is the difference of low and remote inclusion?
What methods can me employed to prevent a security breach?
What programming languages are vulnerable to this type of attack.
Assignment 9:
Topic:
Threat Modeling
Threat Assessment
You are the web master for the Republican Party National Committee. Prepare a risk assessment analysis for your website. Some questions to consider:
Who is likely to attack your site?
When are attacks likely to occur?
What sort of attacks might take place?
How can you best minimize attacks and protect the integrity of your site?
Assignment 10:
Do a bit of research on penetration testing techniques. Investigate and document the following
Five network penetration testing techniques
Advantages and disadvantages of each
One notable social engineering test
Possible negative implications of penetration tesing.
.
Running head HOW TO WRITE A RESEARCH PROPOSAL 1 .docxcowinhelen
Running head: HOW TO WRITE A RESEARCH PROPOSAL 1
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
Insert Name Here
Dallas Baptist University
HOW TO WRITE A RESEARCH PROPOSAL 2
Abstract
The abstract is a brief summary of the entire proposal, typically ranging from 150 to 250 words.
It is different from a thesis statement in that the abstract summarizes the entire proposal, not just
mentioning the study’s purpose or hypothesis. Therefore, the abstract should outline the
proposal’s major headings: the research question, theoretical framework, research design,
sampling method, instrumentation, and data and analysis procedures. A good abstract accurately
reflects the content of the proposal, while at the same time being coherent, readable, and concise.
Do not add any information in the abstract that is not previously discussed throughout the
proposal. Notice this paragraph is not indented; the abstract will be the only paragraph in the
entire proposal that is not indented. Because it highlights the entire proposal, it would be wise to
wait and write the abstract last. This way, one merely has to reword information that was
previously written.
HOW TO WRITE A RESEARCH PROPOSAL 3
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
When social scientists desire to conduct an experiment, they first develop a proposal. A
proposal introduces the problem, purpose, and significance of a study as well as the
experimenter’s research question and hypothesis. It also gives a brief explanation of the theory
guiding the study, a review of relevant literature pertaining to the theory, and the procedure for
the experiment. The proposal should be written in American Psychological Association (APA)
format. Without an elaborate Introduction, the experimenter will leave his or her readers
wondering what exactly the purpose of the experiment is. The introduction explains in detail
several components of the experiment that must be included in any proposal. After reading the
Introduction, the reader should conclude why the experimenter is conducting the research and
how this research will affect the academic community and society at large. For this paragraph in
particular, it is sufficient to grab the reader’s attention, introduce the topic at hand, and provide a
brief definition of the theory from which the study is based.
Statement of the Problem
The “Statement of the Problem” is an imperative part of the proposal, for in order for
research to be conducted, one must notice a problem in the existing literature that has not been
previously addressed. For this section, the following questions should be answered: Why does
this research study need to be conducted? What specific issues does this study raise that have not
been observed in other literature pert ...
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
EDP 150 Thought Paper #2 (24 points) What do you need to i.docxbudabrooks46239
EDP 150 Thought Paper #2 (24 points)
What do you need to include in this paper?
In your second thought paper, you should imagine you are a researcher interested in investigating a topic
related to the psychology of gender. In a 4-page, double-spaced paper, please address the following questions:
1. What research question will you investigate? Why?
2. What method (e.g., experiment, quasi-experiment, correlation, naturalistic observation, case study,
interview, focus group) will you use to investigate your research question? Why?
3. What are two unique strengths of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each strength should be considered a strength. Note: In order to earn credit for each
strength, it must be very clear that they are each unique.
4. What are two unique weaknesses of your chosen method? Please be sure to fully explain (i.e., multiple
sentences) why each weakness should be considered a weakness. Note: In order to earn credit for
each weakness, it must be very clear that they are each unique.
How long should this paper be?
This thought paper must be no longer than four, double-spaced pages. Quality of writing and coverage of the
required questions stated above is most important. However, your paper (excluding title and header with
name, date, etc.) should be at least 850 words, as it is extremely difficult to fully answer the questions
above in less than 850 words. If your submission is shorter than 850 words, you will incur a 3-point
penalty.
How should I format my paper?
Format restrictions are as follows: (1) double-spaced; (2) Times New Roman font; (3) 12-point font; (4) 1”
margins; (5) no longer than four pages; (6) Microsoft Word format (i.e., .doc, .docx); (7) minimum of 850
words beyond header and title; (8) multiple paragraphs. Please see the rubric for a breakdown of necessary
components and possible points.
What are some tips to help improve my chance of earning an A on this paper?
#1: Please proofread your paper!
Although this is not a writing class, writing coherent papers with minimal grammatical
and spelling errors is necessary for college success. Papers with numerous (~3 or more per page)
spelling/grammar, or other formatting mistakes will incur penalties. You should
reread and revise your assignment numerous times before submission. If it helps, have others proofread your
paper. Also, please be sure to adhere to the formatting restrictions.
#2: Please explicitly state major points!
It is often most beneficial to explicitly state major points in your paper (e.g., “The
research question that I will investigate is…”, or “I will use an interview because….”, or “One strength of this
approach is…”. This ensures clarity for your reader. The less ambiguity present in your writing, the higher your
final grade.
When is this paper due?
Your thought paper is due no later than Monday, April 6th at 11:59 pm. Papers submitted between Tuesday,
April.
University of Guelph, Learning Commons Library (httpwww.lib.uog.docxdickonsondorris
University of Guelph, Learning Commons Library (http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/using-scientific-journal-article-write-critical-review)
Using a Scientific Journal Article to Write a Critical Review
Writing a critical review of a journal article can help to improve your research skills. By assessing the work of others, you develop skills as a critical reader and become familiar with the types of evaluation criteria that will be applied to research in your field and thus your own research.
You are expected to read the article carefully, analyse it, and evaluate the quality and originality of the research, as well as its relevance and presentation. Its strengths and weaknesses are assessed, followed by its overall value. Do not be confused by the term critique: it does not mean that you only look at the negative aspects of what the researcher has done. You should address both the positive and negative aspects.
If your lecturer has given you specific advice on how to write a critical review, follow that advice. If not, the following steps may help you. These steps are based on a detailed description of how to analyse and evaluate a research article provided by Wood (2003) in her lab guide.
This guide is divided into two parts. The first part, "Researching the Critique," outlines the steps involved in selecting and evaluating a research article. The second part, "Writing your Critique," discusses two possible ways to structure your critique paper.
A. Researching the Critique
The questions listed under many of the subheadings in this section may provide you with a good place to begin understanding what you are looking for and what form your critique might take.
1. Select a Topic
If your lecturer does not assign a topic or a particular article for you to review, and you must choose a topic yourself, try using a review article from your field. Review articles summarize and evaluate current studies (research articles) on a particular topic. Select a review article on a topic that interests you and that is written clearly so you can understand it.
2. Select a Research Article
Use the review article to select a research article. This can be very useful in writing your critique. The review article will provide background information for your analysis, as well as establishing that the research paper you are critiquing is significant: if the paper was not so highly regarded, it would not have been selected to be reviewed.
When choosing a research article, examine the Materials & Methods section closely and make sure you have a good grasp of the techniques and methods used. If you don't, you may have difficulty evaluating them.
3. Analyse the Text
Read the article(s) carefully. As you read the article(s) use the following questions to help you understand how and why the research was carried out.
· What is the author's central purpose? Look at INTRODUCTION.
· What methods were used to accomplish this purpose (systematic recor ...
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
Create three classes for the words An abstract class called Word, a.docxbuffydtesurina
Create three classes for the words: An abstract class called Word, a class called Noun that inherits from Word, and a class called Verb that inherits from Word. The actual word is stored in class Word. The classes Noun and Verb should have different toString methods the return the word with either “(N)” or “(V)” appended.
Create three classes for the linked list: An abstract class called WordList which contains all the functionality of the linked list, and classes called UnsortedWordList and SortedWordList which inherit from WordList. Each of these two classes should have an insert method that adds a new word in the appropriate position in the list.
The GUI should now have two TextAreas: the one on left showing the contents of the unsorted list, and the one on the right showing the contents of the sorted list. The command window (ADD, DELETE, STOP) should function.
Create two menus for the GUI: One called File (with choices Open and Quit), and one called Display (with choices Nouns and Verbs).
File > Open: open the selected file, fill the linked lists and display them in the text areas.
File > Quit: exit the program.
Display > Nouns: clear the text areas and then display only the nouns on the lists.
Display > Verbs: clear the text areas and then display on the verbs on the list.
The input file will be in the following format: one word per line followed by either N or V in parenthesis: apple(N) peach(N) eat(V) .
.
Create an imaginary person you want to write to in your journal. Alt.docxbuffydtesurina
Create an imaginary person you want to write to in your journal. Alternately, it could be a real person, such as a child or a friend from grade school. Start the entry "Dear ___" as if you were writing that person a letter. Then in a brief entry, describe a relative doing something or telling a funny story. Include face and hair details, eyes, body shape and size, and special characteristics, such as a cough or a limp. Put the person in action. You will be graded on the vividness of the detail and action. Detail! Detail!
.
Create an environmental public health emergency plan for you as an i.docxbuffydtesurina
Create an environmental public health emergency plan for you as an individual (and as a family if applicable). This plan should include which emergencies it applies to; supplies, equipment necessary; evacuation plans; preparations for your home/property etc. This will require some research to find an existing emergency plan that you will modify (which will be included in the project). How you write it up and how you present it on paper is up to you. There is no formal requirement for how to display this information but the information should be clear, concise and to the point (as well as include all important information about your emergency plans). Minimum 2 pages, Maximum 4 pages. The existing plan that you will modify must be included in an appendix (does not go towards the total count of pages for your project).
.
Create an elevator speech (a 30-second speech) that illustrates why .docxbuffydtesurina
Create an elevator speech (a 30-second speech) that illustrates why it is or is not important for governments to focus on TOC groups. Support your argument.
From the e-Activity, :
discuss the role technology and the information security community (including groups such as InfraGard) play in the protection against terrorist and TOC groups.
e- Activity :
Review the White House document, “Strategy to Combat Transnational Organized Crime”, locatedat
http://www.whitehouse.gov/sites/default/files/Strategy_to_Combat_Transnational_Organized_Crime_July_2011.pdf
.
.
Create an Access database with the data given in Problem Exercise .docxbuffydtesurina
Create an Access database with the data given in Problem Exercise 7-2 on page 412 of the textbook.
The Excel file containing the data is linked herein, and is also in the Modules section at the top of that section.
Be sure to CLOSE your Access file before attempting to upload. This will insure you do not upload the Lock File (.laccdb).
.
create avatar with adobe illustratorUsing the Basic Shapes and t.docxbuffydtesurina
create avatar with adobe illustrator
Using the Basic Shapes and the Direct Selection Tool, create an avatar/character and it's accompanying environment. You must create the same environment in a daytime and night time setting. For example, if doing an underwater creature, let's say a crab, create his underwater environment in illustrator using only the basic shapes and the direct select tool. This environment will need to be created twice, once in daytime and once in nighttime. Make sure that each environment resides within their own contained layers and that the avatar has his own layer as well. Screenshot below as reference.
.
Create an argument about the supernatural facets of the natural worl.docxbuffydtesurina
Create an argument about the supernatural facets of the natural world, based on what has interested you f
r
om our sources thus far.
Explore your argument in an essay of 3-4 pages.
If you cannot come up with your own argument, consider choosing a question from the list below. You don
’
t have to respond directly to each point of the question, nor do you have to respond to all parts in the order they appear within the question.
1)
Are superstitions or mystical beliefs a good or bad thing?
Neither?
2) Why do supernatural beliefs that are tied to the natural world (and the interest in these beliefes) persist in 2016, especially when it seems so easy for us to find rational, factual, or otherwise logical theories on WHY they originated in the first place?
3) What are the effects of magical beliefs about the natural world?
Do cultures who possess such beliefs encounter more benefits, or disadvantages?
4) How do cultural beliefs and practices regarding the supernatural facets of the natural world have reflect the way certain cultures think, and how others think of them?
5) How does the concept of man versus nature present itself in our unit materials?
6) Explore the degress of objective and subjective meaning when it comes to nature and ‘magic’.
.
Create a SIOP lesson plan that integrates students reading levels.docxbuffydtesurina
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Integrate the following:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction Practice & Application
Lesson Delivery
Review & Assessment
.
Create an 8- to 10-slide Microsoft® PowerPoint® presentati.docxbuffydtesurina
Create
an 8- to 10-slide Microsoft
®
PowerPoint
®
presentation with accompanying video about effective listening, which includes the following:
A description of what makes an effective listener
An explanation of why listening skills are important for effective presentations
A description of common symptoms of poor listening skills
A description of at least two methods for improving one's listening skills
Incorporate
at least one piece of media, such as a video or animation, in which you demonstrate effective listening. To include your additional video, you must record your presentation with slides, insert your video file, and then finish recording your presentation with accompanying slides. Refer to the YouSeeU Support Center for more information on how to do this.
.
Create a Problem Statement for a study that explore Compensation I.docxbuffydtesurina
Create a Problem Statement for a study that explore
Compensation Inequality
Write a two page essay and discuss the importance of the identification of the research problem and the development of a problem statement.
Cite at least 4 Peer reviewed scholarly sources
.
Create a scenario that demonstrates a poor exchange of informa.docxbuffydtesurina
Create a scenario that demonstrates a poor exchange of information. Your scenario can be an authentic or hypothetical situation.
Course: Developing Systems Literacy
Text: McKinney, E, & Kroenke, D. (2014).
Processes, Systems, and Information: An Introduction to MIS
(2nd Edition).
.
Create a mobile application using Android™ Studio that saves d.docxbuffydtesurina
Create
a mobile application using Android
™
Studio that saves daily workout information to internal storage and not SQL Lite.
Include
and
save
the following information types:
Type of activity (e.g., bike, run, walk)
Miles
Date
Complete
the following steps:
Create three input fields - one for each of the information types above.
Create one button named, "Add" that will add the information to storage.
At the bottom of the screen, list the data contents of storage.
Ensure that every time the Add button is clicked, the data contents of storage refreshes.
.
Create a power point presentation on the subject of Banruptcy. Descr.docxbuffydtesurina
Create a power point presentation on the subject of Banruptcy. Describe the differences between Chapter 7 and 11
Descibe how bankruptcy affects american business and refernce famous bankruoty case in the United States isung case law.
Presentation should be at least 20 slides
.
Create a Microsoft PowerPoint presentation explaining the various ty.docxbuffydtesurina
Create a Microsoft PowerPoint presentation explaining the various types of construction drawings (civil, architectural, structural, MEP) and how they are interpreted. Include graphics of a plot, foundation, framing, plumbing, electrical, and HVAC plan.
Accompany each graphic with an explanation of how they are interpreted (what symbols mean, how to make calculations, what tools are needed, etc).
Discuss the use of an architects’ scale and engineer’s scale as they relate to each type of drawing displayed.
Support the presentation with research from the online course material, text, and outside sources if necessary. Properly cite all sources using the APA format.
.
Create a PowerPoint® presentation of 9 to 12 slides that you w.docxbuffydtesurina
Create
a PowerPoint
®
presentation of 9 to 12 slides that you will present in an urban, racially diverse high school.
Compare
and
contrast
each term: discrimination, prejudice, racism, institutional racism, and stereotyping.
Make
the presentation relevant to the lives of urban students in a racially diverse school.
Include
the following:
Introduction and conclusion slides
Detailed speaker notes
Graphics
Specific content referring to the lives of students in urban, mixed-race schools
How institutional racism is present in many urban schools
How racism, discrimination, and prejudice often exist in an urban high school
Format
your assignment according to appropriate course-level APA guidelines.
.
Create a PowerPoint presentation to analyzes the objectives of perso.docxbuffydtesurina
Create a PowerPoint presentation to analyzes the objectives of personnel administration and their impact in influencing international human resource management. Offer recommendations as to how human resource managers can train their employees to work with those from diverse cultures.
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists. Support your presentation with local data and at least five (5) scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included. Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.
Length: 12-15 slides (with a separate reference slide).
Notes Length: 200-350 words for each slide.
Morris, S. S., Wright, P. M., Trevor, J., Stiles, P., Stahl, G. K., Snell, S., & Farndale, E. (2009). Global challenges to replicating HR: The role of people, processes, and systems.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=45479348&site=ehost-live
Shen, J. (2011). Developing the concept of socially responsible international human resource management.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=59754931&site=ehost-live
Van Buren, H. (2008). October Fairness and the main management theories of the twentieth century: A historical review, 1900–1965.
http://search.proquest.com.proxy1.ncu.edu/docview/198014766?accountid=281
.
Create a PowerPoint presentation with 12 to 15 slides that addresses.docxbuffydtesurina
Create a PowerPoint presentation with 12 to 15 slides that addresses the following points:
Compare and contrast the ethical relativism of ancient Sophism (especially according to Thrasymachus) with that of contemporary postmodernism (especially according to Rorty).
Assess one major strength and one major weakness of ethical relativism.
Briefly illustrate an instance of contemporary ethical relativism contrasting with the Christian worldview.
In addition, create a title slide, reference slides, and slide notes that provide a detailed explanation.
Include two to three scholarly resources, which may include your textbooks and articles, and additional scholarly articles.
.
Create a PowerPoint presentation that is seven slides in length, inc.docxbuffydtesurina
Create a PowerPoint presentation that is seven slides in length, including the title and references slides, and that is designed as a presentation you might give to an audience of parents and other adult stakeholders affiliated with the school/center described in the scenario for this discussion. Attach your PowerPoint presentation to your initial post. Your presentation slides must
Describe sensory play and give an example activity.
Describe construction play and give an example activity.
Describe dramatic play and give an example activity.
Explain how play is supported by NAEYC by addressing the tenth principle from the article “
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8
.”
.
Create a power point presentationAttached is the assignment fo.docxbuffydtesurina
Create a power point presentation
Attached is the assignment for this presentation.
The 2 states to compare and contrast for Registered Dental Hygiene: New York and New Jersey
Licensing requirements- types of licensing options, test agencies accepted, associated fees, anything additional that is relevant.
Testing or additional certification requirements such as nitrous oxide administration/monitoring local anesthesia (and specifically what kind), lasers, etc.
CE requirements for Registered Dental Hygienists (#, types, etc.)
Scope of practice: dental hygienist, can also include some dental assistant duties, if relevant
Type of supervision: be specific to types of duties allowed in each level of supervision. Many states have multiple levels of supervision.
Make-up board members - how many, what dental category they fall in and length of term
Any additional pertinent information
.
Create a Policy Memo that explain and assess the advantages and chal.docxbuffydtesurina
Create a Policy Memo that explain and assess the advantages and challenges of one of the three emerging organizational structures and payment reform approaches (accountable care organizations, patient-centered medical homes, bundled payment).
Your paper must be about 1,500 words and draw upon and cite at least five high-quality references
.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Thesis Statement for students diagnonsed withADHD.ppt
Methods II Preview Assignment No examples for answeri.docx
1. Methods II Preview Assignment
No examples for answering questions part. Find Abstract
example next page.
Abstract
Two studies looked at eyewitness confidence in lineup studies.
In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then
viewed an eight person lineup that
altered the lineup instructions (they were told the target was
either present, might be present, or
they were not given any information, though in reality the target
“suspect” was always missing).
The authors predicted that participants would both choose a
suspect and be more confident in
their choice when told the target was present compared to the
other two conditions. Results
confirmed this prediction. In study two, 337 participants also
received either the target present or
2. might not be present instructions, though they were given a
lineup that differed in size (eight
versus four members). Like study one, participants in the target
present condition chose and were
more confident in their choice than participants in the target
might be present condition, but only
when given an eight person lineup. This implies that telling
someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a
lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups,
confidence
Commented [LL1]: Abstract heading starts on its own
page, centered and bold
Commented [LL2]: Everything in Abstract should be
double-spacing, times new roman font and 12 font size
Commented [LL3]: First line not indent in Abstract
Commented [L4]: The student wrote this in 189 words!
It’s a lot of information in a short amount of space, so make
sure to edit it a lot to get all relevant information in place.
Commented [LL5]: Make sure you indicated research
questions, hypotheses, IV&DV, participants, results, general
conclusion/implication of the study.
Commented [LL6]: Italicize “Keywords” phrase
3. Commented [L7]: 0.5 inch indent for Keywords, and
italicize “Keywords”
Commented [L8]: Make sure to include at 3-5
EFFECTIVE keywords, that is, when writing keywords, you
must think what words you could have in helping someone
find your research. Independent variables, experimental
design, hypotheses… are NOT good keywords.
METHODS II PREVIEW ASSIGNMENT 1
Methods II Preview Assignment Instructions (Worth 40 Points)
METHODS II PREVIEW ASSIGNMENT 2
Methods II Preview Assignment Instructions
4. 1). Psychological Purpose
The psychological purpose behind the Methods II Preview
Assignment is to give you a
brief preview to the paper you will write in Methods II next
semester. Not only do I want
you to see what will go into your eventual Methods II research
paper, but I also want to
make sure that you can write a clear, succinct paragraph for a
research study that covers
all of the relevant information needed to convey the important
parts of a study in a single
paragraph (i.e. an Abstract).
The Abstract is one of the first items readers see. You need to
convey a lot of information
in this very short paragraph, as the potential reader will decide
whether to read your full
paper based on the information in the Abstract. There are
several elements needed in the
Abstract about research studies, including information about: a).
the research question(s),
b). the participants, c). the experimental methodology, d). the
findings, and e). the
conclusions / implications. Being able to write a precise yet
succinct Abstract takes some
5. effort, so make sure you go through several drafts before
settling on your final version.
Make sure to include keywords / key phrases as well (keywords
are an essential part of
articles, as these are the words or phrases that library databases
like PsycInfo provide to
searchers interested in specific topics. Well, the authors
actually recommended these
keywords, so if you include them for this short Abstract
Assignment).
2). APA Formatting Purpose
This Article Critique assignment should once again assess your
ability to follow APA
formatting guidelines. Use Chapter 14 in your Smith and Davis
textbook for help, and
look at the instructions on the next page for guidance with
formatting
3). Writing Purpose
I want to make sure you can write clearly and specifically,
summarizing what might be a
20 page paper in a single paragraph. This assignment serves that
purpose.
6. METHODS II PREVIEW ASSIGNMENT 3
Methods II Preview Assignment (Worth 40 Points)
You will read a paper written by an actual Research Methods
and Design II student from a prior
semester. This paper includes two studies the student
conducted, with Study One introducing the
main variables and Study Two offering an extension with
replication of Study One. Your job is
to read the whole paper and then complete your assignment in a
word document, and submit it
(attach the word document) to the assignment dropbox on
Canvas by the due date – You can find
an example of what I am looking for in Canvas as well:
In Part One, I want you to answer the following (2 points for
each question, or 18 points total):
1. What is/are the hypothesis for study one? Please give me
both the null and alternative
hypotheses when you answer this question
2. What is/are the independent variable(s) for study one? Make
sure you tell me how
many IVs there are and how many levels there are for each IV
7. 3. What is/are the dependent variable(s) for study one? Note:
there are several of these,
so focus on the ones the author analyzed.
4. What did they find in study one? Give the general outcome
5. What is/are the hypothesis for study two? Please give me
both the null and alternative
hypotheses when you answer this question
6. What is/are the independent variable(s) for study two? Make
sure you tell me how
many IVs there are and how many levels there are for each IV
7. What is/are the dependent variable(s) for study two? Note:
there are several of these,
so focus on the ones the author analyzed.
8. What did they find in study two? Give the general outcome
9. I want you to review the references and spot the reference(s)
that is not in APA
format and rewrite it for me according to APA rules. Note: there
may be as few as
zero and as many as ten incorrect references, so make sure to
look at them all!
In Part Two, write an abstract for the paper! This should be
fairly easy, as you can paraphrase the
8. information from Part One. However, this time you need to
write it in one short paragraph (150
to 250 word maximum!). Note: there are two studies, and you
have to mention both. Yes, this is
tough, but authors often summarize (in the same short abstract)
papers that they wrote that may
include six or seven different studies! My suggestion is to find
the overlap between both studies
and discuss both simultaneously. For example, “Both studies
looked at X, but study two also
examined Y.” That is, your abstract should include the
following (2 points each, 14 points total):
1. Include the word “Abstract” at the top of your abstract,
centered and bold.
2. Identify the general problem or research question (the
hypotheses) for both studies.
3. Note the participants for both studies
4. Note the IVs and DVs for the studies
5. Note the findings for both studies
6. Note the overall conclusions / implications of the two studies
METHODS II PREVIEW ASSIGNMENT 4
7. Please include keywords for the study (3-5 keywords or
phrases – these are not
9. included in the total word count)
Writing Quality (8 points)
1. Avoid run-on sentences, sentence fragments, spelling errors,
and grammar errors.
2. The writing should be PERFECT here. You will lose a point
for each writing error,
so proofread, proofread, and proofread some more!
3. This is an individual assignment. Everyone’s wording and
phrases should be
different. You may lack 5-8 points due to lack of originality.
Total points possible: 40 points
Running head: SEXUALITY PRIMING WITH
ADVERTISEMENTS 1
2
SEXUALITY PRIMING WITH ADVERTISEMENTS
The Impact Sexuality Priming with Varying Advertisement
Methods has on Perceptions
A. Student
Florida International University
10. Abstract
Methods One Students: Typically, authors add their abstract for
the paper here on the second page. As you can see, the abstract
for this paper is missing. Your job is to supply that abstract!
Read over the following paper, which is an actual paper turned
in by a former student taking Research Methods and Design II
at FIU. This is similar to a paper you will write next semester.
Review the studies in this paper, and spot the hypotheses,
independent and dependent variables, participants, results, and
implications, and write it up in one paragraph (no more than
250 words maximum). Make sure to include keywords as well
(keywords are words or short phrases that researchers use when
searching through online databases like PsycInfo – they need to
be descriptive of the paper, so come up with three or four that
seem to suit this paper). Good luck!
Keywords: methods, paper, abstract, assignment, preview
The Impact Sexuality Priming with Varying Advertisement
Methods has on Perceptions
Sexual cues are often what drives people to form preconceptions
of others characteristics and even their sexual intentions. These
sexual cues can be found in social media platforms and sway
people to think and perceive others in certain ways. For
instance, priming sexual words can lead to people perceiving
unknown social media users as being alluring, racy, and
provocative, whereas priming romance words can lead to people
perceiving unknown social media users as tender, sentimental,
and kind (Dillman et al., 2014). The aim for this study is to
explore the influence priming sexuality with advertisements has
on one’s perceptions of an unknown social media profile.
People are exposed to sexual stimuli daily, from sexually
enriched commercial advertisements trying to sell a product to
television programs talking about sexual content (Hundhammer
& Mussweiler, 2012). According to Yi (1990), advertisements
11. have the ability to use neutral information in tandem with
priming stimuli to have an indirect persuasive effect on targets.
The perceptions held by people exposed to the influence of
priming stimuli are unconsciously formed as a result of a given
stimulus. For example, to study the effect of subliminal sexual
priming, Gillath and Collins (2016) ran five experiments that
had participants partake in different neutral tasks while being
exposed to either subliminal sexual primes or subliminal neutral
primes. Compared to those exposed to subliminal neutral
primes, those given subliminal sexual primes had increased
positive affects after exposure (Gillath & Collins, 2016).
Furthermore, Gillath and Collins (2016) found that those who
experienced the increase in positive affects as a result of being
exposed to subliminal sexual primes experienced more
motivation to engage in the neutral task.
Sexual priming can influence people in a range of ways from
motivating to even altering their perceptions and social
behaviors. For example, Hundhammer and Mussweiler (2012)
found that when given both pictorial and verbal sex stimuli, the
self-views and non-sexual social behaviors of men and women
were influenced by having increased gender self-stereotyping
along with adapted gender stereotypical social behaviors. In
another study looking at the influence of sexual priming,
Dillman Carpentier (2017) found that when exposed to an online
game embedded with primes of either sex, romance, or control,
youth adults rated their sexual permissiveness as lower when
exposed to the romance prime compared to the sex and control
primes. That is, merely using romantic images as a prime within
an online game, triggered thoughts of romance in the context of
sexual activity leading to lower ratings of permissiveness
(Dillman Carpentier, 2017).
In a similar light, Dillman Carpentier et al. (2014) sought to
explore the effect of sexuality priming by testing the influence
of priming the concepts of sex or romance on people’s
perceptions of other social media users. Three experiments were
run to see the influence of priming on three separate social
12. media profiles including Facebook profiles, dating profiles, and
LinkedIn profiles. This was tested by giving participants a
word-search task either containing sexual, romantic, or control
words, followed by having participants evaluate the sexual
qualities and romantic qualities of the social media profiles,
lastly participants rated their acceptance of the priming stimuli.
It was found in all three experiments that cueing ideas related to
sexual activity with sex primes lead to participants
overestimating unknown social media users as having sexual
characteristics and being more flirtatious, and provocative
compared to participants that were not primed to think about
sexual activity (Dillman Carpentier et al., 2014). In contrast,
participants primed on romance judged unknown social media
users as being more tender, sentimental, and kind compared to
participants that were not primed (Dillman Carpentier et al.,
2014).
Study One
Although past research has found evidence of sexual priming
having influence over people’s motivation, behaviors, and
perceptions, no study has looked specifically at the influence
priming sexuality with advertisements has on one’s perceptions
of unknown social media users. In this study, the notion that a
sexualized advertisement and a romance advertisement can have
an effect on forming perceptions of an unknown social media
profile was analyzed. Participants were given the same fake
Facebook profile with one of three advertisements, either
sexualized advertisements, romance advertisements, or
educational advertisements. There was two primary predictions.
First, it was predicted that participants who saw sexualized
advertisements accompanying the fake Facebook profile would
view Riley the Facebook user in a more sexualized manner (i.e.,
more provocative) than participants who saw romance or
educational advertisements. Second, it was predicted that
participants who saw romance advertisements accompanying the
fake Facebook profile would view Riley in a more romantic
13. manner (i.e., more kind) than participants who saw sexualized
or educational advertisements.
Methods Study One
Participants
This study was comprised of 132 students from Florida
International University that were randomly selected to
participate. Of these, 69 were male (52%) and 59 were female
(45%), with 4 participants not providing their gender (3%). The
ages of the sample ranged from 17 to 59 (M = 24.96, SD =
7.66). This included 26.5% Caucasian (n = 35), 40.9% Hispanic
(n = 54), 1.5% Native American (n = 2), 17.4% African
American (n = 23), 6.1% Asian (n = 8), and 7.6% of participants
reporting “Other” (n = 10). See Appendix A.
Materials and Procedure
Potential participants were randomly selected and informed of
the benefits and potential risks of participating in the study. The
potential participants that consented to be in the study were
randomly administered one of three questionnaires, which each
consisted of six parts. In the first part, participants were
instructed to look at a Facebook “About” page of someone
named Riley Washington, which contained a generic profile
picture of a sunset on the ocean and generic and neutral
information about Riley. Each questionnaire depicted the same
content, being that of a fake Facebook profile, with the only
difference being the alternative conditions (sexuality prime,
romance prime, or education prime) that ultimately led to
different perceptions of the Facebook user Riley.
In the sexuality prime condition, participants read a small
description at the top of the fake Facebook profile about a
dating-oriented feature on Facebook that Mark Zuckerberg
announced he wanted to add, bellow that participants were
shown a Facebook profile “About” page with generic and
neutral details about someone named Riley wanting to make
friends, socialize, etc., along with three sexually suggestive
advertisements at the bottom of the “About” page. The first
advertised Axe body spray while displaying a shirtless man
14. suggesting a shirtless woman. The second advertised alcohol by
showing a woman in a sexually suggestive dress sharing a drink
with a man whose face could not be seen. The third advertised
perfume, showing a shirtless man wrapping his arms around a
shirtless woman. In the romance prime condition, participants
saw the same description of the dating-oriented feature, along
with the profile “About” page of Riley with three
advertisements at the bottom of the page with the only
difference being these advertisements suggested romance. The
first advertised the Sandals resort, showing a man and a woman
having a romantic dinner. The second advertised perfume,
showing a couple riding horses. The third advertised an online
dating website called E-Harmony, showing a couple smiling. In
the education priming condition, participants were exposed to
all the same content with the only difference being the
advertisements at the bottom of the page which were suggestive
of education compared to the other conditions. The first
advertised the University of Florida, the second one advertised
Platt College, and the third advertised the ABC Academy. Two
out of three advertisements in each condition had phrases at the
bottom to follow a link for more information making it clear
that they were electronic advertisements, giving the perception
of authenticity. Further, the advertisements consistently had the
same sizes across conditions ensuring the only difference
between the advertisements was the content.
After participants finished reading the first page including the
Facebook “About” page of Riley, they continued on to the
remainder of the study. In the second part of the study,
participants answered a series of ten questions rating their
impression of Riley on an interval scale from one to six (1 =
strongly disagree to 6 = strongly agree) without looking back at
the first page. These questions asked whether they thought
Riley seemed educated, flirtatious, sensitive, seductive, kind,
tender, sentimental, provocative, outgoing, and sexy. In the
third part of the study, participants moved on to rate how well
each of ten terms described them on an interval scale from one
15. to six (1 = strongly disagree to 6 = strongly agree). These terms
included whether they described themselves as being assertive,
sensitive, confident, emotional, businesslike, romantic,
decisive, understanding, fearless, and warm-hearted. In the
fourth part of the study, participants were asked for their
demographic information, including gender, age, race/ethnicity,
their first language, whether they are a Florida International
University student, and their relationship status. Participants
were informed they were free to leave blank any of the
questions that would make them feel uncomfortable answering
in this section. In the fifth part of the study, participants were
asked whether they thought Riley was male, female, or
unknown, seeing as Riley’s name had no gender traits. In the
sixth part of the study, participants were asked to recall the
general theme of the three advertisements they saw on the
bottom of Riley’s Facebook profile without going back to look
at the advertisements, they were given three themes to choose
from (sexuality, romance, or education). Once participants
finished all six parts to the study they were debriefed, as well as
given insight on the purpose of the study and the main
hypotheses.
Although there were several dependent variables, the primary
focus was on participants perception of Riley, of whether they
perceived Riley to be more provocative as well as if they
perceived Riley to be more kind according to which prime
condition they were in, and the manipulation check regarding
what advertisements participants recalled seeing. It was
hypothesized that participants who saw sexualized
advertisements accompanying the fake Facebook profile would
perceive Riley to be more provocative compared to those that
saw either romantic or educational advertisements with the fake
Facebook profile. It was also predicted that participants who
saw romantic advertisements accompanying the fake Facebook
profile would perceive Riley to be more kind compared to those
that saw either sexualized or educational advertisements with
the fake Facebook profile.
16. Results Study One
Using the advertisement prime theme condition (sexuality vs.
romance vs. education) as the independent variable and the
general advertisement theme participants recalled seeing as the
dependent variable, a chi-square was ran which revealed a
significant effect, X2(4) = 199.76, p < .001. Most participants
in the sexuality prime condition recalled seeing sexual
advertisements (90%). Most participants in the romance prime
condition recalled seeing romance advertisements (87%).
Finally, most participants in the education prime condition
recalled seeing education advertisements (95.7%). These
findings indicated that participants saw the original study
outcome manipulation as intended. See Appendix B.
For the main analysis, a One-Way ANOVA which revealed a
significant difference was ran with prime condition (sexuality
vs. romance vs. education) as the independent variable and
ratings of Riley’s provocativeness as the dependent variable,
F(2, 129) = 10.04, p < .001. A Tukey post hoc test supported the
hypothesis by showing that participants thought Riley was
significantly more provocative in the sexuality prime condition
(M = 3.60, SD = 1.24) than in both the romance prime condition
(M = 2.98, SD = 0.61) and the education prime condition (M =
2.63, SD = 1.10). Participants in the romance and education
prime conditions, however, did not differ from one another.
These results supported the hypothesis by indicating that
individuals are more likely to perceive an unknown Facebook
user as being more provocative in the presence of sexualized
advertisements compared to being in the presence of either
romantic or educational advertisements. See Appendix C.
An analysis of participants perception of Riley being kind was
also ran using a One-Way ANOVA revealing a significance,
with prime condition as the independent variable (sexuality vs.
romance vs. education) and ratings of Riley’s kindness as the
dependent variable, F(2, 129) = 7.63, p < .001. A Tukey post
hoc test showed that participants thought Riley was
significantly more kind in the romance prime condition (M =
17. 4.02, SD = 0.98) compared to the sexuality prime condition (M
= 3.23, SD = 1.05). However, there was no significant
difference between participants perceiving Riley as being more
kind in the romance condition and education prime condition (M
= 3.74, SD = 0.83). These results partially supported the
hypothesis by showing that in the presence of romantic
advertisements individuals are more likely to perceive an
unknown Facebook user as being more kind than when in the
presence of sexualized advertisements, but not more likely to
perceive an unknown Facebook user as being more kind when
shown romantic advertisements compared to educational
advertisements. See Appendix D.
Discussion Study One
It was predicted that participants would perceive an
unknown Facebook user named Riley as being more provocative
when shown sexualized advertisements with the fake Facebook
profile compared to when presented with the same Facebook
profile and either the romantic or educational advertisements.
Results supported this prediction, seeing as it was found that
participants did perceive Riley to be more provocative in the
sexual prime condition compared to the romance and education
prime condition. It was as well predicted that participants would
perceive Riley as being more kind when shown romantic
advertisements with the fake Facebook profile compared to
when presented with the same Facebook profile and either the
sexualized or educational advertisements. Results partially
supported this prediction, seeing as it was found that
participants did perceive Riley as more kind in the romance
condition compared to the sexual prime condition but not
compared to the education condition. This could be because
participants relate the perception of kindness to both romance
and education, as such both condition primes of romance and
education elicited the same perception of the unknown
Facebook user equally. This begs the question: Could the
method of advertisements such as print or commercial
18. advertisements have a differentially effect on the strength of
priming people to build perceptions of an unknown Facebook
user? This is the focus of the second study.
Study Two
People come across advertisements every day whether it be
while browsing social media and coming across print
advertisements or watching commercial advertisements while
browsing the web. Although perceptions are often formed after
being exposed to priming stimuli, the method in which the
priming stimuli is given may sway perceptions to be
differentially stronger. For instance, elaborative processing of
information in advertisements is diminished with a reduction of
exposer time, leading to the diminishment of the messages the
advertisement tries to rely on to people (Houston et al., 1987).
Despite past studies looking at the differential effects
advertisement methods have on priming effectiveness, no prior
studies have examined the influence the method of
advertisements with sexuality priming has on forming people’s
perceptions of others. Therefore, the primary focus of this
second study was to analyze the extent of effectiveness priming
sexuality with differing methods of advertisements either print
or commercial has on one’s perceptions of an unknown social
media profile.
People are exposed to various advertisements on the daily, the
intentions for exposing them all implore this goal of persuading
people to adopt specific perceptions on what is being advertised
(Meyers-Levy & Prashant, 1999). It has been seen how
advertisements have the ability to use neutral information along
with priming stimuli to have an indirect persuasive effect on
targets (Yi, 1990). Both print and commercial advertisements
emphasize their intended messages through visually oriented
communications compared to other methods of advertisements
such as radio advertisements (Houston et al., 1987).
Specifically, commercial advertisements are often
predominantly visual whereas print advertisements include
extensive use of photographic and varying forms of illustrations
19. (Schmitt, 1994).
To explore the differential effects online advertisement formats
and persuasion knowledge has on audience reaction, Tutaj and
van Reijmersdal (2012) conducted an experiment which showed
that participants exposed to sponsored content advertisements
found the content more informative as well as more amusing
compared to banner advertisements that were seen to be
irritating by participants. Further, they found that participants
had a better understanding of advertiser’s intent with the online
banner advertisement format compared to the integrated
sponsored advertisements (Tutaj & van Reijmersdal, 2012).
Intended advertisements that are directly given to people have a
greater effect in informing as participants are more likely to
engage with them to understand the message, compared to
banner advertisements which are often perceived to be imposed
on people and seemly intrusive (Tutaj & van Reijmersdal,
2012).
In the interest of exploring the time element of an advertisement
on its processing effect of intended messages, a study by
Houston et al. (1987) aimed to see whether an increase in
exposer time to an advertisement would increase elaborative
processing of the intended messages within an advertisement.
Results showed that increased exposure time to an
advertisement such as a commercial that exposes a message for
a fixed amount of time increases superiority of memory effects
of embedded messages compared to a print advertisement that
can be overlooked in turn diminishing the effect of elaborative
processing of the intended advertisement message (Houston et
al., 1987).
As there is research to support this notion that advertisement
methods differentially influence the ability to persuade people,
this study aimed to closely look at this in tandem with the
influence sexuality priming has on building perceptions. There
has been support to show that sexuality priming can in fact
influence impressions of others in a more sexual manner, for
instance, Dillman Carpentier and colleagues (2014) found that
20. when someone is exposed to sexually suggestive commercials
the concepts of sexuality activated by the advertisement create
related mental representations. These sexualized concepts
exposed to them then alter their evaluation, in turn, forming
impressions of an unknown person judged heavily on sexual
characteristics (Dillman Carpentier et al., 2014).
In pursuance of the differential strength methods of
advertisements have on leading people to form perceptions of
others, study two analyzed the persuasive extent advertising
methods such as commercial and print advertisements has on
forming differential perceptions of an unknown social media
user. First, it was predicted that participants who saw
sexualized print advertisements accompanying a fake Facebook
profile would view Riley the Facebook user in a more
sexualized manner (i.e., more provocative) compared to
participants who saw romance print advertisements. Second, it
was predicted that participants who saw a sexualized
commercial advertisement would view Riley in a more
sexualized manner (i.e., more provocative) compared to
participants who saw a romance commercial advertisement.
Third, it was predicted that participants who saw a sexualized
commercial and sexualized print advertisements accompanying
a fake Facebook profile would view Riley in a more sexualized
manner (i.e., more provocative) than participants who saw a
romance commercial and romance print advertisements
accompanying a fake Facebook profile. Last, it was predicted
that participants who saw a sexualized commercial and romance
print advertisements accompanying a fake Facebook profile
would view Riley in a more sexualized manner (i.e., more
provocative) than participants who saw a romance commercial
and sexualized print advertisements accompanying a fake
Facebook profile.
Method Study Two
Participants
This study was comprised of 180 students from Florida
International University that were randomly selected to
21. participate. Of these, 43 were male (39.8%) and 65 were female
(60.2%). The age of the sample ranged from 15 to 40 (M =
22.59, SD = 3.99). This included 13% Caucasian/White (n =
14), 56.5% Hispanic Latino (n = 61), 1.9% American
Indian/Alaskan Native (n = 2), 14.8% Middle Eastern (n = 16),
0.9% African American/Black (n = 1), 1.9% Caribbean (n = 2),
and 11.1% of participants did not provide an answer (n = 12).
See Appendix E.
Materials and Procedure
Prospective participants were randomly asked to part take
in an online study being conducted for research purposes. If the
participant verbally or otherwise agreed to partake in the survey
they were then directed to take the survey through Qualtrics
software. Participants were informed of the benefits and
potential risks of participating in the study before starting the
survey. Those that consented to be in the study were eligible to
continue with the rest of the study, which consisted of six
different parts.
In the first part of the study, the differential strength of
advertisement methods was measured by presenting participants
with a commercial advertisement in which they were instructed
to take a few minutes to watch. The commercial had either a
sexuality theme or a romance theme. Following this was the
same Facebook “About” profile of Riley containing generic and
neutral information used in study one along with the same print
advertisements that were at the end of the profile page. These
print advertisements had either a sexuality theme or a romance
theme according to which conditions participants were placed in
although the education theme advertisements used in study one
was drop for this study. Participants were exposed to either the
sexuality theme in both the commercial and the print
advertisements, the romance theme in both the commercial and
the print advertisements, the sexuality theme in the commercial
and the romance theme in the print advertisements, or the
romantic theme in the commercial and the sexuality theme in
the print advertisements.
22. For the participants exposed to the sexuality commercial theme,
a Trojan BareSkin Condoms commercial of thirty seconds in
length was shown which depicted a sexual situation of a man
and a woman about to engage in sexual activity. For the
participants exposed to the romance commercial theme, a Kay
Jewelers commercial of thirty-two seconds in length was shown
which depicted a romantic situation where a couple is together
and the man presents the woman with a necklace after saying
he’ll away be there for her. The advertisements found at the end
of the Facebook “About” profile of Riley were the same as the
ones used in study one. For the sexuality theme advertisements
participants were shown the same three advertisements at the
bottom of the profile page featuring sexually suggestive themes
and for the romance theme advertisements participants were
shown the same three advertisements featuring romance
suggestive themes.
After participants finished watching the commercial and
reading the Facebook “About” page of Riley with the
advertisements, they continued on to the remainder of the study.
Similar to study one, the second part presented participants with
a series of questions rating their impression of Riley on an
interval scale from one to six (1 = strongly disagree to 6 =
strongly agree). Unlike study one instead of presenting a series
of 10 questions, this study presented participants with a series
of thirteen questions asking whether they thought Riley seemed
educated, flirtatious, sensitive, seductive, kind, tender,
sentimental, provocative, outgoing, sexy, promiscuous, gentle,
and committed. Similar to study one, the third part of the study
included having participants rate how well each of ten terms
described them on an interval scale from one to six (1 =
strongly disagree to 6 = strongly agree), including terms rating
whether they described themselves as being assertive, sensitive,
confident, emotional, businesslike, romantic, decisive,
understanding, fearless, and warm-hearted. In the fourth part of
the study, participants answered two manipulation check
questions which asked what was the general theme of the three
23. advertisements they saw at the bottom of the Facebook page, in
which they were given two themes to chose from (sexuality or
romance). The other question asked what they saw first in the
first part of the survey, in which they had two options to chose
from (Riley’s profile or the commercial). In the fifth part of the
study, participants were aked for their demographic
information, including gender, age, and ethnicity. In the sixth
part of the study, participants were asked to recall whether they
thought Riley was either male, female, or unknown. Once
participants finished all the parts to the online survey they were
debriefed about the study and given insight on the main
hypotheses.
Although there was several dependent variables, the
primary focus involved participants perceptions of Riley, of
whether they perceived Riley to be more provocative as well as
if they perceived Riley to be more kind according to which
conditions they were in. The interaction between advertisement
theme and commercial theme was also analyzed for both
dependent variables.
Results Study Two
Using the advertisement theme condition (sexual vs.
romance) as the independent variable and the general
advertisement theme participants recalled seeing as the
dependent variable, a chi-square was ran which revealed a
significant effect X2(1) = 78.25, p < .001. Most participants in
the sexuality theme condition recalled seeing advertisements
with a sexual theme (94.8%). Most participants in the romance
theme condition recalled seeing advertisements with a romance
theme (90%).These findings indicate that participants saw the
advertisements theme manipulation as intended. See Appendix
F.
To test the first dependent variable, a 2 X 2 factorial
ANOVA wan ran with advertisement theme (sexuality vs.
romance) and commercial theme (sexuality vs. romance) as the
independent variables and ratings of Riley’s provocativeness as
the dependent variable. Results showed a significant main effect
24. for advertisement theme on ratings of Riley being provocative,
F(1,104) = 6.76, p = .011. Participants in the sexuality
condition (M = 4.29, SD = 1.34) perceived Riley as being more
provocative than participants in the romance condition (M =
3.62, SD = 1.37). There was, however, no significant main
effect for commercial theme on ratings of Riley being
provocative, F(1,104) = 1.74, p = .189. This means there was no
significant difference in ratings of Riley being provocative with
commercial theme between the sexuality condition (M = 4.15,
SD = 1.39) and the romance condition (M = 3.81, SD = 1.37).
Unfortunately, there was no interaction of advertisement theme
and commercial theme, F(1,104) = .017, p = .896, meaning that
the ratings of Riley being provocative did not significantly
differ among sexuality advertisement theme with sexuality
commercial theme participants (M = 4.48, SD = 1.27), sexuality
advertisement theme with romance commercial theme
participants (M = 4.10, SD = 1.40), romance advertisement
theme with sexuality commercial theme participants (M = 3.77,
SD = 1.45), and romance advertisement theme with romance
commercial theme participants (M = 3.46, SD = 1.30). See
Appendix G.
To test the second dependent variable, another 2 X 2
factorial ANOVA was ran with advertisement theme (sexuality
vs. romance) and commercial theme (sexuality vs. romance) as
the independent variables and ratings of Riley’s kindness as the
dependent variable. There was no significant main effect for
advertisement theme on ratings of Riley being kind, F(1,104) =
.580, p = .448. This means there was no significant difference in
ratings of Riley being kind with advertisement theme between
the sexuality condition (M = 5.10, SD = 0.77) and the romance
condition (M = 4.98, SD = 1.02). Similarly, there was no
significant main effect for commercial theme on ratings of Riley
being kind, F(1,104) = 2.75, p = .100. This means there was no
significant difference in ratings of Riley being kind with
commercial theme between the sexuality condition (M = 5.18,
SD = 0.72) and the romance condition (M = 4.91, SD = 1.02).
25. Unfortunately, there was no interaction of advertisement theme
and commercial theme, F(1,104) = .205, p = .652, meaning that
the ratings of Riley being kind did not significantly differ
among sexuality advertisement theme with sexuality commercial
theme participants (M = 5.21, SD = 0.68), sexuality
advertisement theme with romance commercial theme
participants (M = 5.00, SD = 0.85), romance advertisement
theme with sexuality commercial theme participants (M = 5.15,
SD = 0.79), and romance advertisement theme with romance
commercial theme participants (M = 4.79, SD = 1.22). See
Appendix H.
Discussion Study Two
Although study two hypothesized that advertisement theme
and commercial theme would impact participants perceptions of
Riley, results partially supported this. For the dependent
variable ratings of Riley’s provocativeness, results showed that
advertisement theme effected ratings of Riley being more
provocative when the theme was sexual compared to when the
theme was romantic which confirmed prediction. Despite
predictions to the contrary, results showed that commercial
theme did not effect ratings of Riley being more provocative as
those given a commercial with a sexualized theme rated Riley
similarly as being more provocative as those given a
commercial with a romantic theme. Nor was there an interaction
between advertisement theme and commercial theme despite our
prediction that those given advertisements and commercials
with a sexual theme would rate Riley as being more
provocative.
Moreover, for the dependent variable ratings of Riley’s
kindness there was no main effects for both advertisement
theme and commercial theme, nor was there an interaction. That
is, advertisement theme did not affect participants ratings of
Riley’s kindness as those given advertisements with sexual
themes and those given advertisements with romantic themes
had similar ratings of Riley’s kindness despite predictions that
26. posited those given advertisements with a romantic theme would
rate Riley as being more kind compared to those given
advertisements with a sexual theme. Commercial theme as well
did not have an effect on ratings of Riley’s kindness as those
given a commercial with a sexual theme and those given a
commercial with a romantic theme had similar ratings of Riley’s
kindness despite predictions that said those given a commercial
with a romantic theme would rate Riley as being more kind than
those given a commercial with a sexual theme. Nor was there an
interaction between advertisement theme and commercial theme
despite our prediction that those given both advertisements and
a commercial with a romantic theme would rate Riley as being
more kind.
General Discussion
In assessing the effect of priming on perceptions of an
unknown social media user, it was predicted that participants
exposed to sexually primed print advertisements would perceive
an unknown social media user as being more sexual (i.e.,
provocative) than those exposed to romance primed print
advertisements. This hypothesis was supported in both study
one and two. In both studies the data collected showed a
significant effect of sexuality priming with print advertisements
on participants perceptions of an unknown social media user
being more sexual. These findings reinforce the findings of
Dillman Carpentier et al. (2014) that sexual priming can lead to
overestimates of sexual characteristics in unknown social media
users. It was as well predicted that participants exposed to
romance primed print advertisements would perceive the
unknown social media user as more romantic (i.e., more kind).
This hypothesis was not supported in study two and only
partially supported in study one as results found that
participants exposed to romance primed print advertisements
perceived the unknown social media user as being more
romantic compared to those exposed to sexual print
advertisements but not when compared to the control education
primed print advertisements. Such findings suggest that those
27. that promote themselves on social media may not have control
over the perceptions being made about them as sexually primed
print advertisements appearing in tandem with their social
media profile may sway the perceptions others make about
them.
Regarding testing the effect priming the perceptions of an
unknown social media user through a different method of
advertisement, it was predicted that participants exposed to a
sexually primed commercial advertisement would perceive the
unknown social media user as being more sexual (i.e.,
provocative) than those exposed to a romance primed
commercial advertisement. This hypothesis was not supported in
study two as results showed that a sexually primed commercial
advertisement did not influence participants perception of the
unknown social media user as being more sexual. It was as well
predicted that participants given a romance primed commercial
advertisement would perceive the unknown social media user as
being more romantic than those given a sexually primed
commercial advertisement. Results as well did not support this
hypothesis as participants given a romance primed commercial
did not perceive the unknown social media users as being more
romantic than those given a sexually primed commercial
advertisement. These findings are not in line with those of
Dillman Carpentier and colleagues (2014) who found that
sexuality priming can influence the impressions of other in a
more sexual manner. Moreover, study two did not find support
to suggest that the method of commercial advertisement
compared to print advertisements would have a stronger effect
on building perceptions of others as results showed no effect of
commercial advertisements swaying perceptions of an unknown
social media user. These findings are not in line with those of
Houston et al. (1987) who found that increase exposer time to
an advertisement such as a commercial would increase
elaborative processing of the intended messages within an
advertisement. Seeing as in study two the commercial was
places at the top of the Fake Facebook page participants may
28. have overlooked it as such leading to the lack of support we
found for our predictions. Our findings may suggest that the
length of commercial advertisements may lead to people
overlooking them as such in the context of social media a
commercial placed in tandem with a social media profile may
not sway perceptions of an unknown social media user.
There were several possible limitations to the studies. In both
studies, participants were college students and primarily
Hispanic. In distributing the printed surveys for study one, some
participants were given surveys printed in black and white while
others were given surveys printed in color due to experimenters
having to personally print and distribute the survey. Color could
have played a part in the effectiveness of the advertisements as
black and white printed surveys could have taken away from the
priming effect. Across both studies, the dependent variable
chosen to represent the social media user as being perceived in
a sexual manner may have not been fully representative of being
sexual. Likewise the dependent variable chosen to represent the
social media user as being perceived in a romantic manner may
have not been fully representative of being romantic. Future
studies may want to have a more diverse pool of participants,
recruiting participants in all walks of life not just college
students and of different ethnicities. If giving out surveys with
a social media aspect it would be wise to distribute it online as
giving a printed social media page may take away from the
illusion.
Advertisements are shown in almost all types of online
platforms and may have the potential to influence perceptions of
others. The present studies found sexual priming through print
advertisements to influence people’s perceptions of an unknown
social media users as being sexual. This is an interesting
finding that brings light to the factors that may influence
perceptions of others on social media. Social media users
display a fraction of their personality and characteristics on
online platforms, it is important to know that print
advertisements may have the ability to influence people to build
29. perceptions of them without their control.
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Appendix A – Demographics – Study One
31. Appendix B – Crosstabs and Chi Square – Study One
Appendix C – ANOVA Provocative – Study One
Appendix D - ANOVA Kind – Study One
32. Appendix E – Demographics – Study Two
Appendix F - Crosstabs and Chi Square – Study Two
Appendix G – ANOVA Riley Seems Provocative – Study Two
Appendix H – ANOVA Riley Seems Kind – Study Two