Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name here…remove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact. Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
https://www.tceq.texas.gov/searchpage?cx=004888944831051571741%3Auk- 3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilities%3A+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
Topic-The impact of bullying behaviors on children both as bullies and victims
· Copeland, W. E., PhD, Wolke, D., PhD, Angold, A., MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved from https://search-proquest-com.portal.lib.fit.edu/docview/1324573596?accountid=27313
· Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M. (2011). Bullying perpetration and victimization as predictors of delinquency and ...
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docxmccormicknadine86
1) The document provides instructions for writing a paper critiquing a research article. It outlines sections for the title page, abstract, literature review, critique, conclusion, and expected length.
2) The literature review section asks students to summarize the purpose, variables, methods, and findings of the original study. The critique section evaluates the literature review, methods, and discussion section.
3) The document provides a sample research article titled "The Mere Presence Hypothesis" for students to critique in their paper. The article studies how cell phone presence affects conversation satisfaction between acquaintances.
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docxcargillfilberto
COMM 3023 Article Critique Paper
Title Page & Abstract
1. Attach a title page as the FIRST PAGE OF THE PAPER. List the names of your team members and your university affiliation.
2. Attach an abstract as the SECOND PAGE OF THE PAPER. The abstract provides a ‘nutshell’ summary of the ENTIRE PAPER. It should be between 100-150 words long.
Literature Review
1. Provide a review of the “original study” by telling us:
· What was the purpose of the study?
· What variables were examined as part of the study? (identify & define the independent and dependent variables)
· What method was used in the study? (summarize the procedures & measures used)
· What were the findings?
2. Clearly state the hypotheses and research questions examined by the researchers. For hypotheses, describe them in terms of the type of hypotheses proposed.
Critique
1. Evaluate the literature review in terms of whether the variables were clearly defined, arguments were clearly made, and hypotheses/RQs were clearly stated based on previous research.
2. Evaluate the methods used to tests hypotheses or answer RQs. Specifically:
· Identify strengths and weaknesses of the sampling strategy used by the researcher.
· Assess quality of the measures used in terms of both their validity and reliability. Use information in the article to back up your claims.
· Evaluate the procedures and design of the study to test the hypotheses. Clearly identify and discuss threats to both internal validity & external validity.
3. Evaluate the discussion section in terms of how well or poorly the researchers summarized the findings of the study. Additionally:
· Did they discuss any limitations to their study?
· Did they talk about implications of the results (e.g., for theory or practice)?
· Did they suggest directions for future research or pose additional research questions to be explored?
Conclusion
1. Based on your overall critique of the article, provide a list of specific recommendations for improving the study (e.g., a different sample would be more appropriate, the variables could have been more clearly defined, a better quality measure should have been used, etc.).
2. Pretend your team was to rate the article on a grading scale. What grade would you give the article? Why? Be sure to provide justification for the grade given.
The expected total length for the paper is 8-10 pages. The paper is due on Canvas in the Dropbox no later than 5 p.m. CST on Friday, March 15.
The “Mere Presence” Hypothesis:
Investigating the Nonverbal Effects of
Cell-Phone Presence on Conversation
Satisfaction
Ryan J. Allred & John P. Crowley
Prior research has supported the mere presence hypothesis, which suggests that cell phones
act as an environmental nuisance that negatively impact the quality of face-to-face inter-
actions. This study conducted an experiment to determine whether cell-phone presence
negatively influences conversation satisfaction. Specifically, network member dyads
(N.
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docxdrandy1
COMM 3023 Article Critique Paper
Title Page & Abstract
1. Attach a title page as the FIRST PAGE OF THE PAPER. List the names of your team members and your university affiliation.
2. Attach an abstract as the SECOND PAGE OF THE PAPER. The abstract provides a ‘nutshell’ summary of the ENTIRE PAPER. It should be between 100-150 words long.
Literature Review
1. Provide a review of the “original study” by telling us:
· What was the purpose of the study?
· What variables were examined as part of the study? (identify & define the independent and dependent variables)
· What method was used in the study? (summarize the procedures & measures used)
· What were the findings?
2. Clearly state the hypotheses and research questions examined by the researchers. For hypotheses, describe them in terms of the type of hypotheses proposed.
Critique
1. Evaluate the literature review in terms of whether the variables were clearly defined, arguments were clearly made, and hypotheses/RQs were clearly stated based on previous research.
2. Evaluate the methods used to tests hypotheses or answer RQs. Specifically:
· Identify strengths and weaknesses of the sampling strategy used by the researcher.
· Assess quality of the measures used in terms of both their validity and reliability. Use information in the article to back up your claims.
· Evaluate the procedures and design of the study to test the hypotheses. Clearly identify and discuss threats to both internal validity & external validity.
3. Evaluate the discussion section in terms of how well or poorly the researchers summarized the findings of the study. Additionally:
· Did they discuss any limitations to their study?
· Did they talk about implications of the results (e.g., for theory or practice)?
· Did they suggest directions for future research or pose additional research questions to be explored?
Conclusion
1. Based on your overall critique of the article, provide a list of specific recommendations for improving the study (e.g., a different sample would be more appropriate, the variables could have been more clearly defined, a better quality measure should have been used, etc.).
2. Pretend your team was to rate the article on a grading scale. What grade would you give the article? Why? Be sure to provide justification for the grade given.
The expected total length for the paper is 8-10 pages. The paper is due on Canvas in the Dropbox no later than 5 p.m. CST on Friday, March 15.
The “Mere Presence” Hypothesis:
Investigating the Nonverbal Effects of
Cell-Phone Presence on Conversation
Satisfaction
Ryan J. Allred & John P. Crowley
Prior research has supported the mere presence hypothesis, which suggests that cell phones
act as an environmental nuisance that negatively impact the quality of face-to-face inter-
actions. This study conducted an experiment to determine whether cell-phone presence
negatively influences conversation satisfaction. Specifically, network member dyads
(N.
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Running head IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE1.docxwlynn1
Running head: IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
1
IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
8
Impact of social media on student’s performance
Rodriquez Mitchell
Northcentral University
Introduction
In my selection of an article which fits the assignment criteria I zeroed down to a peer-reviewed article entitled “Impact of social media on student’s performance”. The article was authored in 2013 by Sara Selvaraj of Vels University. This work posits to explain the issue being addressed in the research article, the purpose of the work, provide a summary of the research questions therein, describe both the null and alternative hypothesis used by the author, show application of the conceptual framework, and discuss the methodology used and the limitation of the article.
Describe the problem or issue addressed.
The main issue addressed in the article is the consequences of students using social networking platforms. This means the impact that social networking has on the education system. As evident from the literature part of the work social networking sites are not meant to have a negative effect on the education system. However, it has turned out that there is an array of negative effects of using social networking sites by students. One of these problems is prompted by social networking site addiction. Students with access to the internet and have social media networking sites accounts spend a significant time of their day on these sites. The impact of that is the students are left with little or no time for their personal studies hence cannot submit things like assignments in a timely fashion (Selvaraj, 2013). Secondly, the students are poised to fail their examinations or experience a decline in their academic scores. The article attempts to show the severity of this problem and provide proof that indeed the problems exist.
Describe the purpose or intent of the study.
The article has 3 main objectives or intents. The first objective is to determine the influence of various social networking sites on student’s academic performance. Young children or generation is one of the most affected by social networking sites. The study tries to investigate the difference between the performance of the students before starting to use the sites and the performance after starting to use the sites. The second objective of the study is to investigate how the education system in totality has been impacted by social networking sites. This objective arises from the knowledge that not only student use the sites. The websites are used nearly by everyone in the sector irrespective of age, position and professional. This use must have an effect and it’s this impact that the work tries to unravel. The third objective of the study is to determine the motivation behind the use of social networking sites. These are the uses which are prompting individuals to sign up of social media accounts. The work also tries to discover the uses of the si.
Running head The Effect of Media Violence on Children Research Pr.docxtoltonkendal
Running head: The Effect of Media Violence on Children Research Proposal 1
The Effect of Media Violence on Children Research Proposal 5
Sirra Sidibeh
English 215
Roger Fontana
January 22nd, 2017
The Effect of Media Violence on Children Research Proposal
The effect of media violence on children has been one of the most researched issues in studies related to violence. A lot of scholars argue that exposure to violence through the media has a significant impact on the psychological development of children. I always want to do research on this topic because the media is constantly expanding thus increasing the different ways in which the children are exposed. For instance, the internet and the easy access to devices such as smartphones have increased the free exposure of children to violent media content. Additionally, I would like to understand the extent to which the media can affect children’s psychological development to determine some ways in which this can be controlled. This research seeks to find evidence showing that media violence has an adverse impact on the mental development of children.
The Target Audience
This paper aims to reach the authorities who are in charge of controlling the media content including the government, media regulation agencies, and the parents. These people have the power to control what is aired on the different media platforms and the times that they are aired so that children cannot access them. Most government agencies in charge of controlling media understand the impact that violence can have on children. Therefore, they have made attempts to control the kind of content that is released to the public. However, a lot of parents do not understand the extent of damage that violence in the media can have on their children. Therefore, proving this negative impact of media on children could help the parents to work harder to control what their kids see.
Research Questions
This research paper will seek to answer the following questions;
To what extent are children exposed to violence through the media?
What is the impact of exposure to media violence on children’s psychological development?
What can the government do to reduce the impact of media exposure to children?
What can parents do to limit the impact of the media on their children?
Research Plan
To find answers to the above research questions, this study will use a meta-analytic review where data from various research studies will be combined to arrive at a conclusion of whether media violence can affect a child’s psychology when they are exposed to it. Studies that have been done in the past two decades will be considered so that the changes that have taken place in the media can be considered.
The Scope and Outline of the Research
The following is the outline that will be used to present this research paper.
Introduction
The presentation will describe the purpose of this study and the significance that it has on the society. T ...
Item 1In the case below, the original source material is given alo.pdfjaronkyleigh59760
Item 1
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
While solitary negative reactions or unjustified suggestions for change have the potential to
dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition
seemed to provide a safe explorative space for learners to try out more reasons for their multiple
solutions. Teachers will rarely give anonymous feedback, but the experience of giving
anonymous feedback may open a social space where learners can try out the reasons for their
suggestions.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-
service teachers\' comments in asynchronous computer-mediated communication. Journal of
Educational Computing Research, 43(1), 89-112.
Teachers don\'t often provide feedback anonymously, but the ability to provide feedback
anonymously may create a context where the rationale associated with specific suggestions can
be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all
anonymous online spaces will serve as safe social spaces.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 2
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
But what are reasonable outcomes of the influence of global processes on education? While the
question of how global processes influence all aspects of education (and who controls these
forces) is multidimensional and not completely testable, there appear to be some theories of
globalization as it relates to education that can be empirically examined.
References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of
global forces in education? Educational Research and Evaluation, 15(2), 137-152.
The authors are not alone in asking “what are reasonable outcomes of the influence of global
processes on education?” (p. 138). In fact, this same question provides the basis for the
discussion that follows.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 3
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Merck, in fact, epitomizes the ideological nature--the pragmatic idealism--of highly visionary
companies. Our research showed that a fundamental element in the \"ticking clock\" of a
visionary company is a core ideology--core values and a sense of purpose beyond ju.
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docxmccormicknadine86
1) The document provides instructions for writing a paper critiquing a research article. It outlines sections for the title page, abstract, literature review, critique, conclusion, and expected length.
2) The literature review section asks students to summarize the purpose, variables, methods, and findings of the original study. The critique section evaluates the literature review, methods, and discussion section.
3) The document provides a sample research article titled "The Mere Presence Hypothesis" for students to critique in their paper. The article studies how cell phone presence affects conversation satisfaction between acquaintances.
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docxcargillfilberto
COMM 3023 Article Critique Paper
Title Page & Abstract
1. Attach a title page as the FIRST PAGE OF THE PAPER. List the names of your team members and your university affiliation.
2. Attach an abstract as the SECOND PAGE OF THE PAPER. The abstract provides a ‘nutshell’ summary of the ENTIRE PAPER. It should be between 100-150 words long.
Literature Review
1. Provide a review of the “original study” by telling us:
· What was the purpose of the study?
· What variables were examined as part of the study? (identify & define the independent and dependent variables)
· What method was used in the study? (summarize the procedures & measures used)
· What were the findings?
2. Clearly state the hypotheses and research questions examined by the researchers. For hypotheses, describe them in terms of the type of hypotheses proposed.
Critique
1. Evaluate the literature review in terms of whether the variables were clearly defined, arguments were clearly made, and hypotheses/RQs were clearly stated based on previous research.
2. Evaluate the methods used to tests hypotheses or answer RQs. Specifically:
· Identify strengths and weaknesses of the sampling strategy used by the researcher.
· Assess quality of the measures used in terms of both their validity and reliability. Use information in the article to back up your claims.
· Evaluate the procedures and design of the study to test the hypotheses. Clearly identify and discuss threats to both internal validity & external validity.
3. Evaluate the discussion section in terms of how well or poorly the researchers summarized the findings of the study. Additionally:
· Did they discuss any limitations to their study?
· Did they talk about implications of the results (e.g., for theory or practice)?
· Did they suggest directions for future research or pose additional research questions to be explored?
Conclusion
1. Based on your overall critique of the article, provide a list of specific recommendations for improving the study (e.g., a different sample would be more appropriate, the variables could have been more clearly defined, a better quality measure should have been used, etc.).
2. Pretend your team was to rate the article on a grading scale. What grade would you give the article? Why? Be sure to provide justification for the grade given.
The expected total length for the paper is 8-10 pages. The paper is due on Canvas in the Dropbox no later than 5 p.m. CST on Friday, March 15.
The “Mere Presence” Hypothesis:
Investigating the Nonverbal Effects of
Cell-Phone Presence on Conversation
Satisfaction
Ryan J. Allred & John P. Crowley
Prior research has supported the mere presence hypothesis, which suggests that cell phones
act as an environmental nuisance that negatively impact the quality of face-to-face inter-
actions. This study conducted an experiment to determine whether cell-phone presence
negatively influences conversation satisfaction. Specifically, network member dyads
(N.
COMM 3023 Article Critique PaperTitle Page & Abstract1. Att.docxdrandy1
COMM 3023 Article Critique Paper
Title Page & Abstract
1. Attach a title page as the FIRST PAGE OF THE PAPER. List the names of your team members and your university affiliation.
2. Attach an abstract as the SECOND PAGE OF THE PAPER. The abstract provides a ‘nutshell’ summary of the ENTIRE PAPER. It should be between 100-150 words long.
Literature Review
1. Provide a review of the “original study” by telling us:
· What was the purpose of the study?
· What variables were examined as part of the study? (identify & define the independent and dependent variables)
· What method was used in the study? (summarize the procedures & measures used)
· What were the findings?
2. Clearly state the hypotheses and research questions examined by the researchers. For hypotheses, describe them in terms of the type of hypotheses proposed.
Critique
1. Evaluate the literature review in terms of whether the variables were clearly defined, arguments were clearly made, and hypotheses/RQs were clearly stated based on previous research.
2. Evaluate the methods used to tests hypotheses or answer RQs. Specifically:
· Identify strengths and weaknesses of the sampling strategy used by the researcher.
· Assess quality of the measures used in terms of both their validity and reliability. Use information in the article to back up your claims.
· Evaluate the procedures and design of the study to test the hypotheses. Clearly identify and discuss threats to both internal validity & external validity.
3. Evaluate the discussion section in terms of how well or poorly the researchers summarized the findings of the study. Additionally:
· Did they discuss any limitations to their study?
· Did they talk about implications of the results (e.g., for theory or practice)?
· Did they suggest directions for future research or pose additional research questions to be explored?
Conclusion
1. Based on your overall critique of the article, provide a list of specific recommendations for improving the study (e.g., a different sample would be more appropriate, the variables could have been more clearly defined, a better quality measure should have been used, etc.).
2. Pretend your team was to rate the article on a grading scale. What grade would you give the article? Why? Be sure to provide justification for the grade given.
The expected total length for the paper is 8-10 pages. The paper is due on Canvas in the Dropbox no later than 5 p.m. CST on Friday, March 15.
The “Mere Presence” Hypothesis:
Investigating the Nonverbal Effects of
Cell-Phone Presence on Conversation
Satisfaction
Ryan J. Allred & John P. Crowley
Prior research has supported the mere presence hypothesis, which suggests that cell phones
act as an environmental nuisance that negatively impact the quality of face-to-face inter-
actions. This study conducted an experiment to determine whether cell-phone presence
negatively influences conversation satisfaction. Specifically, network member dyads
(N.
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Running head IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE1.docxwlynn1
Running head: IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
1
IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
8
Impact of social media on student’s performance
Rodriquez Mitchell
Northcentral University
Introduction
In my selection of an article which fits the assignment criteria I zeroed down to a peer-reviewed article entitled “Impact of social media on student’s performance”. The article was authored in 2013 by Sara Selvaraj of Vels University. This work posits to explain the issue being addressed in the research article, the purpose of the work, provide a summary of the research questions therein, describe both the null and alternative hypothesis used by the author, show application of the conceptual framework, and discuss the methodology used and the limitation of the article.
Describe the problem or issue addressed.
The main issue addressed in the article is the consequences of students using social networking platforms. This means the impact that social networking has on the education system. As evident from the literature part of the work social networking sites are not meant to have a negative effect on the education system. However, it has turned out that there is an array of negative effects of using social networking sites by students. One of these problems is prompted by social networking site addiction. Students with access to the internet and have social media networking sites accounts spend a significant time of their day on these sites. The impact of that is the students are left with little or no time for their personal studies hence cannot submit things like assignments in a timely fashion (Selvaraj, 2013). Secondly, the students are poised to fail their examinations or experience a decline in their academic scores. The article attempts to show the severity of this problem and provide proof that indeed the problems exist.
Describe the purpose or intent of the study.
The article has 3 main objectives or intents. The first objective is to determine the influence of various social networking sites on student’s academic performance. Young children or generation is one of the most affected by social networking sites. The study tries to investigate the difference between the performance of the students before starting to use the sites and the performance after starting to use the sites. The second objective of the study is to investigate how the education system in totality has been impacted by social networking sites. This objective arises from the knowledge that not only student use the sites. The websites are used nearly by everyone in the sector irrespective of age, position and professional. This use must have an effect and it’s this impact that the work tries to unravel. The third objective of the study is to determine the motivation behind the use of social networking sites. These are the uses which are prompting individuals to sign up of social media accounts. The work also tries to discover the uses of the si.
Running head The Effect of Media Violence on Children Research Pr.docxtoltonkendal
Running head: The Effect of Media Violence on Children Research Proposal 1
The Effect of Media Violence on Children Research Proposal 5
Sirra Sidibeh
English 215
Roger Fontana
January 22nd, 2017
The Effect of Media Violence on Children Research Proposal
The effect of media violence on children has been one of the most researched issues in studies related to violence. A lot of scholars argue that exposure to violence through the media has a significant impact on the psychological development of children. I always want to do research on this topic because the media is constantly expanding thus increasing the different ways in which the children are exposed. For instance, the internet and the easy access to devices such as smartphones have increased the free exposure of children to violent media content. Additionally, I would like to understand the extent to which the media can affect children’s psychological development to determine some ways in which this can be controlled. This research seeks to find evidence showing that media violence has an adverse impact on the mental development of children.
The Target Audience
This paper aims to reach the authorities who are in charge of controlling the media content including the government, media regulation agencies, and the parents. These people have the power to control what is aired on the different media platforms and the times that they are aired so that children cannot access them. Most government agencies in charge of controlling media understand the impact that violence can have on children. Therefore, they have made attempts to control the kind of content that is released to the public. However, a lot of parents do not understand the extent of damage that violence in the media can have on their children. Therefore, proving this negative impact of media on children could help the parents to work harder to control what their kids see.
Research Questions
This research paper will seek to answer the following questions;
To what extent are children exposed to violence through the media?
What is the impact of exposure to media violence on children’s psychological development?
What can the government do to reduce the impact of media exposure to children?
What can parents do to limit the impact of the media on their children?
Research Plan
To find answers to the above research questions, this study will use a meta-analytic review where data from various research studies will be combined to arrive at a conclusion of whether media violence can affect a child’s psychology when they are exposed to it. Studies that have been done in the past two decades will be considered so that the changes that have taken place in the media can be considered.
The Scope and Outline of the Research
The following is the outline that will be used to present this research paper.
Introduction
The presentation will describe the purpose of this study and the significance that it has on the society. T ...
Item 1In the case below, the original source material is given alo.pdfjaronkyleigh59760
Item 1
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
While solitary negative reactions or unjustified suggestions for change have the potential to
dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition
seemed to provide a safe explorative space for learners to try out more reasons for their multiple
solutions. Teachers will rarely give anonymous feedback, but the experience of giving
anonymous feedback may open a social space where learners can try out the reasons for their
suggestions.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-
service teachers\' comments in asynchronous computer-mediated communication. Journal of
Educational Computing Research, 43(1), 89-112.
Teachers don\'t often provide feedback anonymously, but the ability to provide feedback
anonymously may create a context where the rationale associated with specific suggestions can
be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all
anonymous online spaces will serve as safe social spaces.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 2
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
But what are reasonable outcomes of the influence of global processes on education? While the
question of how global processes influence all aspects of education (and who controls these
forces) is multidimensional and not completely testable, there appear to be some theories of
globalization as it relates to education that can be empirically examined.
References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of
global forces in education? Educational Research and Evaluation, 15(2), 137-152.
The authors are not alone in asking “what are reasonable outcomes of the influence of global
processes on education?” (p. 138). In fact, this same question provides the basis for the
discussion that follows.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 3
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Merck, in fact, epitomizes the ideological nature--the pragmatic idealism--of highly visionary
companies. Our research showed that a fundamental element in the \"ticking clock\" of a
visionary company is a core ideology--core values and a sense of purpose beyond ju.
5) You are performing an audit of purchases of desktop compute.docxalinainglis
5) You are performing an audit of purchases of desktop computers. Describe the audit procedure(s) you might use to achieve each of the five audit objectives listed below. Be specific. Use slide 3 in the week 5 lecture for the list of possible audit procedures (you may want to also consult PCAOB 15 paragraphs 15-21 as well as other readings in week 5). You will not get credit for a one word answer.
slide 3 in the week 5 lecture
1) PCAOB 15 Audit Evidence
http://pcaobus.org/Standards/Auditing/Pages/Auditing_Standard_15.aspx
1) All of the computers purchased have been recorded in the accounting records.
2) The computers recorded as being purchased actually exist.
3) Depreciation expense has been calculated correctly
4) Laws and regulations regarding software usage have been followed (e.g., no pirated or illegal software is installed).
5) The computers are properly safeguarded from theft or unauthorized use.
Here is a helpful hint on how to go about responding to question 5.
For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
Extra Credit – True/False (each question is worth 1 point)
1) Most frauds are detected by internal auditors.
2) Evidence from within the company is considered more reliable than evidence obtained from third parties
3) The internal auditor has no role in fraud prevention or detection
4) Confirmation involves examining trends and relationship among financial and non-financial data
5) Expertise within the internal auditing department is a barrier to implementing data analysis technologies
Paula Thompson
1 posts
Re:Constructing 10 Strategic Points
Hello Elizabeth-
I am so glad that you worked on this over the weekend and sent it to me in advance. What you have done -- and this happens with a few students every class -- is propose an interesting future study on incivility in higher ed. However, the guidelines for this assignment limit the scope to a replication of the 2007 Clark and Springer study. This means that many of the elements of the 10 Strategic Points (e.g., problem statement, research questions, purpose statement, data colection, data analysis) should be exactly the same as the Week 2 strategic points except with a population of undergraduate psychology students and faculty.
For example, the correct phrasing of the Week 2 problem statement that I provided you was "It is not known what the possible causes and remedies are of incivility in nursing education in a university environment from both student and faculty perspectives." For the Week 5 assignment, you would use the problem statement verbatim but just change "nursing ed.
This document discusses research problems and types of educational research. It begins by defining a research problem as an area of concern, condition to be improved, or troubling question that requires investigation. The purpose of a research problem is to introduce importance, place the problem in context, and provide a framework for reporting results.
The document then discusses three main types of educational research: historical research which investigates past events; descriptive research which describes current conditions without manipulation; and experimental research which manipulates and examines the effects of variables. Descriptive research includes field studies, ex-post-facto research, survey research, content analysis, and case studies. Key aspects and limitations of each type are outlined. Criteria for a good
Research Theory, Design, and Methods Walden UniversityThre.docxdebishakespeare
Research Theory, Design, and Methods
Walden University
Threats to Internal Validity
Threats to Internal Validity
(Shadish, Cook & Campbell, 2002)
1. Ambiguous temporal precedence. Based on the design, unable to determine with certainty which variable occurred first or which variable caused the other. Thus, unable to conclude with certainty cause-effect relationship. Correlation of two variables does not prove causation.
2. Selection. The procedures for selecting participants (e.g., self-selection or researcher sampling and assignment procedures) result in systematic differences across conditions (e.g., experimental-control). Thus, unable to conclude with certainty that the “intervention” caused the effect; could be due to way in which participants are selected.
3. History. Other events occur during the course of treatment that can interfere with treatment effects, and could account for outcomes. Thus, unable to conclude with certainty that the “intervention” caused the effect; could be due to some other event to which the participants were exposed.
4. Maturation. Natural changes that participants experience (e.g., grow older, get tired) during the course of the intervention could account for the outcomes. Thus, unable to conclude with certainty that the “intervention” caused the effect; could be due to the natural change/maturation of the participants.
5. Regressionartifacts. Participants who are at extreme ends of the measure (score higher or lower than average) are likely to “regress” toward the mean (scores get lower or higher, respectively) on other measures or retest on same measure. Thus, regression can be confused with treatment effect.
6. Attrition (mortality). Refers to drop out or failure to complete the treatment/study activities. If differential drop out across groups (e.g., experimental-control) occurs, could confound the results. Thus, effects may be due to drop out rather than treatment.
7. Testing. Experience with test/measure influences scores on retest. For example, familiarity with testing procedures, practice effects, or reactivity can influence subsequent performance on the same test.
8. Instrumentation. The measure changes over time (e.g., from pretest to posttest) thus making it difficult to determine if effects or outcomes are due to instrument vs. treatment. For example, observers change definitions of behaviors they are tracking, or the researcher alters administration of test items from pretest to posttest.
9. Additive and interactive effects of threats to validity. Single threats interact, such that the occurrence of multiple threats has an additive effect. For example, selection can interact with history, maturation, or instrumentation.
Reference
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton- Mifflin.
1 of 2
Research Theory, Design, and Methods
Walden University
Measurement of Variables
On ...
The document discusses several studies on the causes and consequences of bullying and approaches to addressing it. It finds that bullying is more likely when children have certain risk factors or experience peer rejection. Long term bullying can lead to lower academic achievement, depression, and even suicide. Several studies suggest screening children who bully for psychological problems and addressing issues like low social support. Recent legislation has aimed to prevent bullying but more may need to be done to involve public health efforts. One evaluation found that anti-bullying programs for teachers could help if they improve school climate and teachers' ability to intervene in bullying situations.
Discussion Evaluating Purpose StatementsThere is a link betweenLyndonPelletier761
Discussion: Evaluating Purpose Statements
There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose.
–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr., 2003, p. 169)
For this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.
Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.
As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.
As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.
With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. You will switch your journal article assignment from Week 3. If your last name starts with A through L, use Article B. If your last name starts with M through Z, use Article A. Follow the prompt below for your program.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement.
The Purpose Statement Checklist serves as a guide for your evaluation. Please do not respond to the checklist in a Yes/No format in writing your Discussion post.
· Analyze alignment among the theory, research problem, and purpose.
· Explain your position on the relationship between research and social change.
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Read a selection of your classmates’ postings.
By Day 6
Respond to a classmate who was assigned a different article than you by further supporting his or her critique or respectfully offering a differing perspective.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement using the Purpose Statement Checklist as a guide
· Analyze alignment among the theory, problem, and purpose
· Explain your position on the relationship between research and social change
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other ...
This document provides guidance on writing a causal analysis essay. It defines a causal analysis essay as examining the relationship between causes and effects to understand why something occurred or what consequences resulted. The key components are identifying causes, effects, and their relationships. The document outlines purposes for a causal analysis essay, recommends structuring the essay around either causes or effects, and provides sample thesis statements and organizational patterns. It also includes guidelines for an effective causal analysis essay, such as fulfilling the essay's purpose and linking ideas coherently.
This article describes how a high school used discipline data to identify and address disproportional referral rates for freshmen and minority students. The school revised its referral form to collect more detailed data on referrals. It then began monthly meetings where staff analyzed referral data by factors like time, location, grade, and ethnicity. This allowed them to identify predictable problems and develop interventions. For freshmen and minorities, the data were further analyzed to guide more targeted interventions. Over time, this process led to steady decreases in referrals for freshmen and minority students. The approach shows how continuous analysis of discipline data can help schools address issues of disproportionality.
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
The document discusses three articles that examine workplace bullying from different perspectives. All three articles define bullying and measure it using self-report questionnaires or assessments of negative acts. The articles focus on similar topics like predictors of bullying behavior and the role of traits like anger and anxiety. However, they differ in their sample populations, which include Norwegian workers, employees in various positions, and students. The limitations of self-report methods are also compared. Overall, the articles provide complementary perspectives on understanding and addressing bullying in employment and educational settings.
Qualitative Article Review and CritiqueIn approximately 7-10 pjanekahananbw
Qualitative Article Review and Critique
In approximately 7-10 pages (including title page and references), address the following questions.
Title
After reading the entire article, do you think the title adequately describes the study? Does the title catch your attention? Please explain.
Abstract
Does the abstract contain the recommended content (see “Abstract,” pp. 314, in Yegidis et al.)? How difficult do you think it is to summarize so much information in 150–250 words? Please explain.
Introduction
Why did the authors conduct this study and write this article? What was the problem of interest or concern? Be specific. Use quotes and paraphrases with citations.What audience might be interested in this study?
Do you feel the problem is significant enough to warrant a journal article? Did you have a “so what” reaction? If so, why do you think it was accepted for publication? Please justify your position.
To what extent does the literature presented in the introduction help you understand the problem? How does the literature reviewed put the problem in context? Be specific.
Does the researcher indicate how this research is different from and/or similar to earlier ones reported in the literature? Summarize what this article intends to add to the knowledge base.
Do the authors state their research questions and/or hypotheses? What are the hypotheses or focused research questions?
Methods
What specific qualitative method is used? How does aqualitative research design correspond with the research questions? Can you determine whether the design was appropriate?
To what extent can the design answer the research questions? Elaborate.
What were the key concepts being explored in the study? What measures or observations were used in the research? Explain why you do, or do not, think that the methods used to collect the data are described clearly enough to allow for replication. Be specific and please elaborate.
How was research reactivity and bias managed in the study?
Explain whether or not information was provided concerning the credibility and trustworthiness of the measures or observations. Was this information adequate? Be specific.
What strategies were used to establish credibility?
Was there evidence of an audit trail and/or peer consultation on the project?
Sample
How were the participants recruited or selected for the study? What sampling strategy was used? Did the author(s) offer any justification for the sample size? Are you satisfied with the information reported about the sample? What questions might you have about the sample that were not addressed? Please be sure to provide an explanation for all of your answers.
Are the demographics of the participants (e.g., background characteristics such as age, race, etc.) described in sufficient detail? If so, how is the presentation of this descriptive data useful in evaluating the research? If not, please explain how that may affec ...
Running head VICTIM BLAMING1SEXUAL ASSAULT2Obstacles.docxtoltonkendal
Running head: VICTIM BLAMING
1
SEXUAL ASSAULT
2
Obstacles
Before provide the measurement tool, it is very important to acknowledge the possible obstacles towards fighting the issue of victim blaming problems. Making action toward this problem can make individuals reluctant from report any cases of assault. In addition, the society can be prone to engage in deviant sexual behaviors based on its conditioning and socialization over their entire lifetime (Kerig & Becker, 2015). Another major obstacle is the burden of proof in legal environments. The survivors who make a sexual harassment report are expected to show evidence of the harassment.
Measurement
Tools and Operation
Every goal and objective is going to be measured by different methods to ensure the effectiveness of the intervention on micro, mezzo, and macro level. In addition, goals and objectives are very important in the progress of the improvement. There will be some goals and objectives that will be measured by the same tool. For example,
The goals that aim to provide a safe environment and reduce the use of victim blaming language are going to be measured by gathering the number of CALU students, deans, the student conduct officers, faculty, and campus police officers who attend the mandatory on-line trainings. In addition, each on-line training is going to ask participants to answer the survey on the end in order to measure their knowledge on the learning materials. To operate this measurement, Stroger Together organization is going to be gather all the numbers of participants and their answers on the surveys. This operation is going to be happened every time when the trainings are launched.
To measure the effectiveness of training the harassed students who want to become an advocate, the organization is going to have pre and post-test that measure the students' confidence and ability to engage in the advocacy. To operate this measurement, the social worker and the counselor who are in charge of training those students are going to utilize the pre-test before every training and post-test after every training in order to acknowledge their strengths and weakness.
The last measurement tool is going to be creating a follow-up plan with the referred students due to their severity of their mental and social needs. The plan is going to be, "before referring the students to on or off campus resources, there is going to be a form that every student is going to fill out, which include their information contact, the most important resources that will meet their needs, Stronger together's contact, and hot-line for Domestic violence shelter." The student is going to informed that her or she will receive a phone call to make sure their needs are met. Then, the worker who refer the student is going to document the progress that the student makes.
The CALU students who had sexual assault experiences might not go to counseling center because of a shame feeling with us and it is one of the ...
This document summarizes research on social contagion using social network data. It describes analyzing the Framingham Heart Study network data (FHS-Net) of over 12,000 individuals connected through family, friendship, coworkers and neighbors over 30+ years. The researchers have also analyzed other datasets like the National Longitudinal Study of Adolescent Health. Their research has found evidence that behaviors, states and traits like obesity, smoking, happiness and depression show clustering within social networks, suggesting the spread of influence through network ties. The researchers acknowledge limitations of current methods and hope to help develop new statistical approaches for analyzing network data.
Addressing Gender Inequality In Science The Multifaceted Challenge Of Assess...Nathan Mathis
This document discusses approaches to assessing the impact of programs aimed at addressing gender inequality in science. It argues that a holistic, multidimensional approach is needed rather than focusing on a single issue. A complex, integrated solution is required as gender inequality stems from many interrelated factors. Assessing impact also needs to be complex to account for these interconnections and the multifaceted nature of the problem. A simple, linear model is insufficient and impact assessment must consider multiple components, contexts, and perspectives.
Research ProposalYou are not expected to conduct the proposed re.docxronak56
Research Proposal
You are not expected to conduct the proposed research, but instead present an outline of a possible research plan in a PowerPoint presentation. (Refer to Chapter 2 Figure 2.1 and Chapter 2 Appendix 2.1 for help and examples of what to include in a research proposal.) Create a 30-slide presentation containing the information outlined below. When you are creating the slides, keep the wording on each slide to a minimum. If you want to explain more, go to “click notes” below the slide and place your added information there, just be sure that you send your slides so that I can see the added information below the slide.
Six lines is usually a maximum per slide for an attractive presentation. Keep that as an approximate rule when making your presentation. Your presentation is expected to be creative and specific to your topic. Creativity will count 1 point.
Be sure to include in your proposal these elements:
1. Title (11 points)
a. Your title should be specific to proposed study.
b. Do not make your title cute or leading as you would for an essay.
2. Purpose of the Study: (11 points)
a. Explain the reason for doing the research
b. Which of the research studies that you read are most related to your topic and has encourage the proposal? You list only one
3. Research Questions, Hypotheses, Variables and/or Case Delineation as needed: (11 points)
a. List research questions or hypotheses.
b. If your research proposal is quantitative then list the variables that you will consider.
c. If the proposal is for qualitative, then describe the case features.
4. Literature Search (11 points)
a. List search engines and indexes that you will use to find significant scholarly publications. Although your text refers to using Wikipedia, that resource should not be one of sources listed.
b. List keywords that will help you in your search
c. Give 3 of the topical references, using an abbreviated abstract for each. These will be best done on separate slides and should support the need for doing this research study. Although your text refers to using Wikipedia and encyclopedias, those resources should not be sources listed.
5. Research Design(11 points)
a. Is your study to be quantitative of qualitative?
b. Be specific. For example, is it causal-comparative or descriptive, etc.? Is it a case study or a narrative?
6. Sampling(11 points)
a. Describe the population, or the describe that which you plan to study.
b. Give the size of the sampling (approximate)
c. Give the chosen procedure for the sampling and any other information about your sample.
7. Method of Data Collection(11 points)
a. Indicate if you will use a survey, a test, and interview, etc. to collect your data.
b. If your study is qualitative, tell what your focus will be, etic or emic or both and how you plan to collect the data.
You may omit Data Analysis Procedures.
8. Rights of the participants: (11 points)
a. What steps will you take in or to protect your participant’s p ...
The document discusses the cultural significance of visual art and architecture, noting that art can convey stories, movements, spiritual beliefs, and technological advances across language barriers. It recognizes that art has aesthetic, historic, scientific, and social value for past, present, and future generations. Examples are provided of how art can communicate important historic events and periods through styles and materials used, such as the Stone Age Venus of Willendorf sculpture which showed early evidence of religion and superstition.
This document summarizes research on attachment theory and its relationship to perception, performance, motivation, and engagement. It discusses how John Bowlby and Mary Ainsworth developed and tested attachment theory, identifying secure, anxious-avoidant, and anxious-resistant attachment styles based on a child's relationship with their caregiver. The document also explores how attachment style relates to adult relationships, workplace performance, leadership perception, and engagement. It proposes that attachment style and leadership perception may impact student performance, motivation, and engagement, and outlines hypotheses and methodology to test these relationships.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
Understanding Differential Item Functioning and Item bias In Psychological In...CrimsonpublishersPPrs
This document discusses differential item functioning (DIF) and item bias in psychological instruments. It begins by defining DIF as differential group performance on an item when ability levels are equated. The document then reviews how concerns about item bias emerged from the civil rights era and a 1984 court case. It explains that simply comparing item correct rates across groups, as the court case mandated, confounds true ability differences and bias. The document advocates using statistical DIF detection methods to separately identify items with DIF without assuming they are necessarily biased. It concludes that identifying DIF is important for test validity but does not undo social inequalities.
What forty years_of_research_says_about__the_impact_of_technology_on_learning...Cathy Cavanaugh
This research study employs a second-order meta-analysis procedure to summarize
40 years of research activity addressing the question, does computer
technology use affect student achievement in formal face-to-face classrooms
as compared to classrooms that do not use technology? A study-level metaanalytic
validation was also conducted for purposes of comparison. An
extensive literature search and a systematic review process resulted in the
inclusion of 25 meta-analyses with minimal overlap in primary literature,
encompassing 1,055 primary studies. The random effects mean effect size of
0.35 was significantly different from zero. The distribution was heterogeneous
under the fixed effects model. To validate the second-order metaanalysis,
574 individual independent effect sizes were extracted from 13 out
of the 25 meta-analyses. The mean effect size was 0.33 under the random
effects model, and the distribution was heterogeneous. Insights about the
state of the field, implications for technology use, and prospects for future
research are discussed.
This document discusses nonexperimental research, its strengths and weaknesses, and issues with precision in reporting results. Nonexperimental research is the most common type of research design in social sciences as it does not involve experiments. While it can establish associations between variables, it cannot determine causation due to lack of manipulation and control. The document explores ways to more precisely report nonexperimental findings without causal language, and how results can cautiously guide practice recommendations. It emphasizes accurately interpreting and reporting research to avoid perpetuating erroneous claims.
The material for this moduleweek has led us from Europe, through fi.docxSUBHI7
The material for this module/week has led us from Europe, through first contacts, to the establishment of a solid English presence in the Americas. After reading and thinking about the Reading & Study materials for this module/week, what strikes you most about the founding of the American colonies? Did anything surprise you? Did your reading challenge your ideas or visions about colonial America?
.
The media informs many viewers of deviance and crime, victims of cri.docxSUBHI7
The media informs many viewers of deviance and crime, victims of crime, and justice in society. Consider and describe the following:
Where do you get your information about:
Deviant behavior
Crime
Victims of crime
Justice for victims
Describe your perception of
Deviant behavior
What behavior is deviant according to your values?
Crime
What do you believe is the root or cause of crime?
What types of crimes do you believe happen most?
Who do you believe commits crime?
Victims of crime
Who do you believe is likely to be a victim?
Have you ever been fearful of a crime occurring to you or your family?
What do you believe about victims that you hear about?
Justice for victims
How do you see justice handled in our society?
What form of punishment do you see as being effective or ineffective?
Did you learn anything specific from the textbook that has changed your perception? What did you learn and which perception did it change?
Write a 500 or more word paper that addresses the above questions.
.
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5) You are performing an audit of purchases of desktop computers. Describe the audit procedure(s) you might use to achieve each of the five audit objectives listed below. Be specific. Use slide 3 in the week 5 lecture for the list of possible audit procedures (you may want to also consult PCAOB 15 paragraphs 15-21 as well as other readings in week 5). You will not get credit for a one word answer.
slide 3 in the week 5 lecture
1) PCAOB 15 Audit Evidence
http://pcaobus.org/Standards/Auditing/Pages/Auditing_Standard_15.aspx
1) All of the computers purchased have been recorded in the accounting records.
2) The computers recorded as being purchased actually exist.
3) Depreciation expense has been calculated correctly
4) Laws and regulations regarding software usage have been followed (e.g., no pirated or illegal software is installed).
5) The computers are properly safeguarded from theft or unauthorized use.
Here is a helpful hint on how to go about responding to question 5.
For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
Extra Credit – True/False (each question is worth 1 point)
1) Most frauds are detected by internal auditors.
2) Evidence from within the company is considered more reliable than evidence obtained from third parties
3) The internal auditor has no role in fraud prevention or detection
4) Confirmation involves examining trends and relationship among financial and non-financial data
5) Expertise within the internal auditing department is a barrier to implementing data analysis technologies
Paula Thompson
1 posts
Re:Constructing 10 Strategic Points
Hello Elizabeth-
I am so glad that you worked on this over the weekend and sent it to me in advance. What you have done -- and this happens with a few students every class -- is propose an interesting future study on incivility in higher ed. However, the guidelines for this assignment limit the scope to a replication of the 2007 Clark and Springer study. This means that many of the elements of the 10 Strategic Points (e.g., problem statement, research questions, purpose statement, data colection, data analysis) should be exactly the same as the Week 2 strategic points except with a population of undergraduate psychology students and faculty.
For example, the correct phrasing of the Week 2 problem statement that I provided you was "It is not known what the possible causes and remedies are of incivility in nursing education in a university environment from both student and faculty perspectives." For the Week 5 assignment, you would use the problem statement verbatim but just change "nursing ed.
This document discusses research problems and types of educational research. It begins by defining a research problem as an area of concern, condition to be improved, or troubling question that requires investigation. The purpose of a research problem is to introduce importance, place the problem in context, and provide a framework for reporting results.
The document then discusses three main types of educational research: historical research which investigates past events; descriptive research which describes current conditions without manipulation; and experimental research which manipulates and examines the effects of variables. Descriptive research includes field studies, ex-post-facto research, survey research, content analysis, and case studies. Key aspects and limitations of each type are outlined. Criteria for a good
Research Theory, Design, and Methods Walden UniversityThre.docxdebishakespeare
Research Theory, Design, and Methods
Walden University
Threats to Internal Validity
Threats to Internal Validity
(Shadish, Cook & Campbell, 2002)
1. Ambiguous temporal precedence. Based on the design, unable to determine with certainty which variable occurred first or which variable caused the other. Thus, unable to conclude with certainty cause-effect relationship. Correlation of two variables does not prove causation.
2. Selection. The procedures for selecting participants (e.g., self-selection or researcher sampling and assignment procedures) result in systematic differences across conditions (e.g., experimental-control). Thus, unable to conclude with certainty that the “intervention” caused the effect; could be due to way in which participants are selected.
3. History. Other events occur during the course of treatment that can interfere with treatment effects, and could account for outcomes. Thus, unable to conclude with certainty that the “intervention” caused the effect; could be due to some other event to which the participants were exposed.
4. Maturation. Natural changes that participants experience (e.g., grow older, get tired) during the course of the intervention could account for the outcomes. Thus, unable to conclude with certainty that the “intervention” caused the effect; could be due to the natural change/maturation of the participants.
5. Regressionartifacts. Participants who are at extreme ends of the measure (score higher or lower than average) are likely to “regress” toward the mean (scores get lower or higher, respectively) on other measures or retest on same measure. Thus, regression can be confused with treatment effect.
6. Attrition (mortality). Refers to drop out or failure to complete the treatment/study activities. If differential drop out across groups (e.g., experimental-control) occurs, could confound the results. Thus, effects may be due to drop out rather than treatment.
7. Testing. Experience with test/measure influences scores on retest. For example, familiarity with testing procedures, practice effects, or reactivity can influence subsequent performance on the same test.
8. Instrumentation. The measure changes over time (e.g., from pretest to posttest) thus making it difficult to determine if effects or outcomes are due to instrument vs. treatment. For example, observers change definitions of behaviors they are tracking, or the researcher alters administration of test items from pretest to posttest.
9. Additive and interactive effects of threats to validity. Single threats interact, such that the occurrence of multiple threats has an additive effect. For example, selection can interact with history, maturation, or instrumentation.
Reference
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton- Mifflin.
1 of 2
Research Theory, Design, and Methods
Walden University
Measurement of Variables
On ...
The document discusses several studies on the causes and consequences of bullying and approaches to addressing it. It finds that bullying is more likely when children have certain risk factors or experience peer rejection. Long term bullying can lead to lower academic achievement, depression, and even suicide. Several studies suggest screening children who bully for psychological problems and addressing issues like low social support. Recent legislation has aimed to prevent bullying but more may need to be done to involve public health efforts. One evaluation found that anti-bullying programs for teachers could help if they improve school climate and teachers' ability to intervene in bullying situations.
Discussion Evaluating Purpose StatementsThere is a link betweenLyndonPelletier761
Discussion: Evaluating Purpose Statements
There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose.
–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr., 2003, p. 169)
For this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.
Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.
As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.
As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.
With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. You will switch your journal article assignment from Week 3. If your last name starts with A through L, use Article B. If your last name starts with M through Z, use Article A. Follow the prompt below for your program.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement.
The Purpose Statement Checklist serves as a guide for your evaluation. Please do not respond to the checklist in a Yes/No format in writing your Discussion post.
· Analyze alignment among the theory, research problem, and purpose.
· Explain your position on the relationship between research and social change.
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Read a selection of your classmates’ postings.
By Day 6
Respond to a classmate who was assigned a different article than you by further supporting his or her critique or respectfully offering a differing perspective.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement using the Purpose Statement Checklist as a guide
· Analyze alignment among the theory, problem, and purpose
· Explain your position on the relationship between research and social change
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other ...
This document provides guidance on writing a causal analysis essay. It defines a causal analysis essay as examining the relationship between causes and effects to understand why something occurred or what consequences resulted. The key components are identifying causes, effects, and their relationships. The document outlines purposes for a causal analysis essay, recommends structuring the essay around either causes or effects, and provides sample thesis statements and organizational patterns. It also includes guidelines for an effective causal analysis essay, such as fulfilling the essay's purpose and linking ideas coherently.
This article describes how a high school used discipline data to identify and address disproportional referral rates for freshmen and minority students. The school revised its referral form to collect more detailed data on referrals. It then began monthly meetings where staff analyzed referral data by factors like time, location, grade, and ethnicity. This allowed them to identify predictable problems and develop interventions. For freshmen and minorities, the data were further analyzed to guide more targeted interventions. Over time, this process led to steady decreases in referrals for freshmen and minority students. The approach shows how continuous analysis of discipline data can help schools address issues of disproportionality.
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
The document discusses three articles that examine workplace bullying from different perspectives. All three articles define bullying and measure it using self-report questionnaires or assessments of negative acts. The articles focus on similar topics like predictors of bullying behavior and the role of traits like anger and anxiety. However, they differ in their sample populations, which include Norwegian workers, employees in various positions, and students. The limitations of self-report methods are also compared. Overall, the articles provide complementary perspectives on understanding and addressing bullying in employment and educational settings.
Qualitative Article Review and CritiqueIn approximately 7-10 pjanekahananbw
Qualitative Article Review and Critique
In approximately 7-10 pages (including title page and references), address the following questions.
Title
After reading the entire article, do you think the title adequately describes the study? Does the title catch your attention? Please explain.
Abstract
Does the abstract contain the recommended content (see “Abstract,” pp. 314, in Yegidis et al.)? How difficult do you think it is to summarize so much information in 150–250 words? Please explain.
Introduction
Why did the authors conduct this study and write this article? What was the problem of interest or concern? Be specific. Use quotes and paraphrases with citations.What audience might be interested in this study?
Do you feel the problem is significant enough to warrant a journal article? Did you have a “so what” reaction? If so, why do you think it was accepted for publication? Please justify your position.
To what extent does the literature presented in the introduction help you understand the problem? How does the literature reviewed put the problem in context? Be specific.
Does the researcher indicate how this research is different from and/or similar to earlier ones reported in the literature? Summarize what this article intends to add to the knowledge base.
Do the authors state their research questions and/or hypotheses? What are the hypotheses or focused research questions?
Methods
What specific qualitative method is used? How does aqualitative research design correspond with the research questions? Can you determine whether the design was appropriate?
To what extent can the design answer the research questions? Elaborate.
What were the key concepts being explored in the study? What measures or observations were used in the research? Explain why you do, or do not, think that the methods used to collect the data are described clearly enough to allow for replication. Be specific and please elaborate.
How was research reactivity and bias managed in the study?
Explain whether or not information was provided concerning the credibility and trustworthiness of the measures or observations. Was this information adequate? Be specific.
What strategies were used to establish credibility?
Was there evidence of an audit trail and/or peer consultation on the project?
Sample
How were the participants recruited or selected for the study? What sampling strategy was used? Did the author(s) offer any justification for the sample size? Are you satisfied with the information reported about the sample? What questions might you have about the sample that were not addressed? Please be sure to provide an explanation for all of your answers.
Are the demographics of the participants (e.g., background characteristics such as age, race, etc.) described in sufficient detail? If so, how is the presentation of this descriptive data useful in evaluating the research? If not, please explain how that may affec ...
Running head VICTIM BLAMING1SEXUAL ASSAULT2Obstacles.docxtoltonkendal
Running head: VICTIM BLAMING
1
SEXUAL ASSAULT
2
Obstacles
Before provide the measurement tool, it is very important to acknowledge the possible obstacles towards fighting the issue of victim blaming problems. Making action toward this problem can make individuals reluctant from report any cases of assault. In addition, the society can be prone to engage in deviant sexual behaviors based on its conditioning and socialization over their entire lifetime (Kerig & Becker, 2015). Another major obstacle is the burden of proof in legal environments. The survivors who make a sexual harassment report are expected to show evidence of the harassment.
Measurement
Tools and Operation
Every goal and objective is going to be measured by different methods to ensure the effectiveness of the intervention on micro, mezzo, and macro level. In addition, goals and objectives are very important in the progress of the improvement. There will be some goals and objectives that will be measured by the same tool. For example,
The goals that aim to provide a safe environment and reduce the use of victim blaming language are going to be measured by gathering the number of CALU students, deans, the student conduct officers, faculty, and campus police officers who attend the mandatory on-line trainings. In addition, each on-line training is going to ask participants to answer the survey on the end in order to measure their knowledge on the learning materials. To operate this measurement, Stroger Together organization is going to be gather all the numbers of participants and their answers on the surveys. This operation is going to be happened every time when the trainings are launched.
To measure the effectiveness of training the harassed students who want to become an advocate, the organization is going to have pre and post-test that measure the students' confidence and ability to engage in the advocacy. To operate this measurement, the social worker and the counselor who are in charge of training those students are going to utilize the pre-test before every training and post-test after every training in order to acknowledge their strengths and weakness.
The last measurement tool is going to be creating a follow-up plan with the referred students due to their severity of their mental and social needs. The plan is going to be, "before referring the students to on or off campus resources, there is going to be a form that every student is going to fill out, which include their information contact, the most important resources that will meet their needs, Stronger together's contact, and hot-line for Domestic violence shelter." The student is going to informed that her or she will receive a phone call to make sure their needs are met. Then, the worker who refer the student is going to document the progress that the student makes.
The CALU students who had sexual assault experiences might not go to counseling center because of a shame feeling with us and it is one of the ...
This document summarizes research on social contagion using social network data. It describes analyzing the Framingham Heart Study network data (FHS-Net) of over 12,000 individuals connected through family, friendship, coworkers and neighbors over 30+ years. The researchers have also analyzed other datasets like the National Longitudinal Study of Adolescent Health. Their research has found evidence that behaviors, states and traits like obesity, smoking, happiness and depression show clustering within social networks, suggesting the spread of influence through network ties. The researchers acknowledge limitations of current methods and hope to help develop new statistical approaches for analyzing network data.
Addressing Gender Inequality In Science The Multifaceted Challenge Of Assess...Nathan Mathis
This document discusses approaches to assessing the impact of programs aimed at addressing gender inequality in science. It argues that a holistic, multidimensional approach is needed rather than focusing on a single issue. A complex, integrated solution is required as gender inequality stems from many interrelated factors. Assessing impact also needs to be complex to account for these interconnections and the multifaceted nature of the problem. A simple, linear model is insufficient and impact assessment must consider multiple components, contexts, and perspectives.
Research ProposalYou are not expected to conduct the proposed re.docxronak56
Research Proposal
You are not expected to conduct the proposed research, but instead present an outline of a possible research plan in a PowerPoint presentation. (Refer to Chapter 2 Figure 2.1 and Chapter 2 Appendix 2.1 for help and examples of what to include in a research proposal.) Create a 30-slide presentation containing the information outlined below. When you are creating the slides, keep the wording on each slide to a minimum. If you want to explain more, go to “click notes” below the slide and place your added information there, just be sure that you send your slides so that I can see the added information below the slide.
Six lines is usually a maximum per slide for an attractive presentation. Keep that as an approximate rule when making your presentation. Your presentation is expected to be creative and specific to your topic. Creativity will count 1 point.
Be sure to include in your proposal these elements:
1. Title (11 points)
a. Your title should be specific to proposed study.
b. Do not make your title cute or leading as you would for an essay.
2. Purpose of the Study: (11 points)
a. Explain the reason for doing the research
b. Which of the research studies that you read are most related to your topic and has encourage the proposal? You list only one
3. Research Questions, Hypotheses, Variables and/or Case Delineation as needed: (11 points)
a. List research questions or hypotheses.
b. If your research proposal is quantitative then list the variables that you will consider.
c. If the proposal is for qualitative, then describe the case features.
4. Literature Search (11 points)
a. List search engines and indexes that you will use to find significant scholarly publications. Although your text refers to using Wikipedia, that resource should not be one of sources listed.
b. List keywords that will help you in your search
c. Give 3 of the topical references, using an abbreviated abstract for each. These will be best done on separate slides and should support the need for doing this research study. Although your text refers to using Wikipedia and encyclopedias, those resources should not be sources listed.
5. Research Design(11 points)
a. Is your study to be quantitative of qualitative?
b. Be specific. For example, is it causal-comparative or descriptive, etc.? Is it a case study or a narrative?
6. Sampling(11 points)
a. Describe the population, or the describe that which you plan to study.
b. Give the size of the sampling (approximate)
c. Give the chosen procedure for the sampling and any other information about your sample.
7. Method of Data Collection(11 points)
a. Indicate if you will use a survey, a test, and interview, etc. to collect your data.
b. If your study is qualitative, tell what your focus will be, etic or emic or both and how you plan to collect the data.
You may omit Data Analysis Procedures.
8. Rights of the participants: (11 points)
a. What steps will you take in or to protect your participant’s p ...
The document discusses the cultural significance of visual art and architecture, noting that art can convey stories, movements, spiritual beliefs, and technological advances across language barriers. It recognizes that art has aesthetic, historic, scientific, and social value for past, present, and future generations. Examples are provided of how art can communicate important historic events and periods through styles and materials used, such as the Stone Age Venus of Willendorf sculpture which showed early evidence of religion and superstition.
This document summarizes research on attachment theory and its relationship to perception, performance, motivation, and engagement. It discusses how John Bowlby and Mary Ainsworth developed and tested attachment theory, identifying secure, anxious-avoidant, and anxious-resistant attachment styles based on a child's relationship with their caregiver. The document also explores how attachment style relates to adult relationships, workplace performance, leadership perception, and engagement. It proposes that attachment style and leadership perception may impact student performance, motivation, and engagement, and outlines hypotheses and methodology to test these relationships.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
Understanding Differential Item Functioning and Item bias In Psychological In...CrimsonpublishersPPrs
This document discusses differential item functioning (DIF) and item bias in psychological instruments. It begins by defining DIF as differential group performance on an item when ability levels are equated. The document then reviews how concerns about item bias emerged from the civil rights era and a 1984 court case. It explains that simply comparing item correct rates across groups, as the court case mandated, confounds true ability differences and bias. The document advocates using statistical DIF detection methods to separately identify items with DIF without assuming they are necessarily biased. It concludes that identifying DIF is important for test validity but does not undo social inequalities.
What forty years_of_research_says_about__the_impact_of_technology_on_learning...Cathy Cavanaugh
This research study employs a second-order meta-analysis procedure to summarize
40 years of research activity addressing the question, does computer
technology use affect student achievement in formal face-to-face classrooms
as compared to classrooms that do not use technology? A study-level metaanalytic
validation was also conducted for purposes of comparison. An
extensive literature search and a systematic review process resulted in the
inclusion of 25 meta-analyses with minimal overlap in primary literature,
encompassing 1,055 primary studies. The random effects mean effect size of
0.35 was significantly different from zero. The distribution was heterogeneous
under the fixed effects model. To validate the second-order metaanalysis,
574 individual independent effect sizes were extracted from 13 out
of the 25 meta-analyses. The mean effect size was 0.33 under the random
effects model, and the distribution was heterogeneous. Insights about the
state of the field, implications for technology use, and prospects for future
research are discussed.
This document discusses nonexperimental research, its strengths and weaknesses, and issues with precision in reporting results. Nonexperimental research is the most common type of research design in social sciences as it does not involve experiments. While it can establish associations between variables, it cannot determine causation due to lack of manipulation and control. The document explores ways to more precisely report nonexperimental findings without causal language, and how results can cautiously guide practice recommendations. It emphasizes accurately interpreting and reporting research to avoid perpetuating erroneous claims.
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The material for this module/week has led us from Europe, through first contacts, to the establishment of a solid English presence in the Americas. After reading and thinking about the Reading & Study materials for this module/week, what strikes you most about the founding of the American colonies? Did anything surprise you? Did your reading challenge your ideas or visions about colonial America?
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The media informs many viewers of deviance and crime, victims of crime, and justice in society. Consider and describe the following:
Where do you get your information about:
Deviant behavior
Crime
Victims of crime
Justice for victims
Describe your perception of
Deviant behavior
What behavior is deviant according to your values?
Crime
What do you believe is the root or cause of crime?
What types of crimes do you believe happen most?
Who do you believe commits crime?
Victims of crime
Who do you believe is likely to be a victim?
Have you ever been fearful of a crime occurring to you or your family?
What do you believe about victims that you hear about?
Justice for victims
How do you see justice handled in our society?
What form of punishment do you see as being effective or ineffective?
Did you learn anything specific from the textbook that has changed your perception? What did you learn and which perception did it change?
Write a 500 or more word paper that addresses the above questions.
.
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Illustrate common and unique features of localization vs standardization using a Venn Diagram or similar chart, be sure that the chart or graph shows specific examples.
Compare the human resources philosophy of two companies from the same industry. Comparison should include their similarities, differences and at least one item that gives that company a competitive advantage.
Relate how behavioral norms, attitudes and values define a country’s culture.
Culture can be defined as accepted norms, attitude, value, or traditional behavior within an organization or group.
Examine and provide a detailed example of norm of reciprocity in a multinational company.
Elaborate on the impact of communication in a MNC. Create a detailed example of good communication and a detailed example of a time that communication was not good.
Good communication is vital in any business and more prevalent in a MNC.
There are a few generations that are currently in workplace.
In order to effective
Without effective communication
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The minimum length for this assignment is 1,200 wordsMust use APA .docxSUBHI7
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Must use APA format
Eukaryotic cells are the most structurally advanced of the major cell types. Describe the structure and function of each of the eukaryotic organelles. Distinguish between those that are and are not membranous. Most are membranous. Explain the importance of membrane structure and function in the organization of living processes within cells.
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•Select three characteristics of the early American militias.
•Compare these with three characteristics of the current American military.
•How are they similar?
How are they different?
The initial post should be 75 to 150 words, but may go longer depending on the topic. If you use any source outside of your own thoughts, you should reference that source. Include solid grammar, punctuation, sentence structure, and spelling.
.
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The Mini Project Task Instructions Read about validity and reliab.docxSUBHI7
The Mini Project Task
Instructions: Read about validity and reliability starting on page 324 of the textbook.
Your assignment is to create a 5-page paper addressing the following questions:
a. What is the difference between reliability and validity? Which is more important? Why?
b. What are the different ways of assessing reliability?
c. What are the different ways of assessing validity?
d. What are the different ways of obtaining validity evidence?
The analysis requires the additional components:
APA formatted paper including:
o Font: Times New Roman, 12 point, and double spaced.
o Margins: One inch margins, all around.
o Indents: One-half inch indent as to begin a paragraph.
o Proper APA citations and references.
o Proper use of Level 1 headings as to label the
introduction, main body,
and
conclusions
segments.
o Proper use of Level 2 headings as to label the sections within the
main body
and
conclusions
.
o A proper title page.
o A reference page utilizing hanging indents and alphabetized by the last name of the first author.
Free of spelling errors and minimal use of passive voice.
Page 324
In general, reliabilities less than 0.60 are considered to be poor, those in the 0.70 range, acceptable, and those over 0.80 good. Thus, the internal consistency reliability of the measures used in this study can be considered to be acceptable for the job enrichment measure and good for the other measures.
It is important to note that all the negatively worded items in the questionnaire should first be reversed before the items are submitted for reliability tests. Unless all the items measuring a variable are in the same direction, the reliabilities obtained will be incorrect.
A sample of the result obtained for the Cronbach’s alpha test for job enrichment, together with instructions on how it is obtained, is shown in Output 11.3.
The reliability of the job enrichment measure is presented in the first table in Output 11.3. The second table provides an overview of the alphas if we take one of the items out of the measure. For instance, it is shown that if the first item (Jobchar1) is taken out, Cronbach’s alpha of the new three-item measure will be 0.577. This means that the alpha will go down if we take item 1 out of our measure. On the other hand, if we take out item 3, our alpha will go up and become 0.851. Note that, in this case, we would not take out item 3 for two reasons. First, our alpha is above 0.7 so we do not have to take any remedial actions. Second, if we took item 3 out, the validity of our measure would probably decrease. We did not include item 3 for nothing in the original measure!
If, however, our Cronbach’s alpha was too low (under 0.60) then we could use this table to find out which of the items would have to be removed from our measure to increase the interitem consistency. Note that, usually, taking out an item, although improving the reliability of our measure, affects the validity of our measure .
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WAN acceleration
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Discuss available WAN acceleration solutions, and provide a short description of how such solutions are implemented through alteration of the Layer 2 frame format.
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The menu structure for Holiday Travel Vehicle"s existing character-based system is shown here....
Interface x 904
Function x 9541
user interface x 297
Functions x 1487
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.
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So, if any body wants me to do this work for him, kindly message me. Thanks
Question 1
10 out of 10 points
A business that selects a differentiation strategy would ________.
Question 2
10 out of 10 points
________ information is information that directly pertains both to the context and to the subject.
Question 3
10 out of 10 points
In a database, a table, which is a group of similar rows, is also called a ________.
Question 4
10 out of 10 points
The ________ group's purpose is to protect information assets by establishing standards and management practices and policies.
Question 5
10 out of 10 points
________ is a suite of software applications that consolidates existing systems by providing layers of software that connect applications together.
Question 6
10 out of 10 points
Normal processing procedures for system users are ________.
Question 7
10 out of 10 points
Which of the following is an open-source operating system?
Question 8
10 out of 10 points
Which of the following uses an individual's personal physical characteristics such as fingerprints, facial features, and retinal scans for verification purposes?
Question 9
10 out of 10 points
________ is the dynamic social media process of employing users to participate in product design or product redesign.
Question 10
10 out of 10 points
Each stage of the value chain not only adds value to the product but also ________.
Question 11
10 out of 10 points
One of the important functions of a DBMS is to provide the necessary tools for ________.
Question 12
10 out of 10 points
Which of the following is true of a VPN (virtual private network)?
Question 13
10 out of 10 points
Which of the following departments in an organization is supported by information systems applications such as recruitment and compensation?
Question 14
10 out of 10 points
Which of the following statements is true about cloud services?
Question 15
10 out of 10 points
The first phase in the customer life cycle involves ________.
Question 16
10 out of 10 points
Which of the following is a technical safeguard against security threats?
Question 17
10 out of 10 points
An internal information system built using Web services ________.
Question 18
10 out of 10 points
The two strength factors that relate to all three competitive forces are ________ and customer loyalty.
Question 19
10 out of 10 points
Which of the following is true of Web services?
Question 20
10 out of 10 points
With HTTPS, data are encrypted using a protocol called the ________.
Question 21
10 out of 10 points
Why is it important for business professionals to take an active role in developing and managing information systems?
Question 22
0 out of 10 points
Which of the following is a major problem posed by multi-user processing of a database?
Question 23
10 out of 10 points
Which of the following elements of a datab.
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topic
the main discussion will be Schwarzenegger and fitness,talk about how does he affect the fitness area. Why is he so famous, add some person views and create you own title. Mainly discuss about fitness
Formal Essay #3: Reporting Information/The Expository Essay
Expository writing is a staple of academic writing. Throughout your academic and professional career, you will be called on to write hundreds of expository articles, reports and essays. A thorough knowledge of this writing form will hold you in good stead all through your career.
What is Expository Writing?
‘Expository’ is a synonym of ‘explanatory’. An expository essay is a piece of writing that explains or informs. It should be based on fact and free of the writer’s prejudices. Opinion is often expressed, but only if it is backed by fact. For example, if someone asked you to write an essay on the causes of World War II, you would write about Germany’s losses in World War I, the Treaty of Versailles, the fall of the Weimar Republic, and the rise of Hitler led Nazism. In other words, everything would be based on verifiable fact.
The expository writing process centers on four activities:
Generate a rough idea or hypothesis.
Find evidence to back up this idea.
Expound on the idea.
Present an argument to back up the idea.
Thus, if you were to say that the Treaty of Versailles was the chief cause of World War II, you would first talk about the conditions of the Treaty of Versailles, the financial condition of Germany after WWI, the ineffectiveness of the Weimar Republic, and how they all led to the rise of Nazism.
Structurally, a piece of expository writing has the following components:
An
introduction
that introduces the central idea you will discuss in the essay.
The
main body
that presents evidence to back up the idea. This is the meat of the essay.
A
conclusion
that presents your idea again in the light of the evidence.
Thus, the central thrust of expository writing should be to build towards proving an argument, fact by fact, piece of evidence by piece of evidence. You will use expository writing a lot throughout your academic life. Most essays that you write in college will be expository in nature. Most writing that you will do in your professional life will involve a lot of expository content as well. In other words, sharpening up this skill will serve you well throughout your life.
Required Essay Format:
All response papers must be typed, double-spaced, and stapled. Font size should be 12 point Times New Roman font.
***AT MINIMUM, YOUR WORKS CITED PAGE WILL CONTAIN 3-4 SOURCES!!!!
Essays should demonstrate the following kinds of understanding. Essays should meet assignment requirements of page length and number of sources, quotes, and summaries/paraphrases. The w.
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At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Many organizations have established policies to remedy discrimination when hiring women and minorities. Discuss whether you feel that affirmative action programs, reverse discrimination, and criteria of comparable worth are appropriate forms of remedy.
You should conduct research on this topic before making your posts.
Using the textbook, course materials, and Web resources, research affirmative action, reverse discrimination, and comparable worth and answer the following questions:
Do you feel that these concepts are appropriate forms of remedy in the workplace? Explain.
What else do you think could be done to eliminate discrimination in the workplace?
You must use at least one credible source from either the Library's full-text database or the Web. Include your reference(s) that you used in APA format with your Discussion Board post. Post a new topic to the Discussion Board that contains your answers to the questions, and respond to 2 other students' posts on the Discussion Board. Be sure to explain to them why you agree or disagree with their arguments.
Your submitted assignment (
60 points
) should include the following:
40 Points Your Discussion Board topic containing your responses to the questions and your listed reference(s) in APA format
20 Points Your responses to two other students' Discussion Board posts
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Response to Classmates posts:
Classmate #1 post:
Attempt at Eliminating Discrimination
After the civil war, the African American, Hispanics and minorities suffered great discrimination in the workplace in particular and life generally. Precisely during the 1960s these groups went through denial of employment or appropriate wages irrespective of their standard of education being higher than that of their majority counterparts. There was a great debate about discrimination on the basis of color, race, gender or religion. Over the years, some programs have been developed in order to handle or to try and e.
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The main characters in Tay Garnett's film
The Postman Always Rings Twice
and the Coen Brothers'
The Man Who
Wasn't There
follow a pattern of behavior that is inane and ultimately self-destructive, as can be seen in how they end up -- either dead, wrongly accused and imprisoned for a crime they didn't commit, or ironically not convicted for a crime they did commit. What do you think these films are saying about the pattern of behavior they followed to get them where they wound up in the end, as well as why they followed these patterns of behavior in the first place? In other words, what is the way of thinking or belief system that lead to these characters' behaviors, and what does the film tell us about this way of thinking or belief system? And finally, does the film propose an alternative way of thinking or life narrative that might have proven more salutory for these characters in the end?
.
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The mafia is a well-organized criminal enterprise that deals in illegal activities like drugs, prostitution, and loan sharking. They also operate legal cash businesses to launder money from illegal operations. Ponzi schemes are another type of organized criminal racket. Members caught participating in these activities can be charged under the RICO Act.
The minimum length for this assignment is 1,500 words. Be sure to ch.docxSUBHI7
The minimum length for this assignment is 1,500 words. Be sure to check your Turnitin report for your post and to make corrections before the deadline of 11:59 pm Mountain Time of the due date to avoid lack of originality problems in your work.
Describe the historical pattern of growth of the worldwide human population since our origin. Include in this historic overview the changes that have happened technologically, medically, culturally and nutritionally to result in major population changes over time. Relate the growth of the human population to our ecological footprint and explain the idea of limits to population growth known as the carrying capacity. Relative to carrying capacity, what may result from unbridled continued growth of our population? How does the size of the human population contribute to environmental degradation? Why must we take the human population size into account when we attempt to develop environmental restoration projects?
Assignment 2 Grading Criteria
Maximum Points
Quality of initial posting:
Initial posting should reveal a solid understanding of all aspects of the task; use factual and relevant information;
and
demonstratefull development of concepts.
80
Connections and higher order thinking:
Multiple connections should be demonstrated showing a clear understanding of the material with clear and correct examples.
40
Reference to supporting readings:
Refer to and properly cite (i.e., APA) either course and/or outside readings.
40
Language and Grammar:
There should be no spelling, structure, or grammatical errors in any posting. Writing should be clear and organized.
40
Total:
200
.
The madrigal was a very popular musical genre in the Renaissance. Ex.docxSUBHI7
The madrigal was a very popular musical genre in the Renaissance. Explain in detail the madrigal, and include the instrumentation, (the number and type of voices used), and the musical elements that the composers used to make the text in the pieces come alive. Choose one of the musical examples of the madrigal in this unit: Arcadelt�s
II bianco e dolce cigno
, or John Farmer�s
Fair Phyllis
, and explain how the composer unites the poetry and music.
Your response should be at least 200 words in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17Celine George
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Pride Month Slides 2024 David Douglas School District
Running head A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FA.docx
1. Running head: A PBR APPLICATION FOR AN INTERIOR
SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE
COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface
Coating Facility
[Student name here…remove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide
one full sentence each week as you complete a level 1 heading
section, describing what material or calculations were presented
in that section. By the time the week eight material is complete,
you will have eight sentences in this abstract (one for each
week).
A Permit by Rule (PBR) Application for an Interior Surface
Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing
with CSU APA Citation Guide p. 6 styled citations to defend
what you state as fact. Follow the Study Guide calculation
instructions carefully. Remove the remaining blank sections
before submittal each week.
2. VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show
(illustrate) your actual mathematical calculations for Units 3-7
sections, rather than describe them. For example: 2.8 lbs/gal of
VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section
in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading
section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface
coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
https://www.tceq.texas.gov/searchpage?cx=00488894483105157
1741%3Auk-
3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilit
ies%3A+A+Guide+for+Obt aining+Air+Auth
orization+in+Texas
List additional references here alphabetically. Be sure and
double-space and hang-indent each
subsequent line for each reference entry, formatting to
CSU APA Citation Guide
3. pp. 8-12.
Topic-The impact of bullying behaviors on children both as
bullies and victims
· Copeland, W. E., PhD, Wolke, D., PhD, Angold, A.,
MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric
outcomes of bullying and being bullied by peers in childhood
and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/1324573596?accountid=27313
· Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M.
(2011). Bullying perpetration and victimization as predictors of
delinquency and depression in the pittsburgh youth
study. Journal of Aggression, Conflict and Peace
Research, 3(2), 74-81.
//dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/874328763?accountid=27313
· Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P.,
Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence,
motivations, and social, mental health and health consequences
of cyberbullying among school-aged children and youth:
Protocol of a longitudinal and multi-perspective mixed method
study. JMIR Research Protocols, 5(2), e83.
//dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/1791706835?accountid=27313
· Strøm, I. F., Aakvaag, H. F., Birkeland, M. S., Felix, E., &
Thoresen, S. (2018). The mediating role of shame in the
relationship between childhood bullying victimization and adult
psychosocial adjustment. European Journal of
4. Psychotraumatology, 9(1), 1418570.
//dx.doi.org.portal.lib.fit.edu/10.1080/20008198.2017.1418570
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1992009818?accountid=27313
Mccusker Week 3 Assignment
The two research studies can be defined as being correlational.
This can be said to be true because the researchers had an
opportunity to investigate the aspect of bullying and how this
process occurs. Moreover, the two studies also wanted to
understand the impact of bullying on the victim and the one who
commits the act of bullying. From the two studies it is evident
that the researchers focused on a number of given variables in
order to determine how these variables relate to the aspect of
bullying. Therefor the research study wanted to determine if
there exist a correlation or a relationship between these
variables and the aspect of bullying. These studies were carried
out in the field. The researchers in these two cases had to
collect data from the field in order to come up with clear
conclusions about this particular matter at hand. Additionally,
trying to understand the aspect of bullying required the
researchers to be on the field and understand the various aspects
associated with bullying (Jaana & Sandra,2014).
From the two studies it is evident that bullying includes the
aspect of humiliation. This means that a bully uses his
prominence or his physical appearance to intimidate and
humiliate another individual. This causes the individual being
bullied to develop low self-esteem and thus ends up being a
social misfit. It is also evident from the two studies that
bullying can also lead to the development of social problems
and that there is nothing good that is associated with this
particular aspect. Additionally, it is also evident that bullying
also leads to problems related to emotional factors of an
individual and when in extreme bullying can result to physical
pain. There are a number of conclusions that cannot be drawn
from the two studies. To start with, the studies do not give a
5. well outlined approach on how to end bullying in schools,
instead the studies have only provided possible interventions.
This means that more should be done in order to come up with
conclusive measures of dealing with menace. Moreover, the two
research studies did not also focus on how bullies can be
integrated into the society after they realize that their actions
are not acceptable (Dake, Joseph,Price, James Telljohann,&
Susan,2003).
There are a number of strengths associated with this method of
study. The fact that the two researches were conducted on the
field means that the researchers were able to have firsthand
information on bullying. Moreover, the fact that the researches
were correlational, means that the researchers were able to
understand how bullying relates to other various factors.
Limitations on this research design may have included the fact
that correlation does not necessary imply causation. This means
that bullying cannot be justified by trying to imply that it is
caused by various reasons. Secondly, this type of research
design depends entirely on data provided and it does not go
beyond that. In future research, such studied should focus more
on trying to understand how this menace can be handled without
having to bring out the aspect of discrimination. Moreover, the
research should also focus more on the causes of bullying and
this can help come up with preventive measures especially at
the school level.
References
Dake, Joseph A;Price, James H;Telljohann, Susan K The
Journal of School Health; May (2003). The nature and extent of
6. bullying at school
Jaana Juvonen & Sandra Graham, (2014). Bullying in Schools:
The Power of Bullies and the Plight of Victims
School Bullying
Hypotheses: If parents and teachers combine efforts and pay
closer attention, and punish accordingly, then bullying in school
will eventually cease. Bullying is a constant topic of discussion
amongst most parents. However because social media provides
secrecy and a wider reach, bullying in schools is still as
consistent today as it was before being a part of the discussion.
The consequences of bullying in school are not great enough to
make an impact in stopping bullying.
References
Copeland, W. E., PhD, Wolke, D., PhD, Angold, A.,
MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric
outcomes of bullying and being bullied by peers in childhood
and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/1324573596?accountid=27313
Cornell, D. G., Sheras, P. L., & Cole, J. C. M. (2006).
Assessment of bullying. In S. R. Jimerson, & M. Furlong
(Eds.), Handbook of school violence and school safety: From
research to practice (pp. 209, Chapter xxiv, 688 Pages).
Mahwah, NJ, US, US: Lawrence Erlbaum Associates Publishers,
Mahwah, NJ. Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/621167313?accountid=27313
Cornell, D., Shukla, K., & Konold, T. (2015). Peer
victimization and authoritative school climate: A multilevel
approach. Journal of Educational Psychology, 107(4), 1186.
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1752003033?accountid=27313
Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature
7. and extent of bullying at school. The Journal of School
Health, 73(5), 173-80. Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/215678120?accountid=27313
Dake, J. A., Price, J. H., Telljohann, S. K., & Funk, J. B.
(2003). Teacher perceptions and practices regarding school
bullying prevention. The Journal of School Health, 73(9), 347-
355. Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/71473982?accountid=27313
Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M.
(2011). Bullying perpetration and victimization as predictors of
delinquency and depression in the pittsburgh youth
study. Journal of Aggression, Conflict and Peace
Research, 3(2), 74-81.
//dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/874328763?accountid=27313
Juvonen, J., & Graham, S. (2014). Bullying in schools: The
power of bullies and the plight of victims. Annual Review of
Psychology, 65, 159. Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1491419160?accountid=27313
Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying
among middle school students. The Journal of Adolescent
Health : Official Publication of the Society for Adolescent
Medicine, 41(6 Suppl 1), S30. Retrieved from https://search-
proquest-
com.portal.lib.fit.edu/docview/69009765?accountid=27313
Kowalski, R. M., Limber, S. P., & Agatston, P. W.
(2012). Cyberbullying: Bullying in the digital age (2nd ed. ed.)
Wiley-Blackwell. Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1355854435?accountid=27313
McInroy, L. B., & Mishna, F. (2017). Cyberbullying on online
gaming platforms for children and youth. Child & Adolescent
Social Work Journal, 34(6), 597-607.
//dx.doi.org.portal.lib.fit.edu/10.1007/s10560-017-0498-0
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1962564207?accountid=27313
8. Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P.,
Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence,
motivations, and social, mental health and health consequences
of cyberbullying among school-aged children and youth:
Protocol of a longitudinal and multi-perspective mixed method
study. JMIR Research Protocols, 5(2), e83.
//dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/1791706835?accountid=27313
Novick, R. M., & Isaacs, J. (2010). Telling is compelling: The
impact of student reports of bullying on teacher
intervention.Educational Psychology, 30(3), 283. Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/208802026?accountid=27313
Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-
bullying intervention: Implementation and outcome. British
Journal of Educational Psychology, 75, 465-487. Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/216966219?accountid=27313
Smokowski, P. R., & Kelly Holland Kopasz. (2005). Bullying in
school: An overview of types, effects, family characteristics,
and intervention strategies. Children & Schools, 27(2), 101-110.
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/210935318?accountid=27313
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of
school-based programs to reduce bullying: A systematic and
meta-analytic review. Journal of Experimental
Criminology, 7(1), 27-56.
//dx.doi.org.portal.lib.fit.edu/10.1007/s11292-010-9109-1
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/852324202?accountid=27313
van Goethem, A. A., J., Scholte, R. H., J., & Wiers, R. W.
(2010). Explicit- and implicit bullying attitudes in relation to
bullying behavior. Journal of Abnormal Child
Psychology, 38(6), 829-42.
//dx.doi.org.portal.lib.fit.edu/10.1007/s10802-010-9405-2
9. Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/613436773?accountid=27313
Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L.
(2015). Declines in efficacy of anti-bullying programs among
older adolescents: Theory and a three-level meta-
analysis. Journal of Applied Developmental Psychology, 37, 36-
51. //dx.doi.org.portal.lib.fit.edu/10.1016/j.appdev.2014.11.005
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1650980055?accountid=27313
Tyrone McCusker Week 2
I have changed my topic to focus on the impact of bullying
behaviors on children both as bullies and victims
Copeland, W. E., PhD, Wolke, D., PhD, Angold, A.,
MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric
outcomes of bullying and being bullied by peers in childhood
and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/1324573596?accountid=27313
This study examines the outcomes of bullying and being bullied
in childhood and its correlation to psychiatric problems.
· Was the study correlational, experimental, or some
combination of both?
-The study was a combination correlational and experimental
· How do you know?
-Correlational in answering Bullying predicts psychiatric
problems, Experimental by manipulating age groups and
communities.
· Was it done in the laboratory or the field?
-This study was in the Field in North Carolina Population based
study.
· What conclusions can be drawn from the study?
- After controlling for childhood psychiatric problems or family
hardships, we found that victims continued to have a higher
10. prevalence of agoraphobia, and panic disorder and that
bullies/victims were at increased risk of young adult depression
, panic disorder , agoraphobia , and suicidality
· What conclusions cannot be drawn from the study?
-Since this study determined the effects on kids into young
adult hood, the study could not conclude the effects into adult
hood.
· What are some strengths and limitations of the research
design?
-The strength in the study is variety studied from bullies to
victims to both, the weakness lies in the variable added as they
chose families with hardships. I feel that variable can disprove
the correlational aspect as the study cant determine if the
bullying is the cause or the hardship is the cause of the
psychiatric problems.
· Name two areas for future research based on the article (either
those listed in the paper or your own ideas)
-For future research I would take out the hardship variable or
have a control study. Second I would like to see a more spread
out study spanning across the US and not focus on town or area
and study the psychological effects that lead to violence.
Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M.
(2011). Bullying perpetration and victimization as predictors of
delinquency and depression in the pittsburgh youth
study. Journal of Aggression, Conflict and Peace
Research, 3(2), 74-81.
//dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/874328763?accountid=27313
· Was the study correlational, experimental, or some
combination of both?
-This study is correlational
11. · How do you know?
-The study investigate whether bullying perpetration predicts
later criminal offending and whether bullying victimization
predicts later depression.
· Was it done in the laboratory or the field?
-This study was done in the field, Pittsburgh
· What conclusions can be drawn from the study?
- The paper provides useful evidence which leads to the
conclusion that bullying perpetration is followed by an
increased risk of delinquency, and that bullying victimization is
followed by an increased risk of depression.
· What conclusions cannot be drawn from the study?
-This study doesn’t account for victims of bullies and the
correlation of delinquency.
· What are some strengths and limitations of the research
design?
-The strength in this study range of the study, start at the age of
6 years old nd following till the age of 19 years old. The
limitations again fall in the scope and the focus on only boys.
· Name two areas for future research based on the article (either
those listed in the paper or your own ideas)
-One are for future study would be to include both makes and
females and see wich has a greater correlation. And Two follow
victims of bullies as well and determine if a correlation lies in
victims and delinquency.
Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P.,
Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence,
motivations, and social, mental health and health consequences
of cyberbullying among school-aged children and youth:
Protocol of a longitudinal and multi-perspective mixed method
study. JMIR Research Protocols, 5(2), e83.
//dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved
from https://search-proquest-
12. com.portal.lib.fit.edu/docview/1791706835?accountid=27313
The objective of this experimental study through surveys is to
explore children’s experience with cyberbullying and as they
get older explore social, mental health, and health consequences
of cyberbullying. This was done in the field using a random
sample of 4th,7th, and 10th graders. The strengths in this study
lie in the random sampling and wide range f grades.
· Was the study correlational, experimental, or some
combination of both?
-Experimental
· How do you know?
-Established the cause and effect of cyberbullying
· Was it done in the laboratory or the field?
-This study was done in the field using surveys
· What conclusions can be drawn from the study?
· What conclusions cannot be drawn from the study?
· What are some strengths and limitations of the research
design?
· Name two areas for future research based on the article (either
those listed in the paper or your own ideas)
Strøm, I. F., Aakvaag, H. F., Birkeland, M. S., Felix, E., &
Thoresen, S. (2018). The mediating role of shame in the
relationship between childhood bullying victimization and adult
psychosocial adjustment. European Journal of
Psychotraumatology, 9(1), 1418570.
//dx.doi.org.portal.lib.fit.edu/10.1080/20008198.2017.1418570
Retrieved from https://search-proquest-
com.portal.lib.fit.edu/docview/1992009818?accountid=27313
· Was the study correlational, experimental, or some
combination of both?
13. -Combination of Correlational and experimental
· How do you know?
- This study investigated (1) whether childhood
experiences of bullying victimization and violence were
associated with psychosocial adjustment (distress, impaired
functioning, social support barriers) in young adulthood; (2) the
unique effect of bullying victimization on psychosocial
adjustment; and (3) whether shame mediated the relationship
between bullying victimization and these outcomes in young
adulthood.
· Was it done in the laboratory or the field?
-This study was done in the field using a follow up study group
from previous testing.
· What conclusions can be drawn from the study?
- This study show that bullying victimization as a trauma with
severe and long-lasting consequences
· What conclusions cannot be drawn from the study?
-This study cannot conclude what the long lasting effects will
be as they vary from person to person depending on experience.
· What are some strengths and limitations of the research
design?
-The strength in this study is the continuation with a previous
group ad continuing the testing process to strengthen conclusion
and results.
· Name two areas for future research based on the article (either
those listed in the paper or your own ideas)
-One are for future research would be to try and determine
which factors play into what the long term effect would be. And
second would be to again continue the process with the same
study group at a later date to determine how long these effects
can last from childhood to adulthood.
Mccusker week 5 assignment
The Impact of Bullying and Victimization on Students'
Relationships
14. This article used correctional study method. The authors
used data from the Flemish Educational Assessment (FlEA),
consisting of 11,872 students in 85 schools. They then
performed multivariate analyses of variance (ANOVA).
I know this because the authors used data from FIEA
which they compared and contrasted in their analysis.
The research was done in the laboratory because the
authors used the data that was already collected by FIEA.
Conclusions that can be drawn from the study are that
accuracy of this study depends on the accuracy of data used.
Bullying and victimization have negative impact on students’
relationships. .
Strengths of correlational study is that a correlational
study can be conducted on variables that can be measured and
not manipulated, for example when an experimental method
would be impractical or unethical to conduct. While its
limitation is that No cause and effect can be established in
correlational research as it is not certain that one variable
caused another to happen, it could be one or the other or it
could even be an unknown variable that causes the correlation.
Areas for future study are:
1. How students can use relationships to end bullying and
victimization
1. Impact of bullying and victimization on academic
performance
An Exploration of Effects of Bullying Victimization from a
Complete Mental Health Perspective
This article used experimental study method. I know this
because the authors contacted research and collected data by
themselves instead of relying on the people’s data or research.
This study was conducted in the field.
It can be established from this study that bullying and
victimization is a major problem that is affecting many people
across the world.
Strengths of experimental study are that: It is a basic,
straightforward, efficient type of research that can be applied
15. across a variety of disciplines. Experimental research designs
are repeatable and therefore, results can be checked and
verified. Due to the controlled environment of experimental
research, better results are often achieved. Its limitations are
that: human error also plays a key role in the validity of the
project as discussed in previous modules. It may not be really
possible to control all extraneous variables. The health, mood,
and life experiences of the test subjects may influence their
reactions and those variables may not even be known to the
researcher.
Based on the article, the two areas of future study are:
1. Can bullying and victimization cause mental illness?
1. Can preventing bullying and victimization help to end or
reduce mental illness?
References
Demanet, J. & Houtte, M. (2013). The impact of bullying and
victimization on students' relationships. American Journal of
Health EducationVolume 43, Iss. 2, 2012, 104-113.
Fullchange, A. & Furlong, M. (2016). An exploration of effects
of bullying victimization from a complete mental health
perspective. SAGE Journals Vol. 6, No. 1, 2016,
MEE 6501, Advanced Air Quality Control 1
Course Description
Explores an in-depth study of advanced air quality control
science and management practices. Addresses health effects,
16. environmental impacts, monitoring, modeling, and treatment.
Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and/or software.
3. Assess health effects of air pollution.
4. Examine causes of indoor and outdoor air pollution.
5. Evaluate health risks of air pollution exposure.
6. Estimate the impact of air pollution on the environment.
7. Evaluate air pollution control technologies.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides
17. students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which
discusses lesson material.
4. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: A Suggested Reading is listed in Unit II.
Students are encouraged to read the resource
listed if the opportunity arises, but they will not be tested on
their knowledge of the Suggested Reading.
6. Discussion Boards: Discussion Boards are part of all CSU
term courses. More information and specifications
can be found in the Student Resources link listed in the Course
Menu bar.
7. Unit Assessments: This course contains four Unit
Assessments, one to be completed at the end of Units I, III, V,
and VII. Assessments are composed of written-response
questions.
8. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are
provided below. Grading rubrics are included with
each assignment. Specific information about accessing these
rubrics is provided below.
18. 9. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
10. Student Break Room: This communication forum allows for
casual conversation with your classmates.
MEE 6501, Advanced Air
Quality Control
Course Syllabus
MEE 6501, Advanced Air Quality Control 2
CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
always accessible and can be reached through the library
webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
19. in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
Unit Assignments
Unit II Mini Project
Over the course of these remaining seven units, we will be
developing a course project. We will do a single section of the
course project in every unit, completing one section of the
course project in each unit, and then adding the subsequent
work in the following unit. This unit work will be in the form of
mini projects, and in Unit VIII, you will submit the entire
project. Throughout the course, your instructor will provide you
with feedback on every unit you submit; therefore, it is
important to implement the feedback you receive in the
upcoming unit(s). You will be required to integrate an online
resource in your final submission. The Business Continuity &
Disaster Recovery Reference Center is a good online
database for this course project.
Our course project will be to develop a document titled A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility that will serve as a simulation of our work as a contract
environmental engineer to a small vehicle body shop
located in the state of Texas.
The Scenario:
You have been contracted with a vehicle body repair shop
named Texas Car Body Repairs, USA to engineer and write a
20. state (Texas) air permit application for a carefully designed
interior lining (painting) facility. According to Texas state laws
and EPA laws, the facility must have an air permit before
construction begins. Once the facility is completed, the
construction air permit will then become the operational air
permit for the facility. As a result, your client wants the air
permit application to automatically align the interior surface
coating facility into operational compliance with state and
federal air quality laws. Consequently, it is extremely important
for you to write the air permit application to meet the air
permit criteria using the state guidance document and
considering the equipment and chemicals already planned for
the
facility operations.
Your client has presented you with the following specifications
regarding the facility operations plan:
Interior Liner
Coating
Material
10 gallons
coating/vehicle
2 gallons of
solvent/vehicle
Vehicle Lining
Application
Apply interior
liners to two
(2)
vehicles/day
21. Work five (5)
hours/day and
four (4)
days/week
Vehicle Lining
Curing
Cure interior
liners of two
(2)
vehicles/day
Work five (5)
hours/day and
four (4)
days/week
mailto:[email protected]
MEE 6501, Advanced Air Quality Control 3
Interior Liner
Cure
Heater fuel
source is
natural gas-
fired drying
oven
Heater
generates 2.1
million (MM)
22. Btu/hr at
maximum
2,500 hrs/year
Vehicle Lining
Design
Cross-draft air
plenum
Vehicle interior
is the spray
area
Exhaust Fan 10,000 ft3/min
(CFM)
1 exhaust fan
Air Makeup
Unit
5760 ft3/min
(CFM)
1 air makeup
unit
Filter
Openings
20.0 ft2 each Two (2) filter
openings
Coating WV VOC content 2.8 lb/gal
coating
23. Coating VM Coating
volume
1.0 gal
Water Content Per gal/coating 1.0 lb/gal
Water Density Per gal/water 8.34 lb/gal
Coating VW Water volume Calculation
Exempt-
solvent
Content
Per gal/coating 0.5 lb/gal
Exempt-
solvent
Density
Per gal/exempt
solvent
6.64 lb/gal
Coating Ves Exempt
solvent volume
Calculation
The client has designed an interior coating spray painting
system that allows the interior of a vehicle to be coated (such as
for new vehicles, or vehicles being restored after fire damage or
24. other catastrophic interior damage). The operations will
involve a stripped-down vehicle body being brought into the
facility’s shop. The shop is a steel building with a finished
concrete floor and a paint booth for each vehicle. The vehicle
will be placed in the spray booth. The booth will be opened
at one end of the booth for makeup air. The exhaust air will
flow through an exhaust chamber at the other end of the
vehicle (see Cross-Draft Automotive Spray Booth in Appendix
F of the TCEQ Regulatory Guidance Document). For each
vehicle, once the liner application operations are completed the
forced curing (drying) operations will immediately
commence.
Instructions
1. Closely read the Required Reading assignment from your
textbook, Appendix B and Appendix K of the Texas
Commission on Environmental Quality (TCEQ) Regulatory
Guidance document (Click here to access the
document), and the Unit Lesson within the Study Guide.
Consider reading the Suggested Reading.
2. Using APA style (title page, abstract page, body with level 1
headings, and a reference page) for a research
paper, begin drafting a proposal document. You will add to this
document in every unit with another level 1
heading.
3. Make your Unit II work your first level 1 heading titled
“General Considerations for Operation,” and describe the
scenario that is presented above. You may find it convenient to
present the tabulated information in your General
Considerations section of the permit for future reference
throughout the rest of the course. This submission (and
every submission through Unit VII) needs to be a minimum of
25. at least a one page in length, double-spaced.
https://online.columbiasouthern.edu/CSU_Content/Courses/Eme
rgency_Services/MEE/MEE6501/15F/TCEQ.pdf
MEE 6501, Advanced Air Quality Control 4
NOTE: In the following units (Units III through VIII), the unit
lessons will contain information related to the interior surface
coating operation by means of practical examples.
Consequently, it is imperative that you read the unit lessons
within the
study guide every week, use the TCEQ’s (2011) regulatory
guidance document, and consider the current (as well as
previous) material from your textbook in every unit. This
project will serve as a comprehensive demonstration of your
applied learning of engineering air quality.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit III Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “VOC and ES Content per
Vehicle,” of your proposal by following the instructions
carefully, and then submit your continued draft for grading.
Instructions
26. 1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit II and make any
improvements to your draft using your professor’s feedback
from the Unit II project assignment.
3. Open the Unit III Study Guide, read the Unit III Lesson, and
review the calculations demonstrated and explained
regarding VOC and ES weights per gallon and per vehicle for
our scenario.
4. Make your Unit III work your second level 1 heading titled
“VOC and ES Content per Vehicle.” Describe and
demonstrate (illustrate) the calculations for both the VOC and
ES weights for this section of your project.
You are required to describe and demonstrate the VOC and ES
calculations in a minimum one-page, double-spaced
document.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit IV Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “Operational Air Emission
Rates,” of your proposal by following the instructions
carefully, and then submit your continued draft for grading.
Instructions
27. 1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit III and make any
improvements to your draft using your professor’s feedback
from the Unit III project assignment.
3. Open the Unit IV Study Guide, read the Unit IV Lesson, then
review the calculations demonstrated and explained
regarding emission rate calculations and “potential to emit”
statistical model calculations for our scenario.
4. Make your Unit IV work your third level 1 heading titled
“Operational Air Emission Rates.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) calculating maximum
hourly and annual emission rates, (b) emission rate averaged
over a five-hour period, and (c) potential to emit.
You are required to describe and demonstrate the “Operational
Air Emission Rates” in a minimum one-page, double-
spaced document.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit V Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “Operational Face and Filter
28. Velocities,” of your proposal by following the instructions
carefully, and then submit your continued draft for grading.
MEE 6501, Advanced Air Quality Control 5
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit IV and make any
improvements to your draft using your professor’s feedback
from the Unit IV project assignment.
3. Open the Unit V Study Guide, read the Unit V Lesson, then
review the calculations demonstrated and explained
regarding face velocity calculations and filter velocity
calculations for our scenario.
4. Make your Unit V work your fourth level 1 heading titled
“Operational Face and Filter Velocities.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) calculate the face
velocity and (b) filter velocity of the spray booth in a minimum
one-page, double-spaced document.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit VI Mini Project
29. As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “VOC Content Minus Water
and Exempt Solvent,” of your proposal by following the
instructions carefully, and then submit your continued draft for
grading.
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit V and make any
improvements to your draft using your professor’s feedback
from the Unit V project assignment.
3. Open the Unit VI Study Guide, read the Unit VI Lesson, then
review the calculations demonstrated and explained
regarding VOC content minus water and exempt solvent
calculations for our scenario.
4. Make your Unit VI work your fifth level 1 heading titled
“VOC Content Minus Water and Exempt Solvents.”
Describe and demonstrate (illustrate) the calculations for the
following for this section of your project: (a) calculate
the gallons of water in one gallon of coating and (b) pounds of
VOC in one gallon of coating (without the water
and exempt solvent). This submission should be in a minimum
one-page, double-spaced document.
Information about accessing the Grading Rubric for this
30. assignment is provided below.
Unit VII Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “Heater and Oven
Combustion Emissions,” of your proposal by following the
instructions carefully, and then submit your continued draft for
grading.
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit VI and make any
improvements to your draft using your professor’s feedback
from the Unit VI project assignment.
3. Open the Unit VII Study Guide, read the Unit VII Unit
Lesson, then review the calculations demonstrated and
explained regarding calculations for emissions of products of
combustion from heaters and ovens for our
scenario.
4. Make your Unit VII work your sixth level 1 heading titled
“Heater and Oven Combustion Emissions.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) nitrous oxides (NOx),
(b) carbon monoxide (CO), (c) particulate matter (PM), (d)
volatile organic compounds (VOC), and (e) sulfur
dioxide (SO2) for BOTH hourly emissions (short-term) in
31. lbs./hr. AND annual (long-term) emissions in tons/year.
Your response should be in a minimum one-page, double-spaced
document.
Information about accessing the Grading Rubric for this
assignment is provided below.
MEE 6501, Advanced Air Quality Control 6
Unit VIII Project
To finish our course project due in this Unit VIII, A Permit By
Rule (PBR) Application for an Interior Surface Coating
Facility, complete the final two sections, “Pollution Control
Technologies” and “Process Flow Diagram” of your proposal by
following the instructions carefully, and then submit the
completed, final draft of your proposal for grading.
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit VII and make any
improvements to your draft using your professor’s feedback
from the Unit VII project assignment.
3. Open the Unit VIII Study Guide, read the Unit VIII Lesson,
then consider the control technology options available
for our scenario.
32. 4. Make your first Unit VIII section your seventh level 1
heading titled “Pollution Control Technologies.” Select
appropriate control technologies to be used in the final exhaust
air from the spray booth for the following
pollutants: (a) gases and vapors, (b) aerosol particles, and (c)
noise levels of 90 dBA at 1,000 Hz. Be sure to
defend your suggested engineering controls with literature.
5. Make your second Unit VIII section your eighth (final) level
1 heading titled “Process Flow Diagram.” Map out the
entire process by developing a drawing of the process. You
might consider reviewing the drawings located within
Appendix G and Appendix J in the TCEQ (2011) document and
Figure 10.12 on page 381 of your textbook as
good examples of clear and understandable process drawings to
help you construct your own Process Flow
Diagram.
6. Be sure that your Abstract and References pages are updated
before you submit your final project for a grade.
NOTE: Please compile (Units II-VIII) and submit your entire
project as one document. Include an article reference from the
CSU Online Library within your final project submission that is
tied to the course project. The Business Continuity &
Disaster Recovery Reference Center online database is a good
online database for this course project.
Information about accessing the Grading Rubric for this
assignment is provided below.
APA Guidelines
33. The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment.
However, it is possible that not all of the listed rubric types will
be used in a single course (e.g., some courses may
not have Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
The Assessment (Written Response) rubric can be found
34. embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
MEE 6501, Advanced Air Quality Control 7
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
35. Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
36. Grading
Discussion Boards (8 @ 2%) = 16%
Assessments (4 @ 8%) = 32%
Mini Projects (6 @ 7%) = 42%
Unit VIII Project = 10%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
MEE 6501, Advanced Air Quality Control 8
MEE 6501, Advanced Air Quality Control Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I The Atmosphere and Atmospheric Pollutants
37. Read:
apter 2: Atmospheric Pollution and Pollutants
Discuss:
Discussion Board question by Saturday,
11:59 p.m. (Central Time)
Comment: Comment on another student’s
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit II Engineering for Outdoor Air Quality
udy Guide
Read:
Discuss:
38. Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit III Engineering for Indoor Air Quality
Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
39. Submit:
(Central Time)
Notes/Goals:
MEE 6501, Advanced Air Quality Control 9
MEE 6501, Advanced Air Quality Control Course Schedule
Unit IV Engineering for Indoor Air Quality, Part Two
Read:
lth Effects
Discuss:
Discussion Board question by
Saturday,11:59 p.m. (Central Time)
Comment: Comment on another student’s
40. Discussion Board response by
Tuesday,11:59 p.m. (Central Time)
Notes/Goals:
Unit V Engineering Air Quality for Ecological and Structural
Health
Read:
Discuss:
Discussion Board question by
Saturday,11:59 p.m. (Central Time)
Discussion Board response by
Tuesday,11:59 p.m. (Central Time)
Submit:
41. Notes/Goals:
Unit VI Engineering Air Quality Monitoring Systems
Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
42. MEE 6501, Advanced Air Quality Control 10
MEE 6501, Advanced Air Quality Control Course Schedule
Unit VII Statistical Modeling for Engineered Air Quality
Read:
-
277
Deposition, pp. 77-98
Discuss:
ard Response: Submit your response to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
by Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
43. Unit VIII Utilizing Pollution Control Technologies for
Engineered Air Quality Control
Read:
Control of Motor Vehicle Emissions
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
44. TCEQ REGULATORY GUIDANCE
Small Business and Environmental Assistance Division
RG-404 ● February 2011
TEXAS COMMISSION ON ENVIRONMENTAL QUALITY •
PO BOX 13087 • AUSTIN, TX 78711-3087
T he T CEQ i s an equal oppo r t un i t y em pl oy e r . T he
agenc y does no t a l l ow d i sc r im ina t i on on t he bas i s
o f r ac e , c o l o r , r e l i g i on, na t i onal o r i g i n , sex
, d i sabi l i t y , age,
sex ual o r i en t at i on , o r v et e r an s t a t us . I n c om
pl i anc e wi t h t he Am er i c ans wi t h D i sab i l i t i es A
c t , t h i s doc um ent m ay be r equest ed i n a l t e r na t e
f o rm at s by c on t ac t i ng
t he T CEQ at 512- 239 - 0028 , f ax 512 - 239- 4488 , or 1
- 800- RE LAY -T X (T DD) , o r by wr i t i ng PO B ox
13087, A ust i n T X 78711 - 3087 . W e au t ho r i z e y ou t
o use or
r ep r oduc e any o r i g i na l m a t e r i a l c on t a i ned i n
t h i s publ i c a t i on — t hat i s , any m at e r i a l we d i
d no t ob t a i n f r om ot he r sou r c es . P lease ac k nowl
edge t he T CE Q as y ou r
sou r c e . Pr i n t ed on r ec yc l ed pape r .
Surface Coating Facilities
A Guide for Obtaining Air Authorization in Texas
Contents
Introduction
...............................................................................................
....................................................... 2
Which Air Authorization Applies to You?
45. ...............................................................................................
2
De Minimis
...............................................................................................
.......................................................... 2
Permit by Rule
...............................................................................................
..................................................... 3
New Source Review
Permit.....................................................................................
............................................ 7
Title V Federal Operating
Permit.....................................................................................
.................................. 7
Other Requirements
...............................................................................................
........................................ 8
General Air Quality Rules (30 TAC 101)
...............................................................................................
............ 8
Nonattainment and Near-Nonattainment Areas (30 TAC 115)
.......................................................................... 9
New Source Performance Standards (40 CFR, Part 60)
.................................................................................. 10
National Emission Standards for Hazardous Air Pollutants (40
CFR, Part 63) .............................................. 10
Common Air Violations for Surface Coaters
....................................................................................... . 11
For More Information
...............................................................................................
................................... 11
Appendix A: Common Permits by Rule for Surface Coating
46. Facilities ........................................ 12
Appendix B: Surface Coating Permit by Rule (30 TAC 106.433)
.................................................. 13
Appendix C: Volatile Organic Compound (VOC) and Exempt
Solvent Content per Gallon of
Coating
...............................................................................................
............................................................... 16
Appendix D: Calculating Maximum Hourly and Annual
Emission Rates ................................... 20
Appendix E: Emission Rate Averaged Over a Five-Hour Period
................................................... 24
Appendix F: Potential to Emit
...............................................................................................
.................... 25
Appendix G: Calculation of Booth or Work-Area and Filter and
Face Velocities .................... 26
Appendix H: VOC Content Minus Water and Exempt Solvents
..................................................... 30
Appendix I: Calculations for Emissions of Products of
Combustion from Heaters and Ovens
...............................................................................................
............................................................................... 33
Appendix J: Examples of Acceptable Stack Designs
.......................................................................... 35
47. Appendix K: Compliance Worksheet
...............................................................................................
....... 36
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
2 Revised March 2011
Introduction
This document is tailored to the surface coating industry,
excluding auto body shops,
and contains general information about air regulations. Surface
coaters prepare and
coat (paint) items that may be made out of metal, wood, plastic,
porcelain, or any of
several other materials. Processes associated with cleaning and
coating emit air
contaminants. As part of its role in protecting public health and
the environment, the
Texas Commission on Environmental Quality (TCEQ) requires
you to get proper air
authorization for these emissions. Under the law, you are
required to obtain
authorization before you build, modify, or begin operations at
your facility.
Even if your site is already in operation, you still need an air
authorization. You should
begin steps to obtain authorization as soon as you become aware
that this regulation
applies to you. For more information on how to proceed if you
find yourself in this
situation, call the Small Business and Local Government
48. Assistance (SBLGA) program
at 800-447-2827 for confidential assistance. You can also
contact the Air Permits
Division at 512-239-1250 for technical assistance.
Which Air Authorization Applies to You?
The type of authorization you qualify for will depend on the
materials and chemicals
you use, the processes that you conduct, and the amount of air
contaminants your
facility creates. In Texas, you have three options for obtaining
authorization to emit air
contaminants from your surface coating facility. You must
either
• qualify for de minimis status, or
• obtain authorization through a
In addition, you may be required to obtain coverage under a
Title V Federal Operating
Permit if your emissions exceed certain levels. Ultimately, you
must decide which type
of authorization applies to your business and if it needs to meet
any other
requirements to comply with state and federal laws.
De Minimis
De minimis sites emit very small amounts of air contaminants.
If your site qualifies as
de minimis, you do not need to register with the TCEQ.
However, you do need to keep
records to prove that you meet the de minimis requirements.
49. Even if your site is de
minimis, you may have to comply with other state and federal
regulations—see “Other
Requirements,” on page 8. The rules that explain the de minimis
criteria appear at 30
Texas Administrative Code (TAC) Chapter 116, Subchapter B,
Division 1, Section
116.119.
There are several ways that you can meet the de minimis
criteria. To find out whether
you can claim de minimis status:
• Check the De Minimis Facilities or Sources List [30 TAC
116.119(a)(1)].
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
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http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 3
Any facility on the De Minimis Facilities or Sources List is
50. considered de minimis by
the TCEQ. This list is available online at
<www.tceq.texas.gov/goto/de_minimis>.
• Check the Materials and Usage List [30 TAC
116.119(a)(2)(A–F)].
If the total, site-wide use per year of the following materials is
below the thresholds
listed, the site is considered de minimis:
• cleaning and stripping solvents, 50 gallons per year
• coatings (excluding plating materials), 100 gallons per year
• dyes, 1,000 pounds per year
• bleaches, 1,000 gallons per year
• fragrances (excluding odorants), 250 gallons per year
• water-based surfactants and detergents, 2,500 gallons per year.
• Review Your Emission Rates and Check the Effects Screening
level (ESL) List or Ask
for a Case-by-Case Review.
There are two additional ways that you can claim de minimis
status. You can
review the ESL list and emission rate caps [30 TAC
116.119(a)(3)] or ask for a
case-by-case review [30 TAC 116.119(a)(4)]. For more
information on these
options, contact the Air Permits Division at 512-239-1250.
De minimis sites cannot be in violation of any TCEQ rule,
permit, order, or statute. If a
business is found to be in violation, it will no longer be
considered de minimis and
must obtain authorization through a PBR or an NSR permit.
Permit by Rule
51. Many surface coaters obtain authorization by qualifying for a
PBR. PBRs have specific,
non-negotiable conditions that your business must meet. PBRs
are approved more
quickly than NSR permits and less documentation is required
for approval. It is
important that you keep accurate records and documents to
verify that you continually
meet the conditions of your PBR.
In addition, more than one PBR may apply to your site. For
example, you
might sandblast an object and then paint it. You would need to
obtain authorization
under the PBRs both for dry abrasive cleaning and for surface
coating. You can find
more on surface preparation at the SBLGA’s website,
<www.TexasEnviroHelp.org>.
Review 30 TAC Chapter 106 to find all appropriate PBRs that
may be applicable to
your site. The most common PBRs for surface coating facilities
are listed in
Appendix A.
Who Can Register Under a PBR?
General Requirements (30 TAC 106.4)
Facilities that are sources of air contaminants may claim a PBR
as long as they can
meet the general requirements and emission limits in 30 TAC
Chapter 106, Subchapter
A, Section 106.4 and meet the specific requirements for the
PBR that they are claiming.
You will need to calculate your air emissions to determine if
52. you meet the conditions
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TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
4 Revised March 2011
of a PBR. If you need help with these calculations, review
Appendixes C through E. If
you use heaters or ovens at your facility, you can reference
Appendix I for help
determining the emissions from those activities. You can also
53. use the compliance
worksheet in Appendix K to help you gather all of the
information you will need to get
started.
The general air emission limits, explained in 30 TAC Chapter
106, Subchapter A,
Section 106.4, are:
• No more than 25 tons per year (sitewide) of:
• volatile organic compounds (VOCs),
• sulfur dioxide (SO2),
• particulate matter (PM10) that is small enough to be inhaled,
or
• any other air contaminant (including exempt solvents)—except
carbon
dioxide, water, nitrogen, methane, ethane, hydrogen, and
oxygen.
• No more than 250 tons per year (sitewide) of:
• carbon monoxide (CO), or
• nitrogen oxides (NOx).
Overview of Requirements for Surface Coating Facilities (30
TAC 106.433)
The PBR for surface coating facilities, found in 30 TAC
Chapter 106, Subchapter S,
Section 106.433, has more stringent emission limits and
requirements than the
general requirements in 30 TAC Chapter 106, Subchapter A,
Section 106.4. It is
important to note that this PBR covers the use of coatings that
contain metal pigments,
but does not cover the application of molten metals.
54. The facility must maintain good housekeeping practices, clean
up spills promptly, use
exhaust fans when in operation, and properly store and dispose
of new and used
coatings and solvents. If you use ovens to dry or cure paint at
your facility, you must
either use an electric oven or ensure that the maximum heat
input does not exceed 40
million British thermal units per hour. The rule also specifies
the appropriate type of
fuel that may be used for these ovens.
The specific air emission limits for surface coating operations
performed indoors, in a
booth, or in an enclosed work area, as explained in 30 TAC
106.433(6), are no more
than:
• 6 pounds of VOCs per hour, averaged over a five-hour period
(see Appendix E for
help with this calculation), and
• 500 pounds of VOCs per week per booth or enclosed work
area.
• You must ensure that your VOC emissions do not exceed 13
tons of VOCs per
year per booth or enclosed work area. This value comes from
the following
equation:
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TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 5
• all exhaust stacks extend at least 1.5 times the building height
above the ground.
(See Appendix J for more on stack design.)
• there is a minimum face velocity of 100 feet per minute
(ft/min) at the intake
opening of each booth or work area,
• the filter velocity does not exceed 250 ft/min. (See Appendix
G for face velocity
and filter velocity calculation.)
• the emissions of particulate matter from spraying operations
are controlled by
either a wash-water system or a dry filter system with a 95
percent removal
efficiency.
Surface coating operations performed outdoors or in a non-
enclosed work area must
comply with the same VOC emission limits as enclosed
operations (6 lb/hr and 500
lb/week). The VOC limits may be more stringent if the
operation sprays coatings with
metallic pigments containing chromates, lead, cadmium,
selenium, strontium, or
cobalt. Review 30 TAC 106.433(7)(B) if this applies to your
57. business. Outdoor spray
operations must also ensure that:
• all coating operations are conducted at least 50 feet from the
property line and
250 feet from the nearest off-property structure, and that
• the TCEQ has given written site approval before construction.
The site-wide limits from coating and cleanup solvents,
explained in 30 TAC
106.433(4), apply to both indoor and outdoor operations. All
facilities must ensure
that their site-wide emissions are no more than:
• 25 tons per year of VOC and 10 tons per year of exempt
solvents, and
• 30 pounds per hour of VOC and 5.0 pounds per hour of exempt
solvents.
Exempt solvents, such as acetone and methylene chloride, are
defined as those carbon
compounds or mixtures of carbon compounds used as solvents
that have been
excluded from the definition of VOC. The definition of VOC
can be found in 40 CFR, Part
51.100.
This is an overview of the rule requirements. You must
thoroughly review the PBR, 30
TAC 106.433, to make certain that you understand and comply
with all of the emission
limits, record-keeping responsibilities, and notification
requirements. We have included
a copy of the rule in Appendix B for your convenience. If you
58. begin approaching the
limits in the PBR, contact the Air Permits Division at 512-239-
1250 to discuss your
permitting options.
How Do I Obtain Coverage Under a PBR?
Some of the PBRs, including 30 TAC 106.433, require you to
register with the TCEQ,
while others require no registration. Registration requirements
are specified in the
rule. If any PBR requires registration, follow these general
procedures:
1. Make sure your facility meets the general requirements for
claiming the PBRs
found in 30 TAC Chapter 106, Subchapter A, Section 106.4.
You can complete the
PBR Applicability Quick Checklist, Form TCEQ-10150 to help
you determine if you
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60. Rule (PI-7),” or Form
TCEQ-20182, “Certification and Registration for Permits by
Rule (PI-7-CERT).”
Should I use a PI-7 or a PI-7-CERT?
The PI-7 and PI-7-CERT forms request administrative and
technical information
needed by the Air Permits Division to evaluate PBR claims. The
PI-7-CERT form
also establishes federally enforceable emission limits for
individual pollutants. Use
caution when setting the emission limit, as the facility may not
exceed that limit. If
changes occur at a site and the emission limit needs to be
updated, you must
submit Form TCEQ-10489 (APD-CERT).
An example of a beneficial use of the PI-7-CERT form would be
when the potential
to emit (PTE) at a facility exceeds major-source thresholds, but
the actual
emissions from the facility are below the major-source
thresholds. The emission
limit established under a PI-7-CERT form would allow the site
to be considered a
“synthetic minor” and would not require a Title V federal
operating permit. You
can find additional information regarding PTE in Appendix F.
4. Submit the following items for review with your registration
form:
• Distance information. Include the distance from the facility’s
emission release
point to the nearest property line and off-property structure.
61. • A process flow diagram or process description. Include a step-
by-step description
of what you do with each material that comes into your business
and how the final
product moves out the door.
• Emissions data and calculations. Include emission rates for
each air contaminant
and supporting calculations.
• Equipment specifications. Filter efficiencies, spray-gun
specifications and
literature, and gun-washer and booth specifications.
• Usage rates of coatings and solvents in gallons per hour and
gallons per year.
• Operation schedules. Hours of operation.
• Material Safety Data Sheets. Identify the chemicals used
specifically at your site and
supply MSDS, technical data sheets, environmental sheets, air
quality data sheets,
or equivalent supporting documents for all mixtures that contain
potential air
contaminants.
This information will help permit reviewers understand how
your business operates
and will help them verify that the emission calculations are
correct and that the
applicable rules are met.
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TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 7
5. Pay a registration fee and submit your proof of payment with
your registration form.
See Form TCEQ-10228 (PI-7) or TCEQ-20182 (PI-7-CERT) to
determine the specific
fee amount.
Note: You do not need to submit a separate form or pay a
separate fee for each PBR.
You can apply for multiple PBRs using only one form and
paying one fee.
6. Complete Form TCEQ-10400, the TCEQ Core Data Form. If
you are a new customer of
the TCEQ and have not been issued a regulated-entity number
(RN) and customer
reference number (CN), you will need to complete this form. If
you are an existing
customer and have made changes to your customer or site
information, you will
need to submit an updated form.
Check all applicable PBRs to determine if site approval is
required before you begin
63. construction. If no PBR requires site approval from the TCEQ,
you may begin
construction (or the activity) once the TCEQ has received your
application and
supporting documentation. However, if any PBR requires
written site approval from
the TCEQ, do not begin construction until you receive approval
in writing. The PBR
specific to surface coating, 30 TAC 106.433, requires written
site approval from the
TCEQ.
New Source Review Permit
If your business cannot qualify for de minimis or a PBR you
must obtain an NSR
permit. An NSR permit has a more complex application process
that is beyond the
scope of this document. It is best to contact the Air Permits
Division at 512-239-1250
and ask to speak to a coating-permit engineer who can help you
determine how to
proceed with obtaining proper authorization. Generally, in order
to obtain an NSR
permit, you will be required to:
• submit the most current version of Form TCEQ-10252 (PI-1),
• pay a fee of at least $900 fee, and
• submit additional information about your specific facility.
You will also have to publish two public notices in a prominent
newspaper and post
signs (often in more than one language). A public hearing may
also be required in
order to determine whether you should receive a permit.
Once your application is approved and you have received your
64. permit, you may begin
to modify or construct your facility. If you have questions about
permitting, or have
already started construction without authorization, please call
SBLGA at 800-447-
2827.
Title V Federal Operating Permit
Any business classified as a “major source” of air contaminants
must obtain a Title V
federal operating permit, in addition to a PBR or NSR permit,
and comply with
additional regulations. A site can be considered major because
of the amount of
different types of emissions, such as VOCs, NOx, or hazardous
air pollutants (HAPs).
In general, sites are considered to be major sources of air
contaminants if they have
the potential to emit 10 tons per year of a single HAP or 25 tons
per year of any
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65. TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
8 Revised March 2011
combination of HAPs. EPA maintains an up-to-date list of HAPs
at
<www.epa.gov/ttn/atw/orig189.html>.
Additionally, facilities that are located in attainment counties
and have the potential to
emit 100 tons per year or more of any other contaminant
(including VOCs) are
considered “major sources.”
Facilities that are located in near-nonattainment and
nonattainment counties have
lower thresholds for certain air contaminants. This information
can be found in 30
TAC Chapter 122, Subchapter A, Section 122.10. To determine
the attainment status
for the county in which you operate, visit
<www.tceq.texas.gov/goto/attainment>.
You can find additional information on potential to emit in
Appendix F. If you believe
that your facility is a major source of air contaminants, you
should contact the Air
Permits Division at 512-239-1250 to set up a meeting to discuss
your permitting
options.
Other Requirements
General Air Quality Rules (30 TAC 101)
66. Nuisance Emissions
No facility in Texas may create “nuisance” emissions “that
adversely affect human
health or welfare, animal life, vegetation, or the normal use and
enjoyment of
property” (30 TAC Chapter 101, Subchapter A, Section 101.4).
Nuisance conditions
often associated with surface coating include odor and paint
overspray.
Emissions Inventory
You may have to send the TCEQ an annual air emissions report,
called an “emissions
inventory,” detailing the actual annual emissions of air
pollutants released at your site
if:
• your business is a “major source” of air emissions or
• it is located in a nonattainment area and emits 10 tons per year
or more of VOCs.
These reports help track and plan the state’s progress in
reducing air pollution.
Emissions Inventory reporting requirements appear in 30 TAC
Chapter 101,
Subchapter A, Section 101.10. For more information, visit
<www.tceq.texas.gov/goto/air_pollution_sources>.
Fees
Certain facilities in Texas will be required to pay an inspection
fee or an emissions fee
each year—see 30 TAC Chapter 101, Subchapter A, Sections
101.24 (Inspection Fees)
67. and 101.27 (Emission Fees).
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TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 9
Emissions Banking and Trading Program
The Emissions Banking and Trading Team administers several
programs, including the
Mass Emissions Cap and Trade (MECT) program. If your
facility is located in the
Houston-Galveston-Brazoria eight-hour ozone nonattainment
area, you will need to
68. evaluate whether the facility is subject to MECT. For additional
information regarding
MECT, see 30 TAC Chapter 101, Subchapter H, Division 3 or
visit
<www.tceq.texas.gov/goto/ebt>.
Nonattainment and Near-Nonattainment Areas (30 TAC 115)
If your coating operation is located in a nonattainment or near-
nonattainment county,
as defined at 30 TAC 115.10, there are limits on the VOC
content of the paints and
coatings you may use. These requirements appear in 30 TAC
Chapter 115, Subchapter
E, Division 2, Sections 115.420–29.
You have several options for complying with the special
requirements for
nonattainment and near-nonattainment areas. You can use
compliant coatings that are
below the required VOC content limits, use coatings that are
compliant under a daily
weighted average, or qualify for an exemption.
VOC Content Limits (30 TAC 115.421)
The following limits are given in pounds of VOC per gallon of
coating, minus water and
exempt solvent. See Appendix H for help with these
calculations. These VOC limits
must be followed by all sources in nonattainment or near-
nonattainment areas that do
not meet one of the exemptions listed in the rule (30 TAC
115.427).
There are specific VOC-content limits for coating various
69. materials including large
appliances, metal furniture, coils, paper, fabric, vinyl, cans,
vehicles, aerospace
coatings, mirror backing, wood parts and products, wood
furniture, and marine
coatings. For more information on VOC-content limits for
surface coating these
materials, see 30 TAC 115.421.
Surface coaters often apply coatings to metal. Therefore, we
have outlined the VOC
content limits for miscellaneous metal parts and products below.
Coating limits for miscellaneous metal parts and products [30
TAC
115.421(a)(9)]:
• 4.3 pounds per gallon for clear coats and interior protective
coating for
pails and drums,
• 3.5 pounds per gallon for low-bake coatings that utilize air or
forced air
driers,
• 3.5 pounds per gallon for extreme performance coating,
including
chemical milling maskants,
• 3.0 pounds per gallon for all other coating applications that
pertain to
miscellaneous metal parts and products, including high-bake
coatings.
Refer to 30 TAC 115.420 for the definition of each coating
type.
71. 10 Revised March 2011
Can I Use a Coating Above the VOC Content Limits?
Yes; instead of providing the VOC content of each of your
coatings, you may
demonstrate that the daily weighted average of the content for
each coating type, line,
or operation does not exceed the VOC content limit indicated in
30 TAC Chapter 115,
Subchapter E, Division 2, Section 115.421. In addition, your
coating operation could
meet one of the exemptions at 30 TAC Chapter 115, Subchapter
E, Division 2, Section
115.427. If you need help in calculating the daily weighted
average, review Appendix
H.
In order to demonstrate compliance with emission limits in the
rule, maintain records
such as MSDS. The MSDS or product label for each coating
should indicate the VOC
content expressed in units of mass/volume, normally pounds per
gallon (lb/gal) or
grams per liter (g/liter).
Exemptions (30 TAC 115.427)
Exemptions depend on where your facility is located and the
type of facility you
operate.
• For the Beaumont–Port Arthur, Dallas–Fort Worth, El Paso,
and Houston-
Galveston-Brazoria areas, a facility can be exempt because:
72. • its VOC emissions are less than 3 pounds per hour and 15
pounds in any
consecutive 24-hour period or
• its total coating and solvent usage is less than 150 gallons per
year.
• For Gregg, Nueces, and Victoria counties, a facility can be
exempt because:
• its VOC emissions are less than 550 pounds in any continuous
24-hour
period.
Additional exemptions exist for various business types. For
example, aerosol coatings
(spray paint) are exempt from this requirement. Please review
30 TAC 115.427 for a
complete list of exemptions in your area.
New Source Performance Standards (40 CFR, Part 60)
New Source Performance Standards (NSPS) dictate the amount
of air contaminants
that a new stationary source may produce. Several NSPS
regulations apply to specific
surface coating facilities. For a link to these rules, visit the
TCEQ's Web page at
<www.tceq.texas.gov/goto/40_cfr_60>.
National Emission Standards for Hazardous Air Pollutants (40
CFR,
Part 63)
National Emission Standards for Hazardous Air Pollutants
(NESHAPs), also known as
Maximum Achievable Control Technology (MACT) standards,
73. set limits on emissions
of hazardous air pollutants. There are NESHAPs for both major
sources and area (or
minor) sources. The rules for NESHAPs that affect surface
coaters can be found in 40
CFR, Part 63 and include specific requirements that surface
coating industries must
follow to reduce emissions of these pollutants.
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TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 11
Common NESHAPs for surface coating operations include:
• Surface Coating of Miscellaneous Metal Parts and Products,
40 CFR, Part 63, Subpart
MMMM
• Paint Stripping and Miscellaneous Surface Coating Operations
at Area Sources, 40
CFR, Part 63, Subpart HHHHHH
To locate additional information on NESHAPs that affect
surface coaters, and to review
other subparts that may apply to your facility, visit the EPA’s
Web page
<www.epa.gov/ttn/atw/mactfnlalph.html>, visit the SBLGA’s
website at
<www.TexasEnviroHelp.org> and click “NESHAP Assistance
Tools,” or call 800-447-
2827.
Common Air Violations for Surface Coaters
Investigations by the TCEQ find that the most common air
violations include the
following:
• The business is creating a nuisance condition.
• The business has no air authorization but should have a PBR
75. or an NSR permit.
• The business is using coatings that exceed VOC-content limits
for nonattainment or
near-nonattainment areas.
• The business is not following the conditions of its permit or
PBR.
• The facility has not been constructed to comply with the PBR
as required.
• The business has failed to maintain paint-booth filters.
• The business has inadequate records and therefore cannot
prove that the site meets
the conditions of its air authorization.
For More Information
This guide discusses air regulations. There are water and waste
regulations that may
also apply to your facility. Visit <www.TexasEnviroHelp.org>
and click on “Surface
Coating” for additional tools and information to assist you.
To download forms from the TCEQ website
<www.tceq.texas.gov>, click on “Forms,”
and search by keyword or by the form number.
To get a copy of a TCEQ publication: go to the TCEQ’s
website, at
<www.tceq.texas.gov/goto/publications>; fax orders to the
TCEQ’s Publications Unit
at 512-239-4488, or order by telephone at 512-239-0028; or
write to TCEQ
Publications, MC 195, PO Box 13087, Austin, TX 78711-3087.
This document does not take the place of the full, official TCEQ
rules. It is intended
76. only as a general explanation about selected parts of the rules.
You can find TCEQ rules
in the Texas Administrative Code at the Secretary of State’s
website,
<http://www.sos.state.tx.us/tac/index.shtml>. To access the
Code of Federal
Regulations, visit <www.gpoaccess.gov/cfr/>. For additional
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TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
12 Revised March 2011
77. Appendix A: Common Permits by Rule for Surface
Coating Facilities
General Topic Number Relevant Equipment and Processes
Paperwork Required
Soldering, Brazing, Welding 106.227 “Brazing, soldering, or
welding equipment, except those
which emit 0.6 ton per year or more of lead, are permitted by
rule.”
No registration
required
Manufacturing, Refinishing,
and Restoring Wood
Products
106.231 “Facilities, including drying or curing ovens, and hand-
held or
manually operated equipment, used for manufacturing,
refinishing, and/or restoring wood products” must meet
certain control and material usage limits.
Purchase receipts for
coatings, solvents,
and stripping agents
must be available
Hand-held and Manually
Operated Machines
106.265 “Hand-held or manually operated equipment used for
buffing,
78. polishing, carving, cutting, drilling, machining, routing,
sanding, sawing, surface grinding, or turning of ceramic art
work, ceramic precision parts, leather, metals, plastics, fiber
board, masonry, carbon, glass, graphite, or wood is permitted
by rule.”
No registration
required
Milling and Grinding of
Coatings and Moldings
Compounds
106.431 “Equipment used exclusively to mill or grind coatings
and
molding compounds where all materials charged are in a
paste form is permitted by rule.”
No registration
required
Dipping Tanks and
Containers
106.432 “Containers, reservoirs, or tanks used exclusively for
dipping
operations for coating objects with oils, waxes, or greases
where no organic solvents, diluents, or thinners are used; or
dipping operations for applying coatings of natural or
synthetic resins which contain no organic solvents are
permitted by rule.”
No registration
required
Surface Coating 106.433 Though there is a site-wide limit of
79. 25 tpy VOC, this PBR
limits hourly and annual VOC emissions depending on
certain aspects of your business. Specific design
requirements are required. Metal spraying or metalizing
operations may not use this PBR.
Outdoor facilities or booths that do not meet the definition of
being fully enclosed require site approval before construction.
See the rule for additional information.
PI-7 or PI-7-CERT
Surface Coating
Facility PBR Checklist
(TCEQ-10137)
Powder Coating 106.434 “Surface coating operations utilizing
powder coating
materials with the powder applied by an electrostatic powder
spray gun or an electrostatic fluidized bed are permitted by
rule.”
No registration
required
Wet Blast Cleaning 106.451 “Blast cleaning equipment using a
suspension of abrasives in
water is permitted by rule.”
No registration
required
Dry Abrasive Cleaning 106.452 Sandblasting and other dry-
abrasive cleaning processes
performed indoors that meet certain restrictions are permitted
by rule.
Outdoor sandblasting requires site approval before
construction begins.
80. Outdoor Blasting: PI-7
or PI-7-CERT
Dry Abrasive
Cleaning: PBR
Checklist (TCEQ-
10139)
Washing and Drying of Glass
and Metal
106.453 “Equipment used for washing or drying products
fabricated
from metal or glass is permitted by rule, provided no volatile
organic materials are used in the process and no oil or solid
fuel is burned.”
No registration
required
Degreasing Units 106.454 Surface coaters that use degreasing
units may use this PBR
if they meet specific requirements about equipment
dimensions and location, operating procedures, solvent use
and storage, ventilation, and record keeping. They must use
less than 660 gallons per year of chlorinated solvents and
their use of all other solvents cannot exceed 1,500 gallons
per year.
Certain Units: PI-7 or
PI-7-CERT
Degreasing Units:
PBR Checklist
(TCEQ-10140)
81. TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 13
Appendix B: Surface Coating Permit by Rule (30 TAC 106.433)
Surface coating or stripping facilities, excluding vehicle repair
and refinishing shops, shall
meet the following conditions of this section to be permitted by
rule.
(1) This section does not cover metalizing (spraying molten
metal onto a surface to
form a coating). However, this section does cover the use of
coatings which contain
metallic pigments.
(2) All facilities covered by this section at a site shall
implement good housekeeping
procedures to minimize fugitive emissions, including the
following.
(A) All spills shall be cleaned up immediately.
(B) The booth or work area exhaust fans shall be operating
when cleaning
spray guns and other equipment.
(C) All new and used coatings and solvents shall be stored in
closed
containers. All waste coatings and solvents shall be removed
from the site by
an authorized disposal service or disposed of at a permitted on-
site waste
management facility.
82. (3) Drying or curing ovens shall either be electric or meet the
following conditions:
(A) The maximum heat input to any oven must not exceed 40
million British
thermal units per hour (Btu/hr).
(B) Heat shall be provided by the combustion of one of the
following: sweet
natural gas; liquid petroleum gas; fuel gas containing no more
than 5.0 grains
of total sulfur compounds (calculated as sulfur) per 100 dry
standard cubic
foot; or Number 2 fuel oil with not more than 0.3 percent sulfur
by weight.
(4) No add-on control equipment shall be used to meet the
emissions limits of this
section. The total uncontrolled emissions from the coating
materials (as applied) and
cleanup solvents shall not exceed the following for all
operations:
(A) 25 tons per year (tpy) of volatile organic compounds (VOC)
and ten tpy of
exempt solvents for all surface coating and stripping operations
covered by
section at a site;
(B) 30 pounds per hour (lb/hr) of VOC and 5.0 lb/hr of exempt
solvents for all
surface coating and stripping operations covered by this section
at a site;
(C) if emissions are less than 0.25 lb/hr of VOC and/or exempt