Lexicon Integrated CNN Models with Attention for Sentiment AnalysisJinho Choi
With the advent of word embeddings, lex- icons are no longer fully utilized for sentiment analysis although they still provide important features in the traditional setting. This paper introduces a novel approach to sentiment analysis that integrates lexicon embeddings and an attention mechanism into Convolutional Neural Networks. Our approach performs separate convolutions for word and lexicon embeddings and provides a global view of the document using attention. Our models are experimented on both the SemEval'16 Task 4 dataset and the Stanford Sentiment Treebank, and show comparative or better results against the existing state-of-the-art systems. Our analysis shows that lexicon embeddings allow to build high-performing models with much smaller word embeddings, and the attention mechanism effectively dims out noisy words for sentiment analysis.
Textual information exchanged among users on online social network platforms provides deep understanding into users' interest and behavioral patterns. However, unlike traditional text-dominant settings such as online publishing, one distinct feature for online social network is users' rich interactions with the textual content, which, unfortunately, has not yet been well incorporated in the existing topic modeling frameworks.
In this paper, we propose an LDA-based behavior-topic
model (B-LDA) which jointly models user topic interests and behavioral patterns. We focus the study of the model on on-line social network settings such as microblogs like Twitter where the textual content is relatively short but user inter-actions on them are rich. We conduct experiments on real Twitter data to demonstrate that the topics obtained by our model are both informative and insightful. As an application of our B-LDA model, we also propose a Twitter followee rec-ommendation algorithm combining B-LDA and LDA, which we show in a quantitative experiment outperforms LDA with a signicant margin.
Lexicon Integrated CNN Models with Attention for Sentiment AnalysisJinho Choi
With the advent of word embeddings, lex- icons are no longer fully utilized for sentiment analysis although they still provide important features in the traditional setting. This paper introduces a novel approach to sentiment analysis that integrates lexicon embeddings and an attention mechanism into Convolutional Neural Networks. Our approach performs separate convolutions for word and lexicon embeddings and provides a global view of the document using attention. Our models are experimented on both the SemEval'16 Task 4 dataset and the Stanford Sentiment Treebank, and show comparative or better results against the existing state-of-the-art systems. Our analysis shows that lexicon embeddings allow to build high-performing models with much smaller word embeddings, and the attention mechanism effectively dims out noisy words for sentiment analysis.
Textual information exchanged among users on online social network platforms provides deep understanding into users' interest and behavioral patterns. However, unlike traditional text-dominant settings such as online publishing, one distinct feature for online social network is users' rich interactions with the textual content, which, unfortunately, has not yet been well incorporated in the existing topic modeling frameworks.
In this paper, we propose an LDA-based behavior-topic
model (B-LDA) which jointly models user topic interests and behavioral patterns. We focus the study of the model on on-line social network settings such as microblogs like Twitter where the textual content is relatively short but user inter-actions on them are rich. We conduct experiments on real Twitter data to demonstrate that the topics obtained by our model are both informative and insightful. As an application of our B-LDA model, we also propose a Twitter followee rec-ommendation algorithm combining B-LDA and LDA, which we show in a quantitative experiment outperforms LDA with a signicant margin.
PUBH 6034 Module 3 Assignment Air Quality Standards Worksheet (Ru.docxpotmanandrea
PUBH 6034 Module 3 Assignment: Air Quality Standards Worksheet (Rubric embedded)
Student Name:
Part 1: NAAQS Quiz (Short answer)
Go to EPA’s National Ambient Air Quality Standards website homepage at http://www3.epa.gov/ttn/naaqs/criteria.html. Review the details of NAAQS for the criteria pollutants and answer the following questions:
Question
Student Response
Score
(5 points each)
How many criteria pollutants are covered under the NAAQS?
In what year was the ozone standard first initiated?
For which pollutant has the standard been most recently strengthened?
Over what period of time are lead measurements made to assess meeting the standard?
What human health effect is associated with exposure to carbon monoxide?
List the top two sources of sulfur dioxide emissions in the U.S.
Define a “non-attainment” area with respect to the NAAQS
For which regions of the U.S. is attainment of PM10 a particular problem?
Instructor comments:
Total Score (40 possible points)
------------------------------------------------------------------------------------------------------------------------------------------
Part 2: Choosing national air quality priorities (short essay answer)
Review the background information on each of the pollutants covered under the NAAQS and, based on the available information and considering the questions you addressed above, indicate which ambient air pollutant you believe should be a national regulatory priority for the United States and why. Support your choice by describing the types of health consequences associated with the pollutant (including any susceptible populations), its major sources, and when the standards were last reviewed and/or changed. Then, provide a brief explanation of one or more global implications for regulation of this pollutant by the United States. Be sure to cite your sources.
Student Response:
This question will be scored using the rubric below.
Quality Indicators
Fully Met
Partially Met/Good
Partially Met/Fair
Not Met
Content Quality
(20 points)
Choice of regulatory priority was fully supported with quantitative data on health consequences, major sources of the choice pollutant, and when standards were last reviewed/changed
AND
Global implications of U.S. regulation of the pollutant were clearly discussed
AND
Data sources were referenced and highly appropriate to support the choice and discussion
(20 points)
One of the following expected criteria was not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications.
AND/OR
Choice was mostly but not fully supported with quantitative data and references
AND/OR
Writing was a little unclear (typos, minor issues)
(16-19 points)
Two of the following expected criteria were not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications.
AND/OR
Choice was not well supported with quantitative data ...
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
1 Social Science Statistics Project 1 Global Issu.docxpoulterbarbara
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
What papers should I cite from my reading list? User evaluation of a manuscri...Aravind Sesagiri Raamkumar
Long paper presented during the Joint Workshop on Bibliometric-enhanced Information Retrieval and Natural Language Processing for Digital Libraries (BIRNDL 2016)
Instructions for LearnersUse this template only if you have a TatianaMajor22
Instructions for Learners
Use this template only if you have a Quantitative topic.
This is a working document. You will start this document in RSD-851 and update it through RSD-881, RES-880, and potentially your first two dissertation classes.
Review the instructions prior to each main section (RSD-851 & RSD-881), as well as the last slide with RES-880, x885, and x955 instructions.
Requirements, hints, and alignment notes are found in the Notes section.
To view notes, click the “View” tab at the top of the application and select “notes.”
Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab at the top of the application and select “Show Comments.”
Instructions for Faculty
Written feedback is to be provided via bubble comments. Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
RSD-851 Slides - Instructions
Complete the slides under the RSD-851 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature Themes
Problem Statement
Research Questions/Hypotheses & Variables
Methodology
Feasibility
Next steps
Use the supplementary slide deck for additional information and resources for completion of these slides.
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
v.4.16.21
4
Literature Review: Background to the Problem
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Describe what is already understood about the problem.
Present findings from prior research related to the history of the problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
5
Literature Review: Problem Space
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/ ...
· Toggle DrawerOverviewFor this assessment, you will complete .docxodiliagilby
· Toggle Drawer
Overview
For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.
You will review the theory, logic, and application of t tests. The t test is a basic inferential statistic often reported in psychological research. You will discover that t tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
1. Develop a conclusion that includes strengths and limitations of an independent-samples t test.
. Competency 2: Analyze the decision-making process of data analysis.
2. Analyze the assumptions of the independent-samples t test.
. Competency 3: Apply knowledge of hypothesis testing.
3. Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
. Competency 4: Interpret the results of statistical analyses.
4. Interpret the output of the independent-samples t test.
. Competency 5: Apply a statistical program's procedure to data.
5. Apply the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.
. Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
6. Develop a context for the data set, including a definition of required variables and scales of measurement.
. Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
7. Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
· Toggle Drawer
Context
Read Assessment 3 Context [DOC] for important information on the following topics:
SHOW LESS
. Logic of the t test.
. Assumptions of the t test.
. Hypothesis testing for a t test.
. Effect size for a t test.
. Testing assumptions: The Shapiro-Wilk test and Levene's test.
. Proper reporting of the independent-samples t test.
. t, degrees of freedom, and t value.
. Probability value.
. Effect size.
· Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Various Forms of the t Test
. In w ...
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docxeugeniadean34240
HUMANITIES 105 - THE HUMAN STRUGGLE
PRESENTATION ASSIGNMENT:
Prepare a presentation (you may use PowerPoint or just a written account) in which you inform
the class about further details of some aspect of AThe Human [email protected] During the class,
students watch/read your presentation and may post questions about it on the [email protected] function B
you may answer up to five of those questions. Each student whose question is chosen will
receive an extra credit point.
FOR PRESENTERS:
You may choose to expand on a topic that has caught your interest in class, or you may choose a
topic we haven=t touched upon, but which you see as part of Athe human [email protected] B this is a very
broad category; if you have doubts about whether your choice qualifies, just check with me
about it. (Past topics students presented ranged from the signing of the Magna Carta, the French
Revolution, the Armenian Genocide, the modern media=s influence on body image, the abuse of
opiate drugs, the struggle for LBTQ rights, etc.)
FOR THOSE ASKING QUESTIONS:
When you post a question about a presentation on AChat,@ address the presenter by name (AHello,
Susan B why do you [email protected]) and sign your name to the question. I have to keep track of extra
credit points from this B please make it easy for me! Similarly, when you=re a presenter and
responding to a question someone has asked, address that person by name (AGeorge B the reason
[email protected]), as there may be a flood of questions all at once. Each presenter may respond to only
five questions.
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
Learning Objective 1.1: Describe the types of qualitative research.
Description is not present.
Descriptions of the types of qualitative research is vague, incomplete, or inaccurate.
Descriptions of the types of qualitative research are clear, complete, and accurate.
Demonstrates the same level as “2” plus the following:
Provides detailed information about the types of qualitative research.
Criterion Feedback
Narrative and case study are mixed up here and each needs a more specific and clear definition.
Learning Objective 1.2: Define grounded theory.
Definition is not present.
Response includes an unclear or incomplete definition of grounded theory.
Response includes a clear and accurate definition of grounded theory.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Learning Objective 2.1: Describe characteristics of good qualitative research and their importance.
Response is not present or is inaccurate.
Response includes an unclear or incomplete description of five characteristics of good .
Running head HOW TO WRITE A RESEARCH PROPOSAL 1 .docxcowinhelen
Running head: HOW TO WRITE A RESEARCH PROPOSAL 1
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
Insert Name Here
Dallas Baptist University
HOW TO WRITE A RESEARCH PROPOSAL 2
Abstract
The abstract is a brief summary of the entire proposal, typically ranging from 150 to 250 words.
It is different from a thesis statement in that the abstract summarizes the entire proposal, not just
mentioning the study’s purpose or hypothesis. Therefore, the abstract should outline the
proposal’s major headings: the research question, theoretical framework, research design,
sampling method, instrumentation, and data and analysis procedures. A good abstract accurately
reflects the content of the proposal, while at the same time being coherent, readable, and concise.
Do not add any information in the abstract that is not previously discussed throughout the
proposal. Notice this paragraph is not indented; the abstract will be the only paragraph in the
entire proposal that is not indented. Because it highlights the entire proposal, it would be wise to
wait and write the abstract last. This way, one merely has to reword information that was
previously written.
HOW TO WRITE A RESEARCH PROPOSAL 3
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
When social scientists desire to conduct an experiment, they first develop a proposal. A
proposal introduces the problem, purpose, and significance of a study as well as the
experimenter’s research question and hypothesis. It also gives a brief explanation of the theory
guiding the study, a review of relevant literature pertaining to the theory, and the procedure for
the experiment. The proposal should be written in American Psychological Association (APA)
format. Without an elaborate Introduction, the experimenter will leave his or her readers
wondering what exactly the purpose of the experiment is. The introduction explains in detail
several components of the experiment that must be included in any proposal. After reading the
Introduction, the reader should conclude why the experimenter is conducting the research and
how this research will affect the academic community and society at large. For this paragraph in
particular, it is sufficient to grab the reader’s attention, introduce the topic at hand, and provide a
brief definition of the theory from which the study is based.
Statement of the Problem
The “Statement of the Problem” is an imperative part of the proposal, for in order for
research to be conducted, one must notice a problem in the existing literature that has not been
previously addressed. For this section, the following questions should be answered: Why does
this research study need to be conducted? What specific issues does this study raise that have not
been observed in other literature pert ...
Research Proposal Tentative Schedule and Assignment(All of the .docxdebishakespeare
Research Proposal: Tentative Schedule and Assignment
(All of the individual and group assignments, except the final draft, should be turn in through Moodle by the due)
1. Week 4: Topic selection
Individual Assignment (Due: by the noon of the class day).
· Turn in at least one potential research topic which can be used for your group proposal
With the library search, select one or two interesting research topic. Develop a research question (s) for the topic and attach the reference list. Bring the hard copy to the class for your group discussion (your group will select one research topic for a group research proposal).
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in a report of the chosen research topic for your group proposal.
Evaluate the potential research topics brought by your peers. Determine one topic which will be used for your group proposal. Develop a report which include; 1) the tentative title, 2) name of the participants (alphabetical order of the last name), 3) description of the topic (one paragraph) including the research question and goal, and 4) references (APA).
2. Week 5-7: Annotated bibliography
Annotated bibliography: An annotated bibliography begins with the full citation information of an article or book which is relevant to your research and a summary of the relevant information from the source. The annotated bibliography provides a ready reference when preparing your research proposal and manuscript. Choose the most significant manuscripts in your topic (could be found in your current reference list or from a new search) and summarize them. Consider manuscripts of a classic research and/or a recent study, an empirical study, and authored by one or more current CSUN FCS faculty members in your area of study.
Include the following information in your annotated bibliography: the complete citation in APA format, the work’s focus (research question/goal/objective), dependent variables, main independent variables, framework/theory, data or data collection methods, the sample used, the analytical method (such as multiple regression, ANOVA, logistic regression, factor analysis, structural equation modeling, latent growth curve, general linear model, and so on), results, and the conclusion. Proper citation is expected. Limit the length to two double spaced pages for one article.
Individual Assignment (Due: by the noon of the class day).
· Turn in the annotated bibliography for two articles that can be used as the references for your group proposal.
Bring the annotated bibliography and the original copies of the articles to the class for a group discussion. Present your articles to your group and discuss if/how this article can be used in your group proposal.
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in an updated report from the previous work by adding one paragraph of the description of the selected articles.
This update will include all of the p ...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
5MARK012W – CW1 INDIVIDUAL ASSIGNMENTSemester One - Task Three S.docxblondellchancy
5MARK012W – CW1 INDIVIDUAL ASSIGNMENT
Semester One - Task Three STATEMENTS:
Each student in each seminar group will be allocated randomly two statements.
A list of student names (for each seminar) and the numbers of the statements they have been allocated will be available in bb.
1. SECONDARY DATA SOURCES ARE ONLY USEFUL BEFORE PRIMARY DATA COLLECTION
2. THE VALUE OF SECONDARY DATA COLLECTION IS QUESTIONNABLE
3. MOST RESEARCH PROJECTS DO NOT NEED SECONDARY DATA COLLECTION
4. SECONDARY DATA COLLECTION DOES NOT REQUIRE SETTING RESEARCH OBJECTIVES
5. SAMPLING IS ALWAYS THE KEY IN GOOD RESEARCH
6. SAMPLES CAN BE ADJUSTED AFTER FIELDWORK BEGINS
7. SAMPLING IS MORE RELEVANT IN OBSERVATION THAN IN FOCUS GROUPS
8. SAMPLING IS THE MOST IMPORTANT ASPECT OF ETHICAL RESEARCH
9. QUALITATIVE RESEARCH RELIES FAR LESS ON SAMPLING
10. QUALITATIVE RESEARCH MUST ALWAYS USE PROJECTIVE TECHNIQUES
11. QUANTITATIVE RESEARCH RELIES ON WELL CHOSEN RECRUITMENT PARAMETERS
12. FIELDWORK IS THE MOST IMPORTANT ASPECT OF QUANTITATIVE RESEARCH
13. QUANTITATIVE RESEARCH CAN USE PROJECTIVE TECHNIQUES
14. USER GENERATED CONTENT IS QUANTITATIVE RESEARCH
15. RESEARCH OBJECTIVES STAY THE SAME THROUGHOUT A RESEARCH PROJECT
16. THERE ARE ALWAYS AT LEAST TWO RESEARCH OBJECTIVES
17. GOOD RESEARCH IS ALWAYS ETHICAL RESEARCH
18. MOST RESEARCH IS DONE USING SOCIAL MEDIA
19. ALL RESEARCH NEEDS SOME PRIMARY DATA COLLECTION
20. IT IS EASIER TO ANALYSE SECONDARY DATA (RATHER THAN ANALYSING PRIMARY DATA)
Academic Year 2019-2020: Semester 1
5MARK012W
CW1 - TASK TWO
Any FOCUS GROUP
(&/or DEPTH)
Requires:
A set of Research Objectives
Recruitment – a Sample of Participants
A Facilitator / Moderator
Analysis
WHAT ARE THE RESEARCH OBJECTIVES?
Refer to page 3
Task Two Mark Allocation
TASK TWORecruitment10
Guide25
Moderator Instructions10Analysis5
Total Task Two50
RECRUITMENT PARAMETERS
Who do you want attending the group?
What characteristics should the participants have?
Where will the group be held (and how long will it last)?
What incentive are you giving?
Are there any ethical considerations?
https://www.qualtrics.com/blog/4-key-steps-to-recruiting-your-own-research-panel/
Outline briefly who will be attending the focus groups and justify your selection of participants
Perhaps provide a screener / short recruitment questionnaire that will ensure the right participants are attending each group
WRITING A TOPIC GUIDE
Develop a checklist of THEMES / topics / areas to be covered.
Steps in design are:
Examine the research question (objectives)
List THEMES / topics / areas of interest
Develop a list of relevant ideas
Decide on projective techniques
Lay out a logical guide
Design ‘SHOWCARDS’
Remember to cover: ethics; summary; thanks
Typical Mistakes
Poor match to the objectives
No clear sequence
Only closed questions
Only open-ended questions
No projective techniques or too many or poorly designed
Too lo ...
PUBH 6034 Module 3 Assignment Air Quality Standards Worksheet (Ru.docxpotmanandrea
PUBH 6034 Module 3 Assignment: Air Quality Standards Worksheet (Rubric embedded)
Student Name:
Part 1: NAAQS Quiz (Short answer)
Go to EPA’s National Ambient Air Quality Standards website homepage at http://www3.epa.gov/ttn/naaqs/criteria.html. Review the details of NAAQS for the criteria pollutants and answer the following questions:
Question
Student Response
Score
(5 points each)
How many criteria pollutants are covered under the NAAQS?
In what year was the ozone standard first initiated?
For which pollutant has the standard been most recently strengthened?
Over what period of time are lead measurements made to assess meeting the standard?
What human health effect is associated with exposure to carbon monoxide?
List the top two sources of sulfur dioxide emissions in the U.S.
Define a “non-attainment” area with respect to the NAAQS
For which regions of the U.S. is attainment of PM10 a particular problem?
Instructor comments:
Total Score (40 possible points)
------------------------------------------------------------------------------------------------------------------------------------------
Part 2: Choosing national air quality priorities (short essay answer)
Review the background information on each of the pollutants covered under the NAAQS and, based on the available information and considering the questions you addressed above, indicate which ambient air pollutant you believe should be a national regulatory priority for the United States and why. Support your choice by describing the types of health consequences associated with the pollutant (including any susceptible populations), its major sources, and when the standards were last reviewed and/or changed. Then, provide a brief explanation of one or more global implications for regulation of this pollutant by the United States. Be sure to cite your sources.
Student Response:
This question will be scored using the rubric below.
Quality Indicators
Fully Met
Partially Met/Good
Partially Met/Fair
Not Met
Content Quality
(20 points)
Choice of regulatory priority was fully supported with quantitative data on health consequences, major sources of the choice pollutant, and when standards were last reviewed/changed
AND
Global implications of U.S. regulation of the pollutant were clearly discussed
AND
Data sources were referenced and highly appropriate to support the choice and discussion
(20 points)
One of the following expected criteria was not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications.
AND/OR
Choice was mostly but not fully supported with quantitative data and references
AND/OR
Writing was a little unclear (typos, minor issues)
(16-19 points)
Two of the following expected criteria were not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications.
AND/OR
Choice was not well supported with quantitative data ...
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
1 Social Science Statistics Project 1 Global Issu.docxpoulterbarbara
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
What papers should I cite from my reading list? User evaluation of a manuscri...Aravind Sesagiri Raamkumar
Long paper presented during the Joint Workshop on Bibliometric-enhanced Information Retrieval and Natural Language Processing for Digital Libraries (BIRNDL 2016)
Instructions for LearnersUse this template only if you have a TatianaMajor22
Instructions for Learners
Use this template only if you have a Quantitative topic.
This is a working document. You will start this document in RSD-851 and update it through RSD-881, RES-880, and potentially your first two dissertation classes.
Review the instructions prior to each main section (RSD-851 & RSD-881), as well as the last slide with RES-880, x885, and x955 instructions.
Requirements, hints, and alignment notes are found in the Notes section.
To view notes, click the “View” tab at the top of the application and select “notes.”
Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab at the top of the application and select “Show Comments.”
Instructions for Faculty
Written feedback is to be provided via bubble comments. Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
RSD-851 Slides - Instructions
Complete the slides under the RSD-851 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature Themes
Problem Statement
Research Questions/Hypotheses & Variables
Methodology
Feasibility
Next steps
Use the supplementary slide deck for additional information and resources for completion of these slides.
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
v.4.16.21
4
Literature Review: Background to the Problem
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Describe what is already understood about the problem.
Present findings from prior research related to the history of the problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
5
Literature Review: Problem Space
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/ ...
· Toggle DrawerOverviewFor this assessment, you will complete .docxodiliagilby
· Toggle Drawer
Overview
For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.
You will review the theory, logic, and application of t tests. The t test is a basic inferential statistic often reported in psychological research. You will discover that t tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
1. Develop a conclusion that includes strengths and limitations of an independent-samples t test.
. Competency 2: Analyze the decision-making process of data analysis.
2. Analyze the assumptions of the independent-samples t test.
. Competency 3: Apply knowledge of hypothesis testing.
3. Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
. Competency 4: Interpret the results of statistical analyses.
4. Interpret the output of the independent-samples t test.
. Competency 5: Apply a statistical program's procedure to data.
5. Apply the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.
. Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
6. Develop a context for the data set, including a definition of required variables and scales of measurement.
. Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
7. Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
· Toggle Drawer
Context
Read Assessment 3 Context [DOC] for important information on the following topics:
SHOW LESS
. Logic of the t test.
. Assumptions of the t test.
. Hypothesis testing for a t test.
. Effect size for a t test.
. Testing assumptions: The Shapiro-Wilk test and Levene's test.
. Proper reporting of the independent-samples t test.
. t, degrees of freedom, and t value.
. Probability value.
. Effect size.
· Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Various Forms of the t Test
. In w ...
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docxeugeniadean34240
HUMANITIES 105 - THE HUMAN STRUGGLE
PRESENTATION ASSIGNMENT:
Prepare a presentation (you may use PowerPoint or just a written account) in which you inform
the class about further details of some aspect of AThe Human [email protected] During the class,
students watch/read your presentation and may post questions about it on the [email protected] function B
you may answer up to five of those questions. Each student whose question is chosen will
receive an extra credit point.
FOR PRESENTERS:
You may choose to expand on a topic that has caught your interest in class, or you may choose a
topic we haven=t touched upon, but which you see as part of Athe human [email protected] B this is a very
broad category; if you have doubts about whether your choice qualifies, just check with me
about it. (Past topics students presented ranged from the signing of the Magna Carta, the French
Revolution, the Armenian Genocide, the modern media=s influence on body image, the abuse of
opiate drugs, the struggle for LBTQ rights, etc.)
FOR THOSE ASKING QUESTIONS:
When you post a question about a presentation on AChat,@ address the presenter by name (AHello,
Susan B why do you [email protected]) and sign your name to the question. I have to keep track of extra
credit points from this B please make it easy for me! Similarly, when you=re a presenter and
responding to a question someone has asked, address that person by name (AGeorge B the reason
[email protected]), as there may be a flood of questions all at once. Each presenter may respond to only
five questions.
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
Learning Objective 1.1: Describe the types of qualitative research.
Description is not present.
Descriptions of the types of qualitative research is vague, incomplete, or inaccurate.
Descriptions of the types of qualitative research are clear, complete, and accurate.
Demonstrates the same level as “2” plus the following:
Provides detailed information about the types of qualitative research.
Criterion Feedback
Narrative and case study are mixed up here and each needs a more specific and clear definition.
Learning Objective 1.2: Define grounded theory.
Definition is not present.
Response includes an unclear or incomplete definition of grounded theory.
Response includes a clear and accurate definition of grounded theory.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Learning Objective 2.1: Describe characteristics of good qualitative research and their importance.
Response is not present or is inaccurate.
Response includes an unclear or incomplete description of five characteristics of good .
Running head HOW TO WRITE A RESEARCH PROPOSAL 1 .docxcowinhelen
Running head: HOW TO WRITE A RESEARCH PROPOSAL 1
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
Insert Name Here
Dallas Baptist University
HOW TO WRITE A RESEARCH PROPOSAL 2
Abstract
The abstract is a brief summary of the entire proposal, typically ranging from 150 to 250 words.
It is different from a thesis statement in that the abstract summarizes the entire proposal, not just
mentioning the study’s purpose or hypothesis. Therefore, the abstract should outline the
proposal’s major headings: the research question, theoretical framework, research design,
sampling method, instrumentation, and data and analysis procedures. A good abstract accurately
reflects the content of the proposal, while at the same time being coherent, readable, and concise.
Do not add any information in the abstract that is not previously discussed throughout the
proposal. Notice this paragraph is not indented; the abstract will be the only paragraph in the
entire proposal that is not indented. Because it highlights the entire proposal, it would be wise to
wait and write the abstract last. This way, one merely has to reword information that was
previously written.
HOW TO WRITE A RESEARCH PROPOSAL 3
How to Write a Research Proposal:
A Formal Template for Preparing a Proposal for Research Methods
When social scientists desire to conduct an experiment, they first develop a proposal. A
proposal introduces the problem, purpose, and significance of a study as well as the
experimenter’s research question and hypothesis. It also gives a brief explanation of the theory
guiding the study, a review of relevant literature pertaining to the theory, and the procedure for
the experiment. The proposal should be written in American Psychological Association (APA)
format. Without an elaborate Introduction, the experimenter will leave his or her readers
wondering what exactly the purpose of the experiment is. The introduction explains in detail
several components of the experiment that must be included in any proposal. After reading the
Introduction, the reader should conclude why the experimenter is conducting the research and
how this research will affect the academic community and society at large. For this paragraph in
particular, it is sufficient to grab the reader’s attention, introduce the topic at hand, and provide a
brief definition of the theory from which the study is based.
Statement of the Problem
The “Statement of the Problem” is an imperative part of the proposal, for in order for
research to be conducted, one must notice a problem in the existing literature that has not been
previously addressed. For this section, the following questions should be answered: Why does
this research study need to be conducted? What specific issues does this study raise that have not
been observed in other literature pert ...
Research Proposal Tentative Schedule and Assignment(All of the .docxdebishakespeare
Research Proposal: Tentative Schedule and Assignment
(All of the individual and group assignments, except the final draft, should be turn in through Moodle by the due)
1. Week 4: Topic selection
Individual Assignment (Due: by the noon of the class day).
· Turn in at least one potential research topic which can be used for your group proposal
With the library search, select one or two interesting research topic. Develop a research question (s) for the topic and attach the reference list. Bring the hard copy to the class for your group discussion (your group will select one research topic for a group research proposal).
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in a report of the chosen research topic for your group proposal.
Evaluate the potential research topics brought by your peers. Determine one topic which will be used for your group proposal. Develop a report which include; 1) the tentative title, 2) name of the participants (alphabetical order of the last name), 3) description of the topic (one paragraph) including the research question and goal, and 4) references (APA).
2. Week 5-7: Annotated bibliography
Annotated bibliography: An annotated bibliography begins with the full citation information of an article or book which is relevant to your research and a summary of the relevant information from the source. The annotated bibliography provides a ready reference when preparing your research proposal and manuscript. Choose the most significant manuscripts in your topic (could be found in your current reference list or from a new search) and summarize them. Consider manuscripts of a classic research and/or a recent study, an empirical study, and authored by one or more current CSUN FCS faculty members in your area of study.
Include the following information in your annotated bibliography: the complete citation in APA format, the work’s focus (research question/goal/objective), dependent variables, main independent variables, framework/theory, data or data collection methods, the sample used, the analytical method (such as multiple regression, ANOVA, logistic regression, factor analysis, structural equation modeling, latent growth curve, general linear model, and so on), results, and the conclusion. Proper citation is expected. Limit the length to two double spaced pages for one article.
Individual Assignment (Due: by the noon of the class day).
· Turn in the annotated bibliography for two articles that can be used as the references for your group proposal.
Bring the annotated bibliography and the original copies of the articles to the class for a group discussion. Present your articles to your group and discuss if/how this article can be used in your group proposal.
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in an updated report from the previous work by adding one paragraph of the description of the selected articles.
This update will include all of the p ...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
5MARK012W – CW1 INDIVIDUAL ASSIGNMENTSemester One - Task Three S.docxblondellchancy
5MARK012W – CW1 INDIVIDUAL ASSIGNMENT
Semester One - Task Three STATEMENTS:
Each student in each seminar group will be allocated randomly two statements.
A list of student names (for each seminar) and the numbers of the statements they have been allocated will be available in bb.
1. SECONDARY DATA SOURCES ARE ONLY USEFUL BEFORE PRIMARY DATA COLLECTION
2. THE VALUE OF SECONDARY DATA COLLECTION IS QUESTIONNABLE
3. MOST RESEARCH PROJECTS DO NOT NEED SECONDARY DATA COLLECTION
4. SECONDARY DATA COLLECTION DOES NOT REQUIRE SETTING RESEARCH OBJECTIVES
5. SAMPLING IS ALWAYS THE KEY IN GOOD RESEARCH
6. SAMPLES CAN BE ADJUSTED AFTER FIELDWORK BEGINS
7. SAMPLING IS MORE RELEVANT IN OBSERVATION THAN IN FOCUS GROUPS
8. SAMPLING IS THE MOST IMPORTANT ASPECT OF ETHICAL RESEARCH
9. QUALITATIVE RESEARCH RELIES FAR LESS ON SAMPLING
10. QUALITATIVE RESEARCH MUST ALWAYS USE PROJECTIVE TECHNIQUES
11. QUANTITATIVE RESEARCH RELIES ON WELL CHOSEN RECRUITMENT PARAMETERS
12. FIELDWORK IS THE MOST IMPORTANT ASPECT OF QUANTITATIVE RESEARCH
13. QUANTITATIVE RESEARCH CAN USE PROJECTIVE TECHNIQUES
14. USER GENERATED CONTENT IS QUANTITATIVE RESEARCH
15. RESEARCH OBJECTIVES STAY THE SAME THROUGHOUT A RESEARCH PROJECT
16. THERE ARE ALWAYS AT LEAST TWO RESEARCH OBJECTIVES
17. GOOD RESEARCH IS ALWAYS ETHICAL RESEARCH
18. MOST RESEARCH IS DONE USING SOCIAL MEDIA
19. ALL RESEARCH NEEDS SOME PRIMARY DATA COLLECTION
20. IT IS EASIER TO ANALYSE SECONDARY DATA (RATHER THAN ANALYSING PRIMARY DATA)
Academic Year 2019-2020: Semester 1
5MARK012W
CW1 - TASK TWO
Any FOCUS GROUP
(&/or DEPTH)
Requires:
A set of Research Objectives
Recruitment – a Sample of Participants
A Facilitator / Moderator
Analysis
WHAT ARE THE RESEARCH OBJECTIVES?
Refer to page 3
Task Two Mark Allocation
TASK TWORecruitment10
Guide25
Moderator Instructions10Analysis5
Total Task Two50
RECRUITMENT PARAMETERS
Who do you want attending the group?
What characteristics should the participants have?
Where will the group be held (and how long will it last)?
What incentive are you giving?
Are there any ethical considerations?
https://www.qualtrics.com/blog/4-key-steps-to-recruiting-your-own-research-panel/
Outline briefly who will be attending the focus groups and justify your selection of participants
Perhaps provide a screener / short recruitment questionnaire that will ensure the right participants are attending each group
WRITING A TOPIC GUIDE
Develop a checklist of THEMES / topics / areas to be covered.
Steps in design are:
Examine the research question (objectives)
List THEMES / topics / areas of interest
Develop a list of relevant ideas
Decide on projective techniques
Lay out a logical guide
Design ‘SHOWCARDS’
Remember to cover: ethics; summary; thanks
Typical Mistakes
Poor match to the objectives
No clear sequence
Only closed questions
Only open-ended questions
No projective techniques or too many or poorly designed
Too lo ...
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Let's dive deeper into the world of ODC! Ricardo Alves (OutSystems) will join us to tell all about the new Data Fabric. After that, Sezen de Bruijn (OutSystems) will get into the details on how to best design a sturdy architecture within ODC.
Leading Change strategies and insights for effective change management pdf 1.pdf
When relevance is not enough
1. When Relevance is not Enough:
Promoting Diversity and Freshness in
Personalized Question
Recommendation
IDAN SZPEKTOR,YOELLE MAAREK,DAN PELLEG
YAHOO!RESEARCH
2. ABSTRACT
a good question recommendation system
1.
designed around answerers, rather than exclusively for askers
2.
Scale to many questions and users and be fast enough
3.
Relevant to his or her interests
4.
diversity
4. INTRODUCTION
relevance: to what degree the question matches the user’s tastes
diversity and freshness needs
Three requirements:
1. questions need to be recommended for all types of users
2. questions have to be diverse
3. recommendations need to be fresh and be served fast
a) serve questions as recommendations immediately
b) instantly adapting to users’ changes in taste
7. Framework
Question profile:
1. LDA model
2. Lexical model
3. Category model
User profile:
Question recommendation
Matching question and user profiles
Proactive diversification
Recommendation merging
8. QUESTION PROFILE
Split it according to the 26 top categories in Yahoo! Answers
Two Advantage:
1.
2.
represent disjoint users’ interests.
word sense disambiguation
1.
question textual content(title and body)
2.
category
9. QUESTION PROFILE
Build profile, which is represented by three vectors:
1.
a Latent Dirichlet Allocation (LDA) topic vector
2.
a lexical vector
3.
a category vector
10. LDA Model
1. Initial training: a random sample
of up to 2 million resolved
questions
2. Incremental learning: a random
sample of up to half a million
questions per top category
3. Inference: at least10% of the
probability mass
11. Lexical Model
a unigram bag-of-words representation of a question
tf·idf score / L1 normalized
a probability distribution
Category Model
a probability of 1 to the category in which the question was posted
12. USER PROFILE
the questions answered in the past
the user representation is generated by aggregating signals over these
questions
user profile: a probability tree
13. 1. Aggregating the profiles of the questions the user answered
2. Update
14. the first and third tree levels:
a decaying factor on past questions
the second level:
1. Measure the similarity between the feature distribution of each model in the
question and the corresponding feature distribution in the user profile
2. Normalized to a probability distribution
15. QUESTION RECOMMENDATION
Matching Question and User Profiles
A list of open questions ranked by a relevance score, which is calculated for the pair {question
profile , user profile}
For question profiles:
1.
Turn the three vectors forming the question profile into a single vector, multiply the
probability of each feature by 1/3 before storing it in the index
2.
Index every question vector and build an inverted index
16. QUESTION RECOMMENDATION
For user profile:
associate with each user feature a score that consists of the product of each probability score
on the tree path that led to this feature
Ranking:
Similarity: a simple dot-product
17. QUESTION RECOMMENDATION
Proactive Diversification
thematic sampling:
1.
For each user vector u , we generate N query vectors u 1 ;u 2 ;…;u N
2.
N ranked lists
3.
Blending them together results in a final diverse list
Two types of thematic constraints:
specific top category: randomly select top categories as constraints by sampling without repetition
based on their distribution in the root node of the user’s probability tree
spefic LDA topic: randomly sample LDA topics without repetition from the user profile by traversing
the probability tree
18. QUESTION RECOMMENDATION
Recommendation Merging
blending algorithm
1.
Each list being associated with a probability score
2.
Sampling an intermediate list, based on the assigned probabilities
3.
Removing one recommendation from the sampled list to be added at the end of the final
list.
4.
Repeat