Course Subject: Child Development
Topic: Interview of Testing a Child's Ability (choose one of Piaget's theory tasks below)

Child Interview

Interview a child between the ages of 2-12. Be sure that the child is willing to participate and that the child's parents consent. Inform them that you will keep the interview confidential by using a pseudonym rather than the child's real name in your paper.

I. Select one of the two topics below related to child development that you are interested in exploring in greater depth.
- you can select one of Piaget's theory tasks when doing the interview to test child's level of ability:

-*****Conservation- test child's ability to distinguish appearence from reality depending on age
- Egocentrism- test child's ability to see if they are unable or able to take another person's perspective into account depending on their age


II. Find empirical references relevant to your topic

? Find TWO EMPIRICAL articles that are relevant to your topic (one article may come from the course readings).
One recommendation reference if you choose conservation:
-Flavell, J.H. (1986). The development of chidren's knowledge about the appearance-reality distinction, American Psychologist, 41(4), 418-425.
? Read these articles and formulate a hypothesis. Then, develop a set of interview questions designed to test your hypothesis.

III. Conduct the interview

? The interview should last for approximately 30-45 minutes
? Have your questions prepared in advance. You may take somewhat of a 'clinical interview' approach and ask follow-up questions based on your interviewee's responses, but you should have a set of general questions outlined prior to the interview.
? Find a quiet place to conduct the interview.
? During the interview take good notes (if your interviewee is willing, you may want to record the interview, but it is not a requirement).
? Inform the interviewee that he/she does not have to answer questions that he/she might find uncomfortable.
? Thank your interviewee for participating.

IV. Write up the paper

The body of your paper should be divided in to the following sections.

Introduction
? State why this is an important topic to study.
? Discuss the empirical studies in terms of their relevance to your topic. What does previous research show about your topic? Be sure to reference the empirical articles in your paper (use APA style referencing).
? Formally state your hypothesis (the empirical studies you discuss should provide a clear rationale for your hypothesis).
? Give a general overview of how your paper will be organized.

Method and Procedures
? Give a background description of your interviewee (age, gender, ethnicity, relationship to you)
? Describe your interview procedures
-describe the setting where you conducted the interview (private home recommended)
-offer a brief summary of your interview questions and testing materials (if any were used)

Results and Conclusions
? Present only the relevant data. DO NOT copy verbatim the entire interview.
? Discuss your interviewee?s responses. Were your results consistent with your hypothesis? Did your interviewee's responses differ from what you would have expected based on what you have learned in class or from what you have read in the empirical articles? Why do you think the results supported or failed to support your predictions?
? Offer a brief conclusion and discuss some of the implications of your findings.

***Paper Assignment Tips

Beyond meeting the basic assignment requirements, a good paper will be clearly written and carefully researched. So that you have a better chance of successfully writing up your interview, I have outlined below some suggestions about how to get your research started. These are primarily specific hints on how to form a hypothesis and operationally define your variables.



FORMING A HYPOTHESIS

A good hypothesis?.

? has a strong rationale.
-Grounded in theory and/or the results of previous empirical studies

? is worded as a simple declarative sentence that clearly states your prediction.

Example:

- Hypothesis: "Boys will engage in rough and tumble play more frequently than girls."
- Research Question: "Are there gender differences in the frequency of rough and tumble play?"

-Research questions tend to be relatively broad and general. Hypotheses tend to be more narrow in scope- they specify the direction of your prediction so that your research question, in essence, becomes testable.

? is testable
- Once you narrow down your topic, you will need to think about the operational definition of your variables. For the purposes of this assignment that means you shouldn't select a topic that involves behaviors you can't measure using the interview method.

OPERATIONALLY DEFINING YOUR VARIABLES

Outlining an operational definition of the variables you are interested in studying is a crucial component of the research process. A clear description of how you will measure broad and abstract concepts like aggression or attachment is essential to the science of psychology because it allows us the ability to verify (test) our ideas. It also is crucial to the process of replication. Without a detailed description of your methods and procedures, others will be unable to test the reliability of your results.


1. Borrow your methods from previous empirical studies when appropriate.

After reading the empirical studies on your topic, think out how you can borrow and adapt the measures and procedures used by researchers. You don't have to use everything- only what is relevant to your specific hypothesis.

For the purposes of this assignment, probably the most simple and straightforward way for you to operationally define your variables will be to use measures and procedures that are already well-established in the literature (Piagetian tasks,). When you create measures of your own, you are never quite sure that you will successfully create a measure that is both valid and reliable.

Although it is not a requirement of the assignment, using well-established methods (and of course properly citing where these methods came from), will save you the headache of having to convince others that your new measures are sound. This is not a course in research methods, but a good paper has logical, valid, and reliable methods. Borrowing measures from other established researchers allows you relate your findings to the results of previous studies and it saves you from having to "re-invent the wheel".

You may, of course, decide to adapt the task to your particular project (e.g., using Oreos or Graham crackers instead of coins in a Piagetian conservation task), as long as the underlying logic of the task is the same.

Abstract
Guidelines: Left justified. No indents. No citations.
Maximum length is 350 words. The final version is in past tense and includes items 1-"6.
1. Introduce the study topic briefly.
2. Clearly articulate the study problem and purpose
3. State the research method (quantitative, qualitative, mixed method).
* Quantitative research identifies the design.
* Qualitative research identifies the typology/strategy of inquiry.
* Mixed Method research identifies both design (for quantitative aspect) and typology/strategy (for qualitative aspect).
4. Identify the participants.
5. Present key results (for quantitative studies include relevant test statistics and p values).
6. Present conclusions and recommendations for future research.


Table of Contents:

Chapter 1: Introduction: (the Introduction has to be based on empirical findings. It has to provide information as to how the topic is viewed in the field today and relevant constructs/concepts need to be introduced so that knowledge is portrayed as to what is known in the field today). The introduction should be focused on a synthesis and integration of empirical research findings.

Background:
Statement of the Problem
Purpose of the Study
Theoretical Framework
Research Questions
Nature of the Study
Significance of the Study
Definition of Key Terms
Summary

Chapter 2: Literature Review
Documentation
Theme/Subtopic [repeat as needed]
Summary

Chapter 3: Research Method
Research Methods and Design(s) - (This is a Quantitative, non-experimental study)
Population
Sample
Materials/Instruments
Operational Definition of Variables (Quantitative/Mixed Studies Only)
Data Collection, Processing, and Analysis
Assumptions
Limitations
Delimitations
Ethical Assurances
Summary

Chapter 4: Findings
Results
Evaluation of Findings
Summary

Chapter 5: Implications, Recommendations, and Conclusions
Implications
Recommendations
Conclusions

References
Appendixes
Appendix A: Title
Appendix B: Title
Appendix N:: Title


List of Tables

[Use Words Table of Figures feature (using caption style = table) to create this section. Note that each table title needs to be created as a caption style format above the table. The List of Tables entries should mirror the APA format of table titles within the body of the paper. Consult the APA manual to ensure that all tables and table titles conform to APA format. See APA6, Chapter 5 for guidance and examples.]

List of Figures

[Use Words Table of Figures feature (using caption style = figure) to create this section. Note that each figure caption needs to be created as a caption style format below the figure. The List of Figures entries should mirror the APA format of figure captions within the body of the paper. Consult the APA manual to ensure that all tables and table titles, figures and figure captions conform to APA format. See APA6, Chapter 5 for guidance and examples.]


Chapter 1: Introduction
[Text Dissertation topic is introduced in 2 pages. The study topic is briefly described to establish the main ideas and context and include recent, scholarly, peer-reviewed sources to support each assertion. The Introduction should orient the reader to all of the concepts presented in the sections that follow. Note: Do not describe the study purpose or method in the introduction as these belong in later sections.]

Background
[Present an overview of why this research topic is currently of interest. Describe the facts and relevant context as a background leading up to the study problem and purpose. Focus on the area of research interest, briefly laying the groundwork for what has been done in the area and why the area is of important social or practical concern, or of theoretical interest. Include appropriate, recent, scholarly sources to support each assertion. There are no specific length guidelines; however the Background should be sufficient to provide context for the problem statement that follows. A detailed review of the literature will be provided in Chapter 2.]

Statement of the Problem
(Approximately 250 to 300 words) Articulation of a concise problem statement is the key to a successful proposal/dissertation manuscript and typically requires many revisions before the proposal is approved. The problem statement is a brief discussion of a problem or observation succinctly identifying and documenting the need for and importance of the study. Clearly describe and document the problem that prompted the study. Include appropriate published or relevant primary sources to document the existence of a problem worthy of PhD doctoral level research. A lack of research alone is not a compelling problem (many things are not studied but do not necessarily warrant research). Please consider: what perspective is represented? For example, is the problem an individual level problem, an organizational problem, an industry problem, or a social problem? What is not known that should be known and what are the potential negative consequences to the field of study if the proposed research is never conducted? These questions can help to identify the problem that needs to be addressed and the theories relevant to predict, explain and understand the problem.
[Text Present a general issue/observation that is grounded in the research literature and leads to the need for the study (in most cases scholarly citations within the last 5 years are required to document the general and specific problem). Follow with a focused, documented problem that directly reflects and leads to the need for a research response. PhD dissertation-worthy problems must be relevant and documented beyond any particular study site and have clear theoretical implications in order to make a realistic, but substantive contribution to the field of study.]
Note: Ensure that the concepts presented in the Problem Statement lead to and align directly with the Purpose Statement. Use of a logic map is highly recommended in order to ensure direct alignment and avoid surprises among the key elements: problem ? purpose ?research questions?proposed method and design.
Note: Clear and precise definitions of key words upon first use and consistent use of key words throughout the paper will also help ensure alignment.

Purpose of the Study
[Text Begin the purpose statement with a succinct sentence that indicates the study method and overarching goal.
The purpose of this [quantitative, qualitative, mixed method] study is to... (describe the study goal that directly reflects and encompasses the research questions). Follow with a brief, but clear overview of how, with what instruments/data, with whom and where (as applicable).]
Within the purpose statement:
Research method is identified as qualitative, quantitative, or mixed method.
Stated purpose reflects the research questions: Variables/constructs and/or phenomenon/concept/idea are identified.
Research design is clearly stated and is aligned with the problem statement.
Participants and/or data sources are identified.
Geographic location of study is identified (as appropriate).
Before moving forward, ensure that the purpose is a logical, explicit research response to the stated problem.

Theoretical Framework
[Text Identify and articulate the theoretical foundations of the proposed study based on a review of the relevant literature.
1. Discussion reflects a thorough discussion of the conceptual and/or theoretical area under which the research falls and how the proposed research fits within other research in the field. Discussion clearly considers the study theoretical assumptions and principles, and specifically includes important issues, perspectives, and, if appropriate, controversies in the field.
2. Discussion reflects knowledge of and familiarity with both the historical and current literature. The majority of sources must be scholarly and peer-reviewed.
For a PhD study, the research propsed must make a contribution to the literature and include relevant theories as the foundation of the study and, in this way, it would contribute to theory by adding more support, expanded applications or perhaps demonstrate ways in which the theory may not be as explanatory as originally presumed for the given study context. Theories provide a lens with which to observe, understand and explain the study topic. The theories identified must be explicit as there are many different lenses, such as psychological theories, social theories, organizational theories and economic theories, which may be used to predict and explain concepts, topics or phenomena. The theoretical framework must be appropriate, aligned with the topic, well-articulated and sourced.]

Research Questions
[TextBrief introductory text. Note: Avoid redundant text. Ensure that the Research Questions directly align with the stated purpose and that quantitative hypotheses correspond with the research questions.]
Q1.
Q2.
Additional questions as needed.
Hypotheses (Quantitative/Mixed Studies Only)
H10. [Null Hypothesis Text]
H1a. [Alternative Hypothesis Text]

Nature of the Study
[As appropriate, use text from the Concept Paper Research Method to present a brief overview of the study design, variables/constructs, instruments and analyses (as applicable). Relocate detailed discussion of sampling method, sample size determination, instrument, measurement and analyses to Chapter 3. Discuss the proposed research method (quantitative, qualitative, or mixed).
Discussion is not simply a listing and description of the chosen research design; rather, elaboration demonstrates how the proposed method and design accomplish the study goals, why the design is the optimum choice for the proposed research, and how the method aligns with the purpose and research questions. Provide a brief discussion of the proposed study design, data collection and analysis procedures (detailed descriptions should be provided in Chapter 3). Provide appropriate foundational research method support for the proposed study design; for example, refer to Moustakas and other appropriate authors to describe a phenomenological design and Yin to describe the appropriate application of a case study design.]

Significance of the Study
[Demonstrate why the study is important and describe the contribution(s) to the field of study. This section should reflect the need for the study and the benefits of an answer to the proposed study purpose and research questions. The discussion should align with the problem statement in that, the problem statement articulates the negative consequences if the study is never conducted, whereas the significance indicates the positive results of completing the study.]

Definition of Key Terms
[Text (optional) ]
Term 1. Definition (APA citation).
Replace Term 1. with the relevant term name/label.
Term 2. Definition (APA citation).
Term n. Definition (APA citation).
Summary
[TextBriefly restate the key points, study purpose and proposed research plan.]


Chapter 2: Literature Review
Approximately 40-80 pages, pending topic area. The literature review will contain several sub-headings that will be specific to the dissertation. Approximately 85% of references must be peer-reviewed, scholarly sources published within the last 5 years.
[Begin with a summary of the purpose statement that leads to a brief explanation of the logical organization of the literature review.
Note: Conduct a thorough literature search based on a variety of relevant key words and databases. It is extremely rare for there to be no existing literature on a topic worthy of doctoral level study. Lack of references is typically the result of a too narrow or faulty library search.]

Documentation
[Include a paragraph that explains the literature search strategy and describes the library and search engine sources. The documentation section may include an APA formatted table that describes the nature and sources of

references.
Theme/Subtopic [repeat as needed]
Replace Theme/Subtopic: with an appropriate heading that describes the discussion to follow.
[Present the theoretical or conceptual framework(s) related to the study. Present historical research as well as research related to the topic of study within the last 5 years. Include appropriate scholarly source citations for each assertion. Ensure the discussion has depth and presents a critical analysis and synthesis of the literature that provides a context for the dissertation study. Discuss conflicting findings and/or theoretical positions causing intellectual tension in the field. Ensure the discussion is comprehensive, organized, and flows logically. Use themes and/or subtopics as headings. Note: A literature review is discursive prose, not a list describing or summarizing one piece of literature after another. Avoid stringing together articles and beginning every paragraph with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. One should not attempt to list all the material published, but rather synthesize and evaluate the relevant scholarly research according to the guiding concept of your thesis or research question. Continue to expand and update the literature review up through the final dissertation.]

Summary
[Summarize key points presented in Chapter 2 and include supporting citations for key points. Highlight contradictions and uncertainties that support the need for the proposed study.]

Chapter 3: Research Method
[Begin with an introduction and restatement of the research problem and purpose.
It is appropriate to repeat the problem and purpose from Chapter 1 verbatim. Conclude the introduction with a brief overview of the chapter.
Restate the research question(s)/hypotheses verbatim.
1. Quantitative ?" research questions and hypothesis(es) clearly stated and clearly aligned with each other and with the problem and purpose statements.
2. Qualitative - research questions clearly stated and aligned with problem and purpose statements.
3. Mixed Method - includes all of the above.
Note: This section should be identical to wording used in Chapter 1.]

Research Methods and Design(s)
[Accurately describe the research method and design(s). Substantiate the appropriateness of the method and design(s); include a statement about why the method/design(s) was/were chosen over others.
1. Elaborate on the chosen research design (e.g., case study, phenomenology, comparative, correlational, quasi-experimental, etc.) appropriateness to respond to the study purpose.
2. Clearly describe the design steps. Ensure the discussion is not simply a listing and description of research designs. Provide appropriate support for the use and application of the chosen design.
3. Demonstrate why the design will accomplish the study goals and why design is the optimum choice for the research.
Describe in sufficient detail so that the study could be replicated.]

Population
[Provide a description of the population (as appropriate), estimated size and relevant characteristics with appropriate support. Depending on the study design, populations may reflect a group of people, a set of organizations, a set of documents, archived data, etc. Describe why the population is appropriate to respond to the study problem and purpose. Clearly distinguish between the population and the sample drawn from the population.]
Sample
[Identify the sampling method and explain selection of participants or relevant sample, including known population characteristics and recruitment or selection strategy. Describe and justify the sampling method and minimum sample size:
1. Quantitative studies include probabilistic selection approach and a supporting power analysis for statistical significance of responses. When determining a minimum sample size, consider sampling error, representativeness and the assumptions of the proposed statistical tests.
2. Qualitative studies include rferences that support the proposed number of participants. Qualitative samples are typically relatively small. Refer to primary qualitative research sources to support the sampling size and method.
3. Mixed Method studies include both of the above.
As appropriate: Describe how existing data were originally collected and for what purpose.
Describe how participants will be selected and solicited. Access to potential participants, such as email lists from professional organizations must be described. Sampling procedures (e.g., random, random stratified, convenience) must be described in sufficient detail so that the process could theoretically be replicated. ]
Materials/Instruments
[In this section, include a description of data sources such as (a) archived data and include a description of how the data were originally collected and for what purpose along with information regarding validity and reliability; (b) published instruments (adequately describe constructs measured, coding schemes, and psychometric properties (include both indices of reliability and validity) ?" include as an appendix, if possible, or include sample items); (c) materials (including survey/instruments) developed for study (adequately describe the development process and final product (include as an appendix)); (d) interview protocol, including a description of how the interview questions were developed with appropriate qualitative research method support (include interview questions in an appendix); (e) apparatus (adequately describe any apparatus including model/make, how it is used, and outcome(s) it provides).
Note: Instrument self-development is strongly discouraged. If an appropriate existing validated instrument is not located after a thorough search, the development process and tests for instrument and construct reliability and validity must be described in detail within Chapter 3 and the resulting validity/reliability measures reported in Chapter 4.]
Operational Definition of Variables (Quantitative/Mixed Studies Only)
[TextIdentify each of the primary constructs associated with the proposed topic, problem, research question(s), and hypotheses. Include a brief overview of how each will be operationally defined for the proposed study. Describe the nature of each variable (e.g. ordinal Likert type response scale ranging from 1 ?" 5) and how it will be/was measured and collected. The nature of the data must be consistent with and appropriate to the purpose, research design and proposed statistical analyses. Use terminology associated with the chosen statistical test (e.g., predictor and criterion variables for regression).]
Construct/Variable 1. Description/Operational Definition.
Replace with variable label and repeat as needed.
Data Collection, Processing, and Analysis
[Describe the collection, processing and analyses in enough detail so that the study could be replicated. Describe the steps that will be taken to carry out the study. Provide specific details relative to the execution of the design in each appropriate section. Describe the types of data to be collected, and how the data will be coded, and what statistical analysis and software will be used as appropriate.
1. Quantitative: Describe the analysis strategy used to test each hypothesis. The discussion must be sufficiently detailed so that the appropriateness of the statistical tests chosen is evident (i.e., the statistical tests are appropriate to respond to the hypotheses and the variable constructs meet the assumptions of the statistical tests.
2. Qualitative: Describe how the data will be processed and analyzed (including any efforts for triangulation). Provide primary qualitative design support for the proposed analytical strategy. Explain the role of the researcher.
3. Mixed Method: include all of the above.]
Assumptions
[Discuss the assumptions about the population and design along with corresponding rationale and support for the assumptions (e.g., if an adequate response rate or participant honesty are assumed, refer to the steps that will be taken to make these reasonable assumptions).]
Limitations
Describe the study limitations (potential weaknesses to interpretation and validity) within the context of the study design. Discuss any measures taken to mitigate limitations. Review any potential threats to validity (specific to the study design) and how they will be addressed to the extent possible. The limitations will be revisited within Chapter 5.]
Delimitations
Describe the study delimitations (specific choices made to narrow the scope of the study). Discuss the scope of data used in the study in this section.]
Ethical Assurances
[Discuss compliance with the standards for conducting research as appropriate to the proposed research design. Describe the informed consent procedures and how you will maintain confidentiality of the participants (as appropriate). Describe how you will obtain assurances for formal approval of the study. Indicate appendixes that include additional information as needed.
1. In the proposal, state that IRB approval will be sought prior to any data collected.
2. In the final dissertation, state that IRB approval was obtained prior to any data collection conducted].

Summary
[Summarize key points presented in Chapter 3 and provide supporting citations for key points.]
Note: When the proposal is approved and after the research is carried out, revise text to past tense to reflect the completed study. Revise and expand as needed to reflect how the study design was applied. For example, if parametric statistics were proposed but, upon data collection, the responses did not meet the assumptions and non-parametric tests were conducted to respond to the hypotheses, the author should describe the circumstances and rationale for the change within the Chapter 3 data analysis section.

Chapter 4: Findings
[Begin the discussion with a brief overview of the purpose of the research study and provide a brief overview of the chapter. Organize the chapter around the research question(s)/hypotheses. Review the APA manual and published, peer-reviewed, empirical research articles for examples of how to report results of various research designs. ]

Results
[Data analyses ?" Report results without discussion (interpretation, speculation, etc. appears in the next section):
1. For Quantitative analyses,
a. Give appropriate descriptive information,
b. Present the results in a logical fashion, answering the research question(s)/hypotheses as stated and appropriate to the type of data collected,
c. Identify assumptions of statistical tests and address any violation of assumptions,
d. Make decisions based on the results of the statistical analysis (for example: Are the results statistically significant?). Include relevant test statistic and p values.
e. See the APA manual regarding how to present results in text, tables and figures,
f. Present sufficient information so the reader can make an independent judgment regarding interpretation.
2. For Qualitative analyses
a. Present results logically and in a way that answers the research question(s) by distillation steps of the discernment process,
b. Present sufficient information so the reader can make an independent judgment about your interpretation,
c. Review published articles that use similar designs for examples of how to present qualitative, thematic findings,
d. Ensure that no potentially indentifying information is published.
3. Mixed Method include all of the above.
Note: Table and figures, where appropriate, are necessary and referred to in the text. Ensure compliance with APA format of tables, table titles, figures and figure captions. See APA, 6th ed, Chapter 5 for guidelines on displaying results.]

Evaluation of Findings
[This section is used to briefly report what your findings mean. The discussion will be expanded in Chapter 5. Interpret results in light of the theory (or theories) and/or the conceptual framework(s) you have identified. Describe whether the results obtained were expected given the lterature and provide potential explanations for unexpected or conflicting results. Take care to avoid drawing conclusions beyond what can be interpreted directly from the study results.]
Summary
[Discussion summarizes key points presented in Chapter 4.]

Chapter 5: Implications, Recommendations, and Conclusions
[Begin the discussion with a brief review of the problem statement, purpose, method, limitations, and ethical dimensions, and conclude the introduction with a brief overview of the chapter.]
Implications
[Discuss each research question and (when appropriate) hypothesis individually, and draw logical conclusions. Note: support all conclusions with the research findings and avoid drawing conclusions that are beyond the scope of the study results. Discuss how any potential limitations may have affected the interpretation of the results. Place the results back into context by describing how the results respond to the study problem, fit with the purpose, demonstrate significance, and contribute to the existing literature described in Chapter 2.]

Recommendations
[Present all recommendations for practical applications of the study. Note: support all recommendations with the research findings. Present recommendations for future research.]
Conclusions
[In this section, summarize all key points in Chapter 5.]


References
Reference 1
Reference 2

Reference n

Instructions: All resources cited in the dissertation must be included in the list of references.

List all references in APA format with the exception noted below. For each reference listed, there must be at least one corresponding citation within the body of the text, and vice-versa.

Formatting: Single space each reference citation, along with a .5 inch hanging indent; double space between consecutive references in the reference list (See the Doctoral Candidacy Resource Guide located in the Dissertation Center for NCU exceptions to APA format).

Tips: Sort in alpha surname/title order. Only capitalize the first word of the title and of the subtitle, if any. Do not bold the title. Know when to italicize and when not to (i.e., periodical/non-periodical/publication versus book/report/paper). Italicize volume (i.e., Journal Name 4, pp. 12-22.). Please refer to the APA Manual, 6th edition and the Writing Center for additional APA guidance.

Note: APA6 requires a Digital Object Identifier (DOI) be provided, if one has been assigned (see page 187-192).

Example (note single-space references, with double-spacing in-between):

Ahn, J. (2004). Electronic portfolios: Blending technology, accountability and assessment. T.H.E. Journal, 31(9), 12-18.

U.S. Government Printing Office. (2006). Catalog of U.S. Government publications: New electronic titles.

Winslade, J., & Monk, G. (2001). Narrative mediation: A new approach to conflict resolution. San Francisco, CA: Jossey-Bass.


Appendixes
[Each Appendix referenced in text should appear in this section at the end of the manuscript. Appendixes should be listed in the order in which they are referenced in the text. ]

Appendix A: Title
[Insert/type Appendix A content here]




Appendix B: Title
[Insert/type Appendix B content here]



Appendix N:: Title
[Insert/type Appendix N content here]

Empirical Research Project.

Guiding Questions When Reading Empirical Research
Research problem/question:
? Is the problem an important/relevant one to the field of study?
? Will this study contribute to our understanding of the problem?
? Do they provide a good rationale for why such a study is important?
Literature review:
? Does the literature review provide definitions of the key constructs they are investigating?
? Do the authors critically evaluate the studies they review?
? Does the literature provide support that this study is needed?
Research purpose/questions/hypotheses:
? Are the questions/hypotheses clearly stated?
? Will the answer(s) to the question(s) be applicable to practice in the field?
? Will the answer(s) to the question(s) help us understand the problem better?
Research Design and Methods:
? Is the sample (subjects) they used appropriate for answering the questions?
? Can you generalize findings to a larger population? Will you be able to apply their findings to similar settings?
? Were the instruments or measures they used clearly identified/explained?
? Do the authors convey clearly the procedures used for collecting and analyzing the data?
Results and Discussion:
? Are the analysis techniques they used (whether quantitative or qualitative) clearly explained?
? Do the authors report their findings in a clear manner using tables, figures, and text as appropriate?
? Do the findings they report seem plausible given the data they analyzed? Do they make sense?
? Do the conclusions they make follow logically from the data analysis findings?
? Do the conclusions they make match the questions they posed at the beginning of the article?
? Do the authors report limitations to their study?
? Do the authors provide important implications for practice?
? Do the authors make suggestions for future research in this topic?
Even MORE Guiding Questions

Introduction
1. Are more than half of the references current within five years?
2. Is the author using mostly primary sources?
3. Is the author using relevant literature?
4. Do references in the text match references in the reference list?
5. Are theories discussed, and are the theories related to the problem statement or hypotheses/questions?
6. Is the problem statement appearing early in the article?
7. Are the initial words in the problem statement the purpose or the problem?
8. Are hypotheses or research questions located in the introduction?
9. Are there diverse references, e.g., dissertations, journals, ERIC documents, theses, etc.?
10. Are many of the journals and conferences judged to be quality journals and conferences (refereed, wide readership for journals, etc.)?
11. What are the independent and dependent variables in the problem statement?
12. Are the constructs/variables in the problem statement clearly identified and defined?
13. Does the literature convey the importance of researching the problem?
14. Does the author review literature on the major constructs/variables in the problem statement?
15. Is the problem statement clear and simple and one sentence with no more than three dependent variables?

Hypotheses, questions or objectives
1. Does the author write null hypotheses, directional hypotheses, research questions, or objectives?
2. Is the alpha level indicated?
3. Is the population identified?
4. Are the data collection instruments identified?
5. Are hypotheses, questions, or objectives testable?
6. Do they (hypotheses, questions, or objectives) investigate parts of the problem statement?
7. Do they investigate no more than one or two dependent variables?
8. Are an independent and a dependent variable specified?
9. Are too many (more than four) variables investigated in the study?
10. Does the author incorrectly write null and directional hypotheses?
11. Are qualitative questions included with the quantitative hypotheses or quantitative questions?


Sample
1. Is a target population/accessible population properly defined relative to size and major demographic characteristics?
2. Is a sample defined relative to size and major demographic characteristics?
3. Is a sampling method defined and the procedure for the sampling method described?
4. Is a convenience sample denoted?
5. Are there serious problems with external validity?

Instruments
1. Is the reliability coefficient and the reliability method stated?
2. Is the procedure for the reliability method summarized?
3. Is the reliability of the subtests delineated?
4. Is the validity described?
5. Are the examples of test items and examples of the scale reported?
6. Is credit given to the publisher of the instrument?
7. Is descriptive information provided for the measure such as the number of test items, test administration time, and information on confidentiality?

Design/Treatment
1. Is the research design described?
2. Is a rationale for using the design delineated?
3. Is the design appropriate for the problem statement?
4. Are the treatment and treatment period described in enough detail for replication?
5. Are extraneous variables controlled?
6. Are comparison groups equal on most characteristics through random assignment, matching, ANCOVA, etc.?
7. Are there serious concerns about internal validity?

Results and conclusions
1. Are findings objectively reported?
2. Are findings reported for each hypothesis/question?
3. Are tables used to report findings for the hypotheses?
4. Are all possible limitations and delimitations stated in the conclusions?
5. Is the author generalizing his/her findings appropriately (external validity)?
6. Are recommendations for further study provided?

Her is a sample of an Empirical Research Paper

itive Organizational Behavior: Self-Efficacy


Abstract
Self-efficacy is defined as the judgment of how well, or poorly, one expects to cope with a situation. Perceived self-efficacy is concerned with peoples? beliefs in their capacities to mobilize the motivation, cognitive resources, and courses of action needed to exercise control over given situations and events in their lives. Self-efficacy determines how people feel, think, behave and motivate themselves. These beliefs produce diverse effects through four major processes. They include cognitive, motivational, affective and selection processes. (Bandura, A. 1986)
A strong sense of efficacy enhances human accomplishment and personal well-being in many ways. (Bandura, A. 1994) People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided. Such an efficacious outlook fosters intrinsic interest and deep engrossment in activities. These same people set themselves challenging goals and maintain strong commitment to the goals. They heighten and sustain their efforts in the face of failure. They quickly recover their sense of efficacy after failures or setbacks. They attribute failure to insufficient effort or deficient knowledge and skills, which are acquirable. They approach threatening situations with assurance that they can exercise control over them. Such an efficacious outlook produces personal accomplishments, reduces stress and lowers vulnerability to depression.
In contrast, people who doubt their capabilities shy away from difficult tasks which they view as personal threats. They have low aspirations and weak commitment to the goals they choose to pursue. When faced with difficult tasks, they dwell on their personal deficiencies, on the obstacles they will encounter, and all kinds of adverse outcomes rather than concentrate on how to perform successfully. They reduce their efforts and give up quickly in the face of difficulties. They are slow to recover their sense of efficacy following failure or setbacks. Because they view insufficient performance as deficient aptitude, it does not require much failure for them to lose faith in their capabilities. They fall easy victim to stress and depression.

Sources of Self-Efficacy
People make judgments about their capabilities based on enactive experiences, vicarious experiences (observation), persuasory information, and physiological states. In school, children gain knowledge and experiences through experiential activities. They also gain information based on seeing how peers, that they judge to be similar to them, perform at various levels and under given circumstances. They also are told by teachers, peers, family and others about their expected capabilities. Children give themselves physiological feedback about their capabilities through symptoms such as soreness or sweating. These sources of efficacy information are not mutually exclusive, but interact in the overall process of self-evaluation.
In his 1977 study, Bandura advised that enactive experience is a highly influential source of efficacy information. Successful experiences raise self-efficacy with regard to the target performance while experiences with failure lower it. Another source of efficacy information is vicarious experience through observation. Observing peers, especially those with perceived similar capabilities, perform target activities results in evaluative information about one's personal capabilities.
Verbal persuasion, or convincing, serves as another source of efficacy information. Teachers, for example, can raise or inhibit students' percepts of efficacy by suggesting whether or not they have the capabilities to succeed in a given task. Models can also be used to demonstrate to self-doubters that personal capabilities are more often a result of effort rather than innate capability.

Self-Efficacy and Decision Making
Participative decision making and employee performance in different cultures: the moderating effects of allocentrism/idiocentrism and efficacy by Lam, Chen and Schaubroeck is a study that examines an individual?s participative decision making abilities. The study looked at how self-efficacy affected an individual?s ability to participate in decision making both individually and in a group setting across different cultures. Self-efficacy in this study was broken into collective and individual. This was to aid in the analysis of the decision making contribution. The study gathered data from two groups within an organization. In order to meet the cross cultural requirement, they used a company that has a US division and a Hong Kong division. Chen, Xiao-Ping, Lam, Simon & Schaubroeck. (2002.)
The study was delivered via a survey and it was translated by professional translators and tested to ensure cross-cultural equality. The questioners were sent to US and Chinese junior workers and returned at an acceptable rate. The results of the study were very interesting in terms of how self-efficacy impacted participative decision making in the two countries. In China there was a much larger self-efficacy in group settings. This is due in part to the cultural influences in China. There is great reward for group/organizational success in their culture so that played a large role in the employee?s participation in group decision making. It found that individual self-efficacy was substantially lower. This was a direct contrast to the US results. There was a much lower group self-efficacy because there is not as much emphasis put on reward for group accomplishment. Personal self-efficacy was quite high because personal reward could be associated with the decision making. Chen, C. C., Chen, X.P. & Meindl, J.R. (1998)
This study will be beneficial to most international companies. It provides some clues as to how managers can build teams across cultures to provide the greatest balance between group and individual self-efficacy. The study clearly provides that cultures that support the collective will have a much higher group self-efficacy than those societies that have an individual focus.
The study is limited because there was no real adjustability in the degree of decision making capacity. The respondents were simply asked if they were involved, it did not address to what degree. Additionally, only one occupation was used for this study. It has been proven in other studies that different occupation levels will provide different feedback in terms of self-efficacy. The creativity study, which we will look at later, showed a difference from the blue collar workers to the manufacturing division. Another weakness of this study is the time. A longer study would allow individuals working in groups to develop their group self-efficacy. There is evidence that efficacy may be slightly unstable and might take time to develop in a group setting. (Gist, M.E. 1987)
This study was interesting in that it evaluated how individual and group self-efficacy played a role in collective decision making. The idea that culture can play such a large role in where your self-efficacy is most predominant is quite impressive. When looking at societies that have a ?me generation? it is easy to see how individuals will develop high individual self-efficacy. This study will also be very valuable to organizations as they try to develop tools to train employees. They will be better able to target the training to the cultural background of the workforce. Overall this was a strong study that uncovered some strong trends. Further work is needed in order to broadly apply the information. There needs to be input from managers as to how valuable the participative decision making from the individuals and from the groups was. Expanding the study could provide a powerful tool for training and organizational development and planning.

Creative Self-Efficacy
Creative Self-Efficacy: It?s Potential Antecedents and Relationship to Creative Performance looks at self-efficacy and how it affects creative performance in the workplace. The study looked at this on several different levels to see how different types of variables combined together would affect creative self-efficacy. There were two types of organizations used in this study; the manufacturing division of a large consumer products company for blue collar individuals and the operations division of a high tech firm for the white collar individuals.
They gathered data using several different measures. Job tenure was measured in years, education was measured on an 11 point scale (0 = high school, 1-10 = number of college years completed), job self-efficacy was measure with a three item 7 point Likert scale, supervisor behavior was measured using a nine item 6 point Likert scale, job complexity was based on a Dictionary of Occupational Titles substantive complexity scores, and creativity was assessed by supervisor ratings of six creativity performance items on a 6 point Likert scale.
They had seven hypotheses that they were trying to prove in this study. Hypothesis 1 said that job tenure and education level would positively predict creative self-efficacy. Hypothesis 2 said that job self-efficacy would positively predict creative self-efficacy. Hypothesis 3 said that supervisor support (role-modeling and verbal persuasion) would positively predict self-efficacy. Hypothesis 4 said that job complexity would positively predict creative self-efficacy. Hypothesis 5 said that job tenure will moderate the effects of job complexity on creative self-efficacy, such that the positive relationship between job complexity and creative self-efficacy will be stronger for higher levels of job tenure. Hypothesis 6 said that creative self-efficacy will positively predict creativity and will explain variance in creativity beyond that provided by job self-efficacy. Hypothesis 7 said that job self-efficacy will moderate the effects of creative self-efficacy on creativity in such a way that the positive relationship between creative self-efficacy and creativity will be stronger for employees who have higher job self-efficacy. Results found partial support for Hypotheses 1, 2, 3, 4, and 7 and there was significant support for Hypotheses 5 and 6. The possible flaws or shortcomings of this study are that it can be difficult to determine and track creativity, especially when you are looking at several different types of jobs and getting the opinions of several different managers and employees. Tierney, Pamela, Farmer, Steven M. (2002)
This study provides several things for managers and future theorists. First, it develops a new efficacy construct that is specific to work creativity by integrating research finding on self-efficacy and creativity. Second, it provides evidence for the validity of creative self-efficacy as a distinct construct and tested a new model drawn directly from an existing model of self-efficacy development. Third, this is the first study to examine specified creative efficacy beliefs in direct relation to employee creativity in an ongoing corporate setting. A fourth finding is that multiple efficacies come into play for creative work. Additionally, creative self-efficacy and job self-efficacy both have criterion for employee creativity.

Divergent Effects of Job Control on Coping With Work Stressors
This study identifies job self-efficacy as a moderating variable that may determine whether job control contributes positively or negatively to coping with work stressors. Data from two samples (health professionals and an occupationally diverse group) demonstrated similar interactions between demands, control, and self-efficacy predicting blood pressure. These results may reconcile the previous inconsistent and largely method-bound support for Karasek?s job demands-control model. It suggests that efforts to improve job efficacy may be as important to reducing the cardiovascular consequences of job stress as efforts to enhance control.
In this article, John Schaubroeck and Deryl E. Merritt review research and theory suggestions that the demands-control model contains the assumption that jobholders have a high self-efficacy. Further, they suggest that control may have adverse health consequences among those low in self-efficacy. The research was accomplished through the use of an extension of Karasek?s model that predicts workers? resting blood pressure levels with a three-way interaction between demand, control, and self-efficacy. Karasek, R. A. (1994)
Presenting the job demands-control model, Karasek posited that physical strain results from the joint effects of the demand of a work situation and the range of decision making freedom available to the worker facing those demands. The model contains two primary predictions. First, job strain increases as job demands increase. Second, if the challenges of a job can be matched by an incumbent?s ability to cope actively with those challenges, appropriate behavior patterns that lead to an effective channeling of arousal occur. Thus high-demand, high-control jobs are termed ?active,? and seen as not only less conductive to stress outcomes, but also as potentially leading to health improvements via anabolic process. However, if demands are high and control is low, arousal is not appropriately channeled and high strain is maintained. Additionally, if both demands and control are low, a job defined as ?passive,? the job provides little opportunity for its incumbent to cope directly with job demands. Karasek described the mediating physiological process as the process which makes demands and control particularly related to cardiovascular functions such as blood pressure. (Schaubroeck 1997)
Data was collected on site at a large rehabilitation hospital located in the Midwestern United States. The hospital provided comprehensive services in physical therapy, occupational therapy, speech therapy, physiological services and other services for severe trauma patients. The sample consisted of 110 full-time health professionals involved in the daily administration of patient care. This sample represented 42 percent of the hospital?s total work force and 86 percent of the direct patient care workers who were the target of this study.
The research and theory suggested an interactive relationship between self-efficacy, control, and demand perceptions. It also suggests the following general hypothesis. Hypothesis 1 said the three-way interaction between perceived job demands, control, and self-efficacy would be significantly related to systolic and diastolic blood pressure. Hypothesis 2 stated at higher levels of self-efficacy, job demands would have a more positive relationship with systolic and diastolic blood pressure among subject reporting lower control. Hypothesis 3 stated that at lower levels of self-efficacy, job demands would have a more positive relationship with systolic and diastolic blood pressure among subjects reporting higher control.
My group feels that a higher level of self-efficacy is a major contributing factor in both motivation and self-efficacy. Perceived self-efficacy to exercise control over stressors plays a central role in anxiety arousal. People who believe they can exercise control over threats do not conjure up disturbing thought patterns. But those who believe they cannot manage threats experience high anxiety arousal. They dwell on their coping deficiencies. They view many aspects of their environment as fraught with danger. They magnify the severity of possible threats and worry about things that rarely happen. Through such inefficacious thinking they distress themselves and impair their level of functioning.

Bibliography
Bandura, A. 1994. Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, Albert 1977. Towards a unifying theory of behavior change. Psychological Review, 84, 1999-215.
Chen, Xiao-Ping, Lam, Simon & Schaubroeck. 2002. Participative decision making and employee performance in different cultures: the moderating effects of allocentrism/idiocentrism and efficacy. Academy of Management Journal, 45: 905-914.

Chen, C. C., Chen, X.P. & Meindl, J.R. 1998. How can cooperation be fostered? The cultural effects of individualism-collectivism. Academy of Management Review, 23: 285-304

Gist, M.E. 1987. Self-efficacy: Implications for organizational behavior and human resource management. Academy of Management Review, 12: 472-485.
Karasek, R. A. 1994. Physiology of stress and regeneration in job-related cardiovascular illiness. Journal of Human Stress, 8:29-42

Schaubroeck, John, Merritt, Deryl E. 1997. Divergent effects of Job Control on The Coping With Work Stressors: The Key Role of Self-Efficacy. Academy of Management Journal,3: 738-758

Tierney, Pamela, Farmer, Steven M. 2002. Creative Self-Efficacy: Its Potential Antecedents and Relationships to Creative Performance. Academy of Management Journal, 6: 1137-1148

Design, conduct, and report on an experiment in which you will test the effect of an acidic fluid on enzymatic activity.
Instructions:
1. Develop a testable hypothesis regarding the effect of an acidic fluid on enzyme activity.
2. Design an experiment to test your hypothesis. Make a list of all the materials you will need to conduct your experiment and then procure them. Record in advance all the steps you plan to take when executing the experiment. Design and prepare data tables in which you will record your data and observations while executing the experiment. Decide and make note of how you plan to analyze the data you collect.

Additional materials you may need:
plastic beakers or cups
hydrogen peroxide solution
yeast
sample of fresh meat, about 1 cm cubed in size (unprocessed and uncooked, e.g., liver, steak, fish, or poultry??"particularly organs)
sample of fresh vegetable, about 1 cm cubed in size (e.g., potatoes or other root vegetables)
a pen for labeling the beakers or cups
a ruler with centimeter markings

3. Conduct the experiment. Record any modifications you had to make to the steps in the experiment as you execute them, including details pertaining to amounts or types of materials used. Record all data you collect and observations you make while executing the experiment.
4. Analyze your results (data and observations). As appropriate, calculate means, prepare summary data tables, refine how you will present your data in your report, prepare graphs of data, etc.
5. Use your knowledge of enzymes to interpret your results.
6. Decide whether or not the data you collected supports your hypothesis. Determine whether or not you will accept or reject your hypothesis.
7. Formulate a conclusion about the effect of an acidic fluid on enzyme activity.
8. Prepare and submit a formal written report of your experiment.

Report Guidelines:
The report must be typed, double-spaced, in Times Roman 12 point font, in paragraph form (not in bulleted or numbered form). It must contain the following sections, clearly labeled, addressing the content identified below:

Introduction: Include background information on the topic of enzyme activity and how it might be affected by an acidic fluid. Cite sources as appropriate. Identify the question you were attempting to answer through the experiment and clearly state your hypothesis.

Methods: Provide a detailed account of the materials and methods used to conduct the experiment in paragraph form, not in the form of a numbered or bulleted list). This account should provide sufficient detail for someone else to repeat your experiment. Also include the methods for data collection and analysis.

Results: Provide a written summary (in paragraph form) of your results. Include in this section any data tables you have prepared. You must reference in this section all data tables that you include. Do not interpret your results in this section, just present/summarize them.

Discussion: Use your knowledge of enzymes to analyze and interpret your results and describe (in paragraph form) that interpretation and analysis in this section. Cite sources as appropriate. Indicate whether or not your hypothesis was supported by the results and whether or not you are accepting your hypothesis or rejecting it. Specifically tie the data you collected to the accepting or rejection of the hypothesis.

Conclusion: Briefly state the conclusion about the effect of an acidic fluid on enzyme activity that you arrived at in response to the results of the experiment you conducted.

Use the attached resource to answer the following :

(Factors Influencing the research process)

1) Provide the reference for this article in correct APA style.

2) Does this study use qualitative or quantitative research methods? Explain.

3) To what extent is the research grounded in a theoretical frame work (influenced by theory)? Explain.

4) To what extent is the research informed by a social work practice model? Explain.

5) What is the purpose of this research : description, prediction, explanation, evaluation (if the purpose is evaluation, then explain if it is a formative or if it is a summative evaluation and why? explain.

6) Is this a cross-sectional or is this a longitudinal study? Explain.

(Questions 1-6) 2 pages.

(Litrature review and Research questions)

7) Describe the degree to which the literature review demonstrates a familiarity with the current literature in the field.

8) What are the major research questions (if the research questions were not explicitly stated, uncover the research questions based on the information provided)?

(Questions 7-8) 1 page

Conceptualizatin.

9)what are the major hypothesis (if the hypotheses are unstated, uncover the hypotheses based on the measures and th information provided)?

10)The following three variables are examined in this study: treatment/comparison group; school attendance; and grade level.

-For each key variable, explain how it was nominally and operationally defined
-for each variable, provide the level of measurement.
-Where the measures used in this study culturally sensitive ? Expalin.

11) Discuss any evidence provided for the reliability and validity of the measures used in th study.

(questions 9-11)one and half page

Sampling

12)What is the population of interest?

13) Expalin whether authors used a probability or non- probability sample and describe the sampling technique the authors implemented. Expalin the advantages and dis advantages of this sampling technique for this study(including the implications for the generalizability of findings).

14) What information is provided on non-respondents or dropouts- how do they compare to the research participants?

(questions 12-14) one and half pages.

Research design

15) Was this study a pre-experimental, or quasi-experimental research design? Expalin and describe the type of design.

16) Identify and explain two(2) threats to internal validity in this study.

17) Identify and explain two (2) threats to external validity in this study.

(questions 15-17) 1page

Results and analysis

18) Describe the statistical tests used in this study,including the alpha level that was used to reject the hypotheses. Why did the authors use this statistical test?

19) Briefly summarize the results of the research study. Were the hypotheses supported by the statistical analyses?

(questions 18-19) 1 page.

Conclusions and discussion

20) what limitations of the research do the authors address?

21) What are the implications of this research for social work practice?

(questions 20-21) 1 page

Ethical Issues

22)Describe the informed consent and/or assent procedures that the researchers used and discuss the extent to which you believe the procedures were adequate for this sample.

23) Describe how the authors assured confidentiality and/or anonymity and discuss the extent to which you believe the procedures were adequate.

(question 22-23) 1 page

Culturally sensitive research

24) Discuss th e extent to which you think that the authors addressed cultural sensitivity in this research project, including the strengths and weaknesses . What recommendations would you give to the researchers for improving the cultural sensitivity of this research project(minimum of 2 recomendations).

(Question 24 )1 page.

Qualitative Inquiry

25) Describe how you would reconcetualize this study as a qualitative study (include the qualitative method you would use and the sampling technique).

There are faxes for this order.

Customer is requesting that (Pheelyks) completes this order.

SCI 110- Intro to Physical Science. Assignment 1. APPLICATIONS OF THE SCIENTIFIC MATHOD
You have to identify a specific problem often faced in your field of study or everyday life. Research your problem and assess your data / research. Examples of such problems could be: in Business, Information Systems and Technology, Criminal Justice or Everyday Life. After determining the topic,
Follow the 4 instructions below under "TITLE PAGE" starting with "explain scientific method..." Use the reference sites below for clarification.

1. Business
? Developing a new product that is superior to competitor?s brands; or
? Establishing a price for a new product using the law of supply and demand;
2. Information Systems and Technology
? The use of personal electronic devices for work purpose, or
? Determining in the most cost-effective computer for your business;
3. Criminal Justice
? The reliability of eyewitness testimony, or
? Determining what evidence reveals to you about a crime;
4. Everyday Life
? Selecting a particular brand of detergent, or
? Determining the most cost-efficient transportation / route for your commute, or
? https://www.quora.com/What-are-some-examples-of-people-using-the-scientific-method-in-everyday-life , or
? https://www.reference.com/science/use-scientific-method-everyday-life-633f0de5fe6b09ae , or
? https://ischoollmpiadozo.wordpress.com/examples/

UNDER THE TITLE PAGE:

1.Explain the scientific method and describe the overall manner in which you would apply it in your field of study or everyday life.
20% or 32 points
http://www.sciencemadesimple.com/scientific_method.html
http://www.softschools.com/examples/science/scientific_method_examples/167/

2. Propose one (1) testable hypothesis to explain / solve the problem you have selected. State the expected outcomes of your actions and include criteria for determining whether or not these actions would succeed. Note: Your hypothesis should be stated very precisely
20% or 32 points
Scientific_Method L. Taylor _12_.ppt

3. Describe the main actions that you intend to put into place to test the hypothesis that you proposed in Question 2. Describe the way in which you would evaluate the success of your program. Include the results that you would deem as a success and the results that would be considered a failure.
25% or 40 points

4. Discuss the wisdom behind the strategy you would use to test the hypothesis from Question 3, and describe the additional steps you might take, depending on the results of your test. Note: These additional steps might be to revise your original hypothesis (if the results were unsatisfactory) or to propose new hypotheses. The goal is to continuously improve your understanding of the factors influencing your outcomes, to be able to achieve greater results over time.
10% or 16 points
a. In-text citations, see:
A few APA recommendations-1.docx

b. Use at least two (2) quality resources / references in this assignment. Note: Wikipedia and personal blogs do not qualify as quality resources
SCI110 - References page.docx


Please note:
After Title Page, you have to explain the scientific method and describe the overall manner in which you would apply it in your field of study or everyday life.

Please answer each essay question with at least 200 words each, using APA format, list references at the end of each question. Each question should be no more than one page. If possible use Exploring Research (seventh edition) by Neil J. Salkind as a reference for each question plus one other. It is okay if once reference is used for more than one question.
Thank you.

1. Suppose you are testing the differences in attitudes toward health care reform using Democrats, Republicans, and Independents. What statistical test would you use?
2. Discuss the distinction between statistical significance and meaningful significance.
3. Define correlational research and discuss how correlations assess the degree to which variables are related.
4. Contrast and compare ethnographies and case studies.
5. List the basic APA "rules of thumb" for formatting references for:
Two authors in a journal article.
One individual interview, personal communication.
one author article in the New York Times
A report with no single author.
6. What questions should you ask when evaluating the hypothesis of a research paper? What should you look for when evaluating the method section of a research paper?

Please see below:
Reading: Chapter 11-14 - SPSS Statistics 17.0 - Guide to Data Analysis by Marija J. Norusis

Other attachments to follow.

Assignment #7a:
Use Assignment 7a -- Tutorial
Problem 7 ??" Chapter 12:
Use the select cases facility to select only men with coronary heart disease ( variable chd equals 1). Test the hypothesis that they come from a population in which the average serum cholesterol is 205 mg/dl (variable chol58).

a. State the null and alternative hypotheses.
b. What so you conclude about the null hypothesis based on the t test?
c. What is the difference between your sample mean and the hypothetical population value?
d. How often would you expect to see a sample difference at least this large in absolute value if the null hypothesis is true?
e. Give range of values that you are 95% confident include the population value for the mean cholesterol of men with coronary heart disease. Does the interval include your test value of 205?

Assignment #7b:
Use Assignment 7b -- Tutorial
Problem 9 ??" Chapter 12:
The leader of the Chicago schools claims that dramatic improvements have occurred between 1993 and 1994. Look at the variables that show the change in the percentage of schools meeting or exceeding state standards (mathch94, readch94, and scich94). Test the hypothesis that the true change in the percentage meeting state standards is 0. Write a short report to the mayor detailing your findings.

Assignment #7c:
Use Assignment 7c -- Tutorial

Problem 8 ??" Chapter 13:
Look at the changes between 1993 and 1994 in graduation rates (variables grad93 and grad94), ACT scores (variables act93 and pctact94). Does it look like the Chicago school system is improving? Which schools appear to be outliers?

Assignment #7d:
Use Assignment 7d??"Tutorial

Problem 1 ??" Chapter 14:
Perform the appropriate analyses to test whether the average number of hours of daily television viewing (variable tvhours) is the same for men and women. Write a short summary of your results, including appropriate charts to illustrate your findings. Be sure to look at the distribution of hours of television viewed separately for men and women.

a. Based on the results you observed, is it reasonable to conclude that in the population, men and women watch the same amount of television?
b. If you found a statistically significant difference between average hours watched by men and women, would you necessarily conclude that men and women do not watch the same amount of television? What other nonstatistical explanations are possible for your findings?

There are faxes for this order.

Request Writers Heideger or Freelance Writer

Write a paper that addresses each of the four steps of the scientific method in relationship to forensic science, providing examples of how each step is incorporated into the process during a criminal investigation.
Steps are:
a.Observation and description of a phenomenon or a group of phenomena.
b.Formulation of a hypothesis (or hypotheses) to explain the phenomena.
c.Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations.
d.Performance of experimental tests of the predictions by several independent experimenters.

Open to all writers!! We will pay $450 for this order!!

Chapter 3 Methodology

1. A brief outline of the Chapter

2. Restatement of the research questions and hypothesis

3. research design

4. Characteristics of the study population

5. Sampling design and procedures

6. Data collection instrument

7. Pilot test of validity and reliability of the study instrument

8. Administration of the data collection instrument

9. Procedures fro processing collected data

10. Limitations of the Methodology

11. References


Chapter 4: Presentation and Analysis of data



(SPSS is suggested)



1. A brief introduction of the chapter

2. Criterion group returns: respondents characteristics and classifications

3. Presentation and Analysis of data according to research questions

4. Presentation and analysis of data according to tests of hypothesis

5. Analysis of other data

6. References
There are faxes for this order.

I am requesting freelance writer for this paper. The paper should address the 4 steps of the scientific method in relationship to forensic science providing examples of how each step is incorporated into the process during a criminal investigation. Step 1-observation and description of a phenomenon or a group of phenomena. Step 2-formulation of a hypothesis or hypotheses to explain the phenomena. Step 3-use of the hypothesis to predict the existence of other phenomena or to predict quantitatively the results of new observations. Step 4-performance of experimental tests of the predictions by several independent experimenters.

This particular proposal will be for funding purposes for a future intervention. It will be similar to but not exactly like the NIH-formatted grant proposal (PHS 398) for a research project, which utilizes the community intervention trial as my primary study design.
Proposal choice topic: To evaluate the effectiveness of tuberculosis (TB) prevention and a TB-treatment intervention on males newly released from New York City Prison/Correctional Facility (Rikers Island) who have been diagnosed with latent TB infection (LTBI) or active TB disease (TB).
Specific Aims (up to 1 page)---includes goals/objectives of the study and list of hypotheses
Background and Significance (4-5 pages)
o Understanding of the Problem--review of relevant literature on the public health problem, prior testing of the interventions, special characteristics of the target population, etc.
o Rationale--justification for the study, importance of the research questions, etc.
o Conceptual Framework
Research Methodology (no more than 10 pages)
o Introduction--overview of proposed study
o Study Design (**Community intervention trial)
o Intervention--describe the intervention and how/why you chose it; identify the treatment arms; clearly define what the control condition entails; describe site coordination
o Study Sample
? Target population [diagnosed with latent TB infection (LTBI) or active TB disease (TB)]
? Sample size--it is not necessary for you to do the calculations, just identify the factors that you would need to consider in determining an appropriate sample size at both the individual and group levels
? Sampling strategies
? Sampling frames
? Recruitment strategies
? Allocation to treatment arms--describe the process
o Study Variables/Measures--key variables include independent variables, dependent variables, confounders
o Data Collection
? Data collection methods--which ones you will use and why you chose them
? Data collection instrument(s)--describe the instruments that you might want to use (e.g. survey, focus group guide etc)
? Data management plan
o Data Analysis
? Overview--goals of the data analysis; special analytic considerations
? Hypothesis 1--Please note that you should have a sub-section for each specific aim. In each sub-section, outline the analytic techniques that you might use to test each one.
? Hypothesis 2, etc.
Example of hypothesis: Null Hypothesis (#1): A tuberculosis (TB) prevention and TB treatment intervention on males whom have been diagnosed with latent TB infection (LTBI) or active TB disease (TB) and are newly released from Correctional facilities will not make a difference in their knowledge of TB and their communities.

Alternate Hypothesis (#1): A tuberculosis (TB) prevention and TB treatment intervention on males whom have been diagnosed with latent TB infection (LTBI) or active TB disease (TB) and are newly released from Correctional facilities will make a difference in their knowledge of TB and their communities.

Rationale: In spite of tremendous development over the years, TB still remains one of the most deadly diseases in the world, claiming more than 2 million lives annually with 10 million new cases diagnosed every year. Statistics have shown that there is a disproportionately high percentage of TB cases occur among persons incarcerated in US correctional facilities. Surveillance data reported that 3.9% of all TB cases in the US were diagnosed while in a correctional facility (CDC, 2007). Hence, effective TB prevention and control measures in correctional facilities are needed to increase educational knowledge of TB and reduce TB rates among inmates once released and the general US population.

Null Hypothesis (#2): A tuberculosis (TB) prevention and TB treatment intervention on males whom have been diagnosed with latent TB infection (LTBI) or active TB disease (TB) and are newly released from New York City Correctional facilities will not reduce the rates of infection.

Alternate Hypothesis (#2): A tuberculosis (TB) prevention and TB treatment intervention on males whom have been diagnosed with latent TB infection (LTBI) or active TB disease (TB) and are newly released from New York City Correctional facilities will reduce the rates of infection.

Rationale: Since rates of TB infection in jails continues to increase, there are several new implementations and recommendations coming from both the New York Citys Health Department and the CDC regarding TB infections amongst inmates housed in county jails; the focus is for all health providers, specialists and educators to continue their efforts in treatment of the inmates diagnosed with latent TB infection (LTBI) or active TB disease by i.e. Ensuring transitions from incarceration to communities, developing client-specific transitional plans that addresses care, prevention and support service needs etc. Thus, the intervention will help to reduce the rates prevent the development and spread of TB infection; and successfully treat communities of newly released males, transitioning out of those New York City Correctional Facilities.

?
Human Subjects Research (no more than 1 page) --- provide evidence that ethical principles will be upheld, identify risks and benefits to subjects
Discussion (1-2 pages)
o Strengths and Limitations--include anticipated problems and possible solutions; don't forget to consider your application of community-based public health research principles as a strength
o Summary--Brief, concluding remarks. Stress the importance of the study in terms of its improvement upon prior work and its potential for benefit to public health. For whom will the research findings be important? How will you inform those individuals/groups?
References (APA format) (no page limit)
Appendices (no page limit)
o List of Key Personnel/Skills
o Draft Timeline (Proposing between January 2009 and December 2009)
o Others (optional)
-No footnotes required, though quotations, parenthetical citations can be added to the proposal as needed.

Thanks in advance for the proposal preparation as a guide.

There are two sources for this Module's Case:

a study of customer confidence in e-tailers (click here if the main link is down). Read this article through the hypotheses (pp. 1-5).

a study of ethics among information systems professionals. Read this one through the hypotheses, down to "measurement" (pp. 1-3).

When you've read through both of these sources, please compose a short (ca. 4-6 pages) paper on the issues of data in business research, with emphasis on the lessons learned from these articles and the readings for this Module. The following questions are suggested as things to think about, not necessarily as points to be answered specifically in your paper:

What is your basic evaluation of each study (on the basis of your admittedly limited acquaintance with both research and the specific studies)? How would you evaluate their original research questions? Are they interesting? Useful?

Are there any changes or additions to these studies that you would make if you were doing the study? Do they each seem to be well grounded in both theory and practice?

Identify the principal variables examined in each study. Are they well defined?

For each study, can you think of a couple of other variables that were not examined that might also have been interestingly related to the research questions?

Overall, drawing on all three articles for illustrations, summarize what you now understand to be the main issues in defining and using data. Do these articles do a good job? Or what should they have done differently?


There are faxes for this order.

Enter the following data into SPSS for completition of a Statistical Analysis. Then answer the following 12 questions.

You will enter two variable for each restaurant patron: 1. Experimental Group: 1.=no happy face (NHF) and 2.= happy face (HF) You are to perform an analysis fo the data answering each of the 12 questions. For short answer questions, be concise; however give enough detail to justify answers. Single sentence responses will suffice,but do not exceed a paragraph for each answer.

Data: to enter in SPSS:

NHF(tip percentages for the control group)45%,39%,36%,34%,33%,31%,31%,30%,30%,28%,28%,28%,27%,27%,25%,23%,22%,21%,21%,20%,18%,8%

HF(tip percentages for experimental group) 72%,65%,47%,44%,41%,40%,34%,33%,33%,30%,29%,28%,27%,27%,25%,24%,24%,23%,22%,21%,21%,17%

Descriptive Analysis Questions:

1. What type of research question(ie: descriptive, comparative, relationship) is being asked by the researchers?

2. What were the independent and dependent variables in the study?

3. What is the level of measurement for the independent and dependent variable?

4. Before performing data analysis, make predicitions about the pattern of results you expect to see and why. That is, which condition do you think will result in the highest percentage of tips, on average? Why? Note: do not base your prediction on the data itself, rather on the expectations going into the study. That is, before you collect any data, what you you expect to see?

5. Calculate the mean, median, and mode and the standard deviation for the experimental group using SPSS.

6 Explain in a sentence or two, the standard deviation value in the previous question.

7. Compare the means for the two groups. Does the pattern of the mean differences match your prediction from question #4?

Inferential Statistics Questions:

8. Write null and alternate hypothesis.

9. One of the assumptions of the independent T test is homogeneity of variance. Explain the assumptions, explain the use of the Levene's test in the T test.

10. Obtain the appropriate test statistics, From the SPSS menus choose Analyse and Compare Means, followed by the appropriate test. What is the value of the t statistic and probability value on the SPSS printout?

11. What is your decision concerning the null hyptohesis? Did you reject or retain? Provide a rationale.

12. What are some variables unaccounted for that may have impact on the results? Write this paragraph in terms of potential limitaions of your results.

This is a Psychological Methods of Research and Design paper. I am supoesed to have pretended to perform an experiment with 10 subjects. I need to have a thorough explaination of previous experimental research done an caffine's effects on short term memory, as well as an explaination of my hypothesis (caffiene will improve short term memory.), a pretend procedure outlined, results for each subject, measures of central tendency conducted, measures of variance conducted, and analysis of variances (ANOVAs)conducted
All of this imformation needs to be included in the paper (all numbers, everything
There are faxes for this order.

I will the a critical thinking analyses of the article titled Cell Phones and Cancer: No Clear Connection the article can be found at the following link : http://www.fda.gov/fdac/features/2000/600_phone.html#Studies
the detailed of the analyses are listed bellow



CHOICE #8: THINKING LIKE A RESEARCHER
For this paper, I want you to practice thinking critically about information thats given to you, and to practice thinking like a researcher. Remember, not everything everyone tells you is always true this is especially the case in the media (newspapers, TV). So, for this assignment you must find a newspaper or journal articleany article from any newspaper or journal that summarizes or describes some research findings or data. For example, it could be an article from the State discussing SAT scores of Maine students, or an article from the Portland Press Herald discussing the crime rate in the Old Port. Once you find your article, I want you to answer the following questions. Attach the article to your answers so I can verify your answers.
What do you believe (or what do they state) was the hypothesis of the research? (Ex: that Mainers have higher SAT scores than the rest of the nation, that crime rate is high in the Old Port, that aliens have invaded the earth).
How did they test the hypothesis, that is, conduct the experiment/get the data? (Ex: they got SAT scores for students around the country, they looked at police reports, they interviewed eyewitnesses to the aliens).
What were the independent and dependent variables in this study, and what were the levels of the independent variable? (Ex 1. The iv was students with 2 levels: students in ME and students in the rest of the nation: the dv was SAT score. 2. The iv was location with 2 levels: the Old Port and the rest of Portland; the dv was crirn rate. 3. The iv was life form and with 2 levels: alien and human; the dv was number of aliens on earth).
Did they confirm or disconfirm their hypothesis and why do you think so? i. mey confirmed their hypothesis that ME has higher SAT scores because the data showed that students here scored higher on the test. 2) They confirmed the hypothesis that crime rate was higher in the Old Port because more crimes were reported from that location than from other parts of Portland. 3) They did not confirm their hypothesis that aliens have invaded the earth (but theyre still looking into it!) because a majority of eyewitnesses were found to be unreliable (i.e., drunk).
Do you think this data can hlp contribute to a theory, and if so, what would the theory be? Also, can you think of other hypotheses that might be tested that would also contribute to the theory? Be sure to explain how your hypotheses would contribute to the theory (Ex. 1. The theory is that education in ME is superior to that of the rest of the nation. The data in this study support this theory because students are doing better on a standardized test. Other hypotheses to test would be whether or not average grades were better for ME students, if ME students did better in college than other students if teachers in ME were more qualified to teach than teachers in other parts of the countryall of these would support the notion that education is better in ME than elsewhere. 2) The theory is that the Old Port is more dangerous than other parts of Portland. The data support this because more crimes have been reported from there than other places. Other hypotheses would be whether particular crimes (i.e., rape or robbery) were committed, if crimes were committed more at certain times of day, if people who hadnt previously committed crimes committed crimes in the Old Port. These hypotheses would answer whether the Old Port offered more opportunity for crime or certain kinds of crimes that were more often reported than other places.

DOC FILE NEEDED HAS BENE UPLOADED TO THE FAX BOARD.

Objectives of Graduate Research Project
Upon completion of the thesis, students will be able to:
1. Develop a research question
2. Formulate a testable research hypothesis
3. Conduct a literature review
4. Describe an appropriate research methodology to answer the research
question
5. Collect and analyze data
6. Draw conclusions and make recommendations based on the available
data;
7. Make an oral presentation of research findings;
8. Demonstrate an understanding of the ethical issues surrounding the
collection and reporting of research data;
9. Understand the role research plays in the development of forensic
science; and
10. Describe how diversity issues may influence choice of research
topics, research methodology, and the application of research findings
to the justice system.

Section 1: Organization of Contents
Elements
The following preliminary pages (numbered in lowercase Roman numerals)
precede the body of the thesis, in this order:
Title page
Thesis approval pages (one for chair and two supervisors & the 2nd
for the Forensic program director)
Copyright page (if you plan to register a copyright)
Dedication page (optional)
Acknowledgments (optional)
Abstract
Table of contents
List of tables (if appropriate)
List of illustrations (charts, graphs, figures) (if appropriate)
List of symbols (if appropriate)
Preface (optional)
Paginated in Arabic numerals is the text and other pages following the
preliminary pages arranged in the following order:
Text (chapters of the manuscript)
Endnotes
Appendices
References
Index (optional)
4
Title Page
All Masters Theses must carry the following information on the title page:
A research project submitted to National University in partial fulfillment of
the requirements for the degree of Master of Forensic Sciences.
Note: Refer to sample page in back.
Project Approval Page
A completed thesis must have the signatures of the three committee members,
and the forensic program lead faculty. Type only as many lines as there are
committee members signing. Signatures must be in permanent black ink. Refer
to sample page in back.
Copyright Page
This page is necessary only if the project is to be registered with the Federal
Copyright Office. Refer to sample page in back.
Dedication
Use discretion in making a dedication. The dedication should be consistent with
the topic of the research.
Acknowledgments
Use discretion in making acknowledgments. It is customary to acknowledge
special assistance from extramural agencies. There is no obligation that
assistance received from members of the committee be acknowledged.
Acknowledgments should be couched in terms consistent with the scholarly
nature of the work. Your name and date should not appear on this page.
Abstract
All abstracts must be double-spaced and the title should simply be ABSTRACT.
The abstract can be no more than 150 words.
5
Table of Contents
The table of contents is designed for the convenience of the reader. It should
include the acknowledgment page, abstract, list of tables, list of illustrations, list
of abbreviations or symbols, appendices and references as well as the major
sections in the text. Do not list the "Title Page" or "Table of Contents" in the
table of contents. Please note the following:
You must have dot leaders between the end of a heading and its page
number
Headings in the table of contents should appear as they do in the text
List of Tables
The term "table" applies to numerical and statistical data set in vertical or
horizontal alignment. If there are tables in your text/appendix, a list of tables
must be included. The "List of Tables" is on a page by itself and arranged in the
same general format as the Table of Contents. Type the table numbers in Arabic
numerals, and the titles in capital and small letters, with period leaders
extending from the last letter of the title to the page number. Please note:
Titles may be shorter than they appear in the text as long as they are not
misleading. Titles may not be longer than the titles in the text.
Numbering of tables. You have two options: (a) You may begin by
numbering the first table with the numeral "1" and continue to number
your tables consecutively throughout the entire manuscript; or (b) you
may number the first table in each chapter with numeral '1" and
continue to number your tables consecutively within each chapter. For
example, if chapter four has three tables and chapter five has three
tables, the numbering would be as follows: 4.1 4.2 4.3; 5.1, 5.2, 5.3.
Single space within titles which are longer than one line, but double space
between each entry.
List of Illustrations (charts, graphs, figures)
This list is also placed on a page by itself and arranged in the same general
format as the Table of Contents. Designate figure numbers with Arabic
numerals, and plate numbers, if any, with capital Roman numerals. If the thesis
contains both figures and plates, arrange them on separate lists.
6
List of Symbols
If symbols are needed in the text, a list should be provided to explain their
definitions or meanings. The list should be placed on a separate page and
included where specified by these instructions.
Preface
A preface, while optional, enables you to explain your purpose and perhaps
justify your choice of a topic. The preface is also an appropriate place to present
an overview of the project, including a description of what is to be found in
each chapter. If utilized, it is part of the preliminary pages (numbered with
Roman numerals) and therefore precedes the main text.
Text
The organization of the text varies somewhat with the subject matter. The
project is divided into five chapters, each chapter titled and beginning on a new
page. In general, the content of the five chapters include:
Chapter I: Introduction
The first chapter provides an overview of the project. The specific subsections
of this chapter will vary, depending on the subject matter. In general, the first
chapter should include the following information:
Background of the Study: provide a brief history of the ideas and issues
related to the research topic. This section should not be a review of the literature
(though some information may be repeated in the literature review), but a
description of the events leading up to this research.
Problem Statement: this is the heart of the research project. This subsection
states the reason(s) why this research project is important. A good way to
approach the Problem Statement is to address the following: Because of x and y,
there is a problem in society (or the criminal justice system or the field of
forensic science); if only we knew more about things might be better. The
research project should be designed to answer z, which is the research question.
Purpose and objectives of the Study: list the component parts of the research
question. Rarely is a problem in forensic sciences one-dimensional. This
subsection should describe the specific elements of the problem being addressed
by the research.
7
Rationale of the Study: develop the reasons for examining the elements
described in the purpose and objectives section. Explain why those elements
were selected, how they relate to the topic of the research, and how they related
to each other. In other words, explain how will accomplishing the purpose and
objectives answers the research question, and is something we should care
about.
Definition of Terms: list definitions for only those terms which might be
unfamiliar to the reader, especially those which can be considered terms of art
and operational definitions.
Limitations of the Study: describe self-imposed limits on the research,
including those that relate to both the breadth and depth of the inquiry. Also
include limitations that exist due to factors beyond your control. Describe the
(potential) effects the particular limitations may have on your research.
Theoretical Framework: if the research is drien by, or relates to, a particular
theoretical orientation, provide a brief overview of that orientation and how it
relates to the research.
Research Hypotheses: based on the purpose and objectives, what are the
expected outcomes for the research? Hypotheses are essentially predictions
about the answers to the research question and its component parts. The
research hypotheses are a critical element of the research project: they will
guide the literature review; heavily influence the research methodology needed
to obtain data that will either support or reject the hypotheses; and provide the
focus for data analysis, discussion, conclusions, and recommendations.
Summary of Remaining Chapters: include a brief summary of the first
chapter and describe the content of the remaining chapters. If a preface is
utilized, this subsection is not necessary.
Summary of Remaining Chapters: Describe the content of the remaining
chapters. If a preface is utilized, this subsection is not necessary.
Chapter II: Literature Review
The second chapter should not be confused with the Introduction in Chapter I.
The introduction provides a review of the topic; the Literature Review
summarizes what has been said about the topic. The Literature Review is not a
series of book (or journal article) reports. A good literature review tells a story
about the topic, using published works to support what is written. The chapter
should be organized in such a way as to (a) bring together the most important
8
writings about the research question in general, followed by (b) a closer
examination of the writings related to the component parts detailed in the
Purpose and Objectives subsection of Chapter I. It is very helpful to the reader if
the ideas are presented in the same order throughout the thesis.
This chapter will contain the greatest number of citations, so it is important that
they be done correctly. Each citation must have a corresponding listing in the
Reference section.
The Literature Review should not include data that will be used to answer the
research question or test your research hypotheses. If the project is utilizing an
analysis of published research to answer the research question, the Literature
Review should provide the background and take the reader up to the point
where those studies begin.
Chapter III: Methodology
In general, this chapter describes how the data were collected that answer the
research question and its component parts. It is important to utilize appropriate
methods of data collection in order to be able to support or reject the research
hypotheses. This chapter should begin with a description of the research
methods used in the research, including a description of the dependent and
independent variables, if any. Chapter III will most likely include the following
subsections:
Setting: if important to the research, describe the time and place of data
collection.
Description of the Subjects: depending on the type of data used in the project,
this subsection can include either subjects involved in primary data collection,
or those described in published research studies. If the project involves human
subjects, it is necessary to first obtain their consent in writing.
Description of the Research Instrument(s): fully describe all questionnaires
and tests, if appropriate. Include a copy of questionnaires in the Appendix.
Procedures: describe in full detail how data were collected. If different
methods were used, each method must be described. This subsection should also
include a description and rationale for any statistical procedures used to support
or reject the research hypotheses.
Chapter IV: Results
This chapter includes a presentation and analysis of the data. The tone of the
chapter is purely objective, devoid of assumptions and interpretations.
Following a summary of the research data, Chapter IV should be organized in
manner consistent with the research hypotheses: first, present data related to the
first hypotheses; and second, analyze those data to determine whether the first
hypothesis can be supported or rejected. Follow this sequence for each
hypothesis.
9
Tables are an effective way to present quantitative data. Qualitative data should
be summarized, as opposed to verbatim transcriptions.
Chapter V: Discussion, Conclusions, and
Recommendations
This chapter involves (a) a discussion of the research project, including the
findings, interpretation of the results, and problems and/or limitations; (b) a
conclusion: what did we find out? what did we learn? and (c) recommendations
for changes in policy or practice, future research, or anything else that will
direct solutions to the problem(s) that were the focus of the research.
Endnotes
Endnotes supplement or amplify information in the text. They should be used
sparingly: if the information is of central importance, it should be included in
the text; if the information is irrelevant or nonessential, it should be excluded;
however, if the information is tangential, and more fully develops an element of
the text, endnotes may be appropriate. Endnotes can be included at the end of
each chapter or at the end of all the text.
Appendix or Appendixes
The main purpose of the appendix (or appendixes) is (are) to provide detailed
information that would be distracting if presented in the text. For example, a
survey instrument or questionnaire, a data collection form, or a list of variables
would be appropriate for placement in an appendix.
References
Only those works cited in the text appear in the Reference section and,
conversely, every work in the Reference section must appear in the text. It is
important to properly cite all references. References style should be according
to APA manual.
Examples:
Tokita, K., & Schmid, K. (1963).Variants of alpha1-acid glycoprotein. Nature,
200:266.
Johnson, A. M., Schmid, K., & Alper, C. A. (1969). Inheritance of human
alpha1-acid glycoprotein (orosomucoid) variants. J Clin Invest, 48:2293 2299.
10
Schmid, K. (1975). Alpha1-acid glycoprotein. In: Putnum FW, editor. The
plasma proteins. Vol. 1 (pp. 183 228). New York: Academic Press.
Giblett, E. R. (1969). Genetic markers in human blood. Oxford and Edinburgh:
Blackwell.
Schmidtmann, U. (1999). PGM1 (phosphoglucomutase-1) polymorphism. Ph.D.
Thesis, National University, San Diego, California.
Pollanen, M.S. (2000). The forensic value of the diatom test for drowning.
Forensic Pathology Unit, Office of the Chief Coroner of Ontario, 26 Grenville
Street Toronto, Ontario, Canada, M7A 2G9. Retrieved June 20, 2003 from:
Http://erin.utronto.ca/academic/FSC/FSC239Y-Drowning.HTM
Note:
? No more than 3 web sites allowed.
? No News Papers are allowed.
Index
An index can be extremely useful, but also difficult to create. Consider
including an index only if word processing software facilitates its creation.
11Section 2: Format for Text
Style
The Forensic Sciences Program follows the format guidelines established by the
American Psychological Association (APA). Please speak with your instructor
if you need additional help with the format.
Margins
Standardized margins are required on every page to ensure that no part of the
project is cut off when it is bound and trimmed. The left margin must be 11/2
inches from the edge; all other margins must be at least 1 inch from the edge.
Line Spacing
Double spacing is required for the entire thesis.
Punctuation
Many common manuscript problems involve punctuation. Selecting committee
members who are good writers and who are familiar with APA style can
alleviate most problems.
Pagination
Every page must be counted in the numbering. With the exception of the title
page, a number must appear on every page. Placement of page numbers must be
consistent throughout and fit within the margins. Page numbers for preliminary
pages using Roman numerals appear centered at the bottom of the page; pages
using Arabic numerals appear in the upper right edge of the paper, one inch
from the right edge and one inch from the top.
Chapters
Each chapter must begin on a new page. Chapters should be numbered.
12
Section 3: Illustrations
The purpose of illustrations (drawings, photographs, diagrams, maps, tables,
plates, etc.) is to present information more clearly than can be done with words.
Legends or titles should be self-explanatory, concise, and consistent in form.
Refer to the APA Style Manual.
Tables
The term "table" applies to numerical and statistical data set in vertical and
horizontal alignment. Tables over half a page in length should be placed on a
separate page. Tables too wide to be accommodated on one page may be typed
on two or more pages, pasted together and either folded or reduced to page size
by a suitable photographic process. Lengthy tables should be placed in the
Appendix.
Footnotes for tables are to be indicated by standard symbols (*, etc.) or lowercase
letters (a, b, etc.). Do not use numbers for footnotes to tables. Footnotes are
placed at the bottom of the table, not the bottom of the page.
Figures
The term "figure" refers to illustrations such as graphs, charts, diagrams,
photographs, and maps, but not statistical data presented in tables. Refer to the
APA Style Manual for the various styles.
Section 4: The Final Copy
Typing and Printing of the Manuscript
The Masters Thesis is expected to be the product of neat and careful work by
all concerned. The physical appearance must be immaculate and convey an
impression of pride and quality in behalf of the student, the advisory committee,
the program, and the university.
Your manuscript must be prepared on a typewriter, word processor, personal
computer, or mainframe computer. However, al print in the project must meet
the following standards:
Any standard typeface is acceptable (although a font such as Courier is
recommended) as long as the same typeface is used throughout the manuscript,
with the exception of certain appendix material or legend on charts, which may
be put in a different type. Italics should be used only to highlight specific words
or phrases in the text, and only rarely.
13
The type size should be 12-point for all material in the text (thisincludes
any reduced material which may be included in the Appendix).
The print should be letter quality (typewriter or letter-quality printer, 300
dots per inch, 24-pin printer) with dark black characters that are consistently
clear and dense. Dot matrix is unacceptable. If you are uncertain about the

open to all writers!

Critique of a Research Study
Chosen Article:
Impact of Inclusion Education on Academic Achievement, Student Behavior, and Self-Esteem, and Parental Attitudes. From: JVIB, November 1, 1977, author: Debra A. King
The critique is to be broken down into three parts
1) intro and definition of the problem,
2) the methods section, and
3) the results and conclusions.

For each part, be sure to
a) describe the concept you are referring to when you
b) evaluate the quality of the work and
c) provide reasons for your judgments. See a-c below for examples.

a) Describe the concept as it is found in the specific section of the article (ex. There were 45 subjects drawn from a random sample).
b) b) Evaluate the quality of the authors presentation of research. (ex. The author provides a very clear description so that another researcher could duplicate the study with the exception of the explanation of how the groups were randomized)
c) reasoning as to what makes the presentation strong and/or weak. (ex. This is a good selection of sample because in order to make accurate predictions, randomizing the sample leaves fewer chances that the sample is skewed in the direction of)

Address each of the major topics in bold within the three main parts of the paper. The sub-questions under each heading are just guidelines - things to think about while addressing the topic. The paper should be written in paragraph form with general headings to identify each of the parts. The questions are listed under the sections where they are commonly found in a research report. However, you may find some of your information in other sections

Part 1: INTRODUCTION AND LITERATURE REVIEW

Title - How complete is the title in giving the reader a clear idea of the contents of the article?
1. Does the title make clear the population of interest and the major variables?
2. Might the title be improved? If so, how?
3. Have vague, biasing, and/or emotion-laden terms been avoided?

Problem - What is the problem being addressed in this study?
1. What was the purpose of the study?
2. Is the problem statement clear?
3. Is the problem researchable as stated; i.e., can it be investigated through the collection of appropriate data?
4. Does the problem statement indicate the variables of interest and the specific relationship(s) between those variables that were investigated? If so, what were they?

Review of the Literature How complete and concise is the review of literature in relation to the problem?
1. What is the educational (psychological, administrative, instructional, etc; whatever is
appropriate) significance of the problem? Is the significance (importance) clearly discussed?
Are you convinced?
2. What background information on the problem is presented? Is it sufficient, appropriate in
breadth and depth?
3. Is the review of literature comprehensive; are studies recent and inclusive of disagreeing or
contradictory findings?
4. Is the review evaluative? Have the references been critically analyzed and the results of
various studies compared and contrasted; i.e., is the review more than a series of abstracts or
annotations?
5. Does the review conclude with a brief summary of the literature and implications for the
problem under investigation?
6. Is the review well organized; does it flow logically?
7. Is the language used neutral or biased; does the language and style help or hinder your
understanding?
8. Are all references cited relevant to the problem under investigation? Are all relevant aspects of the study addressed in the review?
9. Are the references generally primary (i.e., original studies) or secondary sources?

Hypothesis (or Research question), Variables, & Operational Definitions What are the major variables being studied and how are they operationalized? What are the hypotheses or research questions being addressed? Discuss the quality of their presentation.
1. What are the major variables in the research? How have they been defined so far?
2. What are the specific questions to be answered or specific hypotheses to be tested? Are
the questions and/or hypotheses stated clearly and specifically?
3. Do the research questions or hypotheses follow logically from the statement of the problem?
4. Does each hypothesis state an expected relationship or difference among variables? Does
each research question clearly identifies the variables of interest?
5. Is each hypothesis testable? Is each research question answerable?

Part 2: METHODS

Subjects Describe the subjects of the study and how they were selected. Discuss advantages and/or disadvantages of this sample selection.
1. Are the size and major characteristics of the target and/or accessible population described?
2. Are the size and major characteristics of the sample described?
3. What sampling method was used? Is the method of selecting the sample clearly
described?
4. What sampling method was used? Is the method of selecting the sample clearly
described?
5. Does the sampling allow for generalization to the population of interest; i.e., is the method
of sample selection described one that is likely to result in a representative, unbiased sample?
6. Is the sample size appropriate for the method of research represented and for
generalizability of results?

Variables List all of the variables (independent, control, and dependent) included in the study and the specific operational definitions given to each one. How adequate are the operational definitions of each of the variables? Are there any major concerns about how the variables were defined?

Instruments What instruments are used in the study? To what extent do the researchers describe the instruments and discuss relevant validity and reliability issues?
1. Is the rationale given for the selection of each of the instruments and measures used?
2. Is each instrument described in terms of purpose and content?
3. Are the instruments appropriate for measuring the intended variables? Why or why not?
4. Is evidence presented that indicates that each instrument is appropriate for the sample under study?
5. Is instrument validity discussed? Are coefficients given if appropriate?
7. Is instrument reliability discussed? Are type and size of reliability coefficients given?
8. Are there reliability concerns with any of the instruments used?
9. Were any instruments developed specifically for the study? If so, are the procedures
involved in development and validation described?
10. Are administration, scoring or tabulating, and interpretation procedures fully described?
11. Was adequate information provided about each of the instruments used?

Design - Diagram and explain the design being used. To what extent does the design match the hypotheses or answer the questions of the study?

Procedures - How well does the author describe the procedures used in the study? Discuss potential internal and external validity - whether or not the author addresses them. How well did the author address these?
1. Are the procedures described in sufficient detail to permit them to be replicated by another
researcher?
2. What control procedures are used?
3. Are any potentially confounding (intervening) variables, that were not able to be
controlled for, discussed or accounted for?
4. Do the procedures provide sufficient control for internal validity? What internal validity
concerns remain?
5. In addition to the above, what are the important issues involved in this type of research?
How were they addressed in this study?

RESULTS AND DISCUSSION

Results Describe the descriptive and inferential statistics presented in the study. What were the major results? How thoroughly did the researcher present the tests of significance and probability levels in relation to the hypotheses being tested?
1. What descriptive statistics are used for summarizing the data?
2. What were the main inferentia statistical procedures used in this study?
3. Are the tests of significance described clearly relative to the design and hypotheses of the
study?
4. Was the probability level at which the results of the tests of significance were evaluated
specified in advance of the data analyses? Was the probability level given explicitly; if not
how did you infer it?
5. Is there evidence that the researcher considered any assumptions required for the statistical
tests used?
6. Are the data and the results clearly presented?
7. Was each hypothesis or research question tested?
8. Are the data described in tables, figures, the text, or all of these? Do tables and text
complement each other? Are the tables and figures, if any, well organized and easy to
understand?
9. How might the data have been presented more clearly?

Discussion, Conclusions, and Recommendations To what extent are the results presented in relation to the hypotheses? Are all hypotheses addressed clearly? How completely does the researcher discuss possible alternative reasons for the results? Discuss any alternatives that should have been addressed but were not. What recommendations are presented? Are these reasonable?
1. Is each result discussed in terms of its agreement or disagreement with previous results
obtained by other researchers in other studies?
2. Are generalizations consistent with results; i.e., has the author avoided reaching
conclusions that are not directly supported by the outcomes of the study?
3. Are the possible effects of uncontrolled variables on the results discussed?
4. Are plausible alternative hy0potheses discussed?
5. Are the theoretical implications of the findings discussed? The practical implications?
6. Has the author addressed practical as well as statistical significance?
7. Are recommendations for future research made?
8. Are recommendations for future practice made? Are they relevant?
__________________________________________________________________
Abstract If provided. To what extent does the abstract summarize the study? How could it be improved?
1. Is the problem stated clearly?
2. Are the number and type of subjects described?
3. Are the major variables described? The measuring instruments used?
4. Is the design used identified?
5. Are the procedures described in brief?
6. Are the major results and conclusions stated?
7. What important information was missing from the abstract?
8. Overall, how adequately did the abstract summarize the study?

Overall Study Evaluation - Considering all of the factors in your critique, the purpose of the study, its place in the literature, and its strengths and weaknesses, what is your overall evaluation of the study? Why?
__________________________________________________________________

Three page article critique:
Article to be faxed to you

Page One: Article Summary
The summary should include:

a. A brief rationale for the study
b. The hypothesis of the study
c. The purpose of the study
d. The methods used by the authors to test their hypothesis. This will include, subjects, study design, measurement techniques & tools, and statistical analysis
e. The results of the study. This will include some actual data and the statistical results
f. The author's interpretation of their results

Extra Hints :
? Try to keep the summary as brief and succinct as possible.

Page 2-3 Article Critique :
1 to 1.5 pages.
The critique should be your evaluation of the scientific merit and precision of the study and should include;

a. Pros & cons of the rationale. Is what they're saying in their introduction logical and does it fit with our basic knowledge on the topic? Is it legitimate? Should the study even be conducted and if so, were the authors able to successfully and accurately able to convey why? Are there other reasons to conduct this research that were overlooked? Does the stated rationale create the premise for possible hypotheses?
b. Pros & cons of the hypothesis & purpose. Are there there alternate hypotheses that have been overlooked? Does the hypothesis fit with the rationale? Is the purpose or aim of the paper adequate to test the hypothesis?
c. Pros & cons of the methods & design. Do these methods appropriately test the stated hypothesis? Was the study design appropriate? For example, were their controls true controls, were the subjects generalizable to the population in question, did they examine and eliminate possible confounds, and what aspect of their design made their study unique? Make sure you evaluate subject choice, measurement techniques, statistics used etc.
d. Clarity of results. Have the authors clearly displayed results. Are the figures
and tables accurate complete, legible and scaled in an unbiased fashion? Are there results that have been left out or that could be useful to the reader that have not been displayed? Could there have been a better way for the authors to display results? ( 1 point)
e. Pros & cons of the author's interpretation of their data. Are the conclusions supported by the data in the results section? Do the results support or refute the hypothesis? Are the conclusions in line or do they refute our basic knowledge or

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All answers must be justified by proper citations and references in APA format. All responses should be substantive. A guide for required word count per question is given in parenthesis next to each question.

1.What research is and is not? Explain and illustrate with examples. (70 words)
2.Give 5 examples where a qualitative research is best suited for the human experience. (50-150 words )
3.In question 2 above, what would the process of identifying meaning of human experiences through intensive discussion with persons who are living the experience be called? Explain. (30-50 words)
4.What type of reasoning does qualitative research use? What type of reasoning does quantitative research use? Explain in each case. (30-50 words)
5.Create a checklist for creating a hypothesis testing for the research question? Caring for a cat pet prolongs life of a person over 65 to 75 living alone in the Northwestern region of USA?. (200-250 words)
6.In question 5 what types of variables can be identified? State possible variable names. (100-150 words)
7.What is an approach that considers an idea from all perspectives through an extensive and expansive exploration of the literature called? (30-50 words)
8.What is the importance of the null hypothesis? Explain errors and decisions. (70-100 words)
9.Construct a null hypothesis, H0, for the research question in question 5 above. Explain your steps ? justify. (50-100 words)
10.When would you accept or reject H0 in question 9 above? What does each action entail? (50-100 words)




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Hi There

I have a dead line of Sept 29th for my masters dissertation. The paper I wrote with a company wants me to change a lot so stuff as they dont like how the paper is representing their material.

So I am in a bind and need a paper and research proposal.

I am doing my MSc in Psychometrics. I did see that you have couple of papers of interest on that subject:

Paper # 28644 Intelligence & Psychological Testing

Paper # 4405 IQ & EQ

Paper # 15869 Wide Range Achievment Test

Paper # 58612 Assessment Methods in Workplace

I like the last two and I like the first one beacuse of MBTI.

What I really need is the one with which I can have SPSS graphs, Correlations. Talking about the Psychometric Principles Reliability, Validity and Standardization.

Something about them. If you have enough data on an Psychometric Assessment Tool I would like a paper on that Typically a EQ Test, regarding it's validity and reliability.

Please let me know if this can be achieved. I can be reached on my phone at 586.643.6516. I need a paper of 14000-15000 words. Hence I am paying for 60 pages. But I understand there are graphs and Appendix so please let me know how that works out.

Thank you

Sincerely


Shamit Desai

This is a thesis for a master''s degree in TESOL. My topic is raising bilingual children age 0-3 or what is known as Bilingual First Language Acquisition(BFLA)[I don''t have a title yet]. My professors have allowed me to do a Literary Review Thesis instead of the ''usual research'' type. This is what she wants:
I Introduction ''making your case'' Present the benefits, the argument for raising bilingual children despite some research/hypothesis to the contrary. (I have some info about the advantages about being bilingual, but they are not scholarly articles;(...
II research. A. B. C. Each research area. Present research against raising bi-chil. Then present the counter argument (I have these!!!) Then present practical advice to parents based on the counterargument. If possible, present info relevant to a particular age.
III Conclusion
I have a lot about latest reseacrh that proves that bi-chil are not delayed or confused by their two langauges. However, I haven''t been able to find "research" against BFLA or the so called Bilingual Deficit Hypothesis (i''m working on this one)
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PROPOSAL
TITLE PAGE
ACHNOWLEDGMENTS PAGE
TABLE OF CONTENTS
LIST OF TABLES, CHARTS, FIGURES
LIST OF SYMBOLS AND ABBREVIATION AND DEFINITIONS OF TERMS
AUTHORSHIP
CHAPTER 1- INTRODUCTION
THE NEED FOR AND PURPOSE OF THE PROJECT
STATEMENT OF THE PROBLEM
THE SUBPROBLEMS (AT LEAST 3)
THE HYPOTHESES (FOR EACH SUBPROBLEM
DEFINITIONS AND ABBREVIATIONS OF TERMS
CHAPTER 2 - REVIEW OF RELATED LITERATURE
INTRODUCTION ETC...
SUMMARY
CHAPTER 3 - RESEARCH METHODOLOGY
GENERAL METHODOLOGY
SPECIFIC TREATMENT OF SUBPROBLEM ONE
SPECIFIC TREATMENT OF SUBPROBLEM TWO
CHAPTER 4 - THE PRESENTATION OF THE DATA
BACKGROUND
SPECIFIC DATA BY SUBPROBLEM
CHAPTER 5 - DICUSSION
CONCLUSION BY SUBPROBLEM
SUMMARY
RECOMMENDATIONS
APPENDICES
SOURCES CITED
BIBLIOGRAPHY, FOOTNOTES
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A. The nature and types of theory
1. Compare and contrast at least three views on what constitutes a theory. Distinguish the related concepts of theories, such as hypothesis, paradigm, model and concept.
2. What is the relationship between theory and research and the ways research (quantitative and qualitative) can contribute to theory. Give three ways research contributes to theory.
3. Which theory directly relates to early leadership development for youth?
a. Explain how the theory adds or may add to our understanding of Youth leadership development or training.
b. Discuss and analyze the literature on two areas of controversy or unanswered questions related to the theory of early youth leadership training and development.

Written Assignment
SPSS Output Summary: Descriptive Statistics, Correlation, and Regression
Study Description: A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders.
The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV).
The WISC-IV includes a Full Scale IQ (FSIQ; however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills.
Output file: See SPSS Output.pdf file.
Answer the following Questions:
a. Hypothesis - Formulate a hypothesis about the two variables. What do you think is the relationship between IQ scores and GPA?
b. Variables - Identify the variables and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
c. Descriptive statistics - Write an overview of the descriptive statistics (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Include the following in your discussion:
? How do the measures of central tendency and variability provide us with an overview of the characteristics and shape of the distribution of each variable? What are these statistics?
? Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, what assumptions could you make about the IQ scores and suitability of this IQ test for the group of students sampled?
? Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, how many students? IQ scores in this sample are within one standard deviation below the test?s mean? Two standard deviations below the test?s mean? What percentage of students in this sample had an IQ score less than or equal to 70? An IQ score greater or equal to 100?
d. Correlation ? Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
? Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
? Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
? Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
? What do the results tell us about our hypotheses?
? What conclusions can we draw from these results? What conclusions can we NOT make using these results?
? What issues regarding the sample used or how the data was collected should be considered in the interpretation of the data?
e. Regression ? Write an overview of the results of the regression (1 paragraph), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
? In the regression, what variable is the dependent variable and what variable is the independent variable?
What do the regression results tell us about IQ scores and GPA?
Students should consider the following questions before and during the reading and assignments this week:
1. What does correlation mean? What do the different types of correlations tell us about our variables?
2. How can scatterplots be used to graphically represent a correlation? How is a correlation coefficient calculated and tested for statistical significance?
3. How can I create a regression equation and use it to make predictions? What role does prediction error (i.e., standard error of estimate) play in these predictions?
4. What does reliability mean?
5. What type of factors can affect the reliability of a test?
6. What is the difference between reliability and validity?
7. Why are validity and reliability important in the assessment of tests and test scores?
Required Resources
Huck, S. W. (2012). Reading statistics and research (6th ed.).Columbus, OH: Allyn & Bacon.
Chapter 3: Bivariate Correlation
Chapter 4: Reliability and Validity

Thorndike, R. M. & Thorndike-Christ, T. M. (2009). Measurement and evaluation in psychology and education (8th ed.). Upper Saddle River, NJ: Prentice Hall.
Chapter 2: Measurement and Numbers (pp. 53-65)
Chapter 4: Qualities Desired in Any Measurement Procedure: Reliability
Chapter 5: Qualities Desired in Any Measurement Procedure: Validity
Recommended Resources
Muchinsky, P. M. (2004). When the psychometrics of test development meets organizational realities: A conceptual framework for organizational change, examples, and recommendations. Personnel Psychology, 57(1), 175-209. Doi: 220138784

Newton, P. E. & Shaw, S. D. (2013) Standards for talking and thinking about validity. Psychological Methods, 18(3), 301-319. Doi: 10.1037/a0032969

Sireci, S. G. (2007). On validity theory and test validation. Educational Researcher, 36(8), 477-481. (ProQuest Document ID: 1403803131).

Arkkelin, D. (n. d.). Chapter 6.3: The frequencies procedure ? Interpreting the output. Available: http://wwwstage.valpo.edu/other/dabook/ch6/c6-3.htm

Johnston, I. (2000). I?ll give you a definite maybe: An introductory handbook on probability, statistics and excel. Section 4: Correlation. Available:http://records.viu.ca/~johnstoi/maybe/maybe4.htm

Lane, D. M. (2007). HyperStat online statistics textbook. Available: http://davidmlane.com/hyperstat/

Psych Stats. (n.d.). Correlations and regression. Available: http://www.psych.utoronto.ca/courses/c1/spss/page5.htm

Sinn, J. (n.d.). SPSS guide: Correlation and regression. Available: http://faculty.winthrop.edu/sinnj/

Stockburger, D. W. (1998). Correlation. Available: http://www.psychstat.missouristate.edu/introbook/sbk17m.htm

Trochim, W. M. K. (2006). Research methods: Knowledge base. Available: http://www.socialresearchmethods.net/kb/

UCLA. (2010). Probability and statistics ebook. Available: http://wiki.stat.ucla.edu/socr/index.php/Probability_and_statistics_EBook

UCLA (n.d.). Annotated SPSS output: Correlation. Available: http://www.ats.ucla.edu/stat/spss/output/corr.htm

VCU (2010). SPSS help sheets: Simple linear regression. Available: www.or.vcu.edu/help/SPSS/SPSS.Regression.pdf

Cengage Learning (2005). Statistics workshops. Available: http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html
Correlation

Consortium for Mathematics and its Applications & Chedd-Angier (Producers). (1989). Against all odds: Inside statistics. Available:http://www.learner.org/resources/series65.html?pop=yes&pid=142#
Describing Relationships
Correlation
The Question of Causation

Unknown. (n.d.). Correlation, scatterplots, and regression: Generating results in SPSS, reading SPSS output. Available:http://www.slideshare.net/edithosb/correlation-and-regression-spss

OUTCOME OF PAPER SHOULD MEET THE FOLLOWING:
Formulates a hypothesis and discusses the relationship between IQ scores and GPA.

Formulates a correct hypothesis and extensively discusses the relationship between IQ scores and GPA.
Identifies the variables and each of their attributes including discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.

Identifies both variables and all attributes correctly.

Examines the descriptive statistics, including measures of central tendency and variability, and the suitability of the IQ test for this population (including numbers and percentages of student scores below and above the mean).

Provides an extensive description of the statistics, including measures of central tendency and variability, and the suitability of the IQ test for this population (including numbers and percentages of student scores below and above the mean).

Analyzes the results of the correlation, including the nature and strength of the relationship, whether the results support the hypothesis, and what conclusions can be drawn. Identifies issues regarding the sample used or how the data was collected in the interpretation of the data.

Effectively analyzes the results of the correlation, including the nature and strength of the relationship, whether the results support the hypothesis, and what conclusions can be drawn. Thoroughly identifies issues regarding the sample used or how the data was collected in the interpretation of the data.

Analyzes the results of the regression, including the variables and what the results show regarding IQ scores and GPA.
Total:

Effectively analyzes results of the regression, and provides a thorough description of the variables and what the results show regarding IQ scores and GPA.

Writing & Organization
Demonstrates exemplary clarity and organization. The paper contains a well-articulated thesis statement, flawless mechanics, and precise APA formatting.
Demonstrates effective clarity and organization. The paper contains a well-articulated thesis statement, proper mechanics, and correct APA formatting.
Demonstrates adequate clarity and organization. The paper contains a clear thesis statement, adequate mechanics, and mostly correct APA formatting.
Demonstrates some clarity and organization. The paper contains an unclear thesis statement, poor mechanics, and improper APA formatting.
Lacking clarity and organization. The paper lacks a thesis statement, effective mechanics, and proper APA formatting.

Research
Demonstrates exemplary critical analysis of the research materials. The student comprehensively uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Demonstrates effective critical analysis of the research materials. The student fully uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Demonstrates adequate critical analysis of the research materials. The student adequately uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Demonstrates some critical analysis of the research materials. The student partially uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Lacking critical analysis of the research materials. The student fails to use varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making