quantiative discussion hypothetical study

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Discussion: Hypothetical Study

Important Note: This course contains two types of activities that occur within an online Discussion Board. This week you complete a traditional, graded Discussion in which you must post and then respond to your peers. Next week (and for a number of weeks thereafter), you will participate in a Collaboration Lab, an ungraded activity in which you can work with your peers as you master statistical concepts and learn how to perform tests using SPSS.

Some learning is robust. Are you familiar with the phrase “just like riding a bike?” Once you master the skills necessary to balance on two wheels, your muscle memory locks this skill in for life. Even if years and years pass between jaunts on a bicycle, you do not have to relearn the necessary skills—you just jump on and go. Unfortunately, statistics is utterly unlike riding a bike in almost every conceivable way. If months and years pass between uses of statistical tests, often the knowledge begins to fade away. A different adage applied: “If you don’t use it, you lose it.”

In this week’s Discussion, you begin the process of reactivating your statistical brain by taking some time to review multiple regression and the type of research questions that it can answer. Select a topic that interests you, and describe a hypothetical study in which multiple regression could be used to answer the research question.

By Day 3

Construct a post in which you:

  1. Provide the research question.
  2. Describe the study design.
  3. Indicate how the variables would need to be measured (for example, continuous or categorical).
  4. Justify why multiple regression would be the best method to use in this research scenario.

 

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Assignment 2: Balancing Sex Offender Treatment with Community Risk The process of rehabilitation has two broad aims: helping the offender identify and change maladaptive patterns of thinking and behavior and reintegrating the offender into the community

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Assignment 2: Balancing Sex Offender Treatment with Community Risk

The process of rehabilitation has two broad aims: helping the offender identify and change maladaptive patterns of thinking and behavior and reintegrating the offender into the community in a way that does not compromise public safety. In this module, your assigned readings have exposed you to two different models of sex offender rehabilitation: the RNR model and the GLM.

Using the module’s readings, the Argosy University online library resources, the Internet, and professional literature, conduct additional research on the RNR model and the GLM.

Based on your research, respond to the following:

  • Briefly describe the essential features of the RNR model and the GLM and analyze their strengths.
  • Provide an opinion about whether both models are equally effective in enhancing community safety.
  • Provide an opinion about whether both models are equally effective in promoting offender welfare.
  • Discuss two ethical issues that the forensic professional should consider when choosing between these two models of offender rehabilitation.

Apply APA standards to citation of sources.

Your response should rely upon at least two additional sources from the professional literature. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .gov, and the apa.org website).

Compile your research in a 1- to 2-page Microsoft Word document.

 

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research question 35

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Additions and adjustments to a previously submitted proposed research question. See attachments which include word document of the assignment, PDF feedback from professor and additional word document with comments and adjustments to be made.

For reference here is the original information on the assignment:

1. Start your assignment with an introductory paragraph about your research topic and why it is of interest and a research “puzzle”. End your paragraph with your research question.

While there are many ways to frame a research question, at the graduate level, your research questions should be 1) open-ended and start with “How,” “Why,” “What,” or “To what extent;” 2) should incorporate the variables you seek to assess and their relationship; and 3) should indicate how you intend to test the nature of that relationship. You want to make sure that your question has an appropriate amount of complexity so that it requires a significant amount of research and analysis. A simple Google search should not be able to answer your research question.

Unclear: How can the need for power be harmful?

Too simple: What is Hillary Clinton’s position on Obama Care?

Too simple: What is Hillary Clinton’s operational code?

Too broad: To what extent is Hillary Clinton different from Bill Clinton?

Appropriately Complex and Focused: To what extent is Hillary Clinton motivated by a need for power by comparison to Bill Clinton, and how might this impact access and control of information within the White House?

2. Next, provide a purpose statement that conveys your intentions about what you hope to produce. See the reference in your Lessons and review that it will usually be prefaced by some phrase like the following: “This paper examines . . .,” “The aim of this paper is to . . .,” or “The purpose of this essay is to . . .”. Remember that a purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn. Your purpose statement should demonstrate what you are hoping to find out, and also explain what you want your readers to understand (motivation or argument of the research).

This formula and example set from the Baruch College Writing Center may be helpful:

I am studying…

(Narrowed Topic)

…because I want to find out…

(Research Question)

….so that readers understand…

(Motivation or Argument)
Differences in Boston-based and Philadelphia-based abolitionist rhetoric… …why Boston-based abolitionists emphasized broad themes of social justice… …how previous scholars may have overlooked the role of free black Bostonians in shaping anti-slavery ideals.
The origins of the Glass-Steagall Act …why lawmakers supported its passage… …that their motives resulted not from careful economic analysis but rather from ideological preconceptions about the role of commercial banks in society.

(From Baruch College Writing Center “Focusing Research Topics Workshop” www.writingcenter.baruch.cuny.edu)

3. You also need to include a preliminary design statement that identifies how you intend to carry out said research. This will allow you to get feedback early on from your thesis professor to help ensure that you are working towards the development of a solid research design. Your design statement needs to go beyond the unhelpful “this paper will use qualitative/quantitative/mixed methods research.” You need to be specific about the kind of data you will need to collect in order to answer your research question and note a specific method or set of methods you intend to use when carrying out this research.

4. Finally you will need to include a references page that contains at least 8 sources, 6 of which must be from peer-reviewed journals. These sources must be referenced within the body of your assignment. Please consult the Turabian Style Guide for the correct format for your citation. You may use either Turabian Bibliography format or Turabian References format. Just be consistent!!

 

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21st century skills and standards | EDU 696 Capstone II: Culminating Project | Ashford University

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21st Century Skills and Standards

In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (Links to an external site.) (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st Century learning (Links to an external site.) as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list download(MACI, MAECEL, MAED, MASE, MATLT).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

  • Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
  • Creativity and Innovation
  • Apply existing knowledge to generate new ideas, products and processes.
  • Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSS (Links to an external site.) (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century Themes (Links to an external site.) and a minimum of one Learning and Innovation Skill (Links to an external site.), one Information, Media, & Technology Skill (Links to an external site.), and evidence of at least one Life and Career Skill (Links to an external site.).
  • Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
  • Summary – Modification (2 Point): In one paragraph, summarize the changes you made to address ISTE- S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of at least two PLO’s from your master’s program download.
  • Summary – Evaluation (2 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
  • Summary – Reflection (2 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

  • Page Requirement (.25 points): Two to four pages, not including title and references pages.
  • APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
  • Source Requirement (.25 points): Reference three scholarly sources in addition to the course textbook.

All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Writing Center (Links to an external site.).

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

Carefully review the Grading Rubric  (Links to an external site.)for the criteria that will be used to evaluate your assignment.