Week 3 dq psy 635

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Philosophical Differences Between Qualitative and Quantitative Paradigms and ApproachesPrior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’sPSY635 Week Two Discussion Scenario (Links to an external site.)Links to an external site.. In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts. The instructors would like to answer two additional research questions: (a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach. Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion. Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.

Discussion Post: Turning Conceptual Variables Into Measureable Variables

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This assignment I need a discussion post and a response to a colleague post.If you ask a classmate questions about course content and he is correct sometimes but at other times he gives you the wrong information, you might say that he is not reliable. You may want to request help from someone who knows the correct answer every time—perhaps your Instructor! The concept is the same in research. It is important to be confident that when you measure a variable repeatedly, it will have the same result. That is what reliability means in research.Another important concept in research is validity. You might have a friend who laughs at all of your jokes. You determine that you must be very funny because your friend laughs. You are measuring your ability to be funny based on laughing behavior. However, it is possible that your friend is very polite and does not want to hurt your feelings by not laughing. In that case, the laugh is really measuring your friend’s politeness and not your expertise in telling jokes. The “laugh” measure, in this case, is not valid. It does not measure what you think it is measuring.The concept of validity is critical in research, too. If you develop a scale to measure the conceptual variable of anxiety, but it really measures fear, the scale is not valid. Conceptual variables are abstract ideas that form the basis of research designs. What does the concept of anxiety mean to you? How would you define anxiety to another person? Only after conceptual variables are precisely defined can they be turned into measureable variables.In this Discussion, you will turn a conceptual variable into a measureable variable by creating and administering your own scale, and by considering the scale’s reliability and validity.To prepare:Read Chapter 4 of the course text. Pay particular attention to the Likert scale illustrated on page 75.Read Chapter 5 from the course text.Review the assigned readings from Chapters 1–3 from the previous weeks.Identify conceptual variables that may be of interest to you. A few examples are anxiety, conformity, and leadership.Create your own 5- to 10-item Likert scale to assess a conceptual variable of interest to you.Administer the scale to at least three friends or family members. You may administer it in person or via e-mail.Prepare to upload the Likert scale you created as an attached document (in .doc or .rtf format) to your Discussion post.With these thoughts in mind:By Day 3The conceptual variable you selected. Note: Include the conceptual variable in the “Subject”field of your post (e.g., Job Satisfaction).In the main body of your post:Discuss your experience writing and administering the scale.Explain how your scale turned your conceptual variable into a measured variable (beyond creating a Likert scale).Explain the strengths and limitations concerning the reliability and validity of your scale.Upload the Likert scale you created as an attached document (either a .doc or .rtf file).Note: Be sure to support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.By Day 6Respond to at least one of your colleagues’ initial Discussion assignment postings in one of the following ways: (I have attached a colleague discussion post below that I need to respond to)Ask a probing question about the scale and provide the foundation, or a rationale, for the question.Support or offer a different perspective to a colleague’s explanation about how he or she turned the conceptual variable to a measured variable.Support or offer a different perspective to a colleague’s explanation of the strengths and limitations concerning the reliability and/or validity of his or her scale.Note: You are required to complete your initial post before you will be able to view and respond to your colleague’s postings. After clicking on the “Post to Discussion Question” link, select “Create Thread” to create your initial post.colleague post :For my discussion this week I decided to create a scale to see if people struggle with an anxiety disorder. I composed 10 questions that i felt would be essential to ask to participants to measure their levels of anxiety in every day life. My experience writing the scale was good because I put a lot of thought into the questions so that they can tell me the accurate level of anxiety people go through to determine their levels of anxiety. Administering the test was fun and I got to know how people around me and in my every day life experience life and handle anxiety differently than others. MY scale turned from aconceptual variable, the ideas that form the basis of a research hypothesis, (Stagnor, C. 2015. p.67). to ameasured variable, which consist of numbers that represent the conceptual variables. (Stangor, C. 2015 p.67). because I came up with a study to measure amount of anxiety in a person’s daily life and by administering that study to different participants I got measures in numbers to show levels of anxiety for each participant.Reliabilityof a measure refers to the extent to which it is free from random error. (Stangor C. 2015 p.92). The strengths in reliability of my scale is that I administered it to a few people and I also put some questions that mean the same thing twice just in different words to see if the answers matched. The limitations of reliability is if the person answers the same question that i reworded differently then I cannot say that it is reliable. There are different form of validity howevervalidityrefers to the extent to which a measured variable actually measures the conceptual variable. (Stangor C. 2015. p.96). The strengths concerning validity in my scale is after providing the participants with the questions and getting the results I can now put participants answer to my study to show anxiety levels of each participant. For my anxiety questionnaire i asked people related questions to anxiety to measure the amount of anxiety that people have to show the validity. The limitations if validity in this scenario is if people are not answering questions accurately because they do not take it seriously or if my questions had nothing to do with anxiety and I was testing for anxiety levels in individuals then the answers would not be valid. Overall, this discussion topic and scale i created really put in perspective conceptual variables and how it coincides with measured variables. It also allowed me to understand what circumstances show reliability and validity and how they can also be misinterpreted in data.Stangor, C . 2015. Research methods for the behavioral sciences. 5th edition).

Ethics in Friendship

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Author Michael Bugeja writes: “‘Friending really appeals to the ego, where friendships appeal to the conscience” (p. 107). Yet, many scientists are hopeful that people understand the difference between “friending,” forming virtual links, and “befriending,” forming real connections.Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the Library or the Excelsior OWL.Please answer both of the following questions:Present your viewpoints about whether scientists are correct in stating that most people do see differences between virtual friending and real befriending. Is this an important distinction?After reviewing the Stanford piece, how do online friendships stand up, ethically speaking?The prompts below are suggested themes for continued dialogue during the week. You are not required to respond to these, but may find the prompts to be helpful to the dialogue.Do you think that friending as a concept was already in the culture and in social life, as a different term, before Internet friending was created?To what extent do you believe that friending appeals to the ego? Is it about popularity? A genuine social interest and connection? Other?Can friending transform into friends?  Does that require in-person contact? Or other modes of virtuality?Is friendship more engaged in terms of matters of conscience, ethics, genuine emotion, as compared to friending?Do you see friending as a form of creating trust between people online? What type of measurement is it to you? Is it a preliminary to closeness?If you are very comfortable with online social networking, to what extent and in what degree is social networking a friendship community?Evaluation CriteriaYour initial post should be at least 250 words and must substantively integrate the assigned readings from the module with proper APA style formatting.

Discuss the state of israel and future threats.

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Your assignment is to prepare and submit a paper on the state of israel and future threats. The number of ultra-Orthodox Jews has close been growing at a considerably higher rate compared to those of other Israelis based on the available figures representing statistics on birth rates for all Israeli demographic groups. This essay explores the effect of the two factors on the future of internal security in Israel based on the beliefs that these groups hold in reference to government policies.

The first factor when considering the internal threats to Israel’s security is the continued increase in the Palestinian Arabs and Muslims. The balance of power within Israel might be at risk given that the rate of population growth for the Palestinian Arabs and Muslims has been higher than that of the Israelis. After, the establishment of Israel as a country, the number of Jews in the country recorded an increased rate that was higher than other groups within the country. Data presented by Rebhun, Malach, and Gavison indicates the population of Jews in Israel grew to 89 in 1968 of total residents from 82 percent recorded in 1958. However, this percentage as far as the total population is concerned has seen a negative growth with the figure falling to 86 percent in 1968 and further down at 76 percent in the most recent survey.

Friedlander traces the high birth rate for the Palestinian Arabs and Muslims to early3 when Palestine society was composed of a population whose main economic activity was agriculture. Large family seizes was encouraged since having many children ensured the agricultural society has adequate labor leading to a high fertility rate of approximately about 7.5-8.0 births per woman. The consequence of these high birth rates has been a steady increase in the Arab population in Israel with the three main subgroups made up of Muslims, Druze and Christians recording different growth rates.&nbsp.