Explain and give an example for each of the following types of variables:

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ABC/123 Version X

 1
  Week 1 Practice Worksheet

PSY/315 Version 6

 1

University of Phoenix Material

Week 1 Practice Worksheet

Prepare a written response to the following questions.

Chapter 1

1. Explain and give an example for each of the following types of variables:

a. Nominal:

b. Ordinal:

c. Interval:

d. Ratio scale:

e. Continuous:

f. Discrete:

g. Quantitative:

h. Qualitative:

2. Following are the speeds of 40 cars clocked by radar on a particular road in a 35-mph zone on a particular afternoon:

30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36, 31, 35, 20

24, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15, 27, 36, 40

Make a frequency table and a histogram, then describe the general shape of the distribution.

3. Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “…a means of bullying in which peers use electronics {such as text messages, emails, and defaming Web sites} to taunt, threaten, harass, and/or intimidate a peer” (p.565). The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators or traditional and electronic bullying.

a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics.

b. Explain the general meaning of the pattern of results.

Incidence of Traditional and Electronic Bullying and Victimization (N=84)
Forms of Bullying N %
Electronic victims 41 48.8
  Text-message victim 27 32.1
  Internet victim (websites, chatrooms) 13 15.5
  Picture-phone victim 8 9.5
Traditional Victims 60 71.4
  Physical victim 38 45.2
  Teasing victim 50 59.5
  Rumors victim 32 38.6
  Exclusion victim 30 50
Electronic Bullies 18 21.4
  Text-message bully 18 21.4
  Internet bully 11 13.1
Traditional Bullies 54 64.3
  Physical bully 29 34.5
  Teasing bully 38 45.2
  Rumor bully 22 26.2
  Exclusion bully 35 41.7

4. Kärnä and colleagues (2013) tested the effects of a new antibullying program, called KiVa, among students in grades 1–3 and grades 7–9 in 147 schools in Finland. The schools were randomly assigned to receive the new antibullying program or no program. At the beginning, middle, and end of the school year, all of the students completed a number of questionnaires, which included the following two questions: “How often have you been bullied at school in the last couple of months?” and “How often have you bullied others at school in the last couple of months?” The table below is a frequency table that shows students’ responses to these two questions at the end of the school year (referred to as “Wave 3” in the title of the table). Note that the table shows the results combined for all of the students in the study. In the table, “victimization” refers to students’ reports of being bullied and “bullying” is students’ reports of bullying other students.

a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics.

b. Explain the general meaning of the pattern of results. (You may be interested to know that the KiVa program successfully reduced victimization and bullying among students in grades 1–3 but the results were mixed with regards to the effectiveness of the program among those in grades 7–9.).

Frequencies of Responses in the Five Categories of the Self-Reported Bullying and Victimization Variables at Wave 3
    Grades 1-3   Grades 7-9
    Victimization   Bullying   Victimization   Bullying
Variable Freq. %   Freq. %   Freq. %   Freq. %
Occurrence                      
  Not at all 3,203 53.6   4,296 72   10,660 77.4   10,880 79.5
  Only once or twice 1,745 29.2   1,333 22.3   2,031 14.7   1,987 14.5
  2 or 3 times a month 446 7.5   197 3.3   402 2.9   344 2.5
  About once a week 297 5   90 1.5   312 2.3   196 1.4
  Several times a week 281 4.7   49 0.8   375 2.7   279 2
Participants                      
  Respondents n 5,972 100   5,965 100   13,780 100   13,686 100
  Missing n 955     962     2,723     2,817  
  Total N 6,927     6,927     16,503     16,503  
                         

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Explain a strong objectionto your argument. [Approximately 250 words]

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This final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented.

You will continue to build on the arguments that you are presented in your previous two papers. In particular, you will present a final improved version of your argument for your thesis that you begin for the Week One Assignment and fully address the objection that you developed for your Week Three Assignment. You will need to research a minimum of three scholarly sources from the University Library. (For further information about discovering and including scholarly research, take a look at the FindIt@AU Tutorial instructional resource.)

Write: in your paper

  • Explain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words]
    • For help crafting a good thesis statement, go to the Ashford Writing Center.
  • Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line. Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words]
    • If your argument is deductive, then it shouldbevalid(in the strict logical sense of the word); if it is inductive, then it should bestrong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.
  • Provide supporting evidence for the premises of your argument. [Approximately 350 words]
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments (arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source.
  • Explain a strong objectionto your argument. [Approximately 250 words]
    • Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarlyresearch source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.
  • Defend your argument against the objection. [Approximately 200 words]
    • Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.
  • Provide an appropriate conclusion. [Approximately 75 words]
    • For guidance about how to develop a conclusion see the Introductions and Conclusion resource from the Writing Center.

 

 

The Final Argument Paper

  • Must be 1,100 to 1,400 words in length, double-spaced, (not including the title and references pages) and formatted according to APA style.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three scholarly sources in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style
  • Must include a separate references page that is formatted according to APA style

 

Explain any insights you gained about humanistic theories.

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ubmit a 2- to 3-page APA-formatted reflection paper that addresses the following:

  • Explain any insights you gained about humanistic theories.
  • Explain how the application of these theories might help you understand yourself and your personal and professional relationships.
  • Include a paragraph indicating whether you find humanistic theories more effective than psychoanalytic theories for explaining human behavior.

Assignment 2: Inclusion Versus Segregation

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DUE WEDNESDAY MARCH 23, 2016 ***FOR SOLUTIONS PRO ONLY****

 

Assignment 2: Inclusion versus Segregation

 

One of the top issues in special education is the ongoing debate of “inclusion versus segregation.” The idea of inclusion in education is that all students, no matter what disability they may have, should learn together in the same environment. Fully inclusive schools do not differentiate between special education courses and general education courses, but rather include students with learning, emotional, behavioral, or physical disabilities in classes with all of the other students.

 

The idea of segregation in education suggests that there are benefits to providing classes separate from general education classes that meet the needs of students with special needs. For some students, this may be for just one or two subjects, while for other students, this encompasses all of their courses.

 

In this assignment, you will consider those students who suffer from behavioral disorders or social skill deficits.

 

Using the module readings, the Argosy University online library resources, and the Internet, research observational learning. Then, address the following:

 

  • Based on your learning about observational learning in this module, what are the benefits that these students could gain through their inclusion into a regular classroom?
  • How could the principles of observational learning help to improve the classroom behavior of students with behavioral disorders or social skill deficits?
  • What are some of the classroom disadvantages for employing inclusion for other typically developing students?
  • Do you support the move toward inclusion? Why or why not?

 

Write a 4–5-page paper in Word format. Apply APA standards to citation of sources. Be sure to include a title page and a reference page..