Select one of the articles that address feeling rules. What is the emotion and what is the feeling norm? How is the feeling rule learned?

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The exam consists of 15 short answer questions. Some questions ask for a definition of a concept while others ask for application and/or analysis. Please answer each of the following questions in paragraph form with the question numbers labeled and submit the exam.

Questions

  1. How does a football game reflect a symbolic reality? How is this reality communicated and what are some of the symbols?
  2. What is socialization? How does this concept relate to the nature/nurture debate?
  3. Define “rules of denial” and give an empirical example of this concept from your own interactions.
  4. What is emotion work or management?
  5. What is the difference between surface and deep acting?
  6. Select one of the articles that address feeling rules. What is the emotion and what is the feeling norm? How is the feeling rule learned?
  7. What does it mean to say bodies are “disciplined”?
  8. What are gendered bodily practices and how are these practices learned?
  9. How is emotional management a part of gender identity? What role does emotion work play in the maintenance differences and inequalities between men and women? Provide a specific example to support your position.
  10. What is an example of culture shaping your own bodily experience? How are cultural meaning inscribed onto the body in your example?
  11. Describe the ways in which individuals have control over bodily practices, but are also limited in the freedom of expression. Explain how this paradox connects to the commodification of culture.
  12. What is the “I” and “Me”? What is the generalized other?
  13. What does it mean to say the self is social? What theoretical perspective does this statement represent?
  14. Explain the “model minority stereotype” and describe how this cultural value impacted the identity development of the Cambodian American students.
  15. According to Gubrium and Holstein, how do new forms of interaction and community building impact the social construction of the self?

Briefly      explain the concepts of anger, stress, and aggression as they relate to      violent offenders. Explain the      relationship among anger, stress, and aggression.

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Whether practitioners work in an outpatient setting, a community setting, or a correctional setting, they need to consider how the variables of anger, stress, and aggression relate to violent behavior. Anger and stress management treatment protocols are used to help and treat people who have been convicted of domestic violence, child abuse, gang-related activities, and other violent crimes. In order to maintain safety and deliver effective treatment, the forensic treatment practitioner must be familiar with the concepts of anger, stress, and aggression as they relate to violent offenders.

To prepare for this Assignment:

  • Review this      week’s resources, and synthesize what you have examined concerning the      concepts of anger, stress, and aggression as they relate to violent      offenders. Think about the implications of this relationship to the      treatment of violent offenders.

The Assignment (1–2 pages):

  • Briefly      explain the concepts of anger, stress, and aggression as they relate to      violent offenders.
  • Explain the      relationship among anger, stress, and aggression.
  • Explain the      implications of the relationship among anger, stress, and aggression for      the treatment of violent offenders.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the resources for this course.

Assignment: Anger, Stress, and Aggression in Violent Offenders

How might the research models presented be wrong? What types of error might be present in the reported research?

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All models are wrong. Some models are useful.

—George E. P. Box (1919–2013)

Statistician

Describing and explaining social phenomena is a complex task. Box’s quote speaks to the point that it is a near impossible undertaking to fully explain such systems—physical or social—using a set of models. Yet even though these models contain some error, the models nevertheless assist with illuminating how the world works and advancing social change.

The competent quantitative researcher understands the balance between making statements related to theoretical understanding of relationships and recognizing that our social systems are of such complexity that we will always have some error. The key, for the rigorous researcher, is recognizing and mitigating the error as much as possible.

As a graduate student and consumer of research, you must recognize the error that might be present within your research and the research of others.

To prepare for this Discussion:

  • Use the Walden Library Course Guide and Assignment Help      found in this week’s Learning Resources to search for and select a      quantitative article that interests you and that has social change      implications.
  • As you read the article, reflect on George Box’s quote      in the introduction for this Discussion.
  • For additional support, review the Skill Builder:      Independent and Dependent Variables, which you can find by navigating      back to your Blackboard Course Home Page. From there, locate the Skill      Builder link in the left navigation pane.

By Day 3

Post a very brief description (1–3 sentences) of the article you found and address the following:

1. Describe how you think the research in the article is useful (e.g., what population is it helping? What problem is it solving?).

2. Using Y=f(X) +E notation, identify the independent and dependent variables.

3. How might the research models presented be wrong? What types of error might be present in the reported research?

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 1, “The What and the Why of Statistics” (pp. 1–21)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 1, “Overview”

Dietz, T., & Kalof, L. (2009). Introduction to social statistics: The logic of statistical reasoning. West Sussex, United Kingdom: Wiley-Blackwell.

Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

· Chapter 1, “An Introduction to Quantitative Analysis” (pp. 1–31)    

Dietz, T., & Kalof, L. (2009). Introduction to social statistics: The logic of statistical reasoning. West Sussex, United Kingdom: Wiley-Blackwell.

Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

· Chapter 2, “Some Basic Concepts” (pp. 33–63)

Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210

Synthesize all of these interpretations into a final evaluation about this test’s utility or usefulness. Explain whether these data are acceptable.

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Is the Measure of Consistency a State of Mind?

Resources

Attributes and Evaluation of Discussion Contributions.
Professional Communications and Writing Guide.
In your unit readings from the Psychological Testing and Assessment text, you read about three sources of error variance that occur in testing and assessment. These include test construction, test administration, and test scoring and interpretation. Additionally, other sources of error may be suspect. You were also introduced to reliability coefficients, which provide information about these sources of error variance on a test (see Table 5-4).

The following reliability coefficients were obtained from studies on a new test, THING, purporting to measure a new construct (that is, Something). Alternate forms of the test were also developed and examined in subsequent studies published in the peer-reviewed journals. The alternate test forms were titled THING 1 and THING 2. (Remember to refer back to your Psychological Testing and Assessment text for information about using and interpreting a coefficient of reliability.)

Internal consistency reliability coefficient = .92
Alternate forms reliability coefficient = .82
Test-retest reliability coefficient = .50
In your post:

Describe what these scores mean.
Interpret these results individually in terms of the information they provide on sources of error variance.
Synthesize all of these interpretations into a final evaluation about this test’s utility or usefulness.
Explain whether these data are acceptable.
Explain under what conditions they may not be acceptable and under what conditions, if any, they may be appropriate.