Relationship Between Purpose Of Study And Data Analysis Techniques

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Discussion 1: Relationship Between Purpose of Study and Data Analysis Techniques

In order to make decisions about the value of any research study for practice, it is important to understand the general processes involved in analyzing research data. By now, you have examined enough research studies to be aware that there are some common ways that data are reported and summarized in research studies. For example, the sample is often described by numbers of participants and by certain characteristics of those participants that help us determine how representative the sample is of a population. The information about the sample is commonly reported in tables and graphs, making use of frequency distributions, measures of central tendency, and dispersion. Information about the variables (or concepts) of interest when quantified are also reported in similar manner.Although the actual data analysis takes place after data have been collected, from the initial planning of a research study, the researcher needs to have an awareness of the types of questions that can be answered by particular data analysis techniques.

For this Discussion, review the case study entitled “Social Work Research: Measuring Group Success.” Consider the data analysis described in that case. Recall the information presented in the earlier chapters of your text about formulating research questions to inform a hypotheses or open-ended exploration of an issue.

Post an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study. Also explain how the statistics you identify can guide you in evaluating the applicability of the study’s findings for your own practice as a social worker. Please use the resources to support your answer. no more then 500 words

Salmonella In The Caribbean

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III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies. A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population.  B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population.

 

 

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population.  D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study.

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health. A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and impacted population.  B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be sure to justify your determination.  C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit?

Assignment: Plagiarism And Paraphrasing

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Whether or not an act of plagiarism is intentional or accidental, it can be a serious threat to a student acedem integrity. To avoid plagiarism in your scholarly writing, it is important to recognize what it might look like and learn how to use paraphrasing instead. By paraphrasing and correctly citing the original author for his or her ideas, you are able to take the ideas of others, summarize them, and incorporate them into your own thinking.

For this Assignment, read the passages provided and compare the original passages to the student writing samples.

Example 1: 

Passage 1:

Reference: Crossen, C. (1994). Tainted truth: The manipulation of fact in America. New York, NY: Simon & Schuster.

Doctors, whose first allegiance is supposed to be to their patients, have traditionally stood between drug company researchers and trusting consumers. Yet unless there is evidence of misconduct (the deliberate misrepresentation of something as fact by someone who knows it is not), it is very difficult to discover and virtually impossible to prove that a piece of biomedical research has been tainted by conflict of interest. No study is perfect, and problems arise in the labs of even the most conscientious and honest researchers. Although biomedical research incorporates rigorous scientific rules and is often critically scrutinized by peers, the information can nevertheless be warped”by ending a study because the results are disappointing; changing rules mid-study; not trying to publish negative results; publicizing preliminary results even with final and less positive results in hand; skimming over or even not acknowledging drawbacks; and, especially, casting the results in the best light or, as scientists say, buffing them.

This next passage was written by a student who wants to use the Crossen resource in a paper and is trying not to plagiarize. Evaluate the students work for evidence of plagiarism and/or paraphrasing.

Passage 2:

Consumers must trust that the research that has gone into the manufacture of new drugs is safe. But it is hard to know if a conflict of interest between doctors, researchers, and the drug company stockholders has tainted the results. Biomedical researchers incorporate strict rules of science into their work, which is examined by peers. Yet the resulting information can be warped for five reasons: ending a study too soon, not publishing negative results, publishing results too early, skimming over or ignoring drawbacks, and “buffing” the results by showing them in the best light (Crossen, 1994, p. 167).

Example 2:

Passage 1:

Reference: O’Conner, P. (2003). Woe is I: The grammarphobe’s guide to better English in plain English. New York, NY: Riverhead Books.

A good writer is one you can read without breaking a sweat. If you want a workout, you don’t lift a book—you lift weights. Yet we’re brainwashed to believe that the more brilliant the writer, the tougher the going.

The truth is that the reader is always right. Chances are, if something you’re reading doesn’t make sense, it’s not your fault—it’s the writer’s. And if something you write doesn’t get your point across, it’s probably not the reader’s fault—it’s yours. Too many readers are intimidated and humbled by what they can’t understand, and in some cases that’s precisely the effect the writer is after. But confusion is not complexity; it’s just confusion. A venerable tradition, dating back to the ancient Greek orators, teaches that if you don’t know what you’re talking about, just ratchet up the level of difficulty and no one will ever know.

Don’t confuse simplicity, though, with simplemindedness. A good writer can express an extremely complicated idea clearly and make the job look effortless. But such simplicity is a difficult thing to achieve because to be clear in your writing you have to be clear in your thinking. This is why the simplest and clearest writing has the greatest power to delight, surprise, inform, and move the reader. You can’t have this kind of shared understanding if writer and reader are in an adversary relationship (pp. 195–196).

This last passage was written by a student who wants to use the O’Conner resource in a paper and is trying not to plagiarize. Analyze the student’s work for evidence of plagiarism and/or paraphrasing.

Passage 2:

Some people think the most intelligent writing should be difficult for readers to comprehend. However, this is a misconception about writing. Complicated sentences create unnecessary confusion and prevent readers from understanding the main ideas. Instead, simple and clear writing helps readers understand even the most difficult concepts. Therefore, writers have an important responsibility to express their thoughts and ideas in a way that is succinct, comprehensible, and engaging. A good writer should be mindful of who the target readers are and then use simple and clear language to communicate ideas (O’Conner, 2003).

To complete: 

Write a 1- to 2-page paper that addresses the following:

  • Explain how you tell a story or paraphrase in your own      words and keep its meaning.
  • Explain how personal and cultural views on plagiarism      might present challenges.
  • Identify and explain any evidence of plagiarism and/or      paraphrasing that is found in the student passages provided.
  • Explain at least two strategies you      might use to revise the student passages and avoid plagiarism.

Reminder: Proper formatting and APA citations are required. Refer to the Writing Template for Course Papers for additional guidance.

What is the duration of the group (short- or long-term)? Explain.

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***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.***

Group Influence

This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.

Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment.

Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.

Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group.

Study how the group members interact and influence one another.

Analyze how the group behaviors and communication patterns influence social facilitation.

Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.

Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:

  • How were the people arranged in the physical environment (layout of room and seating arrangement)?
  • What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
  • What are the group’s purpose, mission, and goals?
  • What is the duration of the group (short- or long-term)? Explain.
  • Did the group structure its discussion around an agenda, program, or rules of order?
  • Describe the structure of the group. How is the group organized?
  • Who are the primary facilitators of the group?
  • What subject or issues did the group members examine during the meeting?
  • What types of information did members exchange in their group?
  • What were the group’s norms, roles, status hierarchy, or communication patterns?
  • What communication patterns illustrated if the group was unified or fragmented? Explain.
  • Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?
  • Was there any indication that members might be vulnerable to groupthink? Why or why not?
  • In your opinion, how did the collective group behaviors influence individual attitudes and the group’s effectiveness? Provide your overall analysis.

Write a 1,050- to 1,400-word paper incorporating your analysis with evidence to substantiate your conclusion.

Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence.

Integrate your findings with literature from the text, peer-reviewed journal articles, and other scholarly sources.

Format your paper according to APA guidelines.

  Title

ABC/123 Version X

 1

 

  Group Influence

PSY/400 Version 6

 2

 

 

University of Phoenix Material

 

Group Influence

 

This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.

 

Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment.

 

Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.

 

Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group.

 

Study how the group members interact and influence one another.

 

Analyze how the group behaviors and communication patterns influence social facilitation.

 

Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.

 

Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:

 

· How were the people arranged in the physical environment (layout of room and seating arrangement)?

 

Two HSE (Health and Safety Executive) representatives standing up front facing the entire group made up of safety officers, safety employee representatives, supervisors, and a few employees. (A mix of military members, and civilian). Almost like a press conference room set up.

 

· What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?

 

Men outnumbered women. Most men of higher rank were male, one female supervisor, employees were 80% men and a few females. About an even ethnic mix, Caucasian, African American, and Latino.

 

· What are the group’s purpose, mission, and goals?

 

To bring awareness to employees/supervisors/military of the safety issues we have within the work centers, and how safety shall be conducted. How to approach safety misconduct and conduct safety training when working in a military environment. What the risks are when working on top of aircraft, and the proper equipment needed to perform certain jobs on aircraft.

 

· What is the duration of the group (short- or long-term)? Explain.

 

Long-term. They are required to be at our work site to create a more safe environment.

· Did the group structure its discussion around an agenda, program, or rules of order?

 

Yes, safety when working on top and or around aircraft. Main issue was: not enough safety equipment for the amount of work that is being given. Trying to resolve the issue by looking over budget, manning, and amount of work being done to come to a conclusion to see if more safety equipment is being needed or if there are alternatives to being safe on and or around aircraft.

 

· Describe the structure of the group. How is the group organized?

 

Very well organized. Presentation covered all topics. The representatives were very knowledgeable and were able to answer all questions and have strong arguments behind their points being made.

 

· Who are the primary facilitators of the group?

 

Of the entire group, the HSE reps were the facilitators, with other members like military higher ups having their input in regards to safety.

 

 

· What subject or issues did the group members examine during the meeting?

 

Safety. More focused on the main body, mechanics who spend more time on the aircraft. How safety is important, and the input of the group is important to solution to the issue.

 

 

· What types of information did members exchange in their group?

 

Varied from one position to another. Work center supervisors received one set of information that pertained to their position, Military personnel received a set, and employees/workers received a different. Different perspectives on what to look for when conducting maintenance or supervising.

 

· What communication patterns illustrated if the group was unified or fragmented? Explain.

 

It seemed a bit more unified. Multiple gatherings have been conducted and this is the first that all personnel were in agreement with the information being put out. All levels of power were satisfied with what the HSE reps came to present. Seemed like the group was moving with progress to make safety a bit more convenient in the work environment.

 

· Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?

 

Other than the topic on budget, the entire group seemed to be happy with the decisions being made and the ideas that were presented. Purchasing more safety stands was an option, identifying safety zones on aircraft for easy maintenance was another. Discussions were conducted within the group, but hardly any pushback and or complains.

 

· Was there any indication that members might be vulnerable to groupthink? Why or why not?

 

A couple of the workers either did not understand the purpose of the meeting, or were not interested. I noticed they lost track of place as more information was presented. They did not as question as the group discussed issues, and when asked what their input was, they had nothing to say but just agree with everyone else.

 

· In your opinion, how did the collective group behaviors influence individual attitudes and the group’s effectiveness? Provide your overall analysis.

 

Individually, I believe that a few peoples’ attitude towards this issue became more aware. When before they thought that this issue would not affect them in any way, now they were informed and realize that it is a serious thing to look out for. From listening to people’s experiences about safety and some of the tragedies that have occurred because of lack of safety equipment, they now realize that they should probably pay close attention to the environment and have a better lookout for each other as a group.

 

Write a 1,050- to 1,400-word paper incorporating your analysis with evidence to substantiate your conclusion.

 

Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence.

 

Integrate your findings with literature from the text, peer-reviewed journal articles, and other scholarly sources.

 

Format your paper according to APA guidelines.

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Copyright © 2017 by University of Phoenix. All rights reserved.