How sharp are your editing skills?

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Assignment 2: Editing Skills Practice

How sharp are your editing skills? Read the paragraph and find the errors. Copy the paragraph and paste it into a Word document. Correct the errors by using the review feature in Word to identify the problem area and how you would fix the issue. Justify your corrections with a corresponding page number from the APA manual when appropriate. Submit your assignment to the M6: Assignment 2 Dropbox byWednesday, June 18, 2014.

Review the following paragraph:

ACADEMIC ARGUMENT

At the heart of all academic writing is the concept of the academic argument.  Most of us don’t like to argue, so when the concept of an argument is raised, we think of parents and teenagers clashing over homework or husbands and wives quarrelling over money, we become uncomfortable and want to avoid this writing process.  An academic argument is not brawl, but it is instead an effort to persuade a reader through logic and reasoned thought to a writers’ point of view.  An academic argument is “an … attempt[s] to convince or persuade others through reason, logic, and evidence to do what the writer wants or believe as the writer wishes,” (Dialogues, p. 15)  At the core of the academic argument, is the idea that someone else might hold an opposing point of view.  Therefore facts are not arguable because there can be no disagreement about the information: George Washington was the first president of the United States or water freezes at a temperature of 32 degrees farenheit.  Since these are facts and there can be no debate on this information, this type of information is not a good basis for an academic essay.  Also, personal opinions based on preferences or tastes are not arguable.  A private perspective on a topic is subjective, an unverifiable judgement based on an individual’s reaction: Elvis is the greatest Singer of all time or reality shows are a waist of time.  Now these 2 opinions might be debated by others, but the other people’s opinions would still be rooted in there own personal tastes.  An academic argument takes a stand on an issue which is measured against principals fixed in broader cultural values and beliefs and therefore it provokes challenge and debate.  “‘I really liked the movie’ is not an argumentative stance.  It is a statement about a person’s tastes.  But the statement, ‘Johnny Depp’s portrayal of a wayward pirate illustrates his superior range as an actor’ invites opposition.  Other positions can engage the point critically.” (Mauk, Metz).  Therefore as a academic essay is constructed, the student writer needs to find an arguable subject, needs to solidify their position on the topic, and define a strategy on which to convince the reader of the writer’s point of view.

References:  Goshgarian, G., & Krueger, K. (2011). Dialogues: An Argument Rhetoric and Reader. Boston, MA: Longman.

Mauk, J., & Metz, J. (2013). The Composition of Everyday Life: A Guide to Writing. Boston, MA: Wadsworth.

Use the following file naming convention: LastnameFirstInitial_M6_A2.doc.

By Wednesday, June 18, 2014, deliver your assignment to the M6: Assignment 2 Dropbox.

Create a drawing or plan for a 2 × 3 experimental design that would lend itself to a factorial ANOVA.

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Part A

 

 

 

Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.

 

 

 

  1. Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test.

     

  2. Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why?

 

 

 

  1. Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the t test statistic.

     

 

  1.  
  2.  
  3.  

     

 

  1. Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected?

     

  2. Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM® SPSS® software to complete the analysis for this problem.

 

 

 

  1. A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?

 

 

 

  1. In the following examples, indicate whether you would perform a t test of independent means or dependent means.

     

 

  1. Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective?
  2. A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
  3. A group of adolescent boys was offered interpersonal skills counseling and then tested in September and May to see if there was any impact on family harmony.
  4. One group of adult men was given instructions in reducing their high blood pressure whereas another was not given any instructions.
  5. One group of men was provided access to an exercise program and tested two times over a 6-month period for heart health.

     

 

  1. For Ch. 12 Data Set 3, compute the t value and write a conclusion on whether there is a difference in satisfaction level in a group of families’ use of service centers following a social service intervention on a scale from 1 to 15. Do this exercise using IBM® SPSS® software, and report the exact probability of the outcome.

     

  2. Do this exercise by hand. A famous brand-name manufacturer wants to know whether people prefer Nibbles or Wribbles. They sample each type of cracker and indicate their like or dislike on a scale from 1 to 10. Which do they like the most?

 

 

 

Nibbles rating Wribbles rating
9 4
3 7
1 6
6 8
5 7
7 7
8 8
3 6
10 7
3 8
5 9
2 8
9 7
6 3
2 6
5 7
8 6
1 5
6 5
3 6

 

 

 

  1. Using the following table, provide three examples of a simple one-way ANOVA, two examples of a two-factor ANOVA, and one example of a three-factor ANOVA. Complete the table for the missing examples. Identify the grouping and the test variable.

     

 

Design Grouping variable(s) Test variable
Simple ANOVA Four levels of hours of training—2, 4, 6, and 8 hours Typing accuracy
  Enter Your Example Here Enter Your Example Here
  Enter Your Example Here Enter Your Example Here
  Enter Your Example Here Enter Your Example Here
Two-factor ANOVA Two levels of training and gender (two-way design) Typing accuracy
  Enter Your Example Here Enter Your Example Here
  Enter Your Example Here Enter Your Example Here
Three-factor ANOVA Two levels of training, two of gender, and three of income Voting attitudes
  Enter Your Example Here Enter Your Example Here

 

 

 

  1. Using the data in Ch. 13 Data Set 2 and the IBM® SPSS® software, compute the F ratio for a comparison between the three levels representing the average amount of time that swimmers practice weekly (< 15, 15–25, and > 25 hours) with the outcome variable being their time for the 100-yard freestyle. Does practice time make a difference? Use the Options feature to obtain the means for the groups.

     

  2. When would you use a factorial ANOVA rather than a simple ANOVA to test the significance of the difference between the averages of two or more groups?

 

 

 

  1. Create a drawing or plan for a 2 × 3 experimental design that would lend itself to a factorial ANOVA. Identify the independent and dependent variables.

 

 

From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.

 

 

 

Part B

 

 

Some questions in Part B require that you access data from Using SPSS for Windows and Macintosh. This data is available on the student website under the Student Text Resources link.

 

 

 

The data for Exercise 14 is in thedata file named Lesson 22 Exercise File 1.

 

 

 

  1. John is interested in determining if a new teaching method, the involvement technique, is effective in teaching algebra to first graders. John randomly samples six first graders from all first graders within the Lawrence City School System and individually teaches them algebra with the new method. Next, the pupils complete an eight-item algebra test. Each item describes a problem and presents four possible answers to the problem. The scores on each item are 1 or 0, where 1 indicates a correct response and 0 indicates a wrong response. The IBM® SPSS® data file contains six cases, each with eight item scores for the algebra test.

     

    Conduct a one-sample t test on the total scores. On the output, identify the following:

     

 

  1. Mean algebra score
  2. T test value
  3. P value

     

 

The data for Exercise 15 is in thedata file named Lesson 25 Exercise File 1.

 

 

 

  1. Marvin is interested in whether blonds, brunets, and redheads differ with respect to their extrovertedness. He randomly samples 18 men from his local college campus: six blonds, six brunets, and six redheads. He then administers a measure of social extroversion to each individual.

 

 

 

Conduct a one-way ANOVA to investigate the relationship between hair color and social extroversion. Conduct appropriate post hoc tests. On the output, identify the following:

 

 

 

  1. F ratio for the group effect
  2. Sums of squares for the hair color effect
  3. Mean for redheads
  4. P value for the hair color effect

     

    From Green & Salkind (2011). Copyright © 2012 Pearson Education. All Rights Reserved. Adapted with permission.

What personal (not professional) experiences in Freud’s life do you think had the greatest influence on his theory? Explain.

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1. What personal (not professional) experiences in Freud’s life do you think had the greatest influence on his theory? Explain.

2. Choose a person (either yourself or someone you know) who strikes you as a good example of one of the oral, anal, or phallic character types. Describe that person’s personality and explain what makes him or her a good example of a Freudian character type.

3. Some psychologists have suggested that when people gather in groups their thought processes change. Give an example of a gathering of people in which a lot of primary process thinking seems evident to you. Describe the specific behaviors of members of the group that suggest a strong influence of primary process thinking in this type of gathering.

Operant Conditioning And Superstitions

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ALL WORK MUST BE ORIGINAL 100% AS IT GOES THROUGH A TURNITIN PROGRAM. MUST BE ON TIME AND NEED TO HAVE AT LEAST 4 SOURCES

 

 

 

Operant Conditioning and Superstitions

Many people believe that superstitions are absolutely true. This often causes them to believe and act in ways that are out of the norm either to avoid a negative outcome or to bring about a positive outcome. However, the origins of all superstitions lie in operant conditioning (for example, wearing the same shirt worn during a victory game to all future games in order to ensure victory).

In this assignment, you will examine the process by which operant conditioning can lead to the formation of a superstition.

Using the module readings, the Argosy University online library resources, and the Internet, research the development of operant conditioning and its basic principles. Then, address the following:

  • Describe the historical antecedents of operant conditioning. What factors led to the rise of operant conditioning?
  • Describe the principles/concepts which can be applied to explain the process by which operant conditioning can lead to the development and maintenance of superstitions.
  • Brainstorm to come up with a number of superstitions you may have heard or read about. Using your knowledge and vocabulary of operant conditioning, choose one of these superstitions. Then, describe in detail, the thinking processes involved that resulted in the acquisition and perpetuation of this irrational belief.
  • Describe a specific aspect of the operant conditioning process that leads to these beliefs becoming so deeply ingrained and long standing in nature.
  • Explain whether a person can ever be rid of superstitions. What methods can be used to help such a person?
  • Interview a family member or friend to discover a superstition that he or she believes in. Explain the nature of the event that led to the formation of this superstition. Does this information fit with your understanding of how the operant conditioning process results in the development of superstitions? Why or why not?

Write a 3–4-page paper in Word format. The paper should be double-spaced and in 12 point, Times New Roman font with regular one-inch margins and free of typographical and grammatical errors. Apply APA standards to citation of sources. Be sure to include a title page and a reference page. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

By Wednesday, July 2, 2014,