Discussion: Research Design And T Tests: How Are They Connected?

Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on t tests. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another.

To prepare for this Discussion:

  • Review the Learning Resources and the media programs related to t tests.
  • Search for and select a quantitative article specific to your discipline and related to t tests. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as a guide the Research Design Alignment Table located in this week’s Learning Resources

 

Write a 3- to 5-paragraph critique of the article. In your critique, include responses to the following:

  • Which is the research design used by the authors?
  • Why did the authors use this t test?
  • Do you think it’s the most appropriate choice? Why or why not?
  • Did the authors display the data?
  • Do the results stand alone? Why or why not?
  • Did the authors report effect size? If yes, is this meaningful?

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

 

Required Readings

Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 8, “Testing Hypothesis” (pp. 243-279)

Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 6, “Testing Hypotheses Using Means and Cross-Tabulation” (previously read in Week 5)
Chapter 11, “Editing Output” (previously read in Week 2, 3, and 4)

https://academicguides.waldenu.edu/rsch8210r

Article is attached

Rubric Detail – Blackboard Learn

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Rubric Detail Select Grid View or List View to change the rubric’s layout.

Excellent Good Fair Poor

Discussion Posting Content

7.2 (36%) – 8 (40%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail (including multiple relevant examples), evidence from the readings and other scholarly sources, and discerning ideas.

6.4 (32%) – 7.1 (35.5%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.

5.6 (28%) – 6.3 (31.5%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

0 (0%) – 5.5 (27.5%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text(s) and Learning Resources. Posting is incorrect and/or shallow, and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Peer Feedback and Interaction

7.2 (36%) – 8 (40%)

Response posting is excellent and fully contributes to the quality of interaction by offering substantive

6.4 (32%) – 7.1 (35.5%)

Response posting is good and partially contributes to the quality of interaction by

5.6 (28%) – 6.3 (31.5%)

Response posting is fair and partially contributes to the quality of interaction but offers insufficient

0 (0%) – 5.5 (27.5%)

Student does not interact with peers (0 points) or the response posting does not contribute to the

Name: RSCH_8210_Week6_Discussion_Rubric

Grid View List View

 

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16810844_1&rubric_id=_2228875_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16810844_1&rubric_id=_2228875_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16810844_1&rubric_id=_2228875_1#

 

Rubric Detail – Blackboard Learn

file:///C/Users/bryants/Pictures/Camera Roll/Rubric Detail – Blackboard Learn.html[3/29/2021 10:17:23 AM]

constructive critiques, suggestions, in- depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources.

offering adequate constructive critiques, suggestions, in- depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources.

constructive critiques or suggestions, shallow questions, or provides poor quality additional resources.

quality of interaction by offering any constructive critiques, suggestions, questions, or additional resources.

Writing 3.6 (18%) – 4 (20%) Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA Style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate- level writing style.

3.2 (16%) – 3.5 (17.5%)

Postings are mostly consistent with graduate- level writing style. Postings may have some small organization, scholarly tone, writing, or APA Style issues, and/or may contain a few writing and spelling errors.

2.8 (14%) – 3.1 (15.5%)

Postings are somewhat below graduate-level writing style. Postings may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting versus original writing and paraphrasing.

0 (0%) – 2.7 (13.5%)

ostings are well below graduate- level writing style expectations for organization, scholarly tone, APA Style, and writing, or show heavy reliance on quoting.

Total Points: 20

Name: RSCH_8210_Week6_Discussion_Rubric

 

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Discussion: Work Engagement

All organizations seek employees who are enthusiastic and energetic as well as intelligent and focused. Employees who are highly engaged with their work are found to be more productive and are less likely to exhibit withdrawal behaviors such as absenteeism, burnout, and turnover. The term engagement can describe psychological states and behaviors, which together can be challenging to define and measure. Work engagement may be a unique concept or simply other constructs recombined, with both attitudinal and behavioral components, but it is considered to be an asset for organizations that can foster engaged employees and reap the benefits.

In this Discussion, you will differentiate work engagement from job involvement and determine whether it is a job attitude. You will also explore whether engagement is the opposite of burnout and what that means.

To prepare for this Discussion:

  • Read the article “Burnout and Work Engagement: The JD–R approach.” Consider the antecedents to both burnout and work engagement and whether they are opposing aspects or if they are just related.
  • Review the article “Attitudes: Satisfaction, Commitment and Involvement.” Identify how the article defines work engagement and differentiates it from job involvement and organizational commitment.
  • Read the article “A Process Model of Employee Engagement: The Learning Climate and Its Relationship With Extra-Role Performance Behaviors.” Consider whether work engagement is a job attitude or a consequence of job attitudes. Also consider whether it can be differentiated from job involvement and organizational commitment.
  • Read the article “‘Same Same’ but Different? Can Work Engagement Be Discriminated From Job Involvement and Organizational Commitment?” Consider the differentiation of work engagement from job involvement and organizational commitment. Also consider whether burnout and work engagement are opposites or much more.
  • · Read the article “Enhancing Work Engagement: The Roles of Psychological Capital, Authentic Leadership, and Work Empowerment.” Think about the definitions and the predictors of work engagement.
  • Review the article “Job Attitudes, Job Satisfaction, and Job Affect: A Century of Continuity and Change.” Consider whether work engagement could be something other than a job attitude.
  • Read the article “Timeline of Engagement Research and Future Research Directions.” Compare work engagement to burnout.
  • Read the article “Innovative Tools and Techniques to Ensure Effective Employee Engagement.” Consider the definitions presented for work engagement.

 

By Day 3

Post a response to the following:  

Provide an explanation of whether work engagement is a job attitude or a consequence of job attitudes and why. Then explain whether work engagement is the same as or different from job involvement and why. Finally, explain whether work engagement is the opposite of job burnout or something distinct from job burnout and why.

Crisis Intervention

Submit a 1- to 2-page case write-up that addresses the following:

  • Map the client’s crisis using the five stages of the crisis.
  • Describe the client’s assets and resources (in order to understand the client’s resilience).
  • Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.
  • Evaluate ho

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    Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in

    a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.

    Presenting Problem: Tiffani has a history of running away. She has been arrested on

    three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.

    Family Dynamics: Tiffani indicates that her family worked well together until 8 years

    ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home’s appearance. The home, which was never fancy, was always neat and tidy. During this time, however, dust would gather around the house, dishes would pile up in the sink, dirt would remain on the floor, and clothes would go for long periods of time without being washed. Tiffani began cleaning her own clothes and making meals for herself and her sister. Often there was not enough food to feed everyone, and Tiffani and her sister would go to bed hungry. Tiffani believed she was responsible for helping her mom so that her mom did not get so overwhelmed. She thought that if she took care of the home and her sister, maybe that would help mom return to the person she was before.

    Sometimes Tiffani and her sister would come downstairs in the morning to find empty beer cans and liquor bottles on the kitchen table along with a crack pipe. Her parents would be in the bedroom, and Tiffani and her sister would leave the house and go to school by themselves. The music and noise downstairs continued for the next 6 years, which escalated to screams and shouting and sounds of people fighting. Tiffani remembers her mom one morning yelling at her dad to “get up and go to work.” Tiffani and Diana saw their dad come out of the bedroom and slap their mom so hard she was knocked down. Dad then went back into the bedroom. Tiffani

     

     

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    remembers thinking that her mom was not doing what she was supposed to do in the house, which is what probably angered her dad.

    Shondra and Robert have been separated for a little over a year and have started dating other people. Diana currently resides with her mother and Anthony, 31 years old, who is her mother’s new boyfriend.

    Educational History: Tiffani attends school at the group home, taking general education classes for her general education development (GED) credential. Diana attends Town Middle School and is in the 8th grade.

    Employment History: Tiffani reports that her father was employed as a welding

    apprentice and was waiting for the opportunity to join the union. Eight years ago, he was laid off due to financial constraints at the company. He would pick up odd jobs for the next 8 years but never had steady work after that. Her mother works as a home health aide. Her work is part-time, and she has been unable to secure full-time work.

    Social History: Over the past 2 years, Tiffani has had limited contact with her family

    members and has not been attending school. Tiffani did contact her sister Diana a few times over the 2-year period and stated that she missed her very much. Tiffani views Donald as her “husband” (although they were never married) and her only friend. Previously, Donald sold Tiffani to a pimp, “John T.” Tiffani reports that she was very upset Donald did this and that she wants to be reunited with him, missing him very much. Tiffani indicates that she knows she can be a better “wife” to him. She has tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women who were prostituting.

    Mental Health History: On many occasions Tiffani recalls that when her mother was

    not around, Uncle Nate would ask her to sit on his lap. Her father would sometimes ask her to show them the dance that she had learned at school. When she danced, her father and Nate would laugh and offer her pocket change. Sometimes, their friend Jimmy joined them. One night, Tiffani was awakened by her uncle Nate and his friend Jimmy. Her parents were apparently out, and they were the only adults in the home. They asked her if she wanted to come downstairs and show them the new dances she learned at school. Once downstairs Nate and Jimmy put some music on and started to dance. They asked Tiffani to start dancing with them, which she did. While they were dancing, Jimmy spilled some beer on her. Nate said she had to go to the bathroom to clean up. Nate, Jimmy, and Tiffani all went to the bathroom. Nate asked Tiffani to take her clothes off and get in the bath. Tiffani hesitated to do this, but Nate insisted it was OK since he and Jimmy were family. Tiffani eventually relented and began to wash up. Nate would tell her that she missed a spot and would scrub the area with his hands. Incidents like this continued to occur with increasing levels of molestation each time.

     

     

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    The last time it happened, when Tiffani was 14, she pretended to be willing to dance

    for them, but when she got downstairs, she ran out the front door of the house. Tiffani vividly remembers the fear she felt the nights Nate and Jimmy touched her, and she was convinced they would have raped her if she stayed in the house.

    About halfway down the block, a car stopped. The man introduced himself as Donald,

    and he indicated that he would take care of her and keep her safe when these things happened. He then offered to be her boyfriend and took Tiffani to his apartment. Donald insisted Tiffani drink beer. When Tiffani was drunk, Donald began kissing her, and they had sex. Tiffani was also afraid that if she did not have sex, Donald would not let her stay— she had nowhere else to go. For the next 3 days, Donald brought her food and beer and had sex with her several more times. Donald told Tiffani that she was not allowed to do anything without his permission. This included watching TV, going to the bathroom, taking a shower, and eating and drinking. A few weeks later, Donald bought Tiffani a dress, explaining to her that she was going to “find a date” and get men to pay her to have sex. When Tiffani said she did not want to do that, Donald hit her several times. Donald explained that if she didn’t do it, he would get her sister Diana and make her do it instead. Out of fear for her sister, Tiffani relented and did what Donald told her to do. She thought at this point her only purpose in life was to be a sex object, listen, and obey—and then she would be able to keep the relationships and love she so desired.

    Legal History: Tiffani has been arrested three times for prostitution. Right before the

    most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth, and therefore the state will not imprison her for prostitution. She was mandated to services at the Teens First agency, unlike her prior arrests when she had been sent to detention.

    Alcohol and Drug Use History: Tiffani’s parents were social drinkers until about 8

    years ago. At that time Uncle Nate introduced them to crack cocaine. Tiffani reports using alcohol when Donald wanted her to since she wanted to please him, and she thought this was the way she would be a good “wife.” She denies any other drug use.

    Medical History: During intake, it was noted that Tiffani had multiple bruises and burn

    marks on her legs and arms. She reported that Donald had slapped her when he felt she did not behave and that John T. burned her with cigarettes. She had realized that she did some things that would make them mad, and she tried her hardest to keep them pleased even though she did not want to be with John T. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” there were several “Johns” who refused to use them.

     

     

     

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    Strengths: Tiffani is resilient in learning how to survive the negative relationships she has been involved with. She has as sense of protection for her sister and will sacrifice herself to keep her sister safe.

    Robert Bradley: father, 38 years old Shondra Bradley: mother, 33 years old Nate Bradley: uncle, 36 years old Tiffani Bradley: daughter, 16 years old Diana Bradley: daughter, 13 years old Donald: Tiffani’s self-described husband and her former pimp Anthony: Shondra’s live-in partner, 31 years old John T.: Tiffani’s most recent pimp

    w using crisis theory and resiliency theory together help in working with a client.

Prejudice Has Traditionally Been Assumed To Be The Product Of Some Form Of Malice

A minimum of  3 scholarly peered reviewed article  each DQ must be sited using APA format 600 words for each topic 4 DQ 1 and 2    Note: Please see reading references below

 

Topic 4 DQ1

Prejudice has traditionally been assumed to be the product of some form of malice, brought about by social or emotional forces. In recent years, there has been increasing research on how prejudice can result from cognitive processes, without malicious intent. Discuss how and why cognitive processes can produce prejudice. What is the impact of culture on prejudice? Once stereotypes and prejudices are formed, how do they come to be self-perpetuating?

Topic 4 DQ2

Describe institutional bias. Provide some examples of institutional biases? What roles do attitudes, stereotypes, and prejudices play in institutional biases? What impact does cultural influence have on institutional biases?

 

Reading Assignment Sample:

1. http://www.socialpsychology.org/

1. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/cupsoc/social_psychology/0  

3.  https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-02231-001&site=ehost-live&scope=site