G-BioSport Dilemma Worksheet – 1 of 5

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G-BioSport Dilemma Worksheet – 1 of 5

The Problem: The Case of the Brightest and the Best

From the increased communication and reports, the Board of Directors has indicated that new hires have to be one of the company’s top priorities, despite the fact that the financial situation remains unstable. In the current job market, finding new hires at the salaries the Gnomengen Group can afford is very difficult. Faced with increased pressure for more manpower from all levels, you have decided to examine current hiring practices and policies.

One proposed solution to the hiring situation is to advertise your positions at salaries above what you know you can pay. When applicants are interviewed, they are told that their skills do not match “the optimal skill set we were assuming in advertising that salary.” Thus, if they want the job, they are forced to take the lower salary that you intended to pay from the beginning, with the promise that if their skill set increases, they may be able to work up to the pay scale that you had advertised. The expectation is that by drawing on a larger applicant pool, the number of hires should increase, and because of stock options employee retention is expected to stay high.

Please complete each section of this worksheet. Some people find that writing the answers out on another page and then “cutting and pasting” them into the worksheet lets you think through the problem better. 

If you only have time to do part of this worksheet, click the “save work” button at the bottom of this page. At any later time, you can then return to this worksheet and continue.

Be Attentive: Set the Context

  1. Ethical Actor

    The first step is to identify the ethical actor. In a sentence identify the ethical actor for this problem.

  2. Stakeholders

    The next step is to identify the stakeholders. List the other stakeholders for this problem.

  3. Assumptions

    In two or three bullet points, identify any assumptions you are making about the problem.

               

RESEARCH METOHDS

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Imagine you are going to conduct research investigating a human behavior that you would be interested in learning more about.

1. Based on your readings and learning this week describe what research method you would use for investigating it.

2. What drew you to this method?  Why would it be well suited for your hypothetical research?

3. What are the strengths and weaknesses of this type of research?

4. When responding to your classmates for the reply posts requirement, take their research topic of interest and recommend a different type of research approach to the study of the topic they chose (Ex:  “Another method that might also work is _______” or “Have you thought of the _________ method?” – we want to be respectful and professional and not criticize a classmate’s method choice) and explain why you would recommend that alternative method.  

To help jump start this part of the discussion, here is an example of a human behavior that has been researched:  Say you were interested in whether men or women approach each other first in social situations where they do not know one another.  You might have an opinion based on personal experience, but you want to avoid bias toward one’s own experience and ideas that such might cause, so you are going to conduct a research study.  To research this, you might choose “naturalistic observation,” which could require going into nightclubs and taking note of what you observe men and women doing.

  Another research method would be to give out a survey to see how men and women respond to the question of whether they approach the other.  Each method has strengths and weaknesses. 

Be sure to check before posting that you have answered all of the questions, that you are basing your statements on concepts you learned about in your weekly readings and activities where required and that your post meets the general posting requirements located under the “View Full Description” link below the main Forum heading.

Psychology

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Gender and Age Roles in Magazine Advertisements

In this project, you will investigate gender and age stereotypes in magazines. Look at one widely circulated magazine, and evaluate how ads depict males and females of various ages (adolescence, and early, middle, and late adulthood). You should evaluate physical appearance, personality, and behaviors as they are depicted in the magazine ads. You must use the data sheet provided below to help organize your impressions. After completing the data collection, write a brief report that answers the questions that follow.

Questions:

• Are all age groups represented in advertisements?

• Who is underrepresented and overrepresented? Why do you think this is so?

• Compare the various groups in terms of the characteristics used to portray them. What generalizations about age and gender do these portrayals convey? Write a well thought analysis (about 200 words) on the comparison.

Data Sheet for Gender and Age Roles in Magazine Advertisements

Magazine Title _____

Issue Date _____

Number of Ads _____

ADOLESCENTS

BOYS

GIRLS

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality

Other:

YOUNG ADULTS

MEN

WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

MIDDLE ADULTS

MEN

WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

OLD ADULTS

MEN

WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

Brilliant answer

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Time to Practice – Week Five

 

Complete Parts A, B, and C below.

 

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.     Use the following data to answer Questions 1a and 1b.

 

Total no. of problems correct (out of a possible 20)

Attitude toward test taking (out of a possible 100)

17

94

13

73

12

59

15

80

16

93

14

85

16

66

16

79

18

77

19

91

 

a.     Compute the Pearson product-moment correlation coefficient by hand and show all your work.

b.     Construct a scatterplot for these 10 values by hand. Based on the scatterplot, would you predict the correlation to be direct or indirect? Why?

 

2.     Rank the following correlation coefficients on strength of their relationship (list the weakest first):

 

+.71

+.36

–.45

.47

–.62

 

3.     Use IBM® SPSS® software to determine the correlation between hours of studying and grade point average for these honor students. Why is the correlation so low?

 

Hours of studying

GPA

23

3.95

12

3.90

15

4.00

14

3.76

16

3.97

21

3.89

14

3.66

11

3.91

18

3.80

9

3.89

 

4.     Look at the following table. What type of correlation coefficient would you use to examine the relationship between sex (defined as male or female) and political affiliation?

How about family configuration (two-parent or single-parent) and high school GPA? Explain why you selected the answers you did.

 

Level of Measurement and Examples

Variable X

Variable Y

Type of correlation

Correlation being computed

Nominal (voting preference, such as Republican or Democrat)

Nominal (gender, such as male or female)

Phi coefficient

The correlation between voting preference and gender

Nominal (social class, such as high, medium, or low)

Ordinal (rank in high school graduating class)

Rank biserial coefficient

The correlation between social class and rank in high school

Nominal (family configuration, such as intact or single parent)

Interval (grade point average)

Point biserial

The correlation between family configuration and grade point average

Ordinal (height converted to rank)

Ordinal (weight converted to rank)

Spearman rank correlation coefficient

The correlation between height and weight

Interval (number of problems solved)

Interval (age in years)

Pearson product-moment correlation coefficient

The correlation between number of problems solved and the age in years

 

5.     When two variables are correlated (such as strength and running speed), it also means that they are associated with one another. But if they are associated with one another, then why does one not cause the other?

 

6.     Given the following information, use Table B.4 in Appendix B of Statistics for People Who (Think They) Hate Statistics to determine whether the correlations are significant and how you would interpret the results.

 

a.     The correlation between speed and strength for 20 women is .567. Test these results at the .01 level using a one-tailed test.

b.     The correlation between the number correct on a math test and the time it takes to complete the test is –.45. Test whether this correlation is significant for 80 children at the .05 level of significance. Choose either a one- or a two-tailed test and justify your choice.

c.     The correlation between number of friends and grade point average (GPA) for 50 adolescents is .37. Is this significant at the .05 level for a two-tailed test?

 

7.     Use the data in Ch. 15 Data Set 3 to answer the questions below. Do this one manually or use IBM® SPSS® software.

 

a.     Compute the correlation between income and level of education.

b.     Test for the significance of the correlation.

c.     What argument can you make to support the conclusion that lower levels of education cause low income?

 

8.     Use the following data set to answer the questions. Do this one manually.

 

a.     Compute the correlation between age in months and number of words known.

b.     Test for the significance of the correlation at the .05 level of significance.

c.     Recall what you learned in Ch. 5 of Salkind (2014)about correlation coefficients and interpret this correlation.

 

Age in months

Number of words known

12

6

15

8

9

4

7

5

18

14

24

18

15

7

16

6

21

12

15

17

 

9.     How does linear regression differ from analysis of variance?

 

10.  Betsy is interested in predicting how many 75-year-olds will develop Alzheimer’s disease and is using level of education and general physical health graded on a scale from 1 to 10 as predictors. But she is interested in using other predictor variables as well. Answer the following questions.

 

a.     What criteria should she use in the selection of other predictors? Why?

b.     Name two other predictors that you think might be related to the development of Alzheimer’s disease.

 

c.     With the four predictor variables (level of education, general physical health, and the two new ones that you name), draw out what the model of the regression equation would look like. 

response 2

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Identify the role you selected for yourself and the child age you selected. Explain at least two specific ways you would advise the child/adolescent who felt bullied on social media. Include talking points or specific actions that the child could take. Frame your approach within the research of peer relationships and social and emotional development. Explain how you would account for culture and gender in the approach you take.

As an after-school program leader, offering guidance to a twelve-year-old teenage girl with concerns about bullying as well as aggression on social media is of significance in aiding her to mitigate or address the situation. Of essence, I would advise her not to attempt any retaliation or reply angrily to any of the emails or the messages. Showing anger in a reply is the primary objective of the bully. When thrown off guard by no responses, they discontinue their actions. When there is a vital need for intervention, support should be provided to ensure a positive response. I would let her understand that boys are teenagers more likely to play the perpetrator role whereas girls are mostly the victim. Making the victim know that it is a culture of a given group to bully other individuals of a different race, especially if the person is a female (Guerra et al. 2011). 

Additionally, I would advise the teenage to not responding to private messages since ignoring bullying behaviors is effective. If the news is public, the victim should take actions to report the issue, block or delete the message or post. She then can ask a friend to run to their aid and become of significance in supporting her assertively and constructively. I would also inform her that keeping the bullying evidence is essential and she can let her teachers and parents know of the activity.

Consequently, the victim could take a significant action of responding to the bullying by reporting it to the relevant authorities. Several social media platforms encompass features facilitating users to response or report cyberbullying in effecting manners (SROVAC, 2015). She can also inform the teachers present.

References

Guerra, N. G., Williams, K. R., & Sadek, S. (2011). Understanding bullying and victimization during childhood and adolescence: A mixed method study. Child Development.

Special Representative on Violence against Children (SROVAC). (2015). Toward a World Free from Violence: Global Survey on Violence against Children, United Nations, New York.

The response is based on post above.

In your post, you wrote: ” Of essence, I would advise her not to attempt any retaliation or reply angrily to any of the emails or the messages. Showing anger in a reply is the primary objective of the bully. “

Ethical Questions

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Although students of social work have not yet satisfied the criteria to earn the title of “social worker,” they are bound by the same ethical requirements as titled social workers. Social workers regularly face ethical issues of varying magnitude, and social work students may as well. Some issues seem obvious, while others may emerge in subtle ways.

For this Discussion, select one of the following scenarios. Consider the dilemma described, and imagine how you might feel if you found yourself in a similar situation. Think about the ethical obligations you would have as a social worker or social work student.

Scenario 1
You are a social worker in a public health department providing services to pregnant women. As part of your duties, you provide parenting education, support, and connection to community resources, and you follow up with the families and their newborns for six months after birth. Ms. C has been a client of yours during two pregnancies in the last three years. She has a 15 year-old, a nine year-old, a three year-old, and a newborn. On this day, you are making a routine visit to Ms. C, who lives in an older mobile home in a rural area of the county. You take with you a newly hired social worker who is in training. When you arrive at the house, you find that it is clean and the two older girls are busy doing their homework. The three year-old is playing, and Ms. C is feeding the baby.
During the visit, the new social worker asks Ms. C whether she is looking for work. When you discreetly ask her about birth control, the social worker remarks, motioning to the 15 year-old daughter, “You better get her on birth control if you do not want more babies around here.” Ms. C does not respond to the other social worker, instead maintaining her focus on you. You can tell that she is bothered by the remark about her daughter.

Scenario 2
You are at lunch with some of your social work colleagues at a mental health center. While you are eating lunch, one of your colleagues says, “So, none of you can beat my morning. I had a borderline in my office who was definitely off her meds. She kept jumping out of the chair and spinning around the room and she was talking really fast about having a baby and being pregnant. I did not even try to deal with her. I called the Access Team and it took them half an hour to get to my office. The whole time I am watching her spin around, and I cannot help but laugh. They took her for an evaluation, but that was the craziest woman.”

G-BioSport Dilemma Worksheet – 3 of 5

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G-BioSport Dilemma Worksheet – 3 of 5

 

The Problem: The Case of the Brightest and the Best

From the increased communication and reports, the Board of Directors has indicated that new hires have to be one of the company’s top priorities, despite the fact that the financial situation remains unstable. In the current job market, finding new hires at the salaries the Gnomengen Group can afford is very difficult. Faced with increased pressure for more manpower from all levels, you have decided to examine current hiring practices and policies.

One proposed solution to the hiring situation is to advertise your positions at salaries above what you know you can pay. When applicants are interviewed, they are told that their skills do not match “the optimal skill set we were assuming in advertising that salary.” Thus, if they want the job, they are forced to take the lower salary that you intended to pay from the beginning, with the promise that if their skill set increases, they may be able to work up to the pay scale that you had advertised. The expectation is that by drawing on a larger applicant pool, the number of hires should increase, and because of stock options employee retention is expected to stay high.

Please complete each section of this worksheet. Some people find that writing the answers out on another page and then “cutting and pasting” them into the worksheet lets you think through the problem better. 

If you only have time to do part of this worksheet, click the “save work” button at the bottom of this page. At any later time, you can then return to this worksheet and continue.

Be Reasonable: Explore the Options

  1. Basic Liberties Choose three options to analyze. You will analyze multiple options to help ensure that you choose a reasonable option to implement.
    After brainstorming with the leadership team, you have identified four options:
    1. Advertise at “optimal” salaries or position grade in order to get as large of a pool as possible.
    2. Advertise at only what you are able to pay with an appropriate grade.
    3. Do not put any information about salaries or position grade in the ad. Just say “salaries commensurate with experience.”
    4. Advertise the appropriate grade and complete job description, then indicate that salaries will be commensurate with experience.

    In this step, identify the basic liberties to which each constituent is entitled. Compare the options and discuss which option (assuming a clean process) best meets the basic liberties requirement. Discuss why the other options do not meet the requirement for the basic liberties as well.

    Advertise at only what you are able to pay with an appropriate grade. Advertise the appropriate grade and complete job description, then indicate that salaries will be commensurate with experience. Do not put any information about salaries or position grade in the ad. Just say “salaries commensurate with experience.” 

  2. Just Savings

    Now — how well does each option meet the requirements of the just savings principle, assuring that resources are available for next generations. Which option best meets this requirement. Discuss why the other options do not meet the requirement of the just savings principle as well.

  3. Equal Opportunity for Success

    Next, consider how well each option assures that social and economic inequalities are arranged so that all constituents have an equal opportunity for success. Which option best meets this requirement. Discuss why the other options do not meet the requirement of equal opportunity for success as well.

  4. Reflective Equilibrium

    Now, using the tool of reflective equilibrium, which option gives the best advantage to the least advantage without unduly burdening those who are the most advantaged. Which option best meets this requirement. Discuss why the other options do not maintain reflective equilibrium as well.

  5. Ecology of Care

    Finally, consider whether each option contributes to an ecology of care. Which option best meets the requirement for building a strong community and strong institutions.

 

When you are done editing this worksheet, please click the “next” button below. This action will save your edits and return you to the analysis page. If you wish to discard your edits, please click the “cancel” button below to end this operation and return to the analysis page.

Help with Discussion: Stereotyping, Prejudice, and Discrimination

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Stereotypes are beliefs about the typical characteristics of members of a group. Prejudice is the evaluation of a group or of an individual based on membership in a group. Prejudice commonly is based on race or ethnicity, but also may be based on socioeconomic status, religious beliefs, weight or physical appearance, sexual orientation, age, disability, and/or other such characteristics. Discrimination is the behavioral component of prejudice, typically demonstrated by negative behavior toward a person based on prejudicial attitudes. Together, these three concepts in social psychology result in highly destructive beliefs, behaviors, and interactions about, toward, and with others. If discrimination is to be reduced in society, it is essential to understand where prejudice comes from, how it is sustained, and how it can be reduced.  To prepare: •Review Chapter 13 in your course text, Social Psychology, focusing on how people learn prejudice, common motives for prejudice, and the various theories of prejudice. •Select a twentieth- or twenty-first-century example of prejudice against a group in which you are not a member. For your example, think about the stereotype that leads to the prejudice and the resulting negative behaviors (discrimination). In other words, how does the prejudice depicted in your example impact individuals and society? How can the prejudice be reduced?

Post a brief explanation of one twentieth- or twenty-first-century example of prejudice against a specific group and identify associated stereotypes and discriminatory behaviors. You should not be a member of the group and you should not actively oppose the group in your Discussion. Explain an effect of this prejudice on individuals or society. Use specific examples. Then, apply elements of theory from your readings to explain a cause of this specific prejudice and to recommend a means of reducing this specific prejudice, either at the individual or societal level.  Notes: •Name the group you are discussing in the subject line of your post. •Support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources. •You are required to complete your initial post before you will be able to view and respond to your colleague’s postings. After clicking on the “Post to Discussion Question” link, select “Create Thread” to create your initial post.

Respond 3 to 5 sentences

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 Read the posts of your peers and respond to at least two. Did they propose strategies that address the micro, meso, and macro levels? How were the strategies in your advocacy plan similar and different from those of your peers? Do you have recommendations for your peers? 

Part 1: The Goal of Social Justice and its Relationship to Multicultural Counseling and Therapy

The need for social justice advocacy strategies among counselors has increased in professional practice. Addictions professionals are called upon to act as social justice advocates in multicultural settings (Laux, DuFresne, Dari & Juhnke, 2017). The need for social justice advocacy has gained dominance with the need to address systems of oppression that impede the client’s development. My worldview challenges me to engage in competent practice to initiate fundamental change within political, social, cultural institutions, neighborhoods in schools. As an addictions professional, I am better equipped to expand social justice advocacy as a framework by executing a balanced outlook in multicultural counseling and therapy (Simons et al., 2017). My locus of control requires me to strive for a higher degree of self-direction than is typical of my daily life. I also need to maintain a balanced perspective that solicits support from different stakeholders to manage different situations.

Part 2: “Challenges in Resettlement and Adaptation of Muslim Refugees” within the Workplace

I realize the need to infuse advocacy competencies in counseling practice when resettling and adapting Muslim refugees. The prevalence of oppression for Muslim communities and its negative impact on career development may increase rates of depression and low self esteem. The oppressive economic, political, and social conditions may drive the community further into addictive substances (Sue & Sue, 2015). The inequities require a concerted effort from counselors to address environmental barriers to the personal and social development for Muslim communities. The addictions professional has to promote social justice for the refugees at national and international levels through culturally competent counseling practices.

As an addictions professional, I realize the need to change systems rather than individuals. Oppression of the Muslim community exists at the individual level through discrimination and stereotypes, at the sociocultural level through societal norms, and at the institutional level through rules and policies (Ratts & Hutchins, 2009). Multicultural counseling and therapy is an essential counseling intervention strategy that takes place across these three levels. Identifying potential allies within the workplace to confront the barriers will help challenge the dominant systems of operation.

 

 

References

Laux, J. M., DuFresne, R., Dari, T. & Juhnke, G. A. (2017). Substance use assessment instruments: 13 years later. Journal of Addictions & Offender Counseling, 38(2), 115-124.

Ratts, M. J. & Hutchins, A. M. (2009). ACA advocacy competencies: Social justice advocacy at the client/student level. Journal of Counseling & Development, 87, 269-275.

Simons, L. et al. (2017). The value of certification in the era of licensure: An exploratory study of professional identity development in alcohol and drug professionals. Alcoholism Treatment Quarterly, 35(2), 130.

Sue, D. W. & Sue, D. (2015). Counseling the culturally diverse: Theory and practice, 7th Edition. John Wiley & Sons

Unit2DiscResponses

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Unit2DiscResp1

Response Guidelines

Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions. Your response is expected to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines. Review the Participation Guidelines section of the Discussion Participation Scoring Guide to gain an understanding of what is required in a substantive response.

Discussion response Peer1 Cait Bahr

While some individuals may not recognize the term descriptive statistics, there is an extremely high probability that they have used, referenced or referred to them while participating in their daily life. Warner (2013) states that descriptive statistics are mainly used to summarize information or numbers from samples. These statistics can be used to find the mean of test scores (if you are a teacher), or for something as simple as political polling during an election period (Warner, 2013). While there are appropriate times and ways to utilize descriptive statistics, there are also times when descriptive statistics should not be used (Warner, 2013). For example, if researchers are trying to find the side effects of specific medications, they would choose not to use descriptive statistics because they are too generalized (Warner, 2013). If researchers were to use descriptive statistics to find the side effects, the samples could be skewed (Warner, 2013). While there are limitations to descriptive statistics (ie. medicine, research studies, etc.) it can still be extremely beneficial for people who work in certain professions (Warner, 2013). 

Speaking from experience, I use descriptive statistics quite frequently after grading my student’s exams and assignments. It is interesting to add up all of the student’s scores (mean) and see how they compared to prior tests or against other classes. Finding the mean of the exams also allows the students to see how they are doing overall. While I currently use descriptive statistics in my job, I know my future career with undoubtedly requires the use of descriptive statistics too. After graduating with my MA in Psychology with a specialization in ABA, I am going to take the BCBA certification test. If everything goes as planned, then I will be a board certified behavior analyst. As a BCBA, I will be recording data and will be responsible for conducting behavioral assessments. I would definitely be able to utilize descriptive statistics while recording frequency or duration data. Using descriptive statistics to find the means of duration and frequency data will be useful for not only myself but for other teachers and parents to see how the students are performing behaviorally. 

    In my previous experience, aside from work, I have seen descriptive statistics predominately during the US Presidential Election. Every time I turned on the news there were always polls or statistics depicting the possible outcome of the Presidency based on samples. While this was interesting to see then, I now realize that these polls had limitations and were too generalized.  

Reference

Warner, R. M. (2013). Applied Statistics From Bivariate Through Multivariate Techniques (2nd ed.). Thousand Oakes, CA: SAGE Publications.

Discussion Response Peer2 Teddrick

I have encountered descriptive statistics various times throughout my undergraduate career, and a handful of times during my post undergrad classes. When I majored in Neuroscience, we would often deal lightly with descriptive statistics when writing lab reports or research papers for biology, chemistry, and physics. Typically this involved putting data into Microsoft Excel and creating a line graph detailing how two variables were related. Last quarter, in my Tests and Measurements course, I came across a couple of different journal articles using descriptive statistics to evaluate individuals with various psychological disorders.            

Descriptive statistics is defined as a form of statistics dedicated solely to summarizing information about a particular sample (Warner, 2012). Unlike inferential statistics, the information gathered from descriptive statistics cannot be generalized to a larger population, which could be considered a limitation (Warner, 2012). The use of descriptive statistics also runs the risk of losing vital information related to the data (“Descriptive Statistics,” 2006). For example, knowing a participant’s heart rate does not tell us about important factors that could contribute to the heart rate, such as stress level and physical fitness. However, descriptive statistics is particularly useful for summarizing a large amount of data and making it easier to understand, as well as to make comparisons (“Descriptive Statistics,” 2006).           

In the field of applied behavior analysis (ABA) and ABA therapy, behavior analysts often utilize descriptive statistics to portray a client’s progress during therapy. For example, if a target of therapy is to reduce the amount of tantrums a child engages in, we might take data before the intervention, and then several times while the intervention is being implemented. The data lets us know whether the intervention is successful. Furthermore, data taken by observation can also give clues as to when a tantrum is more likely to occur (e.g. time of day, before or after an activity). I am sure that, when I become a behavior analyst, I will utilize descriptive statistics often in order to summarize data for families to understand the effect that a certain intervention has on their child’s behavior. 

References

Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques, 2nd ed. Thousand Oaks, CA: Sage Publications.

Descriptive Statistics. (n.d.). Retrieved January 15, 2017, from http://www.socialresearchmethods.net/kb/statdesc.php

Unit2DiscResp2

Response Guidelines

Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions. Your response is expected to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines. Review the Participation Guidelines section of the Discussion Participation Scoring Guide to gain an understanding of what is required in a substantive response.

Discussion Response Peer1 (Teddrick)

What is a confidence interval? According to the reading material assigned in the course, it is a range (top and bottom) value to the set of numbers to address the mean of the population giving the researcher an idea of the probability or level of confidence (Warner, 2013). Upon more research regarding this, I was better to understand that a confidence interval is basically to estimate the mean of a population. The confidence interval focuses on this by providing the range of values, scores or numbers that may be contained in the population of interest (Horrell, Michelson, McCormack, & Prins, 2012).What I am putting together with this is that if we have a group of grades from an entire school district, the confidence interval is going to be a pool of those grades to give us the mean for the students in that school district. This would be a level of confidence for the research to say that the sample pulled from the entire population would represent the entire pool on the graph created showing those numbers or scores.Why does the Publication Manual of the American Psychological Association strongly recommend the inclusion of CI’s in study results? It is strongly suggested to include CI’s in study results and reporting so that there is enough information for whom ever is reading to be able to understand what they are reading. The reader should be able to recognize and understand the basics of the analyses, come up with some estimates and summaries from the information that is provided. It was also suggested that when a study includes the use of graphs or table that includes a reference of a mean or slopes, which it does need to include the confidence interval (Association, 2010). It really seems that they important factor with including the confidence intervals in any report is because it is a really good way to get across the results of a study in a visual manner, due to showing the effect and size of the study, showing where the mean of the sample is, and if that sample is skewed or is “normal” by the shape of the slopes (Association, 2010).

ReferencesAssociation, A. P. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Horrell, K., Michelson, D., McCormack, D., & Prins, J. (2012, April). NIST/SEMATECH e-Handbook of Statistical Methods. Retrieved from http://www.itl.nist.gov/div898/handbook/

Warner, R. M. (2013). Applied Statistics: From Bivariate Through Multivariate Techniques (2nd ed.). Thousand Oaks, CA: Sage.

Discussion Response Peer2 (Cait)

Confidence intervals (CI) are used to derive or estimate information given from a sample (Warner, 2013). Additionally, CI’s are also utilized to find the mean or values of samples (Warner, 2013). In many instances, CI’s can be used to estimate a population mean, probability and will determine the lower and upper limit (mean) of values from samples and/or data (Warner, 2013). While CI’s are completely appropriate to use when finding the sample mean, the value of a population or Pearsons r, it is important to remember that CI’s should not be used to generalize an entire population (Warner, 2013). 

     In the article, The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK, the researchers used CI’s to find the mean of teaching technology (TKTT) in a University classroom (Young, Young & Hamilton, 2013). Specifically, Young et al., (2013) used CI’s to summarize their quantitative TPAK data to determine the value of the samples and find the mean of the scores. Using CI’s in this article, provided an excellent example of why researchers would use CI’s in statistical analysis. In short, the main goal of using CI’s in this type of study would be to create data that could determine the means of achievement, summarize the data (based on the samples) and estimate the means of the sample population (Young et al., 2013). 

     CI’s were said to be extremely useful in Publication Manual of the American Psychological Association. The APA manual stated that CI’s should be used to determine major outcomes in statistics (Warner, 2013). By using CI’s, the APA manual believes that researchers will be able to obtain many sample statistics and effect sizes (Warner, 2013). Additionally, it was also stated that CI’s should be used for sample means (Warner, 2013). However, while CI’s can be incredibly beneficial, it is important to remember that they should never be used to make inferences about the general population as a whole, as that data would be too generalized and not entirely accurate (Warner, 2013).                                        

Reference                                                                                                     

Warner, R. M. (2013). Applied Statistics From Bivariate Through Multivariate Techniques (2nd ed.). Thousand Oakes, CA: SAGE Publications. 

Young, J. R., Young, J. L., & Hamilton, C. (2013). The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK. Journal of Research on Technology in Education, 46(2), 149-172.