analysis of experiment

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Important:

1.      Provide the formulas for everything the 1st time before giving the answer. Include your SAS programs for all problems.

2.      Approximate your numbers to four decimals and highlight all-important answers.

3.      Work on your own, you are not allowed to ask a classmate about the test.  If I notice copying or cheating, both get an F in the class, I do not care who copied and who provided.

4.      You can only use the textbook, SAS, Excel and your notes.

1.      Two different methods were used to determine the yield of a chemical.  The experiment was run using eight  different batches.                                                                                           (10 points)

 

Sample

Method A

Method B

1

1.2

1.4

2

1.3

1.7

3

1.5

1.5

4

1.4

1.3

5

1.7

2.0

6

1.8

2.1

7

1.4

1.7

8

1.3

1.6

 

a.       Analyze the data as a paired data experiment using a t-test using a two sided alternative.

b.      Analyze the data using randomized block design.

 

2.      Consider the following two designs for a 28-3 fractional factorial design.                 (13 points)

Design I  Design generators                            Design II Design generators

F=BCD   G=ABD   H=ABCE                       F=ABCD   G=ACDE   H=ABDE

a.       What is the defining relation for each design.

b.      What is the resolution of each design. Explain why.

c.       Find the Abberation Vector for each design and explain which one (if any)  is a better (Minimum Abberation) design and why.

d.      How many estimable blocks will be in the alias structure.

3.      Consider the following experiment:                                                               (12 points)

Run

Condition

Y

1

ab

1

2

b

6

3

ad

2

4

abcd

7

5

bcd

8

6

d

8

7

ac

12

8

c

10

 

a.       Write down the design matrix.

b.      What is (are) the design generator(s).

c.       What resolution is this design and is this the best design under this situation.

d.      List all unestimable factors and the alias structure.

e.       Sketch the half-normal plot using any method. Don’t comment on it. Give the graph and the table used to produce that graph.

 

 

4.      A process for the manufacture of penicillin was studied. There were five variants of the basic process being studied, denoted by A, B, C, D and E. It was known that an important raw material, corn liquor, was quite variable. So each treatment was used with each different blend of corn steep liquor. (remember the interaction)                                                                  (12 points)

 

 

Blend of Corn Liquor

Treatment

1

2

3

4

A

89

88

97

94

B

84

77

92

79

C

81

87

87

85

D

87

92

89

84

E

79

81

80

80

 

a.       Analyze the data and do any plots you think are useful to test the adequacy of the model.

b.      Find the 99% confidence interval for the difference between treatments A and C. Be sure to clearly state your conclusions (need lsmeans/pdiff=… cl).

c.       Explain how the degrees of freedom of the error is calculated.

 

 

 

5.      The following factors were studied to see their effect on light intensity (y):            (19 points)

A

B

C

D

E

F

G

 

Molarity

Solute type

pH

Gas Type

Water Depth

Horn depth

Flask Clamping

 

A

B

C

D

E=BCD

F=ACD

G=ABC

y

-1

-1

-1

-1

-1

-1

-1

70.6

1

-1

-1

-1

-1

1

1

56.1

-1

1

-1

-1

1

-1

1

49.1

1

1

-1

-1

1

1

-1

58.9

-1

-1

1

-1

1

1

1

65.1

1

-1

1

-1

1

-1

-1

323.8

-1

1

1

-1

-1

1

-1

56.8

1

1

1

-1

-1

-1

1

69.6

-1

-1

-1

1

1

1

-1

100.3

1

-1

-1

1

1

-1

1

73.1

-1

1

-1

1

-1

1

1

58.4

1

1

-1

1

-1

-1

-1

78.1

-1

-1

1

1

-1

-1

1

68.1

1

-1

1

1

-1

1

-1

312.2

-1

1

1

1

1

-1

-1

67.6

1

1

1

1

1

1

1

51.9

 

a. What kind of model is the above model? What factors are un-estimable?

    What is the resolution and why?

b. Using Half-Normal Plots, Determine the active factors that affect the  light intensity.

c. Using SAS and the active factors, analyze the data, remove any in-active factors. Run the

     model again (Need the F-Valuses and p-values and effect estimate).

d. Test the adequacy of the final model in c. Normality plot for residuals and Predicted Vs

    residuals, model fit and R2.

e. Use Tukey to determine what settings for the seven factors yield the highest light intensity.

    Include the SAS output.

 

 

6.      Each part of this problem is a separate problem.

a. Using  ADX in SAS write down the runs for an experiment with 19 main  factors and 20 runs. 

     i) What kind of design is this. ii)  Is there an Alias structure and why.

b.  If we have 16 runs with 15 main factors  .                      

i) What kind of design is this. ii)  Is there an Alias structure, if so explain it in words.

            c. If you have 16 runs and 16 main factors

i) What kind of design is this. ii)  Explain in two line one way to proceed with the analysis in

    such a design.

 

(9  points)

 

 

 

 

 

Good Luck

Attachments: 

 

Assignment 1: Discussion—Midlife—Making the Most of the “Second Half”

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Assignment 1: Discussion—Midlife—Making the Most of the “Second Half”

Have you heard the saying, “Life begins at forty?” Unfortunately the cultural messages we receive about midlife are often negative (an emphasis on the development of wrinkles and gray hair, for example) rather than positive (a time of advancement in one’s career, freedom from the responsibilities of caring for young children). Midlife is often a time of transition. People may change careers or end long-term marriages as they assess where they are in life and how they would like to spend the remainder of their lives. Because these transitions are sometimes painful, the concept of the “midlife crisis” has been created and has become popular in American culture. However, there has also been some debate questioning whether the midlife crisis is a universal experience and, in fact, whether it even exists. In this assignment, you will review research on the concept of the midlife crisis and draw your own conclusions about its existence and prevalence in American culture. You will also discuss some ways that we can create a more positive image of midlife.

Use your module readings, the Argosy University online library resources and the Internet to research the concept of midlife crisis.

Select one research paper for review and analysis. Use the module readings and the selected research paper to respond to the following:

  • What is the evidence for the existence of the midlife crisis?
  • Why has the concept become so pervasive in American culture?
  • Discuss at least two ways that we can create a more positive image of midlife in our culture.

Support your arguments with research, citing sources.

Write your initial response in 150–200 words. Apply APA standards to citation of sources. By Friday, September 5, 2014, post your response to the appropriate Discussion Area. Through Wednesday, September 10, 2014, review and comment on at least two peers’ responses. Ask a question, remark on an analysis presented, or suggest an alternative view. Be sure to formulate a thoughtful and substantive response.

BSHS 437 WEEK 3 MENTAL HEALTH MATRIX

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Complete the University of Phoenix: Mental Health Matrix.

 

 

University of Phoenix Material                                                                                                    

 

Mental Health Matrix

 

Complete the following matrix by selecting three mental health problems that affect older adults.

 

Define the mental health issue, list a program available to assist with the issue, discuss how the programs help address or solve the issue, and identify potential gaps or improvements that could be made to the programs. The first row of the table provides an example.

 

 

Mental health issue

Programs available to assist with the issue

How the programs help address

or solve the issue

Potential gaps or

improvements that could be made to the programs

Example

Depression

Centers for Disease Control and Prevention’s Healthy Aging Program

·         Links public health departments with aging–services networks that assist with mental health issues

·         Collects data to monitor the effects of depression on older adults, helps states assess their state and local data, gathers evidence for effective community-based programs, and promotes evidence-based interventions that can help adults maintain healthy outlook

·         Public health departments may not be aware of all aging–services networks that address mental health issues.

·         Aging–services networks may not be aware of the public health departments that address mental health issues for older adults.

1.

 

 

 

 

 

2.

 

 

 

 

 

3.

 

 

 

 

 

 

 

 

Week 4, discussion prompt option 4:

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Week 4, discussion prompt option 4: Media and Bias

The media we consume affects us, but we also affect it. Most people think that they perceive truth objectively, as it is. However, we all see things from a point of view. Furthermore, people tend to seek media that supports their points of view. This can serve to further entrench us in a more narrow way of looking at things while at the same time making us feel more certain that our point of view is objective and neutral. We also learned in Chapter 8 that people have biases (such as the confirmation bias) that make it hard for them to embrace ideas that contradict with their own points of view. This week’s discussion seeks to explore how we can free ourselves from these tendencies.

 

Prepare: Before addressing this discussion, take a look at the following video about the relationship between media and ideology [Link to https://www.youtube.com/watch?v=W4-XVZ7GQD8] Make sure to read Chapter 8, for example on “Media and Mediated Images” (including all sub-headings).

 
Critical Thinking on LIVING SMART with Patricia Gras
Garth Jowett PhD. is a professor at the University of Houstons school of Communications. His areas of research and teaching include: the history of communica…

 

Reflect: Think about the ways in which people consume media that supports their own points of view. Consider what we might do to learn to think more objectively and see things from multiple points of view.

 

Write: Answer the following questions: In what ways are people manipulated by the media that they consume? Make sure to give specific examples. What types of consequences can follow from people having more choices of what media they can consume? Do we control our media or does it control us? What can people do to break free from media hypnosis and have broader, more objective points of view? In what ways might we strive to overcome confirmation bias? Address anything else that you find relevant and interesting in the chapter and video.

can someone help me with philosophy homework answer #2

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Pick one of the questions below to answer:
 
 
(1) With reference to Pike’s article, how could it be said that Divine Omniscience challenges the idea that humans have free will?
 
(2) With reference to Anselm’s Ontological Argument for the existence of God, evaluate the strengths and weaknesses of his argument.
(3) Evaluate the Teleological argument for God’s existence and evaluate its strengths and weaknesses as an empirical argument.

 

See the syllabus for assignment requirements and grading criteria, and be sure to quote from the readings to illustrate your points, followed by MLA citation, both in-text and on a Works Cited page.

 

Forum Grading Rubric

 

Category

Points

Initial post and response to others demonstrate an understanding of the concepts presented.

5

Responses to others advance the discussion by offering advice, acknowledging similar experiences and ideas, and so forth.

5

Initial post and responses to others are written using appropriate grammar, spelling, punctuation, and structure.

5

Initial post adequately addresses all components of the issue.

3

Examples and correct MLA citation are used to support the main ideas.

5

Initial post and response to others are submitted on time.

PSY 303 – Discussion—Peer Pressure and Crime

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One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind!

At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior.

Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework.

Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys.

 

 

 

Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment.

Based on the scenario, your readings and research, respond to the following:

  • How could Brandi’s behavior be explained using differential association theory?
  • How could Brandi’s behavior be explained using social learning theory?
  • What are the strengths and limitations of these two theories as applied to this example?

Be sure to support your responses using the selected resources.

Write your initial response in 7 paragraphs. Apply APA standards to citation of sources.

 

 

Discussion Grading Criteria

Maximum Points

Initial Discussion Response

16

Discussion Participation

16

Writing Craftsmanship and Ethical Scholarship

8

Total:

40

 

Need Help!

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Week 2 Assignment!

 

Please choose one of the following videos:

For this assignment, you will outline at least one of the arguments that you believe are made in the video you selected. In your outline: 

  • Identify the issue that is addressed and the conclusion that is presented.
  • Identify the premises that are given in support of that conclusion.
  • Explain whether or not you think the argument is convincing by presenting your reasons for this position. If you do not have evidence for your position, you should consult scholarly materials that relate to the position you present.

Here is an example of an outline about an argument from the Monty Python Argument Clinicvideo. Utilize the same structure found in the example, but be sure to provide enough detail to satisfactorily complete all aspects of the prompt.

There is no minimum word count, but you must include a title page and reference page in APA style. The only required resource for this assignment is the multimedia source you chose to analyze. This should be the source that you primarily use to complete the assignment. Secondary sources are welcome but not necessary, and they should not be used in place of the argument piece you selected. 

The Ashford Writing Center (AWC)  has two kinds of tutoring available to you.

  • Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat
  • Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.
    • Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. 

Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment.

 

EXAMPLE

 

PHI 103 Week Two

Argument Outline Example

Media Resource:

MontyPython. (2008, November 14). Argument Clinic [Video File]. Retreived fromhttp://www.youtube.com/watch?v=kQFKtI6gn9Y

Transcript Available:

MontyPython. (2009). The Argument Sketch [Transcript]. Retrieved fromhttp://www.montypython.net/scripts/argument.php

Argument Outline:

CONTEXT: After a brief bit of arguing about what an argument is, John Cleese rings the bell and declares that time is up. Michael Palin pays him for a second round of arguing, but Cleese pretends he didn’t receive the money. So they begin arguing about whether Palin paid. Palin gives a clear argument that can be summarized as follows:

THE ISSUE: Did Palin pay Cleese to argue or not?

THE CONCLUSION: Palin paid.

THE PREMISES (REASONS): Palin says, “If you’re arguing, then I must have paid.” He also assumes Cleese is arguing, though he doesn’t come right out and say this.

So the argument has this structure:

1. If Cleese is arguing then Palin must have paid.

2. Cleese is arguing.

3. Therefore Palin must have paid.

 

EVALUATION: This initially looks like a good argument, because Cleese has already said he’s “not allowed” to argue unless Palin pays. But this is not really a good argument. As Cleese points out later, “I could be arguing in my spare time.” In other words, the first premise is false. It is not necessarily true that “If Cleese is arguing, then Palin must have paid.”

 

 

PHI103.W2A2.10.2013

Description:

Total Possible Score: 3.00

 

Identifies the Issue and the Conclusion of the Argument

Total: 0.50

Distinguished – Accurately identifies both the issue and the conclusion of the selected argument. The identification is clear and concise.

Proficient – Accurately identifies both the issue and the conclusion of the selected argument. The identification is slightly unclear or imprecise.

Basic – Identifies the issue and the conclusion of the selected argument. The identification of either the issue or the conclusion is unclear, imprecise, and/or inaccurate.

Below Expectations – Identifies at least one required component of the selected argument. The identification of the issue and/or the conclusion is significantly unclear, imprecise, and/or inaccurate.

Non-Performance – The identification of the issue and the conclusion of the argument is either nonexistent or lacks the components described in the assignment instructions.

 

Identifies the Premises That Are Presented to Support the Conclusion

Total: 0.90

Distinguished – Clearly and accurately identifies all relevant premises that are presented to support the conclusion.

Proficient – Accurately identifies relevant premises that are presented to support the conclusion. Minor details are missing or unclear.

Basic – Identifies a majority of the premises that are presented to support the conclusion. Relevant details are missing or unclear.

Below Expectations – Identifies some of the premises that are presented to support the conclusion. Significant details are missing or unclear.

Non-Performance – The identification of the premises that are presented to support the conclusion is either nonexistent or lacks the components described in the assignment instructions.

 

Explains Whether the Argument Is Convincing

Total: 0.90

Distinguished – Thoroughly explains whether or not the argument is convincing. Presents clear reasons for the position that are grounded in logical reasoning and/or factual evidence.

Proficient – Explains whether or not the argument is convincing. Presents reasons for the position that are grounded in logical reasoning and/or factual evidence, but the reasoning lacks some clarity or supporting evidence.

Basic – Explains whether or not the argument is convincing and attempts to present reasons for the position that are grounded in logical reasoning and/or factual evidence. The reasoning lacks clarity or relevant supporting evidence.

Below Expectations – Explains whether or not the argument is convincing, but does not present reasons for the position that are grounded in logical reasoning and/or factual evidence.

Non-Performance – The explanation of whether the argument is convincing are either nonexistent or lacks the components described in the assignment instructions.

 

Written Communication: Control of Syntax and Mechanics

Total: 0.30

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

 

Resource Requirement

Total: 0.20

Distinguished – Uses more than one scholarly source, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses one scholarly source to support ideas. The source is used and cited correctly within the body of the assignment and on the reference page.

Basic – Uses one scholarly source to somewhat support ideas. Citations may not be formatted correctly within the body of the assignment and/or on the reference page.

Below Expectations – Uses one source that provides little or no support for ideas. The source may not be scholarly, and citations are not formatted correctly within the body of the assignment and/or on the reference page.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

 

Aligns Format of Paper With Sample Argument Outline

Total: 0.20

Distinguished – Accurately aligns the format of the paper with the format of the sample argument outline.

Proficient – Aligns the format of the paper with the format of the sample argument outline. However, the layout contains minor formatting errors.

Basic – Aligns the format of the paper with the format of the sample argument outline. However, the layout contains moderate formatting errors.

Below Expectations – Minimally aligns the format of the paper with the format of the sample argument outline. There are frequent formatting errors.

Non-Performance – The formatting is either nonexistent or lacks the components described in the instructions.

 

Argument Analysis Essay

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For this assignment, you will compose two short critical essays explaining and evaluating arguments by other authors. This assignment allows you to analyze an issue from a variety of perspectives and assess arguments for or against the issue. By focusing your attention on how the original authors use evidence and reasoning to construct and support their positions, you can recognize the value of critical thinking in public discourse.

Read the two articles “Predictive Probes”, and “New Test Tells Whom a Crippling Disease Will Hit—and When” from the textbook and write two separate analytical summaries. These articles can be found in the chapter titled: Deciding to accept an argument: Compare the evidence.

 

This assignment has two parts.

 

 

Part 1—First Article

Write an analytical summary of the article focusing on the article’s main claims. Include the following:

·                     Identify the three ways the author uses evidence to support assertions.

·                     Identify the places where evidence is employed as well as how the author uses this evidence. Discuss evidence “as the reason” vs. “the support for the reason.” Also discuss evidence as dependent on the issue/context.

·                     Analyze how the author signals this usage through elements such as word choices, transitions, or logical connections.

 

Predictive Probes

 

by Jerry E. Bishop

 

Several years ago, Nancy Wexler’s mother died of Huntington’s disease, a hereditary and always-fatal affliction that strikes in midlife. Since then, Ms. Wexler, the 38-year-old president of the Hereditary Diseases Foundation in Santa Monica, Calif., has lived with the uncertainty of whether she, too, inherited the deadly gene.

 

That uncertainty may soon be resolved. A few months ago, scientists announced they were on the verge of completing a new test to detect the gene for Huntington’s disease (formerly called Huntington’s chorea). But deciding whether to submit herself to the test is an anguishing choice for Ms. Wexler. “If I came out lucky, taking the test would be terrific, of course,” she says. “But if I came out unlucky, well …”

 

Her dilemma is an extreme example of the kind thousands of Americans will face in the not-too-distant future as scientists learn how to pinpoint genes that cause or predispose a person to a future illness.

 

The test to detect the Huntington’s disease gene should be ready within one to two years. Researchers already have detected some of the genes that can lead to premature heart attacks and, in the near future, hope to spot those that could predispose a person to breast or colon cancer. Eventually, scientists believe they will be able to detect genes leading to diabetes, depression, schizophrenia and the premature senility called Alzheimer’s disease.

 

 

Part 2—Second Article

Write an analytical summary of the article focusing on the article’s main claims. Include the following:

·                     Identify the author’s use of the three elements: experiment, correlation, and speculation to support assertions.

·                     Analyze how the author signals the use of these elements through language. For example, word choices, transitions, or logical connections.

Write a 4–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

By Wednesday, September 18, 2013, deliver your assignment to the M3: Assignment 2 Dropbox.

 

New Test Tells Whom a Crippling Disease Will Hit—and When

 

Amy Jo Snider, a college senior, has put her career plans and romantic life on hold until she settles a gnawing question about her genetic legacy.

 

During her Christmas break, the Charleston, SC, student plans to be tested for a gene that causes ataxia, a disease without a cure that destroys the brain cells governing muscle control. The disorder crippled and ultimately killed her father in middle age. Because of a recent breakthrough in genetic research, the 21-year-old Miss Snider will be able to find out whether she inherited the disease, and, if so, how soon and how hard ataxia may strike her.

 

“I want to be tested before I start to show symptoms,” she says unflinchingly. “I’m graduating in May, and I have to start planning my life.” As agonizing as the knowledge might be, she says the uncertainty is worse. “If I’m in limbo, it’s not fair to people around me,” she says. “I can’t deal with not knowing.”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grading Criteria and Rubric

Assignment 2 Grading Criteria

Maximum Points

Article One Summary:

  

Summarize the article and identify three ways evidence is used to support assertions.

20

Evaluate how the author uses the evidence (i.e., as the reason, as the support for the reason, and as dependent on the context/situation).

40

Evaluate how language is used to effectively employ this use of evidence such as through word choice, transition, and logical connections.

20

Article Two Summary:

  

Summarize the article and identify the author’s use of the three elements (i.e., experiment, correlation, and speculation) to support his/her assertions.

40

Analyze how the author uses language to effectively employ these elements (word choice, transition, logical connections).

40

Presentation Components:
Organization (12)
Style (8)
Usage and Mechanics (12)
APA Elements (8)

40

Total:

200

Assignment 2: Analyzing a Major Issue

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Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center. 
Instructors, training on how to grade is within the Instructor Center.

Assignment 2: Analyzing a Major Issue
Due Week 8 and worth 260 points

Before starting the paper:

  • Review the major concepts of social psychology in the textbook.
  • Select a topic from the list.
    • Affirmative Action (may focus on affirmative action for racial or minorities, gender, or sexual orientation)
    • Bullying (may focus on school bullying or cyberbullying)
    • Violence in the media
    • Development and influence of gangs
    • Hate crimes against gays or other minorities
    • Domestic violence (may focus on married couples or dating couples)
  • Locate and read at least three (3) peer reviewed articles on the issuein the Strayer Library.
    • At least one (1) article should discuss the historical event(s) or legal decision(s) that make the issue a major one in the United States.
    • Two (2) of the articles should have different views about causes, effects, and ways to address the issue.

Write a five to seven (5-7) page paper (1,000 to 1,200 words) in which you:

  1. Provide an introduction to the paper with a thesis statement.
  2. Describe at least three (3) key historical events and / or legal decisions that make the issue a major or important one in the U.S.
  3. Discuss at least three (3) social psychology concepts addressed in the course that are related to the issue.
  4. Analyze at least three (3) challenges individuals and law enforcement agencies face with the issue.
  5. Explain your agreement with at least three (3) statements by authors of the references cited.
  6. Explain your disagreement with at least two (2) statements by authors of the references cited.
  7. Recommend at least two (2) ways that individuals should address the issue to help improve social elements involved in the issue.
  8. Suggest at least two (2) ways those in criminal justice (police officers, prosecuting attorneys, and  / or judges) should address the issue.
  9. Provide a conclusion to the paper that includes a reference to the thesis statement and contains a summary of the main points.
  10. Provide at least three (3) external peer-reviewed references to support your paper.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length or word count.

The specific course learning outcomes associated with this assignment are:

  • Describe the major theories within the field of social psychology.
  • Develop an increased understanding of the dynamic between society and individuals.
  • Use technology and information resources to research issues in social psychology.
  • Write clearly and concisely about social psychology using proper grammar and mechanics.

research methods

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Assignment 2: Final Project: Introduction, Literature Review, and Methods Section

Turn in the proposed methods section for your research paper as well as your introduction and literature review.

The introduction and literature review should address your research question: why it is important, and how prior research does or does not support your hypothesis, as well as providing a background on what we know about this topic.

Please refer to the material on the components of a research paper provided inModule 1 as you work on this document.

Your methods section, in addition to covering the subheadings of participants, instruments, and procedure, must include a fourth subheading called ethical issues and note any ethical issues that need to be considered, as well as how they would be handled.

Be sure to include a title/cover page and a reference page formatted in APA style.

Submit your response to the M4: Assignment 2 Dropbox by Wednesday, April 1, 2015. Your response should be at least four pages, double spaced, long. All written assignments and responses should follow APA rules for attributing sources. Confirm the latest edition number with your instructor.

Assignment 2 Grading Criteria
Maximum Points
With clarity and good writing style and grammar, you presented your proposed methods section for your research paper.

  • participants (15 points)
  • instruments (15 points)
  • procedure (15 points)
  • ethical issues and how they would be handled (20 points)
65
You submitted an introduction and literature review that included a research question, a statement regarding the importance of the research topic, background information and a review of the literature regarding the topic, and a proposed hypotheses.
20
You wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
15
Total: