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PSYC 8202 Walden University Performing Data Analysis Discussion

PSYC 8202 Walden University Performing Data Analysis Discussion.

I’m working on a psychology discussion question and need a sample draft to help me learn.

Discussion: Performing Data AnalysisundefinedData analyses cannot be performed until data has
been cleaned. In fact, many of the errors found in standard data
analyses can be traced directly back to “dirty” data. In a perfect
world, collected data would be flawless, but as when working with humans
in any capacity, errors occur.To begin the cleaning process, you first need to
check collected data for errors, problems, dubious responses, and other
issues. Many such checks may be done electronically using statistical
software. Once the proper adjustments are made, you can run the
analyses. Which analyses techniques you use should align with your
hypothesis. In other words, a survey researcher uses his or her
hypotheses to drive the data analyses. The hypotheses dictate the
“family” of analyses used for the data. The more parsimonious and
testable the theory driving the hypotheses, the more straightforward the
data analyses will be.To prepare for this Discussion, consider why
data cleaning, including the assessment of missing data, is important.
Then think about the role that descriptive statistics plays in data
analyses. Finally, consider the relationship between hypothesis(es) and
data analyses and how you would illustrate this relationship using at
least one of your hypotheses and data analytic strategies from your
Final Project as an example.With these thoughts in mind:Part 1Post an explanation of the
importance of data cleaning, including assessment of missing data.
Provide one example of data cleaning and the potential impact it might
have on data analyses. Then explain the importance of descriptive
statistics in data analyses. Finally, explain the relationship between
hypothesis(es) and data analyses using at least one of your hypotheses
and data analytic strategies from your Final Project as an example.Be sure to support your postings and responses with specific references to the Learning Resources.Read a selection of your colleagues’ postings.Part 2Respond to at least two of your colleagues’ postings in one or more of the following ways:Ask a probing question.Share an insight from having read your colleagues’ postings.Offer and support an opinion.Validate an idea with your own experience.Make a suggestion.Expand on your colleagues’ postings.Return to this Discussion in a few days
to read the responses to your initial posting. Note what you learned
and/or any insights you gained as a result of your colleagues’ comments.
PSYC 8202 Walden University Performing Data Analysis Discussion

University of North Carolina at Chapel Hill Modern Love Story Discussion.

I’m working on a writing report and need an explanation to help me understand better.

2-3 PAGES DOUBLED SPACED. PICK A PROMPT. This analysis paper encourages you to become a critical observer of interpersonal communication skills by conducting an analysis of a Modern Love story. Modern Love originated in 2004 as a New York Times column cataloging real, personal love stories for the public record. In the column (which has become a book and a popular series), “love” means a lot of things to the people who share their experiences—the trials of midlife marriage, the strains of parenthood, self-love in contexts of loneliness, the loss of loved ones.Your job is to pick one of the tales of love (either an episode from the Modern Love series available on Amazon Prime Video or one of the essays in the Modern Love book you’ll find in the Resources folder—your choice) and critically analyze it using at least two major theories or concepts from the readings/chapters in the second half of the course (e.g., Knapp or Baxter’s models of relational dynamics, conflict styles, triangular theory of love, emotional labor, emotional fallacies, four horsemen, communication climate…you have a lot of options!). What you choose is up to you, but the success of your analysis depends on being thoughtful about your choices with respect to the story you are analyzing, so you will want to view/read the story and take notes on your observations before selecting the theories/concepts you’ll use.You may choose one of the two following prompt options to follow for your paper.PROMPT ONE: The Plot PromptIn an introduction, briefly identify and summarize the episode or essay chapter so your reader has a general idea of the overall story. End with a thesis statement about your application of two major interpersonal communication theories or concepts used in your analysis.For each of the interpersonal communication theories/concepts you have chosen, consider how they figure into the plot and/or development of the characters.Describe how both theories/concepts apply to the story. Be specific as you describe the character(s) and/or event(s) where each theory/concept is demonstrated (using subconcepts where necessary). Evaluate how the story reflects the theories/concepts (consider what the story illustrates in terms of each theory/concept, or what putting them together helps you uncover. (Hint: This step will help you come up with your thesis statement).Analyze the consequences of the theories/concepts (and/or their connection) in your analysis. For example, consider short-term and long-term consequences to the character(s) and/or plot (think beyond what you saw/read in the story). Take a position and explain, with evidence, WHY you believe as you do.In a conclusion, summarize your insights regarding interpersonal communication as demonstrated in the story. What are the major lessons to be learned, especially via your analysis?PROMPT 2: The Character PromptIn an introduction, briefly identify and summarize the episode or essay chapter so your reader has a general idea of the overall story. Identify ONE CHARACTER who, if this person were real, would benefit from taking COMM 120. End with a thesis statement about at least two interpersonal communication theories/concepts that you believe this person would benefit from learning; you will develop a rationale for your claim in the body of your paper.For each of the interpersonal theories/concepts you believe this one character should learn:Identify a specific interpersonal communication skill or competence that the theory or concept would help this person foster.Describe specific examples from the story which demonstrate weakness in the identified skill or competence area. Your reader should be able to picture the weakness from your description.Explain what you would teach this person, and why. Use appropriate terms from the text (e.g., subconcepts from the theory), and support your recommendations with clear and logical reasoning.Analyze how the skill or competence, if developed, would change the person’s character and/or affect the plot of the story. Consider short-term and long-term outcomes (think beyond what you saw/read in the story).In a conclusion, summarize your insights regarding interpersonal communication as demonstrated in the story. What are the major lessons to be learned?Your paper (whether you follow Prompt 1 or 2) should be typed, double-spaced, and around 1,000 words. The largest portion of your paper should be devoted to your analysis. Your paper should have a clear introduction and conclusion. It should also have a clear point, meaning somewhere near the beginning you should have a thesis statement that clearly explains the point you will make in the paper (you may not know this right away). Any material drawn from outside of your own head should be cited in the paper.THE THEORIES ARE BELOW THIS! Emotional labor is an important concept that gets relatively short shrift in Interplay. While the textbook chapter touches on its instrumental importance in some occupations, there is another set of considerations we should have when discussing the value–and costs–of emotional labor. For these reasons, I’ve included in your reading for the week the first chapter of Arlie Hothschild classic work, The Managed Heart: Commercialization of Human Feeling. Hochschild coined the term “emotional labor,” and–as you’ll observe as you read–it was meant to recall Karl Marx’s theory of labor for a new, service-based labor economy in the late 20th century. For Hochschild, emotional labor “requires one to induce or suppress feeling in order to sustain the outward countenance that produces the proper state of mind in others–in this case [on an airline], the sense of being cared for in a convivial and safe place.” Hochschild is interested in how the service economy facilitates the alienation of workers from emotional expression through its valuation on the job. While emotional labor can be a good thing in some contexts, what are its costs–personally and socially? To what degree can we say emotional labor is exploited? How is emotional labor distributed socially (e.g., on the basis of gender, or race)? How does the prevalence of emotional labor in the economy affect our ability to express and manage our private emotions? How does it change our understanding of “labor” and “emotion”? These are just some of the questions Hochschild poses for us. Because the term has entered popular consciousness in the past few years (in part, due to the prevalence of the gig economy and informal work arrangements), there has been some misapplication of her original use of the term. For this reason, I’ve also included in your reading this week a recent interview where she clarifies some misconceptions. art of assessing the contexts of listening in relationships requires understanding the dynamics of your relationships in the first place. The concept of “relational dynamics” describes how interpersonal relationships start, maintain, transform, and end. In interpersonal communication theory, there are two primary relationship models: developmental relationship models and dialectical relationship models. These models seek to explain the nature of relationship development and maintenance, but they do so from different perspectives. Both are useful in some ways and not in others. These models are helpful in organizing how to think more generally about relationship formation and maintenance.As noted in Interplay, developmental models assume that the nature of relationships changes drastically over time, and that there are certain distinct phases in every relationship. Dialectical models do not ascribe to this idea of relational stages and instead focus on the constant ebb and flow of relationships, and the idea that relationships are not linear, they are making, remaking, and breaking all the time. It is best to understand these models not as opposing, but as complementary—they both tell us something valuable from different vantage points about relationships. In the following lecture, I’ll zoom in on each model in turn, as well as a few criticisms where applicable, and what they do help us understand the dynamics of interpersonal relationships. Remember again that these models are referring to generic intimate or friendly relationships, so they do not account for relationship roles (such as family or work relationships), context, issues of power, and some of the other things we’ve talked about that affect relationship formation and maintenance. Next comes the bonding stage. In the bonding stage, couples make symbolic commitments to one another, showing the world that they truly are committed. For adults, the public gesture of commitment is usually some type of marriage ceremony. Part of the frustration communicated by gay marriage advocates prior to it being legalized was related to the bonding stage—the desire to have access to the quintessential symbolic commitment in Western relationships, a legally recognized marriage. But, the bonding stage is also illustrated in other ways. Teens and young adults who can’t get married make similar public gestures such as giving promise rings, changing their Facebook relationship status, appearing in public together at rituals like prom, getting matching tattoos, and so on. With this stage, you should be thinking about how it connects with cultural rituals and symbols, and also the role of language. Psychological research studies have illustrated that publicly announcing relationships does increase the odds people will stay together, in some part due to psychological discomfort of being wrong, and the self-monitoring we do in the maintenance of our self-image. If you tell people, “Jackie and I will be together forever,” and then you divorce or break up, it makes you look bad! Self-image plays a huge role in why people stay in bad relationships, or why they hang onto stock they’ve invested in even when it’s tanking beyond repair.The next stage in relational development is kind of ironic because at the height of our commitment to another person, at the time when we’ve obligated ourselves to that person in the most serious way, we decide we need our space. According to the developmental model, it is at this point that the differentiating stage has begun. It’s important to note that differentiating isn’t a bad thing; it’s actually a good way to stave off codependency, which is an unhealthy reliance on another person. Managing differentiation is the most important part of any long-lasting relationship. The key to successful differentiation is to maintain a commitment to the relationship while nurturing your individual interests at the same time. If you differentiate successfully, more than likely you’ll stay together. If you don’t, you’ll find yourself in a deteriorating relationship.If that’s you, the actual first move in the coming apart phase is the circumscribing stage. In this stage, communication becomes routine, static, and uninvolved. For example, instead of talking about a problem with your partner, you might choose to ignore it because discussing or arguing takes time and energy.In the next stage, stagnating, communication becomes nothing more than practical—your other communicative needs stop being addressed by this relationship. There are typically two reasons people in the stagnation stage communicate: to coordinate activities (such as their children’s soccer games, rides to school, birthdays, or household chores), or to make requests or demands (like asking for money or to borrow the car). Obviously, even though a stagnant relationship isn’t fulfilling your other communicative needs (emotional, intellectual, physical, and so on), that doesn’t mean you don’t still have them and want them met. For instance, if you feel like you have made an effort to fix the relationship and the other person has not, you might get angry or experience feelings of deprivation. If you feel like the other person has let you down by becoming too needy, physically unattractive, or uninteresting, you might experience feelings of disgust or loathing toward them. Either way, you will typically start to avoid the other person while in the stagnation stage.Avoiding is final stage of a deteriorating relationship before someone finally breaks it off. Again, this pattern of coming apart is not inevitable. Communication is only one of many factors that contribute to relationships lasting or ending.DIALECTICAL TENSIONS MODELNot quite a model per se, the dialectical tensions perspective on relationships is attributed to Leslie Baxter and Williams Rawlins. Whereas developmental models like Knapp’s, which we just discussed, argue that relationships occur in distinct stages, a dialectical perspective assumes that communication struggles occur throughout relationships in a nonlinear way. From the dialectical perspective, communicators in intimate romantic or close-friend relationships in any stage face inevitable incompatibilities, called dialectical tensions, both internally (in the relationship) and externally (looking outward from the relationship) that must be resolved if relational satisfaction is to be achieved.First, dialectical theorists argue that in every relationship there exists an integration-separation dialectic in which participants struggle between connecting with their partners versus maintaining their own autonomy and including others in their relationship versus secluding themselves from interference. Our simultaneous desire to relate and spend time with others, and to maintain our own identity and spend time alone, can cause problems for two reasons. First, the need for connection and autonomy differs from person to person. How much time do you like to spend alone, and how much time do you like to spend with someone you love? How much input do you like to get from your family on how to raise your children, and how much do you want to just try things out on your own? So, everybody has different social and identity needs; however, be aware that our needs change over the course of our lives and over the course of relationships.The second dialectical tension that occurs in every relationship is finding balance in the stability-change dialectic. Internally, on one hand, we need to be able to predict others’ behavior to some degree. If you bring your significant other over to your parents’ house for dinner, you want to be reasonably sure that they’ll compliment your mom’s or dad’s cooking regardless of how it tastes. On the other hand, there also needs to be an element of novelty in our relationships. If you know exactly what your boyfriend or girlfriend, husband or wife, or even best friend is going to say or do before they do it, where is the growth and fun for you? Externally, we have to deal with our differing desires for our relationships to follow cultural conventions and to seem unique and special to others. In this way, relationships are like movies—if you knew the ending, would you still want to go see it as much?Third, all relationships are characterized by an expression-privacy dialectic. Can you use the bathroom in front of your significant other? Depending on where you fall on this dialectic internally, you might think that is great for your relationship, or you might think that is something that should always be private. Even regular friends struggle between being too open or too private. Externally as a couple, you might struggle with how much of your relationship you reveal to others and how much you keep concealed.PUTTING IT ALL TOGETHERSo, what do these different relationship perspectives and models do for us and not do for us? I want to revisit Knapp’s developmental model for a moment. As I mentioned at the beginning of this lecture, relationships don’t have to end: stagnating doesn’t always lead to avoiding, and avoiding doesn’t always lead to terminating, and even couples who terminate their relationship can decide to start over. My friends Jack and Ashley met in elementary school, dated the last two years of high school and the first year of college, they broke up and dated other people for a few years, and now they are getting married. Relationships are not stagnant; they are not even cyclical. If you have a big life change with your partner, you might have to go from bonding back down to experimentation and work your way back up. The model gets critiqued for implying that relationships are linear, but you should understand these stages more as guidelines because they build on each other. We can skip stages and jump around, and for long-lasting relationships, you should plan on going through these different stages multiple times!Another thing to remember is that each time you experience a stage, it will be different than the last time because you are different. For example, in a romantic relationship, you might go through the intensifying stage for the first time while dating and experience it as mostly physical and reckless. As the relationship goes on (and you integrate, bond by getting married, and then differentiate by falling into the young married couple’s lifestyle of work and hanging out at night with friends), you might experience the intensifying stage again in a new way after having kids or buying a house together. But now, you’re both older, have more responsibility and stress, and your body is more worn. So while physical intimacy is a part of your renewed intensity, it will look and feel different. Perhaps instead your emotional and intellectual intimacy are what intensifies more strongly.Developmental models give us a good framework for thinking about the big picture movement of our relationships, while the dialectical perspective helps us understand the more micro-processes of relationship maintenance. Taking the two together, you should now have a better sense of how all the things we’ve been talking about so far work together to form, sustain, and dissolve our interpersonal relationships.
University of North Carolina at Chapel Hill Modern Love Story Discussion

University of Phoenix WK4 Caterpillar Competitive Advantages & Disadvantages PPT

University of Phoenix WK4 Caterpillar Competitive Advantages & Disadvantages PPT.

Review the Strategic Management Project Background document and your Strategic Management Research Journal entries from attached documents.Create a 12- to 14-slide presentation, complete with speaker notes for Caterpillar Inc.’s leadership team, in which you summarize your key findings, propose recommendations, and provide rationale with references for your recommendations.Address the following topics and prompts in your presentation:Topic: Caterpillar Inc.’s VisionSummarize your evaluation of the alignment between what Caterpillar Inc. is currently doing and their mission, vision, or values statement.Recommend any changes you would make to Caterpillar Inc.’s mission, vision, or values statements to improve organizational goals.Topic: Caterpillar Inc.’s Competitive Advantages and DisadvantagesSummarize your analysis of the strengths and weaknesses of Caterpillar Inc.’s competitive advantages and disadvantages.Recommend operational changes to improve Caterpillar Inc.’s competitive advantages and business performance.Propose a plan to measure and monitor the effectiveness of your recommended operational changes in Caterpillar Inc.’s competitive advantages to achieve organizational goals.Topic: Caterpillar’s Global StrategySummarize your assessment of Caterpillar Inc.’s global strategy.Recommend operational changes to improve Caterpillar Inc.’s global strategy and business performance.Propose a plan to measure and monitor the effectiveness of your recommended operational changes to Caterpillar Inc.’s global strategy to achieve organizational goals.References: List a minimum of 2 references researched for this Journal assignment.ResourcesResearch Caterpillar’s Annual ReportResearch Yahoo Finance
University of Phoenix WK4 Caterpillar Competitive Advantages & Disadvantages PPT

MGT317 American InterContinential by McCoy Sheri and Ursula Burns leadership Analysis

programming assignment help MGT317 American InterContinential by McCoy Sheri and Ursula Burns leadership Analysis.

Assignment DetailsThis assignment has 4 parts.What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.How do cross-cultural differences affect the use of or response to power in organizations?What are some examples of individual and organizational sources of power and their consequences for followers and organizations?What are some examples of the abuse of power in organizations and how might they have been prevented from occurring? For assistance with your assignment, please use your text, Web resources, and all course materials. In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.Unit 5 assignmentInfluence ProcessesYou have been encouraged by a colleague to write an article about “CEOs and presidents” for a management journal. You have decided to compare the leadership styles of three leaders. Using the Library, the Internet, and your course materials, write a 8-10 page report that elaborates on the following:In your article, provide the following:An introduction to the concept of influence processesAn explanation of the role of influence in contemporary leadershipA discussion of the various types of influence processes and the factors that can affect themThe methodology used to identify and research the leaders selected for this reportAn analysis of the influence processes used by the three leaders. Identify the processes that the leaders and top management team are using or have used to impact their organization.A discussion of the strengths and weaknesses of the influence processes used by the three leaders relative to current and future challenges facing leaders in global organizations.A summary of the key attributes of the influence processes employed by these leaders to effect positive organizational change or improved performance.Use the Library or other Web resources to support your argument. Be sure to cite your sources using APA Style 6th edition guidelines.Your report MUST include a reference list. All research should be cited in the body of the paper. Individual Projects without references and citations may not earn any higher grade than a ‘C’ letter grade. Your report should contain an abstract, an introduction, and conclusion in addition to the body of the paper. Please note that if you have a source in your reference section, you need to cite it in the body of the paper per APA guidelines and vice-versa.
MGT317 American InterContinential by McCoy Sheri and Ursula Burns leadership Analysis

PSY 2317 UOHD Psychology & Additional Statistic Repeated Measures T Test Project

PSY 2317 UOHD Psychology & Additional Statistic Repeated Measures T Test Project.

I’m working on a statistics multi-part question and need guidance to help me learn.

Example of a repeated measures t testFirst, as an example of how to conduct a repeated measures t test, we’ll use the data from Example 11.2. You can see the raw data at the bottom of p. 367. These data are in the Example11-2.csv file.(1) Download Example11-2.csv and open it in Jamovi.(2) Be sure the measure type and data type are correct for the variables.(3) From the T-Tests menu select Paired Samples T-Test.(4) Move below_avg into the Variables box and then move above_avg into the Variables box. Be sure to move them in that order so that in the Variables box below_avg comes before above_avg. For purposes of the analysis, the order doesn’t matter. But by keeping them in this order, we’re instructing Jamovi to derive the difference scores by subtracting the above_avg scores from the below_avg scores, which will give us the same results as those reported in the textbook.(5) From the Tests menu select Student.(6) From the Hypothesis menu select Measure 1 ≠ Measure 2. Notice that this is identical to the alternative hypothesis on p. 367 (H 1: M D ≠ 0), which states that the mean of the difference scores between the two sets of scores is not 0.(7) From the Additional Statistics menu select Mean difference and, directly below it, Confidence interval and be sure 95 is the Confidence interval value.(8) Also from the Additional Statistics menu select Effect Size, and Descriptives.(9) Save your analysis as Example11-2.omv, to be submitted as part of this assignment.If you did everything right, you should see that your results pretty closely match those reported in the textbook for mean difference, df, estimated standard error (called SE Difference in Jamovi), t, estimated Cohen’s d, and 95% CI.Watching seagullsSeagulls in urban areas are often considered a nuisance due to behaviors such as food-snatching. Goumas et al. (2019) wondered if gulls’ food snatching behavior is influenced by human cues such as direction of gaze. So they measured the approach times, in seconds, of gulls to a food source placed close to an experimenter who either (a) looked directly at the gull or (b) looked away. Only 26% of the gulls would touch the food, suggesting that food-snatching is probably only committed by a minority of gulls. But for gulls that did touch the food, the question was whether the time they took to approach the food was affected by whether the experimenter was looking at them or looking away from them.A bag of chips was placed on a surface and the experimenter crouched nearby with eyes at the level where the gulls’ eyes would be. The chips were inside a sealed, transparent plastic bag weighed down with a 550 gram weight to prevent the gulls from eating the food. This was because if they were successful on the first trial, there might be order effects (as described on p. 377-378). The stopwatch was started when a gull landed and took its first step toward the chips and timing was stopped when the gull pecked at the bag.A gull’s second trial was started 180 seconds after the first ended, to allow normal behavior to resume. Between trials the chips were hidden and the gull was tracked using peripheral vision. A gull’s second trial began when it landed near the chips for the second time. For half of the gulls the first trial was “looking at” and the second trial was “looking away.” These conditions were reversed for the other half of the gulls. (See Counterbalancing on p. 378).The approach times for the “looking at” and “looking away” trials are contained in the Seagulls.csv data set. We can analyze these data using a repeated measures t test to investigate whether food-snatching gulls’ approach times are affected by the direction of a human’s gaze.Goumas, M., Burns, I., Kelley, L., & Boogert, N. (2019, April 5). Herring gulls respond to human gaze direction. Biology Letters, 15, 20190405. http://dx.doi.org/10.1098/rsbl.2019.0405.(1) Download Seagulls.csv, open it in Jamovi, and conduct a paired samples t test. In the Analysis panel, move At into the Variables box first and then move Away into the Variables box. All settings should be the same as for Example11-2.(2) Save the Jamovi file as Ch11_YourLastName.omv and use it to answer the questions on the worksheet.Instructions for submitting this assignment.(1) Locate Example11-2.omv, Ch11_YourLastName.omv, and Ch11 Homework.docx where you saved them on your computer.(2) Click the title of this assignment ( Ch11 Homework) to open the Upload Assignment page.(3) In the ASSIGNMENT SUBMISSION section, attach Example11-2.omv, Ch11_YourLastName.omv, and the Ch11 Homework file. Click Submit.(4) If you submit this assignment early enough, I might have time to provide feedback that you can use to improve it and possibly improve your grade. So soon after you submit it, return to this assignment to see if I’ve given you any feedback. Click the assignment title and on the Review Submission History page you’ll see the details of your prior submissions. To revise a prior submission, click Start New, download and revise, be sure to save it, and upload it as previously.
PSY 2317 UOHD Psychology & Additional Statistic Repeated Measures T Test Project

FINC 351 University of Maryland Global Campus WK3 CH3 Risk Mapping Questions

FINC 351 University of Maryland Global Campus WK3 CH3 Risk Mapping Questions.

Assignmentsundefined View/Read: Read Chapters 3 and 4 To Do: Homework #3: Chapter 4 Review and Practice Questions 1, 3, 4, 5, 6 (below) with references in APA format 1. What are the adverse consequences of risk? Give examples of each.3. How was the traditional process of risk management expanded?4. The liability of those who own a corporation is limited to their investment, while proprietors and general partners have unlimited liability for the obligations of their business. Explain what relevance this has for risk management.5. What are the three objectives of risk mapping? Explain one way a chief risk officer would use a risk map model.6. Define the terms loss prevention and loss reduction. Provide examples of each.
FINC 351 University of Maryland Global Campus WK3 CH3 Risk Mapping Questions

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