The author of this chapter says that one of the keys to overcoming nervousness is preparation. Name 2-3 barriers to your own preparation process. Keep in mind that this course is an on-line course which presents a whole host of barriers that on-ground classes may not experience. What are the barriers that you can come up with and what method, if any, do you use to overcome them?

Discussion Submission Guidelines:

Post one initial reply consisting of 5-6 quality sentences and two substantive, quality replies to other students that responds fully to their initial posts. Remember in your reply to offer insight and feedback to the student’s post.

For example: That is a really interesting response to this discussion. I wonder, have you considered that there was maybe a cultural interference with that interaction? I understand why you perceived the situation the way you did, but just to get more of an understanding, maybe we could see it from the other person’s perspective. Just like it is said in the text, our cultural backgrounds influence our interactions so much! It’d be interesting to see what role, if any, that played in this interaction.

 

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Week 3 – Discussion No unread replies. No replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Cognitive Neuroscience Research, Intelligence, and Memories  Prior to beginning this discussion, please read the Frost and Lumia (2012) and the  Rhodes, Rodriguez, and Shah (2014) required articles as well as the following selections from your required text:“Attention in Cognition and Early Learning” (pp. 71-77)“Cognition and Emotion” (pp. 78-84) “Memory” (pp. 85-91)“Intelligence” (pp. 92-98)“Concept learning” (pg. 99-103)

Review the information in The Critical Thinking Community (Links to an external site.) Links to an external site. . In your initial post, you will apply what you learned from each of the five articles from your text, but you will discuss the findings and implications for just one of these articles. The articles are assigned based on the first letter of your last name. Please see the list below to determine which of the articles you will focus on for your initial post. Last name begins with:A through E: “Intelligence”

Explain the empirical findings presented in your assigned article, applying appropriate citations and references. Describe, in your own words, how the research relates to your own experiences as well as how this area of neuroscience may have affected your past or current beliefs about knowledge development. Do the research findings refute or support your current beliefs, and in what ways? Are there variables about knowledge development for which you were unaware based on your article?

Based on the information presented in the five articles from the text, how prevalent are false autobiographical memories in your own life? In your own words, describe how emotion and episodic memory development affect these memories. Apply the basic research findings from the “Intelligence” article (Sternberg, 2010) that intelligence is highly inheritable and fixed to your own experiences and compare them with the suggestions you drew from the findings of your assigned article. Apply skeptical inquiry to the potential problems that might arise from the premise of fixed intelligence. Provide a rationale for whether or not this premise is valid and/or appropriate based on the findings reported by the assigned articles: “Attention in Cognition and Early Learning,” “Cognition and Emotion,” “Memory,” “Intelligence,” and “Concept Learning.” It is recommended that you research articles in the Ashford University Library to support your assertions should the required articles not provide sufficient information.

Guided Response: Review several of your colleague’s posts and respond to at least two of your peers who were assigned a different article than you were by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies early each week to stimulate more meaningful and interactive discourse in your discussions. Are the rationales provided by your peers well supported? Do your peers’ explanations provide a complete and elaborate understanding of findings and implications of their article’s research findings to the field of learning and cognition? What clarifications would you recommend? Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post. Be sure to also respond to your instructor’s comments to you in this forum by Day 7. Peer responses may vary in length but should be detailed and thought-provoking. Your grade will reflect both the quality of your initial post and the depth of your responses

 

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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.

 

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You will research and write a paper analyzing the cultural perspectives of doing business in another nation. You will select a nation to study (I have attached the Approved nation list), and research and write the paper.

After reading your paper, the reader should be able to comprehensively answer the following research questions. Thus, the research questions form the major aspects (APA Level 1 headings) of your outline.

• What are the major elements and dimensions of culture in this region? (See Chapter 2 of the textbook for a list of the required dimensions.)- I have attached Chapter 2
• How are these elements and dimensions integrated by locals conducting business in the nation?
• How do both of the above items compare with US culture and business?
• What are the implications for US businesses that wish to conduct business in that region?

Important Points to Consider

This paper must be written in strict conformance to current APA format, and contain a minimum of 24 pages of content (excluding the title page, abstract, and references) utilizing at least 24 references from reputable professional and/or scholarly journals and/or informational venues that deal with the content of the course (i.e., not blogs, Wikipedia, newspapers, etc.).

1. Use the following as the exact title of your paper, Global Business Cultural Analysis: (insert nation selected)
2. The paper must consist of only 4 sections, as indicated above. Do not add sections, or revise the research questions.
3. The paper must be submitted as a Microsoft Word file through the SafeAssign link in Module/Week 8.
4. Three SafeAssign draft links will be provided in the Assignments folder of Module/Week 5 for you to use to improve your originality score prior to your final submission.
5. Three levels of current APA headings must be used throughout the paper, as this is a graduate-level research paper.

Your topic is a Global Cultural Business Analysis of the nation you selected.You have been provided four specific research questions to guide you in the study of this topic which, if done well, will demonstrate you have attained an advanced measure of expertise in the topic.The research questions provide the framework of your analysis.

• Question 1 requires you to discuss the general elements of culture (described in Chapter 2 of your textbook) as they apply to your chosen nation.
• Question 2 is a natural extension of Question 1 in that you will demonstrate how these elements of culture are used in business dealings by the people of your nation.
• Question 3 is a natural extension of Question 2 in that you will compare and contrast these specific findings with business cultural elements found in the USA.Here is where you use the models for understanding cultures (Hofstede, etc).
• Question 4 is where you briefly summarize your research findings and is the place where you draw substantive conclusions and report the implications of your research for doing business in that nation.Questions 1 through 3 “set the stage” for Question 4.

I will add Chapter after a tutor is select due the size of the file.

 

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