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Every field and discipline of study is different in some way. It also means that every field/discipline of study has a different approach to research and data collection reflecting the nuances of the subject matter. Each method can be daunting to understand, especially to the uninitiated in that area of research. What has been your experience with research, either in school or in your professional career? How prepared do you feel to learn about how to conduct research? Does the idea of conducting experiments, collecting data, interviewing other professionals, or examining data in the literature cause you anxiety? Maybe you love to conduct research and find that it energizes you. For this Discussion, you will reflect on your personal and professional experience with research and whether or not the idea or act of research brings you a level of anxiety. To Prepare: Review the Learning Resources for this week and the Common Fears and Anxiety About Research media program. Consider your own personal anxieties, fears, and challenges you might have for research. Consider the following: Levels of Anxiety Survey 1                    2                    3                    4                    5 (Low)                            (Moderate)                            (High) On this 5-point scale, with 5 being highest level of anxiety, 3 being moderate, and 1 being the lowest, score yourself as to your level of anxiety about this course. Use these results for your Discussion. Post a self-introduction and describe your particular field or discipline. Explain how quantitative data in general are used in your field. Describe how numbers (i.e., quantitative data) are used to interpret a phenomenon in your field or discipline. Next, based on the Levels of Anxiety survey, explain why you scored yourself at the level of anxiety you selected. Also, discuss your anxiety, fears, and one challenge you might have with research and how you might address this challenge.  LEARNING RESOURCES Required Readings Johnson, R. B., & Christensen, L. B. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). Thousand Oaks, CA: Sage.  Chapter 7, “Standardized Measurement and Assessment” (pp. 150-155) Chapter 8, “Methods of Data Collection in Quantitative, Qualitative, and Mixed Research” (pp. 179-206) Salkind, N. (2016). Excel Statistics: A Quick Guide (3rd ed.). SAGE Publications, Inc. Preface, “How to Use This Book” (pp. viii-xi) Part I, “Using Excel Functions” (pp.1-7) Part II, “Using the Analysis ToolPak” (pp. 89-91) Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects, and treatments: A comprehensive review of the literatureLinks to an external site.. Teaching in Higher Education, 8, 195–209. doi:10.1080/1356251032000052447 Tubaro, P. (2015, October 18). Research ethics in secondary data: what issues?Links to an external site.Data Big and Small. https://databigandsmall.com/2015/10/18/research-et... Tubaro, P. (2016, May 15). Ethical issues in research with online dataLinks to an external site.. Data Big and Small. https://databigandsmall.com/2016/05/15/ethical-iss... 

The purpose of this project is to provide students the opportunity to reflect on the information learned from an interview with a human service professional (e.g. licensed professional counselor, psychologist, social worker, law enforcement, etc.). Interviews may not be conducted over email—students should communicate with the identified professional via phone, in-person, or on-line platforms to connect. The interview will provide students with the opportunity to utilize interviewing skills used in Humans Services courses to conduct their interview. The first part of the assignment provides a summary of the interview and should be at least 1 full page in length. The second part of the assignment is your personal reflections from the interview and should be at least 1 full page in length. As part of developing professional skills, the final part of the assignment is a copy of the appreciation email or note the student wrote to the professional they interviewed thanking them for their time and sharing their experiences. Specific instructions for this assignment are as follows: Set up an interview with a human service professional who has been practicing for at least three years. Conduct a semi-structured interview and explore the following areas: What are some of the specific roles and tasks associated with your position? What are the greatest rewards and challenges in your job? Can you provide a description of some of types of crisis or traumatic situations you have handled? How do you handle the stress associated with the crisis you encounter at work? What type of training did you receive to prepare you for handling crisis that happen on the job? What suggestions or advise do you have for someone who is interested in pursuing a position in your field? The above interview questions are simply guidelines. Students will also develop and ask additional questions as part of their interview. The first half of the paper should introduce the person you interviewed, where they work, and how long they have been in the Human Services filed. The first part of the paper is a summary of the interview (not a transcript) and the information that you learned. This section should be at least one full page, double spaced. The second half of the paper is your personal reflections about the information you received. Personal reflections should address the following: How did the information you received compare to your initial expectations? What did you like best about the job? What did you like least about the job? How do you think you will be able to handle facing the traumatic events identified by your interviewee? How do you currently handle the stress associated with your daily life (e.g. school)? How do you think you would respond to the crisis situations described in the interview? How do you think you can best prepare yourself for responding to crisis situations? A copy of your follow-up letter of appreciation or email to the interviewee is to be included with your paper.

Lesson 04 Discussion Review the “Tools of the Trade” that are outlined in the chapter. What are two tools that you are already using well in interacting with others? What are two tools that you find challenging to display? How will you use this insight in working with people experiencing crises? Discussion Requirements: Original Discussion Post - Due Saturday before the assigned Canvas Discussion due date Fully respond to the questions being asked. Demonstrate content knowledge from our course textbook. Refrain from oversharing. Fully spell out all words (it is, does not, etc.). You must have a minimum of 160 words. Grammar, spelling, and punctuation will affect your grade, so proof your work before submitting it. You must have an in-text citation from our course textbook to support your words. You will need a reference for your in-text citation. Any information taken from a source (other than your classmate or professor) must include an in-text citation and reference to avoid plagiarism. Not including a properly formatted in-text citation and reference will affect your grade. Discussion Replies - Due by the assigned Canvas Discussion due date Demonstrate content knowledge from our course textbook. Refrain from oversharing. You must reply to two different students. You cannot reuse your reply or in-text citation to respond to another student. Fully spell out all words (it is, does not, etc.). You must have a minimum of 60 words. Grammar, spelling, and punctuation will affect your grade, so proof your work before submitting it. You must have an in-text citation in each reply from our course textbook to support your words. You will need a reference in each response for your in-text citation. Any information taken from a source (other than your classmate or professor) must include an in-text citation and reference to avoid plagiarism. Not including a properly formatted in-text citation and reference will affect your grade.

Find a good/helpful video related to an aspect of chapters 7 or 8 and include the link to the video in your post.  This video needs to be different than the ones already posted on Canvas in the learning module and (to the best of your ability) different from the other students in the class.   1. Title your post with the subject of the video you are writing about, as well as whether it's from chapter 7 or chapter 8.   2. Provide a link to the video, or better yet embed the video in the post. 3. Briefly summarize the video and then explain why you think it may be helpful to your fellow classmates while learning this material.  

I apologize for the extended instruction, but I could not avoid it! And please watch the Movie Moments, too! The absolute biggest obstacle to critical thinking is 'confirmation bias.' There are many definitions and most mention the searching for information confirming our beliefs: you must know that that is not intentional – most often not even conscious! We are, by and large, unaware of being biased. There are many errors we commit during even one single day. 'Why the errors,' you may ask, and the short answer is that we (have to) use shortcuts when we form opinions because it would be impossible to research and study each and every decision, judgment, and opinion before we form them -- and that would be most of the time unnecessary anyway. The most serious errors in thinking we tend to commit are usually due to 'confirmation bias.' If people would not be biased they could come to an agreement or a compromise after careful deliberations, considering that that would be in their best interest -- but it rarely happens: from big government vs. small government to term limits to ‘who is “the” racist’ (as if it could be only one group), affirmative action, the death penalty, abortion, euthanasia, gay marriage, drug laws, republicans versus democrats, liberals vs. conservatives, labor unions, taxes, health care law, gun control, animal rights, 'vaccination issues,' 'a women's place is in the kitchen' (or not!), jobless benefits, environmental protection, wars, education, evolution, school prayer, police powers, 'living wages,' drinking age, alternative medicine, GMOs (genetically modified crops), speed limit, government data collection… just to name a few. The basis of conflict often is the subjective nature of our decisions. Disagreements, disputes, screaming matches, physical fights, lawsuits, and war between nations are all there to prove in a very real and painful way that at least one party must be wrong in each conflict/disagreement while strongly believing just the opposite (but in most cases, both are -- even if not always equally. How can that happen? Our book mentions cognitive bias and discusses actual examples of it in various chapters (briefly and well): Pgs. 6, 102-104, 109, 110, 116, 123, 145, 312-314, and 348-349, but it does not define it clearly. Confirmation bias is the UNCONSCIOUS tendency to confirm our already existing leanings, propensities, beliefs, and prejudices, or hasty decisions. We are not only ignorant of our biases but are also often unable to recognize them even when they are pointed out to us! We will rather believe that those who call us biased are biased, mistaken, and/or malicious (please check out 'fundamental attribution error'). We often commit the following errors related to confirmation bias: Selective scrutiny: accepting data/argument without much scrutiny from sources or for proposals we like but with much scrutiny from the ones we do not like (example: buying a new car) Selective recall: remembering events that support our opinion and not those that contradict it Pattern seeking: seeing 'proof' that 'something is going on' because of certain 'mysterious' coincidences (see Movie Moment #1). Affirming the question: when people are asked if they are happy with their social life, almost 70% would answer yes and about 20% no, but if the question is asked the other way, asking them if they are unhappy with their social life, then approx. 70% would respond yes to that question as well (in each instance, people think about reasons they may be happy -- or unhappy -- and find enough reasons to say, yes, they are. Avoiding cognitive dissonance: accepting certain ideas because they are consistent with our existing worldview/opinion or rejecting others because they are not -- instead of working through the issues themselves (which can be very difficult and/or unsettling) Demanding 'yes or no answers:' (seeing in black and white) being convinced that there must be absolutely good solutions, perfect (or perfectly rotten) people, or believing that someone who 'opposes' a 'bad' person is necessarily a 'good' person (as if we have never heard of gangs warring over turf, killing each other, for example). We often justify our (faulty) judgment by pointing out that the alternative is less than perfect as well. The above issues are but the tip of the iceberg, so to speak, when it comes to confirmation bias (yes, there is an enormous amount of research about it). YOUR ASSIGNMENT Please read the pages in the book on confirmation bias and research it on the internet -- and then, please describe an occasion that happened lately when you caught yourself falling into confirmation bias but after all ended up correcting yourself. Please do not forget: lying, cheating, consciously twisting the facts or torturing reasoning are NOT confirmation bias (they are just not the best behavior); however, strongly and often passionately believing that we are correct when all the evidence contradicting it is in front of our nose is the consequence of confirmation bias. Part 2 It is important that you learn how to review research critically. In our society today, we are exposed to so much information and so many studies. Some of that information is excellent, some is useful, and some is very, very bad. How can you determine what information is useful and what is dangerous? One way is to take a course like Critical Thinking; however, the facts that I give you will be outdated all too soon. The most important thing you will learn from this course -- and your college education -- is how to evaluate the information critically that is presented to you. Critical thinking involves asking five questions: who, what, when, where, and how. Find and read an article in the media or a video clip that reports the results of a scientific study. You must include the link to the website. It is essential that the article you review has to either argue for something or present a theory or idea with supporting evidence for its claims or conclusion in both cases. News items, even if they are about scientific discoveries, are not suited for this assignment because news items report the news (naturally) and provide no theory or arguments and supporting evidence that could be criticized based on their strengths/weaknesses. Explanations/educational articles (such as WebMD explaining to us what certain conditions are) are not good for our purposes either because they teach us something, tell us what is what, and thus do not provide supporting evidence that could be criticized. Teaching and explaining things are very different from arguing for or against something! Please keep this in mind when you choose an article! Discuss how accurately the mass media reported the study. Answer the above five questions about the article (Who, What, When, Where, and How). Refer to page 353 of your text, and be sure to cover all the highlights discussed. Do NOT use entertainment or sports articles for your review. The articles must be research-based and must include claims/conclusions and supporting evidence, which is to be criticized! Directions: You will write a one-page critical review of the article. The review should answer each of the five questions. You must cite your source. If it is a website, please make sure you put the entire web address. Remember you are evaluating critically, not just summarizing. See the examples below the grading rubric: Week 4: Critical Review Point Value Adequately covers and answers the 5 questions, plus the summary section (10 points per section) 60 points Chooses a scholarly/research article that presents a claim/idea/conclusion + supporting evidence that can be evaluated based on the strength/weakness of that evidence 20 points Meets the required word minimum (150 words) and posts word count 10 points Follows APA formatting with parenthetical citations and referencing 10 points Total: 100 points CRITICAL THINKING REVIEW EXAMPLES: Critical thinking involves asking five questions - who, when, what, where, and how. You should organize your paper in the following manner: Your Name Critical Review Author, I. (date of publication). Title of article. Name of Publication, volume #, page #-#. OR Author, I. (date of publication if available). Title of article. Retrieved [date accessed] from the World Wide Web: [Web site address] Where: Where did this article/Web page appear? Is this reasonable? Is the publishing entity respectable/responsible? Who: Who wrote/published the article/Web page? What are their credentials? Are the credentials appropriate for their argument? When: Is this current information? If yes, do you think it will stand the “test of time”? If no, is it outdated or is it classic? What: What argument is/are the author(s) making? Is it logical? Based on what you know, is it reasonable? What evidence is given to support the argument? Can you think of evidence to refute it? How: How was the supporting/refuting evidence collected? Is this credible? What kind of evidence do you think needs to be gathered to test the argument? Did the author(s) do this? Summarize the quality of the article (it does not have to be a “good” article in your opinion), and whether you consider this to be a worthwhile and trustworthy article. Did you think it was biased? Could the author have underlying motives? What do you think? Is it valid? NOTE: Do not simply answer yes or no to the questions above. Write a thoughtful response to each section. SAMPLE CRITICAL REVIEWS: Critical Review Kathleen Doheny, Nov 18, 2010. Mental Illness Affects 1 in 5 Americans. Retrieved on November 26, 2010 fromhttp://www.webmd.com/mental-health/news/20101118/mental-illness-affects-in-in-5-americans Where: The WebMD website provides valuable health information tools for managing health and support to those who seek health information. WebMD provides credible information by board-certified physicians, award-winning journalists, and trained community moderators. WebMD verifies the qualifications of all medical professionals on the site to bring credible information at all times. Who: The article was written by Kathleen Doheny, a Los Angeles-based journalist specializing in health, fitness, and behavior topics. In addition to writing for WebMD, she contributes regularly to other websites and to national magazines such as Los Angeles Times, Shape, Natural Health, Westways, Weight Watchers Magazine, Prevention magazine, Consumers Digest, cancerandcareers.org,and webvet.com. The article was revised by Laura J. Martin, MD, MPH a medical editor for WebMD who is responsible for reviewing WebMD news and feature stories to ensure their medical accuracy. Dr. Martin has many years of experience in the practice of both inpatient and outpatient internal medicine. She has served as a medical educator in the fields of general internal medicine, palliative care, and medical ethics. When: This article seems to be current as it was written on November 18, 2010. What: This report shows the result of a new government survey that indicates that 1 in 5 adult Americans had experienced mental illness in the past year. The information is supported by statistics from the National Survey on Drug Use and Health: Mental Health Findings conducted by the Substance Abuse and Mental Health Service Administration (SAMHSA). The argument here is that mental health is not considered to be part of health, and people don’t access health for themselves because they don’t appreciate is a disorder. The article intends to encourage people to accept mental illness as part of health and to seek attention for this problem. With the statistic shown I can say that is a great article to show people the facts of Mental illness, and to seek the appropriate help for the disorder. How: The sources for this article were cited. I was able to verify the statistics, and I was able to visit the National Alliance on Mental Illness (NAMI) web site, and concluded that the article was well cited, and there are no biases for medications, or treatments. In summary, this is a good tool in regards of knowing some realities of mental disorders, as well as to start helping yourself and others to seek the deserved attention to mental disorders they need. WC/425 **************************************************************** Critical Review Lu, S. What’s Wrong with Just One Drink? Why Pregnancy and Alcohol don’t mix. Retrieved 2004 from Prevention Magazine. Where: Prevention Magazine is a magazine that offers information on any kind of health information. It ranges from health, weight loss, fitness, nutrition, beauty, recipes, etc. Who: Stacy Lu is a freelance writer and editor who lives in Allendale, New Jersey. There are no other credentials on this writer. When: The site has a copyright date of 2004, but was as last updated on 12/9/2004. What: The article talks about why pregnancy and alcohol is bad for you even though you may have some Dr’s that say it’s ok to have one drink. The article is saying it doesn’t matter how far along you are any amount of alcohol is bad for the baby due to the fact that alcohol passes through the placenta to the baby. The argument is valid because it is telling you no matter what stage you’re in during your pregnancy alcohol is bad for you, and it also states the damages alcohol can have on your baby before the baby is born. The evidence is also showing how alcohol can affect a child all the way into their teenage years. The evidence even showed woman that did drink usually delivered smaller babies. How: The evidence was collected by researchers in Pittsburgh and also by a Western Psychiatric Institute and Clinic. Stacy did a very good job at backing her information with what the researchers found. Summarize: In my opinion this article was a very good one. I say this because it actually opened my eyes to different things when it comes to pregnancy. I do not have any children so it’s different for me. All this time I thought it was ok for someone who is pregnant to have one drink, but now I understand why that isn’t ok and how it can harm the baby.

There are a few stages to the Crash Course Quizzes. First, fully read the crash course information in the instruction document. Second, at the end of the crash course quiz instructions, you will see a series of multiple-choice questions that ask you to interpret SPSS tables based on information you learned during the crash course. Third, make sure to find the correct answer, and then transfer your answer to the Canvas assessment to submit responses. (Note: Answer options in Canvas may be in a different order than in the instruction document. Copy the correct content, not just the letter). Below you will find two items. The first is the Crash Course instruction document with the five questions at the end. You must open and read this document to find, read, and answer the questions.You can answer all Crash Course Quiz questions by reading only the instruction document.

My cultural background is British-Irish and I grew up in the southeastern United States in the state of Georgia. That information will be necessary for the paper. Here is the link for the textbook: https://ebookcentral.proquest.com/lib/liberty/reader.action?docID=406015

You need to first collect data from three participants. Then you will enter your data into SPSS for those three participants. Finally, you will upload your SPSS file (.sav extension). We will not give any credit to pictures of your surveys or computer, Word files,

Instructions Write a paper which includes: Brief summary of the myth and evidence provided by the website (your flawed source). Challenge the myth: provide evidence that the myth is not correct. Identify assumptions that underlie or support the myth. Include the research findings from peer-reviewed journal articles. For each source: Discuss the methods, participants, and results. Explain the reliability, validity, and generalizability of the sources. Discuss whether the research is ethical based on the five APA ethical principles of psychologists. Refer to the specific principles and cite the APA Ethical Principles of Psychologists and Code of Conduct. Using your textbook and other scholarly sources, discuss how the brain and body work in relation to your myth. We only use 10% of our brain—focus on the cerebrum. Brain training will make you smart—focus on the chapter on intelligence. The brain perceives the world as it is—focus on the chapters about our senses. Right-brained people are more creative—focus on how the hemispheres work. Adults can't grow new brain cells—focus on Chapters 2 and 3. The brain is a computer—focus on the chapter on memory. Construct your own theory: based on your research, what do you think is correct?

When we read stories it is natural to ask: “What does this teach me?” OT stories are saturated with wisdom, showing us the relationship between actions and results. Consider what you may have learned about life, faith, holiness, justice, God, or the world from a character in the Pentateuch. In a five (5) page creative reflection paper you will enter the world of a specific person and reflect upon what you have learned from "being in their shoes". You could do it as a journal or diary. This could be a first-person narrative. This person should be from one of the first five books of the Bible. Like a story, write a historical fiction (something that could be true, as far as you know) about living the life of this biblical character, drawing from the culture of the time. Do not simply retrace the steps of a story in Scripture; get into the thoughts and tensions this character faced in the story. Your paper should include: Reference to the biblical text that inspired your historical fiction. Clear identification of at least one (1) lesson you have learned from "being in this person's shoes". Put a title for this section. A specific way you can immediately apply this lesson to your life (be as specific as possible). Put a title for this sectionI. MLA stile and about Moses