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Tag: Model Answer

  • [Solved] MSN Discussion Posting

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    ### **General directions for the discussion:** There are two (2) questions for this discussion. Please choose one of the questions for your initial posting. **You are required to respond to at least one of your peers.** You must respond to a different discussion question than the one you have answer…

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    ### **General directions for the discussion:**

    There are two (2) questions for this discussion. Please choose one of the questions for your initial posting.

    **You are required to respond to at least one of your peers.** You must respond to a different discussion question than the one you have answered.

    You are also **required to include a word count** in parentheses (your question response must be between 300-500 words), excluding the original question and references. This word count is part of the Discussion Board Rubric.

    Please note that **there are two dates listed on the Course Schedule.** The **first is the due date for the initial posting** and the **second the completion date for the threaded response**.

    **The due date listed here is for full completion of the module, including the threaded discussion.** The DB be monitored to verify that the initial posting was completed on the date listed on the schedule.

    #### **Discussion Board 2 Questions**

    1. Select an article on your Supplemental Reading list in Module 1.2 and answer the following questions:

    – How is the concept defined?
    – What is the empirical referent for the concept? Suggest ways the concept might be measured in your clinical setting. If the authors did not suggest ways of measuring the concept, create ways of measuring the concept based on the defining attributes of the concept.
    – What other information helps to illuminate the concept? e.g. case examples or exemplars, antecedents, consequences, synthesis, contrast.
    – What did the particular method of concept analysis add to your understanding of the concept? In other words, justify the use of the method — or consider how a different concept analysis method might have provided a different picture of the concept.
    – Provide an example of this concept from your practice. How does the conceptualization of the concept fit with your experience?
    – Does the concept analysis begin to suggest propositions or testable hypotheses? For instance, could you begin to say something like "This concept occurs when . . ." or "When this concept is present, then . . ."? Give examples, if possible. In other words, consider how this concept analysis might be the beginning of a theory.

    1. Considering the various levels of abstraction (Metaparadigm, Philosophy, Conceptual Model, Grand Theory, Middle Range Theory, Practice Theory), which do you see as most appropriate to your nursing practice? Why? Or could you argue for a time and place for each level of abstraction?

    – 2 years ago

  • [Solved] The Mann-Whitney U Test is a nonparametric version

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) The Mann-Whitney U Test is a nonparametric version of the independent samples t-test. The test primarily deals with two independent samples that contain ordinal data. The following example explained the comparison …

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    Assignment Prompt & Instructions

    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    The Mann-Whitney U Test is a nonparametric version of the independent samples t-test. The test primarily deals with two independent samples that contain ordinal data. The following example explained the comparison between the nonparametric versus parametric tests.

    1. Select the best choice for the analysis and explain the reason.
    2. Review Module 4, if needed.
    3. Remember the importance of the p-value.

    **Results S.S. Bayesian Independent Samples T-Test**

    **Descriptive Statistics**

    **Independent Samples T-Test**

    **Independent Samples T-Test**

    **Test**

    **Statistic**

    **df**

    **p**

    WBC

    Student

    0.318

    137

    0.751

    Mann-Whitney

    2339.000

    0.750

    **Assumption Checks**

    **Test of Normality (Shapiro-Wilk)**

    **W**

    **p**

    WBC

    0

    0.394

    < .001

    1

    0.800

    < .001

    _Note._ Significant results suggest a deviation from normality.

    **Descriptives**

    **Group Descriptives**

    **Group**

    **N**

    **Mean**

    **SD**

    **SE**

    WBC

    0

    70

    8.539

    9.384

    1.122

    1

    69

    8.142

    4.405

    0.530

    _Hint:_ Visual determination.

    **Submission Instructions:**

    – Submit your assignment by 11:59 pm ET on Sunday.
    – It should include at least 3 academic sources, formatted and cited in APA.

    – [\
    \
    module7asigm2biosta.HEIC](https://www.sweetstudy.com/files/module7asigm2biosta-heic "module7asigm2biosta.HEIC")
    – [\
    \
    module7biostaasig2part2.HEIC](https://www.sweetstudy.com/files/module7biostaasig2part2-heic "module7biostaasig2part2.HEIC")

    – 2 years ago

  • [Solved] The Eight-Step Planning Process

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    – [\ \ IMG_0222.png](https://www.sweetstudy.com/files/img-0222-png-10167323 "IMG_0222.png") – 2 years ago

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    – [\
    \
    IMG_0222.png](https://www.sweetstudy.com/files/img-0222-png-10167323 "IMG_0222.png")

    – 2 years ago

  • [Solved] Supervision/ Providing Feedback

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    – Identify the ratio of corrective versus affirming statements. – Describe one aspect of the feedback that went well. – Describe one aspect of the feedback that could have been improved upon. – Provide one suggestion to improve the feedback. – Using your textbook and/or other peer reviewed literatur…

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    Assignment Prompt & Instructions

    – Identify the ratio of corrective versus affirming statements.
    – Describe one aspect of the feedback that went well.
    – Describe one aspect of the feedback that could have been improved upon.
    – Provide one suggestion to improve the feedback.
    – Using your textbook and/or other peer reviewed literature in behavior analysis, discuss critical elements of feedback and how you plan to deliver feedback effectively to promote performance growth.  (Approximately one page or three paragraphs.)

    – [\
    \
    Q12025Unit3CaseScenarios.pdf](https://www.sweetstudy.com/files/q12025unit3casescenarios-pdf "Q12025Unit3CaseScenarios.pdf")
    – [\
    \
    FeedbackTemp.docx](https://www.sweetstudy.com/files/feedbacktemp-docx "FeedbackTemp.docx")

    – 2 years ago

  • [Solved] Soul music development

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    The paper is already complete I just need it in a word document in APA style for free – 2 years ago **files (1)** – ## ResearchPaperOutline.docx **## ResearchPaperOutline.docx** **Research Paper Outline: The Development of Gospel Music and Its Influence on Soul Music** 1. **Introduction** · In this…

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    Assignment Prompt & Instructions

    The paper is already complete I just need it in a word document in APA style for free

    – 2 years ago

    **files (1)**

    – ## ResearchPaperOutline.docx

    **## ResearchPaperOutline.docx**

    **Research Paper Outline: The Development of Gospel Music and Its Influence on Soul Music**

    1.
    **Introduction**

    · In this paper, I will explore the development of Gospel music and how it ultimately led to the creation of Soul music.

    · Growing up, I sang in the choir from a young age, which gave me a deep appreciation for the emotional and spiritual power of Gospel music. This personal experience will provide context as I explore how Gospel music influenced the sound and style of Soul music.

    · I will also discuss how the societal changes and cultural movements of the time played a role in shaping both genres.

    2.
    **Background of Gospel Music**

    · I will begin by outlining the historical origins of Gospel music. Gospel music is deeply rooted in African American religious and spiritual traditions, and its rise can be traced back to the spirituals and hymns sung by enslaved Africans.

    · I will discuss key characteristics of Gospel music, including its powerful vocals, call-and-response patterns, and themes of faith, hope, and struggle.

    · I’ll mention some of the most influential figures in Gospel music, such as Mahalia Jackson, Sister Rosetta Tharpe, and Thomas Dorsey, who helped shape its development and public popularity.

    3.
    **Transition to Soul Music**

    · Next, I will examine the rise of Soul music in the late 1950s and 1960s, focusing on how it evolved from Gospel music.

    · I will explain the key characteristics of Soul music, which includes a blend of Gospel’s emotive vocal delivery with rhythm and blues (R&B) influences.

    · One of the major elements I’ll discuss is the transition of Gospel singers, such as Ray Charles and Aretha Franklin, into the Soul genre. I’ll explore how their Gospel roots influenced their Soul sound, particularly in terms of vocal delivery and emotional expression.

    4.
    **Social and Cultural Context**

    · I will also reflect on how issues of race, class, and identity influenced both Gospel and Soul music. Gospel music was a way for Black communities to express their resilience and faith, while Soul music became an outlet for expressing personal and social struggles during the Civil Rights Movement.

    · I’ll examine how Gospel music’s deep ties to African American culture played a role in the rise of Soul music and its popularity across diverse audiences.

    · I will explore how Gospel-inspired performance styles, like passionate singing and emotional intensity, became a hallmark of Soul music.

    5.
    **Conclusion**

    · In conclusion, I’ll summarize how the development of Gospel music influenced the creation of Soul music, focusing on key aspects such as vocal techniques, emotional delivery, and cultural expression.

    · I’ll reflect on the broader importance of this musical transformation, not only for Black American music but for American music as a whole.

    · Finally, I’ll discuss how my experience singing in the choir has given me a unique perspective on the power and influence of these two musical genres.

    #### The Development of Gospel Music and Its Influence on Soul Music

    Introduction

    In this paper, I aim to explore the development of Gospel music and how it contributed significantly to the creation of Soul music. Growing up, I was deeply immersed in the world of Gospel through my experiences singing in the church choir. This personal connection to Gospel music has shaped my understanding of its powerful emotional delivery and cultural significance. The combination of powerful vocal techniques, spiritual messages, and the African American church's role in fostering these sounds laid the foundation for what would later become Soul music. I will discuss how these genres evolved, the impact Gospel had on Soul music, and how these musical developments reflect the broader social and cultural changes occurring in the mid-20th century.

    Background of Gospel Music

    Gospel music is rooted in the spirituals sung by African American slaves in the South, with influences from African rhythms and Christian hymnody (Selph, 2016). These early spirituals were not only a form of religious expression but also a means of emotional and social resistance. Over time, Gospel music transformed into a distinctive genre, characterized by its intense vocal delivery, call-and-response style, and themes of faith, hope, and salvation (Selph, 2016).

    As I grew up in the church, singing Gospel music, I learned firsthand the importance of vocal expression and connection to the lyrics. Gospel’s focus on heartfelt, powerful vocals is what sets it apart from many other genres. Influential figures such as Mahalia Jackson, who is often referred to as the “Queen of Gospel,” helped elevate the genre’s prominence in the 1940s and 1950s. Jackson's style was noted for its emotive delivery, powerful range, and ability to convey spiritual messages with deep personal conviction (Darden, 2004). Similarly, Sister Rosetta Tharpe was pivotal in blending Gospel with the emerging rhythms of popular music, laying the groundwork for the fusion of Gospel with secular sounds that would later influence Soul (Baker, 2004).

    Transition to Soul Music

    While Gospel music’s emotional depth and spiritual themes set it apart, the evolution into Soul music occurred as artists began to experiment with blending Gospel’s vocal styles with secular rhythm and blues (R&B). Soul music emerged in the late 1950s and early 1960s, drawing from Gospel’s powerful vocals, but introducing a broader range of emotional and social themes. This shift was especially prominent in the works of artists like Ray Charles and Aretha Franklin, who were both heavily influenced by their Gospel roots.

    Ray Charles, often regarded as the pioneer of Soul, famously combined the fervor of Gospel music with the rhythmic pulse of R&B. His breakthrough hit, “I Got a Woman,” is a perfect example of this fusion, with its call-and-response vocal style derived from Gospel and its R&B-inspired piano arrangements (Selph, 2016). Likewise, Aretha Franklin’s move from Gospel to Soul was a defining moment in the genre’s development. Franklin, who began singing in her father’s church, used the rich emotional delivery of Gospel to inform her soulful interpretations of R&B hits, creating songs that resonated with both personal and social struggles (Baker, 2004).

    The musical link between Gospel and Soul is evident in the way both genres emphasize vocal virtuosity. Soul singers, like Gospel singers, use their voices not just to convey melody, but to evoke deep emotional responses. The infusion of Gospel’s themes of faith and resilience with the secular themes of love, heartbreak, and empowerment in Soul music made it widely accessible while still maintaining its roots in African American spiritual and cultural traditions (Selph, 2016).

    Social and Cultural Context

    The development of both Gospel and Soul music cannot be separated from the broader social and cultural context of their time. Gospel music was inherently tied to African American religious and cultural identity. It was an essential part of the African American church experience, offering both a means of emotional expression and a form of resistance in the face of racial oppression. In this sense, Gospel music was more than just music—it was a reflection of the struggles and strength of the African American community (Baker, 2004).

    Soul music, on the other hand, emerged during the Civil Rights Movement, and it reflected the evolving social and political landscape of the 1960s. Soul music’s themes of empowerment, freedom, and love resonated deeply with the African American community as they fought for civil rights and equality. The emotional intensity of Gospel music—combined with the powerful social messages in Soul—created a genre that spoke to the heart and soul of Black America during a time of profound social change (Darden, 2004).

    The connection between race and music during this period cannot be overstated. Gospel and Soul music were both powerful forms of identity expression, showcasing the lived experiences of Black Americans in a way that was both deeply personal and politically significant. In many ways, the emotional style of both genres offered a way for African Americans to confront and survive the harsh realities of racism while celebrating their cultural heritage and identity.

    Conclusion

    In conclusion, the development of Gospel music played an instrumental role in the creation of Soul music. Gospel’s emotive vocal delivery, spiritual themes, and cultural significance laid the foundation for Soul, which adapted these elements into a broader range of secular themes. Soul music’s focus on vocal intensity, emotional expression, and social empowerment drew directly from Gospel’s roots while introducing new musical textures, rhythms, and themes.

    Looking back on my experiences in the church choir, I can see how deeply Gospel music influenced my understanding of musical expression. The same emotional energy and power that I learned to harness while singing in the choir continue to resonate in Soul music today. Gospel provided the foundation for Soul artists to explore new creative possibilities, and the legacy of this genre crossover continues to shape the music we listen to today.

    #### References

    Baker, C. (2004). Sister Rosetta Tharpe: The Gospel Music Pioneer. University Press of Mississippi.

    Darden, R. (2004). People Get Ready: A New History of Black Gospel Music. Continuum.

    Selph, C. (2016). Spirituals to Rock and Roll: The History of American Music and How It Conquered the World. McGraw-Hill Create.

    **## ResearchPaperOutline.docx**

    **Research Paper Outline: The Development of Gospel Music and Its Influence on Soul Music**

    1.
    **Introduction**

    · In this paper, I will explore the development of Gospel music and how it ultimately led to the creation of Soul music.

    · Growing up, I sang in the choir from a young age, which gave me a deep appreciation for the emotional and spiritual power of Gospel music. This personal experience will provide context as I explore how Gospel music influenced the sound and style of Soul music.

    · I will also discuss how the societal changes and cultural movements of the time played a role in shaping both genres.

    2.
    **Background of Gospel Music**

    · I will begin by outlining the historical origins of Gospel music. Gospel music is deeply rooted in African American religious and spiritual traditions, and its rise can be traced back to the spirituals and hymns sung by enslaved Africans.

    · I will discuss key characteristics of Gospel music, including its powerful vocals, call-and-response patterns, and themes of faith, hope, and struggle.

    · I’ll mention some of the most influential figures in Gospel music, such as Mahalia Jackson, Sister Rosetta Tharpe, and Thomas Dorsey, who helped shape its development and public popularity.

    3.
    **Transition to Soul Music**

    · Next, I will examine the rise of Soul music in the late 1950s and 1960s, focusing on how it evolved from Gospel music.

    · I will explain the key characteristics of Soul music, which includes a blend of Gospel’s emotive vocal delivery with rhythm and blues (R&B) influences.

    · One of the major elements I’ll discuss is the transition of Gospel singers, such as Ray Charles and Aretha Franklin, into the Soul genre. I’ll explore how their Gospel roots influenced their Soul sound, particularly in terms of vocal delivery and emotional expression.

    4.
    **Social and Cultural Context**

    · I will also reflect on how issues of race, class, and identity influenced both Gospel and Soul music. Gospel music was a way for Black communities to express their resilience and faith, while Soul music became an outlet for expressing personal and social struggles during the Civil Rights Movement.

    · I’ll examine how Gospel music’s deep ties to African American culture played a role in the rise of Soul music and its popularity across diverse audiences.

    · I will explore how Gospel-inspired performance styles, like passionate singing and emotional intensity, became a hallmark of Soul music.

    5.
    **Conclusion**

    · In conclusion, I’ll summarize how the development of Gospel music influenced the creation of Soul music, focusing on key aspects such as vocal techniques, emotional delivery, and cultural expression.

    · I’ll reflect on the broader importance of this musical transformation, not only for Black American music but for American music as a whole.

    · Finally, I’ll discuss how my experience singing in the choir has given me a unique perspective on the power and influence of these two musical genres.

    #### The Development of Gospel Music and Its Influence on Soul Music

    Introduction

    In this paper, I aim to explore the development of Gospel music and how it contributed significantly to the creation of Soul music. Growing up, I was deeply immersed in the world of Gospel through my experiences singing in the church choir. This personal connection to Gospel music has shaped my understanding of its powerful emotional delivery and cultural significance. The combination of powerful vocal techniques, spiritual messages, and the African American church's role in fostering these sounds laid the foundation for what would later become Soul music. I will discuss how these genres evolved, the impact Gospel had on Soul music, and how these musical developments reflect the broader social and cultural changes occurring in the mid-20th century.

    Background of Gospel Music

    Gospel music is rooted in the spirituals sung by African American slaves in the South, with influences from African rhythms and Christian hymnody (Selph, 2016). These early spirituals were not only a form of religious expression but also a means of emotional and social resistance. Over time, Gospel music transformed into a distinctive genre, characterized by its intense vocal delivery, call-and-response style, and themes of faith, hope, and salvation (Selph, 2016).

    As I grew up in the church, singing Gospel music, I learned firsthand the importance of vocal expression and connection to the lyrics. Gospel’s focus on heartfelt, powerful vocals is what sets it apart from many other genres. Influential figures such as Mahalia Jackson, who is often referred to as the “Queen of Gospel,” helped elevate the genre’s prominence in the 1940s and 1950s. Jackson's style was noted for its emotive delivery, powerful range, and ability to convey spiritual messages with deep personal conviction (Darden, 2004). Similarly, Sister Rosetta Tharpe was pivotal in blending Gospel with the emerging rhythms of popular music, laying the groundwork for the fusion of Gospel with secular sounds that would later influence Soul (Baker, 2004).

    Transition to Soul Music

    While Gospel music’s emotional depth and spiritual themes set it apart, the evolution into Soul music occurred as artists began to experiment with blending Gospel’s vocal styles with secular rhythm and blues (R&B). Soul music emerged in the late 1950s and early 1960s, drawing from Gospel’s powerful vocals, but introducing a broader range of emotional and social themes. This shift was especially prominent in the works of artists like Ray Charles and Aretha Franklin, who were both heavily influenced by their Gospel roots.

    Ray Charles, often regarded as the pioneer of Soul, famously combined the fervor of Gospel music with the rhythmic pulse of R&B. His breakthrough hit, “I Got a Woman,” is a perfect example of this fusion, with its call-and-response vocal style derived from Gospel and its R&B-inspired piano arrangements (Selph, 2016). Likewise, Aretha Franklin’s move from Gospel to Soul was a defining moment in the genre’s development. Franklin, who began singing in her father’s church, used the rich emotional delivery of Gospel to inform her soulful interpretations of R&B hits, creating songs that resonated with both personal and social struggles (Baker, 2004).

    The musical link between Gospel and Soul is evident in the way both genres emphasize vocal virtuosity. Soul singers, like Gospel singers, use their voices not just to convey melody, but to evoke deep emotional responses. The infusion of Gospel’s themes of faith and resilience with the secular themes of love, heartbreak, and empowerment in Soul music made it widely accessible while still maintaining its roots in African American spiritual and cultural traditions (Selph, 2016).

    Social and Cultural Context

    The development of both Gospel and Soul music cannot be separated from the broader social and cultural context of their time. Gospel music was inherently tied to African American religious and cultural identity. It was an essential part of the African American church experience, offering both a means of emotional expression and a form of resistance in the face of racial oppression. In this sense, Gospel music was more than just music—it was a reflection of the struggles and strength of the African American community (Baker, 2004).

    Soul music, on the other hand, emerged during the Civil Rights Movement, and it reflected the evolving social and political landscape of the 1960s. Soul music’s themes of empowerment, freedom, and love resonated deeply with the African American community as they fought for civil rights and equality. The emotional intensity of Gospel music—combined with the powerful social messages in Soul—created a genre that spoke to the heart and soul of Black America during a time of profound social change (Darden, 2004).

    The connection between race and music during this period cannot be overstated. Gospel and Soul music were both powerful forms of identity expression, showcasing the lived experiences of Black Americans in a way that was both deeply personal and politically significant. In many ways, the emotional style of both genres offered a way for African Americans to confront and survive the harsh realities of racism while celebrating their cultural heritage and identity.

    Conclusion

    In conclusion, the development of Gospel music played an instrumental role in the creation of Soul music. Gospel’s emotive vocal delivery, spiritual themes, and cultural significance laid the foundation for Soul, which adapted these elements into a broader range of secular themes. Soul music’s focus on vocal intensity, emotional expression, and social empowerment drew directly from Gospel’s roots while introducing new musical textures, rhythms, and themes.

    Looking back on my experiences in the church choir, I can see how deeply Gospel music influenced my understanding of musical expression. The same emotional energy and power that I learned to harness while singing in the choir continue to resonate in Soul music today. Gospel provided the foundation for Soul artists to explore new creative possibilities, and the legacy of this genre crossover continues to shape the music we listen to today.

    #### References

    Baker, C. (2004). Sister Rosetta Tharpe: The Gospel Music Pioneer. University Press of Mississippi.

    Darden, R. (2004). People Get Ready: A New History of Black Gospel Music. Continuum.

    Selph, C. (2016). Spirituals to Rock and Roll: The History of American Music and How It Conquered the World. McGraw-Hill Create.

  • [Solved] Self Atruism

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    – [\ \ IMG_7221.png](https://www.sweetstudy.com/files/img-7221-png-10166657 "IMG_7221.png") – 2 years ago

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    – [\
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    IMG_7221.png](https://www.sweetstudy.com/files/img-7221-png-10166657 "IMG_7221.png")

    – 2 years ago

  • [Solved] Responding to Get Out

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    500-word response to Jordan Peele's _Get Out_. – [\ \ ScreenShot2025-01-25at1.48.34PM.png](https://www.sweetstudy.com/files/screenshot2025-01-25at1-48-34pm-png "ScreenShot2025-01-25at1.48.34PM.png") – 2 years ago

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    500-word response to Jordan Peele's _Get Out_.

    – [\
    \
    ScreenShot2025-01-25at1.48.34PM.png](https://www.sweetstudy.com/files/screenshot2025-01-25at1-48-34pm-png "ScreenShot2025-01-25at1.48.34PM.png")

    – 2 years ago

  • [Solved] Research Proposal Topic

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    Topic is DIVORCE RATES – 2 years ago **files (2)** – ## ResearchTopic–Template.docx – ## ResearchTopic–Example.docx **## ResearchTopic–Template.docx** **Name:** **Date:** **Signature Project Stage 1 – Research Proposal Topic** **ED 504 – Spring 2025 OL1** **Note: It must be a quantitative experim…

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    Topic is DIVORCE RATES

    – 2 years ago

    **files (2)**

    – ## ResearchTopic–Template.docx

    – ## ResearchTopic–Example.docx

    **## ResearchTopic–Template.docx**

    **Name:**

    **Date:**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025 OL1**

    **Note: It must be a quantitative experimental design study.**

    1.
    **Problem statement:**

    2.
    **Best practice used to address your problem:**

    3.
    **Hypothesis:**

    4.
    **Study Population:**

    **5a. Independent Variable:**

    **5b. Dependent Variable:**

    **6. Brief plan of action for executing your experimental quantitative design:**

    **## ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

    **## ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

    **## ResearchTopic–Template.docx**

    **Name:**

    **Date:**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025 OL1**

    **Note: It must be a quantitative experimental design study.**

    1.
    **Problem statement:**

    2.
    **Best practice used to address your problem:**

    3.
    **Hypothesis:**

    4.
    **Study Population:**

    **5a. Independent Variable:**

    **5b. Dependent Variable:**

    **6. Brief plan of action for executing your experimental quantitative design:**

    **## ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

    **## ResearchTopic–Template.docx**

    **Name:**

    **Date:**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025 OL1**

    **Note: It must be a quantitative experimental design study.**

    1.
    **Problem statement:**

    2.
    **Best practice used to address your problem:**

    3.
    **Hypothesis:**

    4.
    **Study Population:**

    **5a. Independent Variable:**

    **5b. Dependent Variable:**

    **6. Brief plan of action for executing your experimental quantitative design:**

    **## ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

  • [Solved] REPLY QUESTIONS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx **## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx** _REPLY TO THE FOLLOWING DISCUSSION BOARD POSTS WITH 250 WORDS EACH POST. THERE ARE TWO DISCUSSION POSTS THAT YOU WILL RESPOND TO, …

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    – 2 years ago

    **files (1)**

    – ## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx

    **## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx**

    _REPLY TO THE FOLLOWING DISCUSSION BOARD POSTS WITH 250 WORDS EACH POST. THERE ARE TWO DISCUSSION POSTS THAT YOU WILL RESPOND TO, WITH_

    **_Discussion Prompt 1:_** _**250 WORDS RESPONSE**_

    Birds of a feather flock together.

    This proverb is probably one I've used many times in my life and many more times in the last few years at my current place of employment. During my entire understanding of this phenomenon, I believed it meant that people of the same kind stuck together. It is more complex than that as most proverbs and parables are. Robin Dunbar's discovery of humans' ability to form larger cooperative social groups and transmit our knowledge through culture (2018) highlights the complexity of the flock. Dunbar discovered that our brains can maintain stable and meaningful relationships with 150 people at max. So it is apparent that this parable is from the perspective of somebody on the outside of the flock, someone who is not a part of the social capacity of that group that has flocked together for whatever reason they found could benefit their survival.

    While the cats away the mice will play.

    This next proverb is one that I have heard a few times in my life and although I have never used it I do know of a few different scenarios where this saying makes sense. I have witnessed this phenomenon when the bosses aren't present the workers tend to slack off, in which social loafing and free-riding occur more frequently. Social loafing and free riding are a form of social performance where the individual's behavior is influenced by the behavior of the majority (2010). The study by Ringelmann shows that the larger the group the less energy is exerted towards the task and even in extreme scenarios some individuals would exert no effort if it is thought that others would do the tasks (2010). This proverb showcases that the social performance of social loafing and free riding are examples of groupthink that leads to ineffective behavior that is detrimental to the group and efficient completion of the task.

    Turn the other cheek.

    As someone who came from a tough upbringing, who grew up in some rough neighborhoods, and who made many mistakes that led to incarceration, I can tell you that it isn't easy to turn the other cheek when you have pinned up aggression. I would even argue I would have an even more difficult time doing this than most people. It wasn't until I became a Christian and started to work through my pain and aggression that I learned ways to cope and process reality without being quick to judge and becoming frustrated or enraged at others. This week's readings point out that most decisions involve a two-step process (2018). Our automatic system is quick to react and makes a rudimentary judgment based on emotions and intuition (2018). This too can be equally said of others, and although I have control of this automatic response I have to be aware that not everyone does, and when they react in an unfortunate or unacceptable way, I have to be understanding and empathetic.

    Let bygones be bygones.

    My father used to always say, "Don't hold grudges, they'll eat you alive." This has always served me well in all the relationships I have had. Controlled processing as Described in our textbook cannot do two things at once and is prone to fatigue and distraction (2018). This is true in why my dad would tell me that it would eat me alive. It's because the grudge wasn't as important as the rest of my life. He knew from experience that if I didn't let bygones be bygones I would only focus on this distraction until it got the best of me or I did something stupid. He understood that as a human my life required controlled processing and was easily distracted and to not let feeble things make me lose focus from the bigger picture.

    **_Discussion Prompt 2:_**

    After this week I was pleasantly surprised at what I didn't know about how as humans we inherently act. I think that everything we discussed in the readings is beneficial in its way to us as leaders. If I had to choose which three concepts stuck out to me the most, I would choose evolution and the biased brain, central social motives, and mental time travel.

    Understanding evolution and how our brain is inherently biased is paramount to understanding why we make good and bad decisions as leaders. The fact we have believed for centuries that we make the right and rational decisions when we are cognitive misers that take shortcuts and use rules of thumb is naive of us (2018). We ignore mass amounts of data based on predisposed opinions that are generally baseless and lack foundational truths. We are basically guessing at life, and this strategy based on intuitions can be efficient but also could be catastrophic for leaders. Our inherent nature of tribalism limits us to social communities of no more than 150 people. We have built-in brain blindspots that keep us from interpreting reality as it truly is. These are just a few examples of why having a strong knowledge of what makes us tick as humans can help us become better leaders.

    As human beings, we gravitate towards feeling good and satisfied. We use social motives to shape our thinking, emotions, and relationships (2018). Cultures, personalities, and situations all affect how humans pursue these social motives and to what extent. Some examples are belonging, understanding others and predicting accurately, control, a need to matter, and trust. Understanding our social motives can help us to recognize social cognition and our behaviors as leaders. This will help us to predict the results of our decisions and make us better decisive leaders.

    Predicting the future and recalling the past vividly is probably something every human wishes for, but if possessed would be a nightmare. We need constructive predictions to help us make goals, take risks, and be determined to do it. I will be honest, I am guilty of overestimating the emotional impact of future events, and the length of my reaction (2018). I get anxious just thinking about future events and the effects they may have on me positively or negatively, and once it passes it is never the outcome I expected. I believe it is healthy to be trepidacious but also not cower in fear. This is why making plans and setting goals is paramount to success as a leader. Being aware of the human tendency to misconstrue the future with overt optimism and minimal realism will benefit any leader in making realistic goals and plans.

    I will say that after reading this week's readings I felt like as humans we were highly irrational and hopeless. But I felt that would be the irrational side of me thinking that way so I decided to see it through the lens of a rational human being that isn't quick to judgment. There are positive parts to our biases, they are adaptive and malleable. Being a cognitive miser has its benefits, and getting through the day by exhausting the least amount of energy is a win for anyone.

    **References**

    Aronson, E., & Aronson, J. (2018).
    _The Social Animal_. Worth Publishers, Macmillan Learning.

    Hogg, Michael (2010).  Influence and Leadership. Fiske, Susan T., et al.
    _Handbook of Social Psychology,_ 5th edition, John Wiley, 2010 (Chapter 31).

    **_Prompt 1 Answer: 250 WORD RESPONSE_**

    **Opposites Attract**

    The proverb “opposites attract” is supported by the idea that being a member of a group creates an
    _us v them_ mentality. Tribal thinking separates people into categories; this way of thinking will contribute to seeing the people in the outgroup as vastly different from those in the ingroup. Yet, they see the outgroup as homogenous. People will view their own ingroup as being more unique and varied, and they might hold the belief that “opposites attract” because they see greater diversity among the group.

    **While the cat’s away the mice will play**

    Based on the “Social Influence: Crash Course” video, two experiments support the proverb “while the cat is away, the mice will play.” In one experiment, blindfolded students exerted 20% less effort in a game of tug-of-war when they thought they were part of a team. The term social loafing is that when people are in a group they often “exert less effort toward attaining a common goal.” In another experiment, the Milgram Experiment, volunteers sent electric shocks to “participants” if they gave an incorrect answer. If the volunteers refused to shock someone, the authority figure told them to do it. This experiment found that “obedience was highest when the person giving the orders was nearby.” Based on these two experiments, we can imagine a work situation where the boss is away and the team is less productive because they are working as part of a team and there is no one near them to demand obedience.

    **Fight fire with fire** and
    **Let bygones be bygones**

    I think humans’ initial reaction would be to “Fight fire with fire.” Aronson states that humans are “wired for prejudice and aggression” (2018) which could imply that turning the other cheek is not our first, automatic response. As humans are motivated by the need to be in control to “direct our own actions and make things happen,” then the idea of doing something aggressive as a response is an ultimate act of feeling in control of a situation. The seemingly opposite proverb, “let bygones be bygones” can be supported by the need for trust. People want to see the world as fair; if something occurs to break the trust we may resort to distorting “our view of the world to […] maintain our underlying faith in a benevolent world.”  Therefore, people may be more apt to let things go to maintain their, possibly distorted, view of the world. (Aronson, 2018)

    **_Prompt 2 Answer:_**

    Based on our readings, three concepts I would consider to be the most powerful in leadership are the social motives, growth mindset, and giving reasons for a favor.

    Aronson states that we do our best work when we
    _belong_, we have a sense of certainty, we have choice and control, we matter, and we trust each other (2018). I hear leaders talk a lot about wanting people in their team to feel like they belong, but how do they really do that? As a leader, if we consider each of these aspects, we can support people with finding their place in our team. Once they feel like they are an integral part of the team, when they feel like they matter, and the work that they do matters, then they will take the initiative to grow and learn and be better. If we also take into consideration the idea that rejection “is the most painful experience for human beings,” this heightens the importance of making sure team members have meaningful connections with others on the team. This includes allowing different voices to be recognized and valued.

    Including people and diverse perspectives brings us to an important component of addressing social motives: bias and controlled processing. We all have biases; what we do with that bias can influence our perspectives, who we invite to the “table,” and how we make decisions. The Smithsonian’s “The Bias Inside Us” traveling exhibit encouraged people to know their bias, take responsibility, make a change. To do this, leaders must acknowledge their bias and invite their team to do this as well (this can only be done in a place of trust, see social motives). The team needs to be given time and information to use controlled processing to “modify the initial impression” that they may have made based on their bias. This process of “checking our biases” can further the team’s sense of belonging, trust, and feeling like they matter.

    The second concept is growth mindset from Carol Dweck. It is important to support the idea that team members can develop the
    _belief_ that they can grow and learn from their mistakes. Mistakes are not an internal failing, but an external opportunity to learn from. In her TedTalk, Dweck discusses the concept of “not yet,” which is how people with a growth mindset address a challenge or struggle. With a growth mindset we can “see other people as sources of inspiration and knowledge,” which can influence how we learn from each other and how we learn from ourselves (Aronson, 2018).

    Finally, Cialdini describes a study done by Ellen Langer that shows that people are more likely to do us a favor when “we provide a reason.” My first mentor in education told me that if I explained the reason to my students, they would be more apt to go along with it. She was correct. I noticed it her own leadership style as well. She might make a request that, in other circumstances, people would ignore or bristle over, but once she explained the “why,” people were more likely to carry out her request. Providing the reason is also a way for a leader to show trust in team members, which goes back to the importance of fulfilling the social motives.

    **## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx**

    _REPLY TO THE FOLLOWING DISCUSSION BOARD POSTS WITH 250 WORDS EACH POST. THERE ARE TWO DISCUSSION POSTS THAT YOU WILL RESPOND TO, WITH_

    **_Discussion Prompt 1:_** _**250 WORDS RESPONSE**_

    Birds of a feather flock together.

    This proverb is probably one I've used many times in my life and many more times in the last few years at my current place of employment. During my entire understanding of this phenomenon, I believed it meant that people of the same kind stuck together. It is more complex than that as most proverbs and parables are. Robin Dunbar's discovery of humans' ability to form larger cooperative social groups and transmit our knowledge through culture (2018) highlights the complexity of the flock. Dunbar discovered that our brains can maintain stable and meaningful relationships with 150 people at max. So it is apparent that this parable is from the perspective of somebody on the outside of the flock, someone who is not a part of the social capacity of that group that has flocked together for whatever reason they found could benefit their survival.

    While the cats away the mice will play.

    This next proverb is one that I have heard a few times in my life and although I have never used it I do know of a few different scenarios where this saying makes sense. I have witnessed this phenomenon when the bosses aren't present the workers tend to slack off, in which social loafing and free-riding occur more frequently. Social loafing and free riding are a form of social performance where the individual's behavior is influenced by the behavior of the majority (2010). The study by Ringelmann shows that the larger the group the less energy is exerted towards the task and even in extreme scenarios some individuals would exert no effort if it is thought that others would do the tasks (2010). This proverb showcases that the social performance of social loafing and free riding are examples of groupthink that leads to ineffective behavior that is detrimental to the group and efficient completion of the task.

    Turn the other cheek.

    As someone who came from a tough upbringing, who grew up in some rough neighborhoods, and who made many mistakes that led to incarceration, I can tell you that it isn't easy to turn the other cheek when you have pinned up aggression. I would even argue I would have an even more difficult time doing this than most people. It wasn't until I became a Christian and started to work through my pain and aggression that I learned ways to cope and process reality without being quick to judge and becoming frustrated or enraged at others. This week's readings point out that most decisions involve a two-step process (2018). Our automatic system is quick to react and makes a rudimentary judgment based on emotions and intuition (2018). This too can be equally said of others, and although I have control of this automatic response I have to be aware that not everyone does, and when they react in an unfortunate or unacceptable way, I have to be understanding and empathetic.

    Let bygones be bygones.

    My father used to always say, "Don't hold grudges, they'll eat you alive." This has always served me well in all the relationships I have had. Controlled processing as Described in our textbook cannot do two things at once and is prone to fatigue and distraction (2018). This is true in why my dad would tell me that it would eat me alive. It's because the grudge wasn't as important as the rest of my life. He knew from experience that if I didn't let bygones be bygones I would only focus on this distraction until it got the best of me or I did something stupid. He understood that as a human my life required controlled processing and was easily distracted and to not let feeble things make me lose focus from the bigger picture.

    **_Discussion Prompt 2:_**

    After this week I was pleasantly surprised at what I didn't know about how as humans we inherently act. I think that everything we discussed in the readings is beneficial in its way to us as leaders. If I had to choose which three concepts stuck out to me the most, I would choose evolution and the biased brain, central social motives, and mental time travel.

    Understanding evolution and how our brain is inherently biased is paramount to understanding why we make good and bad decisions as leaders. The fact we have believed for centuries that we make the right and rational decisions when we are cognitive misers that take shortcuts and use rules of thumb is naive of us (2018). We ignore mass amounts of data based on predisposed opinions that are generally baseless and lack foundational truths. We are basically guessing at life, and this strategy based on intuitions can be efficient but also could be catastrophic for leaders. Our inherent nature of tribalism limits us to social communities of no more than 150 people. We have built-in brain blindspots that keep us from interpreting reality as it truly is. These are just a few examples of why having a strong knowledge of what makes us tick as humans can help us become better leaders.

    As human beings, we gravitate towards feeling good and satisfied. We use social motives to shape our thinking, emotions, and relationships (2018). Cultures, personalities, and situations all affect how humans pursue these social motives and to what extent. Some examples are belonging, understanding others and predicting accurately, control, a need to matter, and trust. Understanding our social motives can help us to recognize social cognition and our behaviors as leaders. This will help us to predict the results of our decisions and make us better decisive leaders.

    Predicting the future and recalling the past vividly is probably something every human wishes for, but if possessed would be a nightmare. We need constructive predictions to help us make goals, take risks, and be determined to do it. I will be honest, I am guilty of overestimating the emotional impact of future events, and the length of my reaction (2018). I get anxious just thinking about future events and the effects they may have on me positively or negatively, and once it passes it is never the outcome I expected. I believe it is healthy to be trepidacious but also not cower in fear. This is why making plans and setting goals is paramount to success as a leader. Being aware of the human tendency to misconstrue the future with overt optimism and minimal realism will benefit any leader in making realistic goals and plans.

    I will say that after reading this week's readings I felt like as humans we were highly irrational and hopeless. But I felt that would be the irrational side of me thinking that way so I decided to see it through the lens of a rational human being that isn't quick to judgment. There are positive parts to our biases, they are adaptive and malleable. Being a cognitive miser has its benefits, and getting through the day by exhausting the least amount of energy is a win for anyone.

    **References**

    Aronson, E., & Aronson, J. (2018).
    _The Social Animal_. Worth Publishers, Macmillan Learning.

    Hogg, Michael (2010).  Influence and Leadership. Fiske, Susan T., et al.
    _Handbook of Social Psychology,_ 5th edition, John Wiley, 2010 (Chapter 31).

    **_Prompt 1 Answer: 250 WORD RESPONSE_**

    **Opposites Attract**

    The proverb “opposites attract” is supported by the idea that being a member of a group creates an
    _us v them_ mentality. Tribal thinking separates people into categories; this way of thinking will contribute to seeing the people in the outgroup as vastly different from those in the ingroup. Yet, they see the outgroup as homogenous. People will view their own ingroup as being more unique and varied, and they might hold the belief that “opposites attract” because they see greater diversity among the group.

    **While the cat’s away the mice will play**

    Based on the “Social Influence: Crash Course” video, two experiments support the proverb “while the cat is away, the mice will play.” In one experiment, blindfolded students exerted 20% less effort in a game of tug-of-war when they thought they were part of a team. The term social loafing is that when people are in a group they often “exert less effort toward attaining a common goal.” In another experiment, the Milgram Experiment, volunteers sent electric shocks to “participants” if they gave an incorrect answer. If the volunteers refused to shock someone, the authority figure told them to do it. This experiment found that “obedience was highest when the person giving the orders was nearby.” Based on these two experiments, we can imagine a work situation where the boss is away and the team is less productive because they are working as part of a team and there is no one near them to demand obedience.

    **Fight fire with fire** and
    **Let bygones be bygones**

    I think humans’ initial reaction would be to “Fight fire with fire.” Aronson states that humans are “wired for prejudice and aggression” (2018) which could imply that turning the other cheek is not our first, automatic response. As humans are motivated by the need to be in control to “direct our own actions and make things happen,” then the idea of doing something aggressive as a response is an ultimate act of feeling in control of a situation. The seemingly opposite proverb, “let bygones be bygones” can be supported by the need for trust. People want to see the world as fair; if something occurs to break the trust we may resort to distorting “our view of the world to […] maintain our underlying faith in a benevolent world.”  Therefore, people may be more apt to let things go to maintain their, possibly distorted, view of the world. (Aronson, 2018)

    **_Prompt 2 Answer:_**

    Based on our readings, three concepts I would consider to be the most powerful in leadership are the social motives, growth mindset, and giving reasons for a favor.

    Aronson states that we do our best work when we
    _belong_, we have a sense of certainty, we have choice and control, we matter, and we trust each other (2018). I hear leaders talk a lot about wanting people in their team to feel like they belong, but how do they really do that? As a leader, if we consider each of these aspects, we can support people with finding their place in our team. Once they feel like they are an integral part of the team, when they feel like they matter, and the work that they do matters, then they will take the initiative to grow and learn and be better. If we also take into consideration the idea that rejection “is the most painful experience for human beings,” this heightens the importance of making sure team members have meaningful connections with others on the team. This includes allowing different voices to be recognized and valued.

    Including people and diverse perspectives brings us to an important component of addressing social motives: bias and controlled processing. We all have biases; what we do with that bias can influence our perspectives, who we invite to the “table,” and how we make decisions. The Smithsonian’s “The Bias Inside Us” traveling exhibit encouraged people to know their bias, take responsibility, make a change. To do this, leaders must acknowledge their bias and invite their team to do this as well (this can only be done in a place of trust, see social motives). The team needs to be given time and information to use controlled processing to “modify the initial impression” that they may have made based on their bias. This process of “checking our biases” can further the team’s sense of belonging, trust, and feeling like they matter.

    The second concept is growth mindset from Carol Dweck. It is important to support the idea that team members can develop the
    _belief_ that they can grow and learn from their mistakes. Mistakes are not an internal failing, but an external opportunity to learn from. In her TedTalk, Dweck discusses the concept of “not yet,” which is how people with a growth mindset address a challenge or struggle. With a growth mindset we can “see other people as sources of inspiration and knowledge,” which can influence how we learn from each other and how we learn from ourselves (Aronson, 2018).

    Finally, Cialdini describes a study done by Ellen Langer that shows that people are more likely to do us a favor when “we provide a reason.” My first mentor in education told me that if I explained the reason to my students, they would be more apt to go along with it. She was correct. I noticed it her own leadership style as well. She might make a request that, in other circumstances, people would ignore or bristle over, but once she explained the “why,” people were more likely to carry out her request. Providing the reason is also a way for a leader to show trust in team members, which goes back to the importance of fulfilling the social motives.

  • [Solved] Read the information below to write a conclusion based on a 95% Confidence Interval for the following randomized trial.

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) A randomized trial is designed to evaluate the effectiveness of a newly developed pain reliever designed to reduce pain in patients following joint replacement surgery. The trial compares the new pain reliever to t…

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    A randomized trial is designed to evaluate the effectiveness of a newly developed pain reliever designed to reduce pain in patients following joint replacement surgery. The trial compares the new pain reliever to the pain reliever currently in use (called the standard of care). A total of 100 patients undergoing joint replacement surgery agreed to participate in the trial. Patients were randomly assigned to receive either the new pain reliever or the standard pain reliever following surgery and were blind to the treatment assignment. Before receiving the assigned treatment, patients were asked to rate their pain on a scale of 0-10 with higher scores indicative of more pain. Each patient was then given the assigned treatment and after 30 minutes was again asked to rate their pain on the same scale. The primary outcome was a reduction in pain of 3 or more scale points (defined by clinicians as a clinically meaningful reduction). The following data were observed in the trial.

    **Treatment Group**

    **n**

    **Number with Reduction**

    **of 3+ Points**

    **Proportion with Reduction**

    **of 3+ Points**

    New Pain Reliever

    50

    23

    0.46

    Standard Pain Reliever

    50

    11

    0.22

    _Hint 1: Tests with Two Independent Samples, Dichotomous Outcome._

    _Hint 2: Remember the Confidence Interval z score table._

    – Contribute a minimum of (1) page listing the hypotheses, test statistic used, standard z score, and your conclusion based on your calculations.

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