Blog - Page 267 of 3413

Insurrection at the Capitol

Student’s Name

University Information

Instructor

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Insurrection at the Capitol

Indeed, the images that emerged from the Capitol of the U.S flashed globally, and different people had different opinions concerning the issue. I would condemn the incident and can describe it as a ‘disgraceful scene.’ Even though the incident happened, the democracy of the people should always prevail as people need to exercise that using voting and have their voices heard as their decisions are peacefully upheld. As such, this right of democracy should not by any means be undone through a mob. Sometimes, if one does not learn from history, then one is doomed to repeat it, and a good example is what had happened that fateful Wednesday morning at the capitol building. Those six senators who were amongst those opposing and contesting the vote counts from the Electoral College resemble the one that was the secessionist’s senators during the time of Abraham Lincoln, who has opposed elections (Fitzgibbons, & John, 2021). Therefore, the xenophobia, racism, and even bigotry observed in Trump’s administration is not different from those compared to Jim Crow in the 1800s.

The law broken is the Insurrection Act of 1807 that was meant for the American federal law. Thus, it tends to empower the American president to deploy the military and federalized National Guard troops in a given circumstance like the one portrayed at the Capitol that involved insurrection and rebellion. As such, an implication of whoever breaks this law needs to be removed from power and arrested. When an individual citizen is involved in inciting other people to riot and some killed in the process, the person needs to be arrested and charged at equal measures as they are abetting a crime, and thus, the person can be described as a criminal.

In this case, Donald Trump, who is the prime suspect of inciting people, needs to be arrested. He has blackmailed the other leaders who were duly elected to serve people in engaging in Capital’s physical attack. As such, it is evident that the action tends to supersede any other protocol. The law requires that Trump needs to be removed from office and denied access to the weapons because he can trigger other violence to the American people (Kastenberg, 2021). Indeed, whenever there is a raging fire, then the first thing that needs to be done is ensuring that the source of the danger is dealt with. As such, the government’s initial duty is to ensure that it has protected the people of the country, and nobody should be forced at any given time to support an individual who is empowered to use destructive weapons on the people.

Even though everyone has their opinion, my view of this act of invasion of the Capitol is that there is a need to construct a barrier wall that resembles the White House. The real culprit is the inability to address the faults observed in the democracy (Fitzgibbons & John, 2021). Further, if the Congressional races’ money is not obtained, then this would be another big failure. Therefore, addressing some of these issues will only help address the many defects that have been destroying the good form of government for a long time. Every member supporting Donald since his time in the office can be sure that he has been demonstrating disdain for the rule of law, truth, and government traditions. Therefore, the government should act swiftly by removing Donald from office through impeachment and ensure that no more violence is caused by him, as this could lead to more losses of lives.

References

Fitzgibbons SJ, F., & John, P. (2021). Message about insurrection at US Capitol.

Kastenberg, J. (2021). KOB-4 interviews Joshua Kastenberg: Constitutional law experts weighs in on US Capitol insurrection aftermath, Trump impeachment.

Insufficient Funds Allocated to Marketing

Student’s Name

Institution Affiliation

Insufficient Funds Allocated to Marketing

Just like in many non-profit organizations, most of their projects and plans are always dependent on donor funding. However, many of them do suffer from insufficient funding like in the case of IWMN. As a result, they do not have sufficient funds to market themselves. Besides, currently, the organization has not yet adapted to the current digital trends and as a result, they are not able to reach a wide mass of potential donors. Based on socio-cultural trends, the internet and social media are a vital resource for any organization and this reiterates the need for IWMN to adapt to the digital trend as some of the most successful NGOs. Most of the successful NGOs such as Red Cross and UNICEF have managed to adopt digital trends in their marketing core and through this, they can solicit funds from potential donors across the world. While IWMN is stationed in west Sydney, there is a need for it to look for ways in which they would be able to solicit funds for their marketing.

As mentioned earlier, one way to solve the core problem of insufficient funds allocated to marketing is by partnering with other non-profit organizations with whom they share a similar idea or objectives such as the Multi-Cultural Network(MTN) (Boddewyn & Doh, 2011). MTN is also stationed in West Sydney and somehow they have enough resources that if IMWN can manage to collaborate with them it would be easier for them to market themselves efficiently. First of all, IWMN can come up with a project and indulge in MTN. Through this, both organizations can decide on the most appropriate plan to be used to implement the project as well as a budget. With the project in the pipeline, both organizations can use their networks to solicit funding for the project and as a result, this would put them on the map.

The other way to seek funds is through fundraisers (Toyasaki & Wakolbinger, 2014). The organization can come up with a specific topic that would be used to drive funds for the project, for instance, building houses for the less fortunate. Through such a plan, invitations can be sent to various individuals and organizations that could support the drive. Besides, by collaborating with the municipality(government), it would be easier for the fundraiser to be successful.

While both recommendations are great, the first one is the most appropriate, since, by IWMN collaborating with other fellow NGOs, they will be able to improve their portfolio in terms of branding and networking in their field. As a result, more networks provide continuous funding and support from interested parties. On the other hand, fundraisers are a one-time thing and are only efficient for the short term rather than in the long-term. The organization has to strategize its outlay for the long-term if they are to be viable.

References

Boddewyn, J., & Doh, J. (2011). Global strategy and the collaboration of MNEs, NGOs, and governments for the provisioning of collective goods in emerging markets. Global Strategy Journal, 1(3‐4), 345-361.

Toyasaki, F., & Wakolbinger, T. (2014). Impacts of earmarked private donations for disaster fundraising. Annals of Operations Research, 221(1), 427-447.

Instructor Review of Rough Draft for Essay 1, English 101

YES NO

Introduction

Does the introduction paragraph provide enough background on the conversation the writer is entering, including the articles and film that the writer is engaging with, including the authors and full titles of the articles as well as the film’s name and director? X

Thesis statement

Does the introduction end with an appropriate thesis statement that includes “I say,” the writer’s own response to the conversation? X

Thesis statement

Is the thesis clearly worded?

Topic sentences of body paragraphs

Do all the body paragraphs begin with appropriate topic sentences that state the main idea of each paragraph, including the writer’s “I say” response, including transitions? Do the topic sentences also support the thesis? X

Development of the body paragraphs

Do all the body paragraphs contain enough relevant examples, paraphrased details, and quotations from the articles, film, and other relevant sources, including personal experience and observation where appropriate? X

Organization of body paragraphs

Are the body paragraphs well organized in a logical and easy to follow manner? X

Comments:

Lissette,

This draft has many problems with focus and structure:

You have to begin with your name at the top of the required MLA headings.

You must number your pages or you will receive a 5-point deduction on your final Essay 1 draft. If you don’t know how to do this on your document, email me and tell me what type of program you are using (such as Microsoft Word).

Your draft doesn’t actually respond to the question in the essay topic, which was why do happiness and/or meaning matter?

Your draft also doesn’t follow the “Guidelines for How to Structure Your Essay” that were posted in Canvas. For example, it has a question in the place where your thesis should be, and your thesis cannot be a question. Also, as I just said, your thesis has to respond to the actual question in the topic, and yours doesn’t. In order to improve your essay and ensure that you receive at least a passing grade on your final grade for Essay 1, you need to

Review the Powerpoint called “Guidelines for How to Structure Your Essay” in Canvas;

Read the “Important Information for Essay 1” item in Canvas;

Read the handout called “The Structure of a College Essay” that I have attached to the Comments section in Submission Details for your Rough Draft for Essay 1.

Remember also that there are free non-credit classes that you can take along with English 101 to help you with your essay writing skills. See the item in the Week 1 module for the schedules and numbers for these courses. I’m pretty sure that you can still enroll in one of these courses if you want to.

Your introduction paragraph doesn’t follow the guidelines for introducing the names of the authors you have chosen to use in your essay, and the titles of their essays, and the name of the movie you have chosen to use, and the director’s name. You MUST include all this in your introduction paragraph. Then, for the rest of the essay, you don’t use the titles of the article again; you will just use the author’s last name. For the movie, you can refer to it either by its name in the body of the essay or its director’s name, but don’t give both pieces of information every time you discuss the movie because it is not necessary.

Your thesis is missing your main response to the topic question and the ideas of the sources you will be engaging with in your body paragraphs. Revise it so that it includes your “I say” response, your main idea about the topic question that is then developed through your analysis of the articles and film. Remember that it cannot be a question.

So far, you don’t have clear and distinct main points in the topic sentences of your body paragraphs, and your body paragraphs don’t have enough focus on just one main idea. The guidelines say that you should have no more than 3 body paragraphs also.

Don’t forget to include transitions in your topic sentences. College professors expect you to have adequate transitions at the beginning of each body paragraph but not the very basic “first,” “second,” “third” ones that you might have been encouraged to use in high school. In college, you are expected to learn how to use more sophisticated, varied, and graceful transitions. Review Chapter 8 in They Say, I Say for help with this.

The body paragraphs don’t have enough specific details from at least two articles in addition to the movie. Remember that you are trying to “enter the conversation” with the specific authors and filmmakers you have chosen to include in your essay, so the majority of your body paragraphs should be specific details from the articles and movie, along with your analysis of them. One quotation from one article is not nearly enough. You also need to discuss how these authors and filmmakers use the persuasive appeals of logos, ethos, and pathos to present their arguments about the topics.

Your final draft will need to include a Works Cited page.

This draft has some serious problems with focus and structure. Revise with my comments in mind and you can make it better. Please note that I haven’t reviewed it for grammar or punctuation because at this point, I am only looking for those aspects of the essay described on this form.

nstructions

Instructions

The purpose of the Final Essay is help you demonstrate achievement of following two Course Objectives.

CO 1: Describe the stages of the developing person at different periods of the life span from birth to death.CO 4: Explain the biosocial, cognitive and psychological influences throughout the lifespan as an ongoing set of processes involving both continuity and change.

The Final Essay covers the last four life-span stages of development, Adolescence and Emerging Adulthood (Ch 9, 10 and 11), Adulthood (Ch 12 and 13), Late Adulthood(Ch 14 and 15), and Death and Dying (Epilogue).

You must open the quiz to see the specific directions for writing the essay. After reading the specific directions, then close the quiz; you can return to it after writing your essay. Compose your essay in a Word document. Then re-open the Final Exam and copy and paste your essay into the answer box for the question. Do not attach your Word document.

The Final Essay Exam is not timed, so once opened, you can close the essay and return to the exam to submit your essay at a later time. You must submit your essay for grading on or before the exam ending date.

The purpose of the Final Essay is help you demonstrate achievement of following two Course Objectives.

Questions

Imagine that this course, LifeSpan: Growth & Development is now over and you are having a conversation with a family member, fellow student, or a co-worker. Select one interesting development topic or concept from each Module in this course. Write a paragraph reflecting on each of the four (4) most interesting development topics or concepts – ones that are most meaningful that you learned about in this course and that has impacted your life – now or in the future. Briefly describe each of the four development concepts, why each is interesting or made an impact on you, and how you might use each development concept in your family life or career. Write a well-developed paragraph for each concept, for a total of 4 paragraphs. You do not need to use documentation; just write using your own words.

So to clarify: Select a total of 4 topics or concepts, from each of the following modules

Module 1: One topic or concept from Chapters 1, 2, 3 or 4

Module 2: One topic or concept from Chapters 5, 6, 7 or 8

Module 3: One topic or concept from Chapters 9, 10, 11, 12 or 13

Module 4: One topic or concept from Chapters 14, 15 or Epilogue

nstructions (2)

Instructions

The purpose of the Final Essay is help you demonstrate achievement of following two Course Objectives.

Questions

So to clarify: Select a total of 4 topics or concepts, from each of the following modules

Module 1: One topic or concept from Chapters 1, 2, 3 or 4

Module 2: One topic or concept from Chapters 5, 6, 7 or 8

Module 3: One topic or concept from Chapters 9, 10, 11, 12 or 13

Module 4: One topic or concept from Chapters 14, 15 or Epilogue

This writing assignment will focus on the age of imperialism, colonialism, and liberty at the turn of the 20th century and co

Instructions

This writing assignment will focus on the age of imperialism, colonialism, and liberty at the turn of the 20th century and counts 40% of your course grade.

Write a 6-page comparative critical analysis of imperialism, colonialism, and liberty in South and Central America, Africa, and China.

Assigned Readings:

Paterson & Rable, Imperial Surge

Chamberlain, The Scramble for Africa (chapters 1-9)

Hevia, English Lessons (chapters 1, 5, 6, 7, 8, Postscript)

Focus Questions/Topics:

You are not to answer these questions directly, they are provided only to stimulate your thinking on the assignment.

• What conditions at the turn of the century led to colonialism and imperialism?

• What countries led the imperial and colonial movement?

• What motivated the colonizers to colonize?

• What methods did colonizing countries use to impose their will? Did methods differ?

• What was the vehicle/mechanism for imperialism and colonialism?

• How did natives respond to being colonized?

• Was the liberty of those being colonized compromised?

• What was the aftermath of this movement for colonizing/imperial countries?

• What was the aftermath for those being colonized?

• Did the imperial/colonizing era lead to a new world order?

This is a comparative critical analysis of all areas under consideration, so make sure you address all areas, colonizers and colonized, and you use all three sources (and only those three sources). Use 12pt. font (a readable font), one-inch margins, and double-space your paper; citations should be done in the Chicago/Turabian format. Your paper should be a minimum of 6 full pages in length, but feel free to write more. Your paper MUST integrates all areas of the world and all issues, do not focus on just one area or one topic. I will grade your paper on: 1) writing and grammar; 2) organization and content; and 3) the logic and coherence of your analysis. The only sources you are using for this paper are the Paterson & Rable, Chamberlain, and Hevia books, use no other sources.

***This is to be an original paper, separate from the previous three you have written and submitted. Under no circumstances are you to simply copy and paste from your previous papers; doing that (to any degree) will guarantee a 0 grade for this paper.***

Submit a hard copy of your papers to me and an electronic copy to the Assignment dropbox in BlazeView no later than 12:00pm (noon) on April 20, 2018. I do not accept work late. Originality software will be used to check all papers.

Instructions Submit three essays, based on the Study Guide outlines, as attachments via Canvas. There’s no specific number of

Instructions: Submit three essays, based on the Study Guide outlines, as attachments via Canvas. There’s no specific number of pages or word count required. Must be double space.

1. Define the term “localism.” Provide specific examples of this phenomenon in colonial and contemporary American life. What forces contributed to the development of the growth of localism in our culture?

2. Define nationalism. What underlying forces were present in British North America contributing to the development of American nationalism? What finally triggered an awareness of these underlying forces? What factors contributed to the growth of the “conspiracy against liberty” in the 1760s-1770s? Describe the events that led Americans to a heightened understanding of their shared interests.

3. Describe the divisions among American revolutionaries. Analyze the forces and events that contributed to their coalescence in 1774. What forces finally led them to declare independence? Analyze the Declaration of Independence.

Here’s the outline to use as a reference for each of the questions. This can be use to write to essay. Question #1 OutlineThe American Cultural Component to: LocalismI. Definition/Comprehension of Localism/(AKA “Particularism”) A. Belief that a person’s most significant loyalty belongs to the area closest to them/that they most intimately connect to/their “locality” B. Malleable/Changeable from person to person 1. A person may most closely identify as a Spring Brancher, another a Houstonian, another a Texan, another a southerner…it’s all manifestations of localism, or loyalty to one’s most intimate locale, however that’s perceived. C. Always in potential conflict with another American cultural component: Nationalism, or one’s first identification with one’s nation. (we will expand the issue of American Nationalism in the next two topics) D. A connection to localism is one of the oldest components of American culture…it realistically predates the colonies in British North America E. Colonial Examples of Localism 1. Constant disputes within and between colonies: Eastern Connecticut hated western Connecticut, the tidewater area of Virginia hated the piedmont area of Virginia, northeastern colonies had contempt for southern colonies, EVERYBODY in New England hated Rhode Island, etc. colonies engaged in trade disputes, boundary disputes, religious disputes, seldom, even in cases Native American conflict, would one colony go to the defense of another, etc. 2. Illustration: In 1765 a colonist wrote the following, “Were these colonies left to themselves tomorrow, America would be a mere shambles of blood and confusion.” Another wrote, “…fire and water are not more heterogeneous than the different colonies in North America. Nothing can exceed the jealousy and isolation which they possess in relation to each other…such is the difference of character and manners or religion, of interests, of the different colonies, that I think, if I am not wholly ignorant of the human mind, were they left to themselves, there would soon be a civil war from one end of the continent to the other; while the Indians and Negroes would, with better reason, impatiently watch for the opportunity of exterminating them all together.” F. Contemporary Examples of Localism 1. Regional tension/resentments: Coloradans resent Texans, “Southerners are stupid” (President Trump’s public comments about former Attorney General Sessions), Californians are all loopy (“California’s like a box of Granola: what ain’t fruits and flakes is nuts.” Former President Harry Truman) 2. Political debate over “states’ rights” vs. national authority 3. “Pork Barreling:” politicians holding national political office using their political clout to authorize national tax revenues spent to benefit a locality (Refer to the “Bridge to Nowhere”) scandal) II. Factors Contributing to American Localism A. Colonies Founded over the span of more than a century 1. Colonies have profoundly varied development levels a. Older Ones, like Virginia (1607) or Massachusetts (1620), have challenges specific to their age/development stage b. Newer ones, like Georgia (1732) have vastly different set of challenges 2. (This would be an easy place to expand my outline…Brinkley Chapter 2 discusses the origins of all 13 colonies…some additional examples taken from the text would be a way do independent research easily) B. Colonies Founded for Vastly Differing Reasons (Varied “Missions”) 1. Examples: Virginia: to re-create England and make a profit, Massachusetts: to create a “model” of the ideal Puritan society for England to copy (and make a profit), Pennsylvania: a “Holy Experiment” of religious liberty, Maryland: a haven for English Roman Catholics, South Carolina: to preserve race-based slavery… 2. Thirteen Colonies, Thirteen “Missions,” different and potentially in conflict (contrast Massachusetts with Maryland!!! Another place to do some easy independent research…examine the varied colonial missions/objectives) C. No Shared Colonial Administrative System 1. Four “types” of colonies…all administered differently a. Corporate Colonies: Administered by a company (Example: Virginia, The Virginia Company) b. Royal/Crown Colonies: Administered by the British Government (Example: Georgia) c. Proprietary Colonies: Administered by one person (Example: Pennsylvania) d. Spontaneous Colonies: Administered/Created by the colonists themselves (Example: Connecticut) 2. Overtime, colonies evolved toward crown administration, but some never did. D. Localistic Contribution by British Government 1.Official British Policy Toward the North American Colonies: Benign Neglect (AKA Salutary Neglect, Statutory Neglect), A conscious decision to not interfere in colonial affairs…cheaper than governing the colonies. 2. Not abandoned until 1764 3. Creates in the colonies a sense that the high level of self-governance they’d practiced was theirs by right…without British government involvement in colonial affairs, the local, colonial governments effectively controlled events. (You can imagine the American reaction when the British announced they were abandoning Benign Neglect for an activist role in American governance.) E. British Cultural Localism’s Contribution 1. The inclination to identify with locality is present in British culture 2. The “United Kingdom” is composed of several distinctive localities: England, Scotland, Wales, The Channel Islands, Northern Ireland (since Brexit you’ve likely heard more about this…especially since some vocal Scots have urged Scottish separation from England) Local identification is pronounced. (Don’t go to Scotland these days and tell them how much you like being in England…they won’t appreciate it.) 3. The propensity to attach ones’ self to locality in Great Britain was brought here by the colonists themselves who then introduced it into American culture. F. The Influence of a Rugged Topography + No Ground Transportation Infrastructure = Limited inter-Colonial Interaction (In other words, combine the undeveloped landmass of North America with virtually no highways/roads/bridges and the result is few opportunities for colonists to interact with each other.) 1. Native Americans left the slightest imprint on land…land was a gift from the Great Spirit to the entire community, hence they left it as undisturbed as possible (refer to Brinkley Chapter One for more about this feature of Native American culture) 2. When British colonists arrived, North America was a rugged, frontier, undeveloped land mass where travel was difficult, unpleasant, hazardous, and undertaken only under duress. 3. This results in negative stereotyping of their colonial neighbors and few opportunities to experience the reality of their shared experiences. G. Influence of Immigration 1. Immigration serves as a great separator of people, the desperate, ambitious, courageous, risk-takers immigrate. The satisfied, content, fearful, shy, reticent don’t. America is composed of the former not the latter. 2. Colonial-era Immigrants did what immigrants do still: congregate within their own groups, if possible. This creates separated, distinct communities that often feel detached from non-immigrant neighbors. 4. While the U.S. thinks of itself as a “melting pot” of diverse people. There have always been lumps in the American soup, created by immigrant diversity. It takes a while for these lumps to dissolve into a smooth American consistency. 5. Colonial Era Immigration: Two Waves a. Initial Immigration: 17th Century, English Immigrants 1.) Establish English as the dominant language 2.) Establish English political systems/values 3.) British government encouraged immigration…wasn’t enough food in England 4.) British government discouraged immigration in 18th century (English continued to immigrate to North America, but in smaller numbers) b. 18th Century Second Wave Immigration: Many Non-English immigrants 1.) Largest Non-English Immigrant Group: Scots-Irish (Scots who’d been forced to leave Scotland for Ireland a century or two before…resented it…settled in what’s known as Northern Ireland today…immigrated to North America in 18th century) a.) Entered at Philadelphia…America’s major 18th century port/largest city b.) Moved out to the eastern Appalachian foothills in an oblique line running northeast to southwest from Pennsylvania, through Virginia and the Carolinas. c.) Fiercely independent, ruggedly Presbyterian, fearful of strangers, hardworking, ancestors of the “hillbillies” of the Appalachian region of West Virginia, western North Carolina, Kentucky, etc. d.) Approx. 250,000 Scots-Irish 18th century immigrants 2.) Second Largest Non-English 18th Century Immigrant Group: German Pietists (“Pietism” was a radical Protestant movement flourishing in the German states in the 18th century. Pietists refused to take oaths in court, serve in the military, eat certain foods, and behave in ordinary ways; so, they got crossways with their German political leadership…no surprise. Remember: At this time there was no nation of Germany. Germany was merely a region of northwestern and southwestern Europe governed by a variety of Dukes, Princes, Electors, Kings, and Archbishops.) a.) Mostly entered at Philadelphia b.) Attempted to settle in New England…weren’t made welcome…of course c.) Migrated south to south central Pennsylvania d.) Area today known as “Pennsylvania Dutch Country” (misnamed…the German word for “German” is “Deutsch” which the English speakers heard as “Dutch” and therefore called them Dutch.) e.) Hard workers, built rock houses, rock walls, rock churches…many of them still stand f.) Approx. 150,000 18th century German Pietist immigrants into British North America 3.) Third Largest 18th century came much less willingly than the others: Africans. Brought to serve as agricultural labor on southern colonial tobacco, rice, and indigo plantations.) a.) Entered mostly at the Chesapeake Bay or Charleston, S.C. b.) Some initially sent to the Bahamas for “seasoning” on hellish sugar plantations c.) Mostly settled south from Maryland/Virginia down the Atlantic coast to Georgia d.) Approx. 150,000 African 18th century immigrants into British North America 4.) Beyond these large immigrant groups there were pockets of groups dominant in certain localities: Dutch in New York, Swedes in New Jersey, French Protestants in South Carolina. By the end of the colonial era, there were representatives of nearly every national/ethnic/linguistic group around the globe in British North America. Is it any wonder that these colonists had trouble seeing anything that knitted them together? 5.) By the end of the colonial era, there were also clearly identifiable regions: the northeast was the most English-influenced area (not enough non-English residents to break the dominant Englishness), the Middle Colonies/Mid-Atlantic Colonies (New York, Pennsylvania, New Jersey) were the most diverse, and the South (colonies south of Maryland/Virginia) were distinctive thanks to the concentrated African population. 6.) It should be no surprise that as late as 1774, from the meeting of the First Continental Congress in Philadelphia, Massachusetts delegate and future U.S. President John Adams wrote the following to his wife Abigail describing his fellow delegates, “I find here fifty gentlemen meeting together, all strangers, who are not acquainted with each other’s language, ideas, views, designs. They are therefore jealous of each other, fearful, timid, skittish.” He concluded his assessment by writing that the congress didn’t represent one nation but “thirteen separate republics in the making.” For an American nation to emerge, some of this localism must give way to a sense of American nationalism; that’s the subject of the next topic and the next outline. Question #2The American Cultural Component of Nationalism, Part OneI. Definition/Comprehension A. Nationalism: The belief or idea that one’s most significant sense of loyalty/connection belongs to their nation. B. Not to be conflated with “Patriotism;” The belief or idea that one loves one’s country. (Nationalism and Patriotism are related, to be sure, just not identical twins…first cousins maybe.) A person can love their country and give their first loyalty to a moral code or family or making money or something else. In other words, it’s possible to be a patriot and not necessarily a nationalist…harder however, to do it the other way round. C. A Sense of Nationalism can Produce Extraordinary Behavior/Powerful Thing 1. Neil Armstrong’s willingness to ride astraddle a rocket ship to plant the American flag on the moon. 2. Franklin Roosevelt’s willingness to give his entire adult life to national public service 3. Rosa Parks’ willingness to go to jail to end racial discrimination 4. Caesar Chavez’s willingness to risk life and limb for national economic justice for downtrodden fruit and vegetable gatherers 5. Nazi’s eagerness to murder selected people to bring glory to the “Fatherland” 6. John Adams insisted that the development of an American sense of nationalism represented what he called the “real American revolution.” A student once asked Adams, an old man living in retirement just outside Boston, to tell him about the American Revolution. Adams replied, “What do you mean by ‘the revolution?’ The war? The war was no part of the American revolution. The REAL American Revolution took place 15 years before a drop of blood was shed at Lexington. The REAL American Revolution was in the changing of the minds and hearts of the colonists and the union of the colonies.” In other words, according to John Adams, when an American sense of nationhood developed, there occurred a revolution.II. Colonial Underlying/Passive Forces for American Nationalism A. A Dominant Language: English (Avoid referring to a “common language” in British North America…never was one of those. Too many immigrants hung onto their native tongue…never has been a “common” language in America…isn’t now.) B. A Common Set of British-Based Political Systems/Structures/Values (Across the colonies in North America, colonists carefully designed their local political systems to mimic the British House of Commons, Colonial governmental executives, like those in Great Britain, were subject to the law not above it, protected British civil liberties were carefully protected, etc. British Constitutionalism was admired in the colonies and used to design their own local governments.) 1. Two passive forces for potential American Nationalism…both British-based 2. Explains the attraction of British Nationalism in America 3. Pro-British Americans during the war represented approx. a third of the colonial population 4. These people, who never lost their attachment to Great Britain, were referred to as “Tories” or “Loyalists” during the War for Independence C. A Common American Reaction to British Policy (British government will make policies, the effect will, by necessity, be different from one place to the other.) 1. Trade Policy (A policy that demands a tax (tariff) on imported tea pots, for instance, will effect an Englishman in England differently than an Englishman in North America: Englishman in England buys a Wedgwood (English ceramic manufacturer) teapot, doesn’t pay the tax. Englishman in America buys the same teapot, he pays…it’s imported into America.) 2. Defense Policy/Concerns (An Englishman in England doesn’t worry about Native Americans…an Englishman in America thinks about them a lot! An Englishman in England and an Englishman in America knows full well that their greatest enemy is France…they hate’em and the French hate them. However, an Englishman in England can hate the French and not worry about getting killed by one. The closest Frenchman is in France, and he’s unlikely to cross the English Channel (“La Manche” in French since they don’t believe the channel belongs to the English) successfully to get to him. An Englishman in America hates the French and they’re just north of him in Canada only separated by the St. Lawrence River, which can be virtually stepped over in places.) 3. Land Policies/Tax Policies/Military Policies…you name it…the effects will be different on an Englishman in England vs. an Englishman in America D. The American Life Experience 1. Being in America, having to solve American challenges requiring American solutions separates an Englishman from his Englishness 2. Living in an immigrant society where offspring connect with people with varied origins and ethnic backgrounds was a transformative existence. 3. Colonists, infrequently returning to England, were keenly aware of the changes happening to them,and they wrote about them….a little worried about what this new “American” was going to be.III. Triggers Activating Passive Forces and Building American Sense of Nationalism: The Imperial Crisis (1763-1783) A. Background 1. 70 Years of on again, off again war between Great Britain and France: Ended in 1763 (Last part of the war was called The Seven Years War in Europe and the French and Indian War in North America.) 2. Treaty of Paris (1763): France ceded to Great Britain most of its overseas empire (parts of the Indian subcontinent, Canada, Trans-Mississippi west, etc.) 3. British Empire significantly enlarged 4. British left with a massive debt from the war 5. British Government Abandoned Benign Neglect Colonial Policy of nearly a century’s duration a. To Govern More Effectively b. To Get American Help to Pay the Debt (partially incurred for American defense) B. Triggering Events of the Crisis of Empire 1. Parliamentary Passage of The Proclamation Line of 1763 a. Temporary settlement restriction to east of the Appalachian Mountains b. Colonists nowhere near that far west…most settled along the Atlantic coast for ease of transportation (remember the lack of colonial infrastructure) c. Crossed the Appalachians in 1790 (Daniel Boone and the Cumberland Gap) d. Crisis Begins 1.) Some Americans objected simply because they rejected any restrictions on themselves (the “you’re not the boss of me” middle school, libertarian, Sen. Paul of Kentucky point of view) 2.) Some Americans objected because they suspected it wouldn’t be temporary 3.) Some Americans objected because they’d fought in the French and Indian War for land claims in the west and resented British denial of those legitimately war-won prizes. 4.) Some Americans believed that the British had an unrevealed agenda for keeping them “cooped up” east of the Appalachians. 2. Parliamentary Passage of The Revenue (aka “Sugar”) Act of 1764 a. A lowering of an old tax on imported molasses (the principle sweetener at the time) b. There’d been a tax on imported molasses since 1738…that was higher than the new one c. Designed to help pay off war debt…ergo “Revenue Act” to raise money for the government d. British insisted the amount collected did not pay off America’s share of the debt, it was merely a token contribution (true) e. The Crisis Grows 1.) Some Americans objected because it didn’t REALLY lower their taxes…the old tax had not been collected…Americans just ignored it and smuggled…remember the old Benign Neglect Policy 2.) Some Americans objected because they just didn’t like taxes (Think Republicans today) 3.) Some Americans objected because, according to British Constitutional principles, all revenue legislation required “consent of the governed” through their elected representatives. Since Americans had no directly elected parliamentary representatives, the Revenue Act was unconstitutional. (Thomas Jefferson’s argument…he was a constitutional lawyer.) The British argued that parliamentary representation was virtual, not direct, so Americans were represented, but that cut little ice among some increasingly anti-British Americans…like Jefferson. 3. Parliamentary Passage of the Stamp Act of 1765 a. Passed to augment Revenue Act shortfall (Americans still smuggling) b. Designed as a small, insignificant tax to collect insignificant revenue c. Required a paper embossing stamp (think notary public stamp) on a few things: legal documents, newspapers, and playing cards d. Passed as “a suggestion”…if Colonial leadership wanted to raise the same amount in another way or tax something else, they could choose to do so. (British political leadership was being warned by Benjamin Franklin, who was in London at the time serving as the official agent for the colony of Pennsylvania, that their policies were triggering serious anti-British sentiment in America.) Colonial legislatures were given a year to consider options. A year passed, American legislators offered no alternatives. The British began enforcing the Stamp Act. e. Crisis Explodes/Violence Erupts Across the Continent 1.) Statues overturned, buildings torched, British tax agents beaten, tarred and feathered, riots, protests, violence spread from New England in the north to Georgia in the south and everywhere in between. 2. ) The violence was so serious, the British Government repealed the legislation, the Prime Minister was forced to resign, and his government was replaced. 3.) The Stamp Act Riots represent our second national shared experience (first one was a religious revival movement between 1720 and 1730 called The Great Awakening)…something that all Americans experienced…an event bigger than their locality or their colony or their region…a significant nationalism-building moment. 4.) Explanation: American’s violent reaction wasn’t caused by the amount of the tax (the money amount was small), it was thanks to block headed/arrogant British politics…the tax fell on some of the most important, influential people in the colonies: newspaper publishers and lawyers. It wasn’t so much “bad” policy as “stupid” politics. (I don’t much like the word “stupid,” I don’t often use it, not sure I even believe in it when it comes to my fellow human beings, but it’s about the best description of the politics of the British government that I can come up with at this moment.) 5.) American objection was the same as with the Revenue Act…it was “taxation without representation.” 4. Parliamentary Passage of The Mutiny & Quartering Acts of 1765 a. Legislation designed to permanently station up to 50,000 British Army regulars to North America (scattered along the Atlantic Coast in the major cities: Boston, New York, Philadelphia, Chesapeake Bay Area, Charleston, S.C.) 1.) There’d never been that many regular army troops in North America except during wars 2.) They’d never been any permanent troops stationed in North America b. Legislation designed to permit the British government to house troops in American homes 1.) Service in the British Army was a punishment meted out to convicted criminals and psychopaths 2.) An Englishman in England would NEVER be required to house a British soldier c. And the Crisis Grows 5. British Parliamentary Passage of The Townshend Duties (Import taxes designed by Chancellor of the Exchequer (equivalent to Secretary of the Treasury in U.S. nowadays) Lord Charles Townshend…pronounced “townzend” if you ever happen to run into him) a. Taxed: tea, glass, lead, paper, and paint upon import b. Stimulated Philadelphia lawyer, John Dickinson, to write A Letter From Philadelphian Farmer, one of the most articulate protests of the Imperial Crisis focused on taxation without representation.IV. Growth of “The Conspiracy Against Liberty” Crisis Explanation (which expands the crisis) A. By 1767, many Americans, trying to understand what had happened to the heretofore friendly relationship between the North American colonies and Great Britain, latched onto an explanation for the continuing crisis that becomes known as “The Conspiracy Against Liberty” B. “The Conspiracy Against Liberty” is an oversimplification of the Crisis of Empire that insists that the problems between England and America were the result of a conspiracy driven by corrupt ministers of the king to subvert American freedom. (It’s not true, but it sure as hell makes the problems easier to understand and other contemporaneous events conveniently explicable.) C. Contemporaneous Events (1760s) 1. “The Wilkes Affair” a. John Wilkes was an English rabble rouser b. A seat in the House of Commons opened up c. Election in a working class part of London d. Elected John Wilkes (!) e. Election voided f. Second Election: Elected John Wilkes (!!) g. Warrant Issued for Wilkes’ arrest h. Wilkes’ fled to France to avoid arrest i. In America this series of events is interpreted as proof of the Conspiracy Against Liberty…the conspirators were not content with undermining American liberties now they were undermining British ones…they’d refused to seat a twice duly elected Member of Parliament!!! 2. The Rumor of the Arrival of an Anglican Bishop a. Started thanks to a Virginia request for a Bishop! (Virginia was dominated by the Anglican church…you can learn more about this is Holmes’ book.) b. In other parts of the colonies, particularly New England settled by Bishop-hating Puritans, this is just another attempt to undermine American liberty. c. No British Bishop could be paid enough to live in the colonies in some tree…made little difference to someone who was inclined to believe in the conspiracy theory. 3. The “Boston Massacre” (March, 1770) a. Samuel Adams and the Sons of Liberty were early voices for American independence b. In the predawn weeks before the “Boston Massacre,” Sam and the Sons had burned down the Royal Governor of Massachusetts, Thomas Hutchinson’s, house c. By March, they decided to “protest” the Townshend Duties by telling the British soldiers guarding the Customs House, how much they hated both the Duties and them. d. As they were explaining all this to the soldiers, someone was about to torch the Customs House. The soldiers opened fire. Three fell dead, eight were wounded, two later died of their wounds. The event is known as The Boston Massacre or “The Incident on King Street” in England. This doesn’t sound like much of a massacre, but that’s not how the event was reported at the time. Reports sounded something like, “It’s not enough that the conspirators against our liberties deny us land that we fought, bled, and died for (Proclamation Line), or that they tax us unmercifully without our constitutionally guaranteed consent (Revenue Act and Stamp Act). It’s not enough that they demand that we house English lunatics in our homes and threaten us with martial law (Mutiny and Quartering Acts), and they threaten us with religious bigots in our midst (arrival of a British Anglican Bishop). Now, they’re shooting us down in the streets! e. The Imperial Crisis is becoming revolution, and that gets us to the next topic: Nationalism, Part Two Question #3The American Cultural Commitment to Nationalism: Part III. By 1770 Many Americans (not all) want change in the relationship that existed between Great Britain and the North American Colonies—don’t agree on what the change should be. A. Extreme Right Wing: “Imperial Conservatives” (using the word in its most legitimate sense: “to keep/conserve”) 1. Base their position on “The Rights of Freeborn Englishmen” (the problems between Great Britain and the colonies can be repaired simply by claiming the rights available to all Englishmen…particularly the right to petition for redress of grievances) 2. Objective: To remain within the protective folds of the British Empire (British fleet protects American shipping and British arms protect the American land mass.) 3. Examples: John Dickinson and Joseph Galloway (well known critics of British policy, but retain their commitment to British nationalism) B. Extreme Left Wing: “Radicals” (using the word as a descriptive not accusation: advocating the “most extreme” position) 1. Base their position on: “The Natural Rights of Man” (Can’t use “legal rights” since there was no legal right to overthrow the government…instead focus on the amor

Instructions for Reaction Paper

The Reaction Paper Assignment

You will be writing a 1,000 word Reaction Paper in this course using the instructions and links found below. You will be completing the following tasks and gathering the following information for your paper:

Watch the epigenetics video from PBS available as a YouTube link in this folder (second item in the folder). Begin your paper by defining epigenetics in your own words and discussing your reaction to the video.

Interview your family members and complete the Family History-Dr. Oz.pdf Click for more options . Find out which disease(s) you are most at risk for.

Research and locate one article on epigenetics and whatever disease you are most at risk for (select a study on research conducted on humans) from a reputable academic source:

Reputable Sources:

journal articles

government publications based on research

Do not use:

magazines of any sort, whether they are on paper or online

Websites of any type, including epigenetics websites

Wikipedia

How to Perform Your Research

Use the College Library in person or online (log in with your new MDC ID number (the one that is all numbers). Your password is the last four digits of that same MDC ID unless you have changed it.

Read the epigenetics article you find. Continue your paper with a discussion of the epigenetics article. Be sure to paraphrase (put things in your own words) and be sure to cite the author(s) of the article you find using APA style (see the section below on using APA style). Aim for about a page for this part of your paper.

Discuss the concept of epigenesis in light of your family history and the article you read. Aim for one page for this section of your paper.

Complete the Living to 100 Questionnaires. Integrate your findings on the questionnaire into your discussion. Aim for another page.

Discuss how you can improve your health and longevity in light of your findings in this questionnaire, your understanding of epigenetics, and your knowledge of your family history. This should be your final page.

You can go over or under a page for any of the sections of the paper as long as your total paper is 1,000 words not counting the references.

General Rules for an “A” Paper (check your paper against this list)

◻ 1,000 words

◻ Original work; plagiarism score of less than 10% (90% original work)

◻ Double-spaced, 12-point font, 1-inch margins

◻ Covers all 6 tasks

◻ Spellchecked

◻ College-level grammar

◻ Cite your article APA style (author & year within body of paper; full reference at end)

◻ No abstract, no cover

◻ Place your name and reference number on the first page. Use page numbers.

Submit the paper by the deadline in the Schedule and also in the Calendar. The box will open at the beginning of the semester so that you have time to submit your paper, review the originality report, and resubmit your paper if necessary until you have a plagiarism score of under 10%. Be sure to use the Turnitin Grammar Checker to ensure that your paper is well written and ensure that you have spellchecked everything. If you resubmit your paper, note that it takes 24 hours for your new score to show up in the Turnitin Drop Box.

Submission to Turnitin Drop Box

The Turnitin Drop Box is in Blackboard. You do NOT have to go to Turnitin to submit your paper. Turnitin is a plagiarism checking software. It checks to see if your work is original. I have set the Turnitin Drop Box so you can submit your paper as many times as you want until the due date. That will allow you to check your plagiarism score and see where your work is not original. You can then rephrase that section and put it into your own words. The expectation in this course is that your paper scores no more than 10% in plagiarism (90% original work). You will be able to resubmit your paper as many times as you need to in order to get it right until the Due Date. You will NOT be able to resubmit after the Due Date. Note that it takes 24 hours to see your new plagiarism score after resubmission. No more than 2 or 3 quotes in the entire paper, please.

Avoiding Plagiarism

You must be careful not to copy someone else’s ideas and not to copy and paste ideas from the sources you find. Copying and pasting from someone else’s work is considered plagiarism. You may use other people’s ideas, but you have to put them in your own words and reference the source. Putting things in your own words is called “paraphrasing.” And you must put the reference right after the idea. Needless to say, submitting plagiarized papers, including those copied from one of the Web sites that have “free” papers or even papers you can buy, will result in a penalty. That penalty in this course is that your grade will be reduced by the percentage of plagiarism over 10%. In other words, the less plagiarism, the higher your score; the more plagiarism, the lower your score. The paper is worth 10% of your grade in this course. Don’t risk it!

APA Style and References

One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research, locate, and use one reputable source from the literature on the topic of epigenetics/epigenesis. The “literature” is composed of studies that have been conducted in a scholarly way to support ideas. Scholarly sources can be found in journals or in some Web sites, especially those that come from .edu domains (.edu is short for “educational” Web sites) or .gov domains (.gov are government sites). The College Libraries have dozens of good journals you can use. You will be using the College Library for this paper. You may do the research in person or use the Web to access our library. See your librarian for more information on finding credible sources.

In APA style, you cite a source in two places: within the body of the paper where you use the idea or words of the author of the paper; and again in the Reference List at the end of the paper. For example, you might say, “According to Researcher A (2011)…epigenetics is…” What you must do is supply the researcher’s name within a sentence or at the end of a sentence in parenthesis (Smith, 2011). Then you give the full information for locating the study in the Reference List. That’s what Reference Lists are for: they allow the person reading your paper to look up your source if they want to. So remember, citing references APA style, requires two things: 1) that you cite the reference within the body of the paper, and 2) that you list the full reference at the end in the Reference List.

APA Tutorial

There are multiple tutorials and other training sources on APA style at the APA Web site. You do NOT have to buy the APA Manual to do this paper.

References

American Psychological Association (2011). APA style. Retrieved from http://www.apastyle.org/index.aspx

Instructions for Paper VI

Instructions for Paper VI: Study Two Methods, Results, Discussion (Worth 30 Points)

Ryan J. Winter

Florida International University

Purpose of Paper IV: Study Two Methods, Results, and Discussion

1). Psychological Purpose

The psychological purpose behind Paper IV is to make sure you can summarize what you did in your second study, how you did it, and what you found. This is similar to Paper II, but you will include information related to your second independent variable in Paper IV.

For the results section in Paper IV, you will provide information about your participants, materials, and procedure. Your participant section goes first, and it includes descriptive statistics about your sample (means and standard deviations for age and percentages of gender and race/ethnicity). This is a new sample of participants, so you cannot use Paper II for this information. Make it NEW! Your materials and procedure sections include information about what you did and how you did it. You should once again write this section for an audience who is unfamiliar with your newer study two variables, but you can actually summarize or refer back to study one variables if and when they carry over from study one to study two. In the end, just remember that you must educate your reader about your materials and procedure, giving enough detail so they could replicate study two on their own. Your Paper IV Methods section will thus look a lot like your Paper II, but in Paper IV you will describe BOTH independent variables as well as important dependent variables (especially any new ones you added). I suggest reviewing your Paper II feedback to see if you need more clarity in your methods descriptions, but make sure that your reader is clear about the mechanics of your new 2 X 2 factorial design.

You will also write a new Results section. Since you now have two independent variables and potentially new dependent variables, you will not be able to reuse ANY content from Paper II. Rather, you will write a more complicated results section focusing on a 2 X 2 factorial design here.

Your Discussion section for Paper IV will be a short summary of what you found in that study. Similar to Paper II, you can make some educated guesses about what you found and why you found it, but keep the focus on study two only (in Paper V due at the end of the semester, you will include a more advanced discussion section that looks at both study one and study two, so keep the Paper IV discussion focused only on study two).

2). APA Formatting Purpose

The second purpose of Paper IV is to again teach you proper American Psychological Association (APA) formatting for methods and results. In the instructions below, I tell you how to format your paper using APA style, but this time with a focus on your 2 X 2 factorial ANOVAs. Once again, there are a lot of specific requirements in APA papers (as specific as what to italicize), so pay attention to the instructions below as well as Chapter 14 in your textbook!

3). Writing Purpose

Paper IV is intended to help you figure out how to update a Methods, Results and Discussion section using a 2 X 2 factorial design. This is more complicated than the One Way ANOVA you used in Paper II, but you should still be able to clearly and succinctly tell you readers what you did, how you did it, and what you found. Similar to Paper III, we will give you feedback and help in this paper. You will then be able to revise it for your final paper in the course (Paper V). Thus doing a good job on Paper IV will mean fewer revisions for the final paper.

Note: The plagiarism limit is higher in this paper (up to 65%) since your classmates are doing the same study two design and will have similar results. Don’t go higher than that, though! 65% is the maximum allowed!

Note: You do not need to include any content from Papers I, II, and III here. You can use the same title page, but all we will look at and grade are the methods, results, discussion, and appendix information from Study Two.

Methods

This paper should be fairly easy for you! It is essentially a replication of your Paper II: Methods and Results (Study One) paper, except here you will extend that paper to include your second independent variable as well as any new dependent variables you may have created. You will also use a more complex data analysis process now that you have a 2 X 2 factorial design. Keep in mind that Study Two is different from Study One. It may use some of the same materials, but your descriptions in the methods section should be specific to your Study Two idea. If you reuse some of the same variables, please refer to study one (I encourage it! No need to repeat yourself if you are using identical materials), but if the elements are new make sure to FULLY describe them. The results themselves will be completely different, as the results section will take into account two independent variables, and your brief discussion will similarly be new. Below are some of the points to cover in this paper. I will highlight in purple the new components you should pay attention to for this paper.

Title Page: I expect the following format (1 point):

Use your headers and title information from your prior Paper III: Literature review. See prior instructions for more info about the title page!

Methods Section: I expect the following format (10 points):

Write Method at the front of this section, make it bold, and center it.

The participants section comes next. The word Participants is bolded and left justified. In this section …

As in Paper II, tell me who your participants were (college students, family members, friends) and how many there were. If the number starts a sentence, then spell out the number. “Two-hundred and five participants …”. If it is mid-sentence, then you can use numerals. “There were 205 participants in this study.” Make sure this is for your NEW SAMPLE. This sample will differ from Paper II, so you will have to provide all new demographic data.

Provide frequencies and descriptive statistics for the most relevant demographic characteristics.

For some variables, like ethnicity and gender, you only need to provide frequency information (the number of participants who fit that category). “There were 100 men (49%) and 105 women (51%) in the study.” Or “The sample was 49% male (N = 100) and 51% female (N = 105).”

Other variables, like age, are continuous variables (rather than categorical), so use descriptive statistics here (the range, mean, and the standard deviation). “Participants ranged from 18 to 77 (M = 24, SD = 3.50).” or “The average age of participants was 24 (SD = 3.50).” By now you should be able to find these on your own, but I will give you a hint: run frequencies and descriptives to get demographic data

Materials and Procedure

For this section, things are again very flexible. Some studies include the Materials and Procedure in the same section while others break them up into two sections

It is a matter of choice which you choose. For me, the more complex the design, the better it is to split them up. In one section I will describe what the materials are; in the next I describe what participants did with those materials (the procedure)

Your Paper IV: Study Two Methods, Results, and Discussion is simple enough that I recommend combining them into one overall Materials and Procedure section. Here, you can refer back to your methods section from Paper II. (“We used the same Facebook Consensus manipulation as in study one, but here we included only the Support and Mixed conditions”).

Again, the words Materials and Procedure is flush left. In this section …

Provide information about your materials and your procedure.

I suggest starting with your procedure. Tell your reader what your participants did in the order participants did them. Be specific. Assuming your study is similar to study one, I have the following recommendations (though your study may differ, so take these only as recommendations!):

First, talk about informed consent.

Second, talk about the different versions of the hindsight bias studies. Provide enough detail so that your readers know how the conditions differ. Imagine I need to replicate your design – give me enough detail so I can do so. Also fully describe your new independent variable for study two. For example, my additional IV may be whether participants are forewarned or not about the effects of consensus. I need to fully describe that new IV in the methods for this second study

For example, study two MIGHT look support versus mixed conditions as two levels of one IV. However, we might also look at forewarning versus no forewarning as a second IV. This involves four cells: 1) Forewarning with support feedback, 2) Forewarning with mixed feedback, 3) No forewarning with support feedback, and 4) No forewarning with mixed feedback.

Make sure you have a clear idea about what your four different conditions look like.

Third, talk about your dependent variables (that is, your survey questions. For these DVs, once again provide enough detail so I know exactly what questions you asked. For example, “Participants provided their gender, age, and race”. For other dependent variables, tell me how the responses were recorded (yes/no, true/false, a scale of 1 to 9, etc.). If you used a scale, note the endpoints. That is, does a 1 mean it is high or is it low? “Participants were asked, ‘How surprising was the outcome?’, and they responded on a scale from 1 (unsurprising) to 10 (surprising).’” Highlight any new DVs you created for this study. For example, I may ask a manipulation check question asking if they were forewarned (“Did you read a warning that consensus impacts how people make judgments? Yes / No – Pick one.”)

Fourth, make sure to highlight which DVs you analyzed. If there are DVs participants completed but you did not analyze them, feel free to say those DVs were not analyzed.

Finally, mention debriefing

There is no set minimum or maximum on the length of the methods section, but I would expect at least a page or two as you detail your materials and procedure. Missing important aspects of your IVs and DVs or presenting them in a confused manner will lower your score in this section

Once again, make the new information VERY specific so that someone unfamiliar with your study could recreate your survey. If they can’t, you won’t do well!

Results Section: I expect the following format (10 points):

The results are the hardest part of this paper, so again, pay close attention to your lab presentation and book

First, write Results at the top of this section and center it boldface. This section comes directly at the end of the methods section, so the results section DOES NOT start on its own page.

For this assignment, include statistics about the most important variables in your study. For Paper IV: Study Two Methods, Results, and Discussion, your study design should be more complex than your study one. You are dealing with a factorial design now (that is, you have more than one IV), such as a 2 X 2 or even a 2 X 3 study. Let me walk you through the guidelines for a 2 X 2 design.

First, run manipulation checks using at least one of your dependent variables (a dependent variable that assesses whether the independent variable manipulation worked). This analysis will differ depending on whether your dependent variable is nominal or interval / ratio

Nominal (categorical) dependent variable: IF you have a nominal DV (“Did you see supportive or mixed feedback?” or “Did you see a warning or no warning?”), you can run a chi square test.

Interval / ratio dependent variable: IF you have interval or ratio dependent variable (they have scales ranging from low to high), you can run a t-Test manipulation check (if you only have two levels to the IV) or an ANOVA (if you have three or more levels). For example, if I manipulated anger by giving half of the participants a hard time about their intelligence before they looked at the Facebook feedback, I might ask “On a scale of 1 to 9, how angry were you?” and then run a t-Test on the dependent variable anger to see if my manipulation did in fact work. That is, given two levels for my independent variable (angry versus control), they should rate themselves as more angry in the condition where I questioned their intelligence compared to a control condition

Note: I suspect you will have a nominal manipulation check question, so the chi square will be more likely. Also note that the manipulation check may have nothing to do with Abigail or her cheating behavior – it might be simply recall of whether participants were warned about consensus effects.

Second, run two 2 X 2 ANOVAs. Recall that this is univariate analysis of variance, but rather than focusing on one independent variable (like the One Way ANOVA), a 2 X 2 ANOVA looks at two different independent variables within the same test. YOUR job is to run two different 2 X 2 ANOVAs. Your first 2 X 2 ANOVA will focus on a dependent variable of your choice while the second 2 X 2 ANOVA will look at a different dependent variable. For EACH factorial ANOVA, you will report at least three F tests (an F for the main effect of IV #1, an F for the main effect of IV #2, and an F for the interaction). If your interaction is significant, then you may actually report additional F tests for each DV with the simple effects tests! I know this gets complex, so let’s break it down a bit and focus on just one 2 X 2 ANOVA. This test will yield two main effects and one interaction…

Main Effect #1 (IV #1): There will be a main effect in the ANOVA table for the first IV. Provide the degrees of freedom, F value, and p value. Regardless of whether it is significant, I want you to provide the means and standard deviation for both levels of the IV. For example (and ONLY as an example, since YOUR study independent variables will differ and I don’t know what your lab chose), imagine your first IV is “Warning”. Your main effect write up for this EXAMPLE of warning will look like this …

“Using forewarning (warned versus not warned) and condition (upward versus downward) as our IVs and the rating of “Abigail’s behavior was wrong” as our DV, there was no main effect for forewarning, F(1, 189) = 1.97, p > .05. Participants did not differ in their ratings in the warned (M = 2.35, SD = 1.21) versus not warned (M = 2.21, SD = 0.87) conditions.”

Warning IV Main Effect

Warned (M = 2.35) Not Warned (M = 2.21)

Main Effect #2 (IV #2): There will be a main effect in the ANOVA table for the second IV. Again, provide the F test. Regardless of significance, give the means and standard deviations for both levels of the IV. (This comes in the same paragraph as the main effect for warning)

“There was, however, a significant feedback condition main effect, F( 1, 189) = 3.42, p < .05. Participants rated Abigail’s behavior as less wrong in the support condition (M = 2.56, SD = 1.21) than participants in the mixed condition (M = 5.24, SD = 0.89).”

Feedback Consensus Condition Main Effect

Upward (M = 2.56) Downward (M = 5.24)

Interaction (IV #1 X IV #2): Finally, there will be an interaction for IV 1 X IV 2. Provide the initial interaction F test.

Interaction (either significant or not!). That is:

“The interaction was not significant, F(1, 187) = 1.22, p > .05.”

“The main effects were qualified by a significant Warning X Condition interaction, F(1, 187) = 6.61, p < .05.”

IF the interaction is not significant (e.g. p > .05), then just list the means and tell me they don’t differ. “This implies that participants in the support and warned condition (M = 2.76, SD = 1.27), the support and unwarned condition (M = 2.21, SD = 1.90), the mixed and warned condition (M = 2.72, SD = 2.87), and the mixed and unwarned condition (M = 2.78, SD = 3.45) did not differ from each other.”

However, IF there is a significant interaction, there are four more F tests you need to run (“simple effects” tests). This one gets complicated, but I’ll show you an example write-up (normally, this can all go in the same paragraph):

First, simple effects showed that support participants rated Abigail’s behavior as less wrong in the unwarned condition (M = 2.76, SD = 1.27) than support participants in the warned condition (M = 5.21, SD = 1.90), F(2, 95) = 6.24, p < .05.

Second, simple effects showed that mixed participants did not differ in their ratings of whether Abigail’s behavior was wrong in the warned condition (M = 5.78, SD = 3.45) and unwarned condition (M = 5.72, SD = 2.87), F(2, 93) = 1.13, p > .05.

Third, for participants who were warned, simple effect tests showed that participants did not differ in their ratings of whether Abigail’s behavior was wrong in the support (M = 5.21, SD = 1.27) and mixed condition (M = 5.78, SD = 3.45), F(2, 95) = 1.31, p > .05.

Fourth, for participants in the no warning condition, simple effect tests showed that participants felt Abigail’s behavior was less wrong in the support condition (M = 2.67, SD = 1.90) than unwarned participants in mixed condition (M = 5.72, SD = 2.87), F(2, 95) = 3.11, p < .05.

Warning Facebook Consensus Condition

Support Mixed

Warned Support Warned (M = 5.21) Mixed Warned (M = 5.78)

Not Warned Support Not Warned (M = 2.76) Mixed Not Warned (M = 5.72)

In general, this shows that participants rated Abigail’s as less wrong only in the support condition that lacked a warning. For both mixed conditions and the support condition that include a warning about consensus, participants tended to rate Abigail’s behavior as wrong.

Again, the warning is an EXAMPLE here. Your second independent variable will differ.

Please note that you might run a lot of statistical tests for one DV (like the original F test followed-up with simple effects tests). This still only counts as one DV. You need to look at three DVs total (one for the manipulation check and then two additional rating-scale DVs), so you might have as many as 11 or so statistical tests in this section.

Like the methods section, there is no page minimum or maximum for the results section, though I would expect it to be at least a paragraph or two for each dependent variable

Discussion Section (2 points)

In a short paragraph or two, write a brief discussion of your results. Tell me if you did or did not support your hypotheses. In this section, do NOT go into detail about the statistics. If I need that information, I’ll just look at your results section. Here, I just want a plain English summary of what you found. Something like …

“Overall, these results indicate that participants still tend to conform to the same opinion of others when those others are in full agreement (consensus). However, when there is no consensus from others or when participants are warned about how consensus might impact them in a situation where consensus occurs, participants are less likely to go along with the consensus.”

References are not required for this paper

Appendices: Study Two (4 points)

I want to make sure you are including the correct numbers in your results section, so I want you to include all relevant SPSS tables for each of your analyses in a series of appendices. You can include these as appendices A, B, C, and D for study two, but I actually recommend naming them E, F, G, and H since you have A, B, C, and D from study one already (or F, G, H, and I if you have five appendices from study one). Thus you should have a MINIMUM of eight appendices in your final paper, but just four appendices in Paper IV.

Appendix E: Demographic Information Study Two

Appendix F: Chi Square (or other Manipulation Check)

Make sure to include a table for your manipulation check. If you do a chi square for a nominal variable, this will include the cross-tabulation table and the chi square table. Or, if you do a t-Test or ANOVA, this will include the descriptive statistics as well as the t-Test table itself (or the ANOVA table itself)

Appendix G: first dependent variable (First 2 X 2 ANOVA)

Make sure to include your descriptive statistics table and your Tests of Between Subject Effects table. If your interaction is not significant, you’re done. If it is significant, normally you would run simple effects follow up tests. You still need to run them, but for purposes of this appendix all I need to see is the original ANOVA table and the original descriptive table.

Appendix H: Second dependent variable (Second 2 X 2 ANOVA)

This is the same as the second dependent variable above, but for a different dependent variable

Again, in the end, I expect four appendices for study two (one for demographics, one for a chi square/t-Test and one for each 2 X 2 ANOVA).

Appendices will come at the end of the paper

Overall writing quality (3 points)

Make sure you check your paper for proper spelling and grammar. The FIU writing center is available if you want someone to look over your paper (an extra eye is always good!) and give you advice. I highly recommend them, as writing quality will become even more important on future papers.

Other Guidelines for Paper IV: Study Two Methods, Results, and Discussion

1). Page size is 8 1/2 X 11” with all 4 margins set at one inch on all sides. You must use a Times New Roman 12-point font and double space all sentences/paragraphs in the paper.

2). PLEASE use a spell checker to avoid unnecessary errors. Proofread everything you write. I actually recommend reading some sentences aloud to see if they flow well, or getting family or friends to read your work.

Below is a write up for the significant interaction for the 2 X 2 ANOVA. Here, I just put it all in one paragraph, as it would appear in a results section (double space YOUR section, though). Notice there are 7 F tests for this significant 2 X 2 interaction.

Using forewarning (warned versus not warned) and feedback condition (support versus mixed) as our IVs and the rating of “Abigail’s behavior was wrong” as our DV, there was no main effect for forewarning, F(1, 189) = 1.97, p > .05. Participants did not differ in their feelings in the warned (M = 2.35, SD = 1.21) versus not warned (M = 2.21, SD = 0.87) conditions. There was, however, a significant feedback condition main effect, F( 1, 189) = 3.42, p < .05. Participants rated Abigail’s behavior as less wrong in the support condition (M = 2.56, SD = 1.21) than participants in the mixed condition (M = 5.24, SD = 0.89). The main effect was qualified by a significant Warning X Condition interaction, F(1, 187) = 6.61, p < .05. First, simple effects showed that support participants rated Abigail’s behavior as less wrong in the unwarned condition (M = 2.76, SD = 1.27) than support participants in the warned condition (M = 5.21, SD = 1.90), F(2, 95) = 6.24, p < .05. Second, simple effects showed that mixed participants did not differ in their ratings of whether Abigail’s behavior was wrong in the warned condition (M = 5.78, SD = 3.45) and unwarned condition (M = 5.72, SD = 2.87), F(2, 93) = 1.13, p > .05. Third, for participants who were warned, simple effect tests showed that participants did not differ in their ratings of whether Abigail’s behavior was wrong in the support (M = 5.21, SD = 1.27) and mixed condition (M = 5.78, SD = 3.45), F(2, 95) = 1.31, p > .05. Fourth, for participants in the no warning condition, simple effect tests showed that participants felt Abigail’s behavior was less wrong in the support condition (M = 2.67, SD = 1.90) than unwarned participants in mixed condition (M = 5.72, SD = 2.87), F(2, 95) = 3.11, p < .05. In general, this shows that participants rated Abigail’s as less wrong only in the support condition that lacked a warning. For both mixed conditions and the support condition that include a warning about consensus, participants tended to rate Abigail’s behavior as wrong.

Finally, go look at the supporting documents for this paper. There is a checklist, a grade rubric, and an example paper. All will give you more information about what we are specifically looking for as well as a visual example of how to put it all together. Good luck!

Instructions for Paper IV Study Two Methods, Results, Discussion (Worth 30 Points)

Instructions for Paper IV: Study Two Methods, Results, Discussion (Worth 30 Points)

Ryan J. Winter

Florida International University

Purpose of Paper IV: Study Two Methods, Results, and Discussion

1). Psychological Purpose

2). APA Formatting Purpose

3). Writing Purpose

Methods

This paper should be fairly easy for you! It is essentially a replication of your Paper II: Methods and Results (Study One) paper, except here you will extend that paper to include your second independent variable as well as any dependent variables you may have created. You will also use a more complex data analysis process now that you have a 2 X 2 factorial design. Keep in mind that Study Two is different from Study One. It may use some of the same materials, but your descriptions in the methods section should be specific to your Study Two idea. If you reuse some of the same variables, please refer to study one (I encourage it! No need to repeat yourself if you are using identical materials), but if the elements are new make sure to FULLY describe them. The results themselves will be completely different, as now that section will take into account two independent variables, and your brief discussion will similarly be new. Below are some of the points to cover in this paper. I will highlight in purple the new components you should pay attention to for this paper.

Title Page: I expect the following format (1 point):

Use your headers and title information from your prior Paper III: Literature review. See prior instructions for more info about the title page!

Methods Section: I expect the following format (10 points):

Write Method at the front of this section, make it bold, and center it.

The participants section comes next. The word Participants is bolded and left justified. In this section …

Provide frequencies and descriptive statistics for the most relevant demographic characteristics.

Materials and Procedure

For this section, things are again very flexible. Some studies include the Materials and Procedure in the same section while others break them up into two sections

Your Paper IV: Study Two Methods, Results, and Discussion is simple enough that I recommend combining them into one overall Materials and Procedure section. Here, you can refer back to your methods section from Paper II. (“We used the same Terror Management Theory manipulation as in study one, but here we included only the reject and deserve conditions”).

Again, the words Materials and Procedure is flush left. In this section …

Provide information about your materials and your procedure.

First, talk about informed consent.

Second, talk about the different versions of the hindsight bias studies. Provide enough detail so that your readers know how the conditions differ. Imagine I need to replicate your design – give me enough detail so I can do so. Also fully describe your new independent variable for study two. For example, my additional IV may be whether participants are forewarned or not. I need to fully describe that new independent variable in the methods for this second study

Study two looks at the Mortality Salience and Dental Pain conditions as two levels of one IV. I also have Forewarning versus No Forewarning as a second IV. This gives me four cells: 1) Forewarning MS, 2) Forewarning DP, 3) No forewarning MS, and 4) No forewarning DP

Third, talk about your dependent variables (that is, your survey questions. For these DVs, once again provide enough detail so I know exactly what questions you asked. For example, “Participants provided their gender, age, and race”. For other dependent variables, tell me how the responses were recorded (yes/no, true/false, a scale of 1 to 9, etc.). If you used a scale, note the endpoints. That is, does a 1 mean it is high or is it low? “Participants were asked, ‘How surprising was the outcome?’, and they responded on a scale from 1 (unsurprising) to 10 (surprising).’” Highlight any new DVs you created for this study. For example, I may ask a manipulation check question asking if they were forewarned (“Did you read a warning that thinking about death might impact decisions? Pick one.”)

Fourth, make sure to highlight which DVs you analyzed. If there are DVs participants completed but you did not analyze it, feel free to say those DVs were not analyzed.

Finally, mention debriefing

Results Section: I expect the following format (10 points):

The results are the hardest part of this paper, so again, pay close attention to your lab instructor

First, write Results at the top of this section and center it boldface. This section comes directly at the end of the methods section, so the results section DOES NOT start on its own page.

For this assignment, include statistics about the most important variables in your study. For Paper IV: Study Two Methods, Results, and Discussion, your study design should be more complex than your study one. You are dealing with a factorial design now (more than one IV), such as a 2 X 2 or 2 X 3. Let me walk you through some of the guidelines for a 2 X 2 design.

First, run manipulation checks on at least one of your IVs.

You can use a chi square on nominal variables (“Did you write about death or dental pain?”)

OR you might need to run a t-Test if your manipulation check question is based on an interval or ratio scale (For example, if I manipulated anger by giving half of the participants a hard time about their intelligence before they read the essay instructions, I might ask “On a scale of 1 to 9, how angry were you?” and then run a t-Test on the dependent variable anger to see if my manipulation did in fact work).

I actually recommend running manipulation checks on both of your manipulations, though only one is required

Second, run a 2 X 2 ANOVA for two different DVs (This is still a univariate analysis of variance, but now with two IV’s). For EACH of your dependent variables, you will report at least three F tests (an F for the main effect of IV #1, an F for the main effect of IV #2, and an F for the interaction. If your interaction is significant, then you may actually report seven different F tests for each DV with the simple effects tests! That is …

There will be a main effect in the ANOVA table for the first IV. Provide the degrees of freedom, F value, and p value. Regardless of whether it is significant, I want you to provide the means and standard deviation for both levels of the IV. Imagine your first IV is “Warning”. Your main effect write up will look like this …

“Using forewarning (warned versus not warned) and condition (MS versus DP) as our IVs and the number of death-related words they found as our DV, there was no main effect for forewarning, F(1, 189) = 1.97, p > .05. Participants did not differ in the number of death-related words they found in the warned (M = 2.35, SD = 1.21) versus not warned (M = 2.21, SD = 0.87) conditions.”

There will be a main effect in the ANOVA table for the second IV. Again, provide the F test. Regardless of significance, give the means and standard deviations for both levels of the IV. (This comes in the same paragraph as the main effect for warning)

“There was, however, a significant condition main effect, F( 1, 189) = 3.42, p < .05. Participants found more death-related words in the MS condition (M = 5.56, SD = 1.21) than in the DP condition (M = 3.24, SD = 0.89).”

Finally, there will be an interaction for IV 1 X IV 2. Provide the F test again.

Significant interaction:

“The main effects were qualified by a Warning X Condition interaction, F(1, 187) = 6.61, p < .05.”

If there is a significant interaction, there are a total of five F tests for this interaction (one for the main interaction plus four “simple effect” comparisons). This one gets complicated. Normally, this can all go in the same paragraph:

First, simple effects showed that MS participants found more death-words in the unwarned condition (M = 5.76, SD = 1.27) than the warned condition (M = 2.21, SD = 1.90), F(2, 95) = 6.24, p < .05.

Second, simple effects showed that DP participants did not differ in the number of death-words they found in the warning condition (M = 2.78, SD = 3.45) and no warning condition (M = 2.72, SD = 2.87), F(2, 93) = 1.13, p > .05.

Third, for participants who were warned, simple effect tests showed that participants did not differ in the number of death-words they found in the MS condition (M = 2.76, SD = 1.27) and DP conditions (M = 2.78, SD = 3.45), F(2, 95) = 1.31, p > .05.

Fourth, for participants in the no warning condition, simple effect tests showed that participants found more death-words in the MS condition (M = 5.21, SD = 1.90) than in the DP condition (M = 2.72, SD = 2.87), F(2, 95) = 3.11, p < .05.

In general, this shows that participants found more death words when primed with Mortality Salience open-ended questions and not warned about the effects of death-awareness than in all other conditions.

Non-significant interaction

There was no warning X condition interaction, F(1, 187) = 1.61, p > .05. Since the interaction was not significant, simple effects tests were not needed.

Please note that you might run a lot of statistical tests for one DV (like the original F test followed-up with simple effects tests). This still only counts as one DV. You need to look at three DVs, so you might have as many as 11 or so tests in this section.

Like the methods section, there is no page minimum or maximum for the results section, though I would expect it to be at least a paragraph or two for each dependent variable

Discussion Section (2 points)

Overall, these results indicate that warning participants about belief preference decreases their reliance on prior study information compared to not warning them.

References are not required for this paper

Appendices: Study Two (4 points)

I want to make sure you are including the correct numbers in your results section, so I want you to include all relevant SPSS tables for each of your analyses in a series of appendices. You can include these as appendices A, B, C, and D for study two, but I actually recommend naming them E, F, G, and H since you have A, B, C, and D from study one already. That way, when you get to Paper V, you’ll have all eight appendices in alphabetical order A through H

Appendix E: Demographic Information Study Two

Appendix F: Chi Square (or other Manipulation Check)

Appendix G: first dependent variable (First 2 X 2 ANOVA)

Appendix H: Second dependent variable (Second 2 X 2 ANOVA)

This is the same as the second dependent variable above, but for a different dependent variable

In the end, I expect four appendices for study two (one for demographics, one for a chi square/t-Test and one for each 2 X 2 ANOVA).

Appendices will come at the end of the paper

Overall writing quality (3 points)

Other Guidelines for Paper IV: Study Two Methods, Results, and Discussion

1). Page size is 8 1/2 X 11” with all 4 margins set at one inch on all sides. You must use a Times New Roman 12-point font and double space all sentences/paragraphs in the paper.

Using forewarning (warned versus not warned) and condition (MS versus DP) as our IVs and the number of death-related words partiicpants found as our DV, there was no main effect for forewarning, F(1, 189) = 1.97, p > .05. Participants did not differ in the number of death-related words they found in the warned (M = 2.35, SD = 1.21) versus not warned (M = 2.21, SD = 0.87) conditions. There was, however, a significant condition main effect, F( 1, 189) = 3.42, p < .05. Participants found more death-related words in the MS condition (M = 5.56, SD = 1.21) than in the DP condition (M = 3.24, SD = 0.89). The main effects were qualified by a Warning X Condition interaction, F(1, 187) = 6.61, p < .05. First, simple effects showed that MS participants found more death-words in the unwarned condition (M = 5.76, SD = 1.27) than the warned condition (M = 2.21, SD = 1.90), F(2, 95) = 6.24, p < .05. Second, simple effects showed that DP participants did not differ in the number of death-words they found in the warning condition (M = 2.78, SD = 3.45) and no warning condition (M = 2.72, SD = 2.87), F(2, 93) = 1.13, p > .05. Third, for participants who were warned, simple effect tests showed that participants did not differ in the number of death-words they found in the MS condition (M = 2.76, SD = 1.27) and DP conditions (M = 2.78, SD = 3.45), F(2, 95) = 1.31, p > .05. Fourth, for participants in the no warning condition, simple effect tests showed that participants found more death-words in the MS condition (M = 5.21, SD = 1.90) than in the DP condition (M = 2.72, SD = 2.87), F(2, 95) = 3.11, p < .05. In general, this shows that participants found more death words when primed with Mortality Salience open-ended questions and not warned about the effects of death-awareness than in all other conditions.

Checklist – Paper IV: Study Two Methods, Results, and Discussion

Use the check sheet below to make sure your paper is the best it can be! Make sure you answer “Yes” to all questions before submitting your paper or you will lose points! The first two sections duplicate the checklist from Papers I, II, and III, but the rest is unique to Paper IV.

General Paper Format (This section is identical to the Papers I, II, and III Checklist)

Yes No Is everything in your paper (including headers, the main body of your mini-literature review, and your references) in 12 point Times New Roman font?

Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)?

Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side)

Are the first lines of all paragraphs indented another ½ inch (or 1 ½ inches from the page edge)?

Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged)

Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, proper indents, etc.)? If YES or NO, I highly recommend watching this video which walks you through setting up an APA formatted paper! http://www.youtube.com/watch?v=9pbUoNa5tyY

Title page (This section is identical to the Papers I, II, and III Checklist)

Yes No Header

Do you have the phrase “Running head” in your header (with a lower case h)?

Is the rest of your Running head title in ALL CAPS?

Is your Running head in 12 point Times New Roman font?

Do you have a page number that is flush right (also in 12 point Times New Roman font)?

Title / Name / Institution

Is your title 12 words or less (as recommended by the APA)?

Do all title words with four letters or more start with a capital letter?

Are your name and institution correct?

Are your title, name, and institution elements centered and in 12 point Times New Roman font?

Methods Section (This is similar to Paper II, but new elements are in bold purple text)

Yes No Header

Is your header title present and identical to your header title on the title page?

Is your header title in ALL CAPS and 12 point Times New Roman font?

Does your header on this second page omit the phrase “Running head”

Do you have a page number starting on page 2

Title for the methods section

Is the word “Methods” centered and in bold at the top of your methods page?

Methods Section Continued

Yes No Participants

Do you have the word “Participants” flush left and in bold, right below the word “Methods”?

Did you list out your demographic characteristics, including gender, age, and ethnicity / race?

Did you provide the descriptive statistics for (means and standard deviations) for age and italicize the letters M and SD?

Did you provide frequencies for gender and ethnicity/race and italicize the N?

Did you use the brand new participant set from study two and NOT the set from study one?

Materials and Procedure

Did you mention informed consent?

Did you thoroughly describe your two independent variable in enough depth and detail that another researcher could duplicate your materials (though you can refer back to study one if the variable is identical)?

Did you give your IVs names that matches up with the names you refer to in the results section?

Did you describe all of your most relevant dependent variables, noting the scales you used (e.g. “Yes / No”, “A scale ranging from 1 (not at all likely) to 9 (very likely))” for EACH of your DVs?

Did you fully describe what participants went through in the study, noting the order in which they received study materials (e.g. first informed consent, then IVs, DVs, and debriefing)?

Results Section (This is similar to Paper II, but new elements are in bold purple text)

Yes No Do you have the word “Results” centered and in bold, immediately following the methods section?

Did you analyze at least three different dependent variables?

Note: using a t-Test to analyze question #4 and an ANOVA to once again analyze question #4 does NOT count as two different DVs. That is the same DV analyzed twice. Make sure to look at three different DVs, one of which is a manipulation check and two of which focus on 2 X 2 ANOVAs

Did you mention all of the IVs and the DV by name when talking about your analysis?

Did you include means and standard deviations within parentheses for each level of your independent variables?

If your factorial ANOVA was significant, did you include follow up simple effects tests? (That is, do you have seven total F tests)?

Did you italicize the letters F, t, p, M, SD, and X2 (where appropriate)?

Discussion Section (New Information in this section)

Yes No Do you have the word “Discussion” centered and in bold, immediately following the results section?

Did you remind your reader of your study two hypothesis?

Did you mention whether you supported or did not support your study two hypothesis?

Appendix (New Information in this section)

Yes No Title for the appendix page

Do your appendices come at the end of the paper?

Does each of your four appendices (E, F, G, and H) start on their own page?

Is the word “Appendix” centered on each page followed by a short description of the appendix?

Appendix Information

Appendix E: Did you include a table for each of the following demographic variables: Gender, age, and ethnicity?

Appendix F: For your manipulation check, did you include your chi square or t-Test info? (If a chi square, did you include your crosstabulation and chi square table? If a t-Test, did you include your descriptives and t-Test table?)

Appendix G: For your first 2 X 2 ANOVA, did you include the descriptives tables and your F table?

Appendix H: For your second 2 X 2 ANOVA, did you include the descriptives tables and your F table?

Insurrection at the Capitol

Insufficient Funds Allocated to Marketing

Instructor Review of Rough Draft for Essay 1, English 101

nstructions

nstructions (2)

This writing assignment will focus on the age of imperialism, colonialism, and liberty at the turn of the 20th century and co

Instructions Submit three essays, based on the Study Guide outlines, as attachments via Canvas. There’s no specific number of

Instructions for Reaction Paper

Instructions for Paper VI

Instructions for Paper IV Study Two Methods, Results, Discussion (Worth 30 Points)

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