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Critically Appraise Survey Instruments. 2023 Best
Module 8: Assignment: Critically Appraise Survey Instruments. Using the information and skills you developed during this module, please review and respond to the three scenarios below.
Critically Appraise Survey Instruments.
Module 8: Assignment: Critically Appraise Survey Instruments. Using the information and skills you developed during this module, please review and respond to the three scenarios below. Scenario 1 Sam, a therapist, wants to get feedback from his clients about how he is helping them. He considers several approaches to collecting the information. He rejects the idea of mailing people surveys because of the expense. He thinks about giving surveys to clients at the end of sessions and asking them to complete them, but he knows some of his clients do not read well.
Critically Appraise Survey Instruments.
He decides the best approach will be to ask clients a couple of questions at the end of each session. Sam then considers what questions he should ask and finally decides on asking a series of yes-no questions: 1) Today’s session was helpful to me. 2) I feel happier after today’s session. 3) I feel stronger after today’s session. 4) I am glad I am in counseling. 5) I have gained from counseling. Sam is surprised to find that his coworkers have some reservations about survey bias. Whose concerns do you think are most valid?
Critically Appraise Survey Instruments.
Ava worries that by asking the questions himself, Sam may inadvertently pressure his clients to respond in ways that reflect well on Sam. Erik wonders if, by having all of the questions worded in positive ways, some people will have a tendency to just say yes to everything, especially when the person asking in in a position of authority. Pam thinks some people might answer in ways that would make them look good, for example, by saying they feel strong and happy when, in fact, they feel vulnerable and discouraged. Which concerns about measurement do you agree with the most?
Critically Appraise Survey Instruments.
Provide a brief explanation and rationale (5-6 sentences). Scenario 2 Layton volunteers at an after school program for children in an impoverished neighborhood. Layton helps the children complete their homework and, when they are done, helps them learn recreational and other life skills. Layton knows he should take what the children say with a healthy dose of skepticism, but he has heard some consistent comments that concern him, so he decides to survey the children to better understand the situation.
Critically Appraise Survey Instruments.
He has come up with the following questions for the children, who are in first through fifth grades: 1) Is your teacher attentive to you and sensitive to your needs in the classroom? 2) Are you progressing at about the right level? 3) Do you enjoy your classes in reading and arithmetic? 4) Do your teachers spend enough time preparing their lesson plans? Layton shares his questions with several of the other tutors. Whose evaluation do you thinks is most accurate? Carole, who usually works with younger children, says “I think some of those questions are too difficult for the younger children.
Critically Appraise Survey Instruments.
They might not understand what it means for a teacher to be sensitive to their needs and might not have any idea what a lesson plan is.” Adelle points out that “Some of the questions ask about more than one thing. For example, the second question asks about reading and arithmetic. A child might enjoy one but not the other.” Marnie notices that some of the questions ask about information the children might not have. “I would be surprised if the children know at what level they should be progressing or how much time their teacher spends on lesson plans.” Which evaluation do you agree with?
Critically Appraise Survey Instruments.
Provide a brief explanation and rationale (5-6 sentences). Scenario 3 A scale assessing the quality of the relationship between clients and practitioners that was used successfully in a study with English speaking Americans contained the following item with which respondents could agree or disagree: “We did not see eye to eye.” When preparing the scale to be used with people in Mexico, that item was translated perfectly into Spanish.
Critically Appraise Survey Instruments.
However, several of the researchers agreed about whether or not this was adequate. Professor Khan states that a word by word translation was acceptable, since they had verified it was correct. Professor Senkowski argues that, although the word for word translation was a good start, they should probably do a small pilot study just to be safe. Professor McAllister proposes that “seeing eye to eye” is an idiom and, as a result, a literal word for word translation is unacceptable and misleading. https://youtu.be/H8Y-yfi3vp4
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Local Historic Architecture. 2022 Best
Final Paper Project History of Art Fall 2022 Contextualizing Local Historic Architecture. The Point: Now that you all have had some exposure to ancient and medieval art and architecture, it’s time to put your new-found knowledge and vocabulary to work.
Local Historic Architecture.
Final Paper Project History of Art Fall 2022 Contextualizing Local Historic Architecture. The Point: Now that you all have had some exposure to ancient and medieval art and architecture, it’s time to put your new-found knowledge and vocabulary to work. Earlier in the term you selected a local building which clearly had been influenced by ancient or medieval styles. You MAY organize your paper around the headings listed below. You do not have to organize it that way and you may amend the headings below to represent what you think is the best way to discuss your building.
Local Historic Architecture.
The project for this paper is as follows: The Facts: At the top of the page identify your building. Where is it exactly? Does it have a name? Do you know the date it was built? Does it have a patron, even if it is the city, state or federal government- identify that. Then (in complete sentences and in organized paragraphs) address the following questions if they apply: -Date: Discuss the date of the building. Is this building typical of its generation, period of time? What else was going on in that period? Does the building reference or respond to what was going on?
Local Historic Architecture.
Does it reference a period of time before it was built in addition to its clear reference to ancient or medieval styles. For instance, many neoclassical buildings in the United States built in the late 19th century are referencing 18th century American architecture. If you do not know anything about it except its location, why is that? For instance, were you unable to identify a name, patron or date when it was built? Do you have any suspicions about why that is. Can you guess about any of those things?
Local Historic Architecture.
Location: Can you tell me anything about the location or neighborhood in which the building is found? For instance, if the building is in an area which was developed at a certain period, like the 1880s or immediately after WWII, does your building date from that period? Does it resemble buildings around it? Does it resemble buildings in other parts of town or the region. -Function: What was the building’s function? How is it organized to serve that function? Is it being used now in a similar way? Exterior Articulation: Describe the features of the building.
Local Historic Architecture.
Use words to paint a picture of the building. Use the architectural terms we have learned. Antecedent: What is the antecedent/prototype/model for the building? Is there an ancient or medieval building, or buildings, from which it borrows features. Reason for the building’s survival: Is it surprising or not, that the building survives today? If not, why? Or is it completely understandable that the building survives? And why? And the BIG Question: Why did someone think that the ancient or medieval style was appropriate for the building? https://youtu.be/x7Eu_ug2ZpY
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Compiling census data 2022 Best
Learning Objectives Students will learn: (1) to access websites for compiling census data; (2) to screenshot visual data on Mac or PC; (3) to export census data into an excel file; (4) to see visual data by mapping results.
Compiling census data
Learning Objectives Students will learn: (1) to access websites for compiling census data; (2) to screenshot visual data on Mac or PC; (3) to export census data into an excel file; (4) to see visual data by mapping results. Project Instructions For this assignment, I want you to get a sense of what your neighborhood (census tract) demographically looks like as compared to the United States, New York State, and your borough. If you don’t live in NYC, you can pick another region for comparison. As the site is sometimes down, please allow plenty of time to complete this assignment.
Compiling census data
To that end: 1. Using this tutorial as your guide, go to the website. Figure out the census tract that contains your home address. 2. Then follow the tutorial to fill in the missing numbers on page 3 of this assignment. 3. On a separate sheet, compare your census tract to your borough, NY state, and the United States on the following variables: Total Population, Population Density, Race, Household size, Educational Attainment for Population, Cumulative Educational Attainment, Median Family Income, Average Family Income, and Nativity by Citizenship Status. You’ll get quite a bit of information for education and income.
Compiling census data
Therefore, ‘summary’ information is more helpful than over detailed information. In your written analysis, address the following: a) Comparing the United States, NY state, and your borough to your neighborhood (census tract): (1) for population density, is your neighborhood more or less densely populated than your borough? (2) for race, compared to the United States, which groups are over or under represented in your borough and in your neighborhood? (3) for household size, is the average household size in your neighborhood larger or smaller than for your borough? (4) for education, on average, is your neighborhood more or less educated than your borough?
Compiling census data
(5) for income, on average, does your neighborhood have a higher or lower family income than your borough? b) Now that you’ve answered all of 3a above, for your census tract, what were you surprised to find? Does your neighborhood demographically look like New York State? Your borough? If your neighborhood does or does not look like your borough, why do you think that is? Here, using as much information as you can (from #2 above), engage your intellectual imaginations to conjecture about the life circumstances of someone coming from your neighborhood as compared to the average person living in your borough.
Compiling census data
Then do the same for an average person in your neighborhood as compared to someone from NY state; and then as compared to an average person dwelling within the United States. In short, in about five pages, I want you to conjecture about how these variables – Total Population, Population Density, Race, Household size, Educational Attainment for Population, Cumulative Educational Attainment, Median Family Income, Average Family Income, and Nativity by Citizenship Status – might affect a person’s life circumstances. https://youtu.be/Vc3YPpptxzw
Compiling census data
4. Staple your assignment in the following format: (1) your analysis (see below for template), (2) excel file containing the numbers you retrieved from the Social Explorer database, (3) the screenshot map of your census tract, (4) the screenshot of your zip code
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