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Chi-Square Worksheet PSYCH/625 Version 5 1 Title ABC/123 Version X 1 University

Chi-Square Worksheet

PSYCH/625 Version 5

1

Title

ABC/123 Version X

1

University of Phoenix Material

Chi-Square Worksheet

Part 1: Interpret Chi-Square Results

Review the following output from a chi-square test, and answer the questions below.

Chi-Square Test Frequencies:

Preference

Observed N

Expected N

Residual

Nuts & Grits

9

20.0

-11.0

Bacon Surprise

27

20.0

7.0

Dimples

16

20.0

-4.0

Froggy

17

20.0

-3.0

Chocolate Delight

31

20.0

11.0

Total

100

Test Statistics

Preference

Chi-Square

15.800a

df

4

Asymp. Sig.

.003

a 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency is 20.0.

Answer the following questions about this chi-square output in one to two sentences each:

How many categories are listed for analysis?

What is the expected N size?

What is the chi-square value?

How many degrees of freedom are there?

What it the test statistic and what does it tell you about the probability?

Part 2: Conduct a Chi-Square Test

Imagine you are the manager of a non-profit business, and you are looking to hire a recent college graduate. You list the position as paying $20,000/year. After interviewing candidates you decide that some will be offered the expected salary, while some will be offered more because of experience and interviewing skills. Others will be offered less than expected until they can demonstrate competence and their salary will increase when they are fully qualified.

Using Microsoft® Excel®, run a chi square Goodness of Fit test to determine whether these observed starting salaries are significantly different. What do the findings tell you?

Write a 75- to 100-word summary to describe your results.

Paste your Microsoft® Excel® output below your summary.

Expected Salaries

Observed Salaries

Applicant 1

$20,000

$17,500

Applicant 2

$20,000

$20,000

Applicant 3

$20,000

$22,000

Applicant 4

$20,000

$20,500

Applicant 5

$20,000

$20,000

Copyright © 2018 by University of Phoenix. All rights reserved.

Copyright © XXXX by University of Phoenix. All rights reserved.[supanova_question]

UNIVERSITY OF PORTSMOUTH PORTSMOUTH LAW SCHOOL European Union Law U20465 2nd attempt

UNIVERSITY OF PORTSMOUTH

PORTSMOUTH LAW SCHOOL

European Union Law

U20465

2nd attempt Coursework Assignment

2020/21

Module Coordinator

Napoleon Xanthoulis

Note: Students must answer both questions. They are advised to use approximately 1000 words to answer each question.

QUESTION 1 (50%)

According to Article 5 of the fictitious EU Directive 123/2020 “Member States shall take the necessary measures to ensure that workers are entitled to a continuous period of paternity paid leave of at least 20 days allocated before and after child-birth…”. Article 6 of the said Directive provides that the transposition date is 2 February 2021.

Belgium has not taken the appropriate measures to implement the said Directive. The fictitious Belgian Law 456/1976, which is still in force since 1976 states that employers are required to grant leave to the primary carer of a child in relation to the child’s birth, for a minimum of 10 days or more, particularly if this is necessary for breastfeeding purposes.

Solomon, a Croatian citizen, works as a postman in a local post office branch in Brussels. He and his wife are expecting their first baby in a couple of weeks. Solomon asked his employer to be granted 15 days of paid leave, starting from the day of the birth of his baby. His employer responded that there is no basis in law to ask for such a leave and, in any event, this is a very busy period at work so he cannot afford to reduce personnel.

Solomon has heard about the fictitious EU Directive 123/2020 and wonders if he could rely on its provisions before a Belgian court in a case against his employer.

Task: Advise Solomon on his possible rights and remedies under EU law. Please do not consider the remedy of state liability in this instance.

Note: Assume that the fictitious EU and national legal acts that are mentioned in this problem question exist.

QUESTION 2 (50%)

“Bright Sky” (BS) is a company based in Portugal that manufactures and distributes, a spray that aims to protect the human skim from sunburns. BS plans to distribute this product to several countries within the European Union but faces the following difficulties (fictitious):

a) Greece sets a limit on the number of sun-protection products that can be imported on the basis that there is already a Greek company producing a similar product which covers the local consumer demand.

b) Ireland requires that all sun-protection based products can be distributed to the public only if their manufacturer has acquired a health certificate from the relevant Irish authorities. BS has recently acquired a similar health certificate from the Portuguese authorities, which however, was not accepted by the Irish authorities.

c) Bulgaria prohibits the sale of skin products in supermarkets because it is concerned about some of these products containing substances that can cause allergic reactions to young persons.

Advise BS as to whether the above national measures are compatible with EU Law.

Word Limit: 2000 words excluding footnotes and bibliography.

This is an individual assignment and carries 100% of the module mark

Submission Date and Hand in Arrangements: Friday 23rd July 2021 by 11.55pm to Turnitin on the module Moodle page.

There are mark penalties for late hand in – see “Late Submission of Coursework” below. (Corruption of computer disks is not an adequate excuse for late hand in, as work should be adequately backed up.)

The word count should be stated at the top of the document. Failure to state a word count will result in a penalty of 5% of the original mark awarded. A falsely stated word-count is an assessment offence which may result in a penalty, including the reduction of the mark to 0%.

Note, that footnotes should be used to reference sources only. Examiners are free to disregard footnotes that contain inappropriate information or information that should belong in the main text. Coursework that is over the stated word limit will result in a penalty of 10% of the original mark awarded.

For the avoidance of doubt, the penalty will be applied to any work that exceeds the stated word limit of 2000 words excluding footnotes and bibliography. Students are NOT permitted to exceed the word limit by 10% or any other amount.

Referencing requirements: Students must reference all sources using the Oxford Standard for the Citation of Legal Authorities (OSCOLA). Guidance on this method of referencing can be found at www.referencing.port.ac.uk. The OSCOLA reference guide is on the Moodle page under the assessment support heading, however, this should not be a substitute for familiarising yourself with the full official guidance. Reference should be made to the primary source, except when the primary source can no longer be obtained. Poor citation of sources will result in a loss of marks.

Referencing is required to give intellectual credit to your source, help your reader recover your source easily and to avoid being accused of plagiarism.

Students are reminded that the University will not tolerate academic dishonesty in any form. This is cheating.

Plagiarism: Students are reminded of the need to avoid plagiarism. The University Regulations describe plagiarism as:

the incorporation by a student in work for assessment of material which is not their own, in the sense that all or a substantial part of the work has been copied without any adequate attempt at attribution, or has been incorporated as if it were the student’s own when in fact it is wholly or substantially the work of another person or persons.

Any student suspected of plagiarising will be referred to the Head of Department and an Academic Misconduct Hearing will be arranged. Students should ensure that all sources are fully cited in footnotes and in the bibliography and that indentation or quotation marks (as appropriate) are used when quoting. Failure to include a bibliography will result in a 5% penalty, unless the lecturer/tutor has advised you that a bibliography is not required.

Formatting: The work should be word processed. Font size should be between 11 and 14 and ‘easy to read’ e.g. calibri, arial, times new roman. Line spacing should be between 1.5 and 2 with (approx.) 4 cm margins all round.  The Header must include the student number and the Footer must include a page number. Print on one side of the paper only.

Electronic Copy of Work: Students should retain an electronic copy of their coursework, so that it may be checked by a member of staff should a member of staff feel the need to do so. Tutors are entitled to request an electronic copy of coursework if they have any doubt about the accuracy of the stated word count and/or any suspicion of plagiarism. Failure to send an electronic copy of the coursework to a member of staff who has asked for a copy may result in a penalty.

If any student has a query about any of the above matters and wishes to obtain clarification or further information please contact the module coordinator or personal tutor

Feedback: Marking will be done in accordance with the marking criteria grid below and the University of Portsmouth grading criteria for UG level 6. Students are strongly advised to also consult the specialized guidance for EU law coursework that is available on the module’s Moodle page. Marks and feedback will be available within 20 working dates after the submission deadline from Turnitin.

If there is any delay in the processing of marks, the module coordinator will communicate this to you and make arrangements for the marks to be posted on Moodle so that you receive them as soon as they are ready.

Individual feedback will be attached to your coursework. This will highlight the strengths of your work and identify development points to help you improve your performance in the future. General feedback on performance in coursework will be posted on the module Moodle site.

Please note that all coursework and exam marks remain provisional until they have been confirmed by the Module Assessment Board.

Part 12 paragraph 1.4 of the Examination and Assessment Regulations September 2013 makes it clear that students may not question the academic judgement of the examiners and states that any requests for a review of a mark based on such grounds alone will be dismissed.

Students can only request a re-mark under the following circumstances: there has been a material and significant administrative error; or there has been a procedural irregularity in the assessment process as defined in the Examination and Assessment Regulations. You can obtain a full copy of the Regulations by following this link:

http://www.port.ac.uk/accesstoinformation/policies/academicregistry/filetodownload163713en.pdf

Although you cannot question the academic judgement of a lecturer, we are happy to meet with you to discuss your performance. Lecturers’ weekly office hours provide a good time for this discussion and you should approach your seminar tutor in the first instance. However, you must make sure that you have read and reflected on your individual feedback before you get in touch with a tutor to arrange a meeting to discuss your work.

Late Submission of Coursework

Coursework submitted after the published submission date without a valid Extenuating Circumstances Form (ECF), but within ten working days of that date, will be marked. The mark awarded will be limited to the module pass mark (40% unless otherwise specified in the module handbook).

Coursework submitted more than ten working days after the published submission date will not be marked, and a mark of zero will be recorded on the student’s record. It will be recorded as a non-submission.

Level 6

80+

Outstanding work – contains accurate, relevant material, demonstrates understanding of complex subject matter and is able to view it in a wider context. Shows originality and confidence in analysing and criticising assumptions, is aware of the limits of knowledge. Likely to add new insights to the topic and approaches the quality of published material.

Evidence of extensive research, uses and presents references effectively.

Outstanding quality in terms of organisation, structure, use and flow of language, grammar, spelling, format, presentation, diagrams, tables etc.

70-79

Outstanding work – contains accurate, relevant material, demonstrates understanding of complex subject matter and is able to view it in a wider context. Shows originality and confidence in analysing and criticising assumptions, is aware of the limits of knowledge.

Evidence of extensive research, uses and presents references effectively.

Excellent in terms of organisation, structure, use and flow of language, grammar, spelling, format, presentation, diagrams tables etc

60-69

Very good work – contains most of the information required, is accurate and relevant and demonstrates understanding of the subject matter and attempts to view it in a wider context. Shows some originality of thought with good critique and analysis assumptions, is aware of the limits of knowledge.

Well-researched, good use and presentation of references.

Very good in terms of organisation, structure, use and flow of language

50-59

Work that attempts to address the topic with some understanding and analysis, key aspects of the subject matter covered.

Research extends to primary sources. Appropriately cited and presented references.

Satisfactory presentation with respect to presentation, organisation, language, grammar, spelling, format, diagrams, tables etc.

40-49

Adequate work which attempts to address the topic with limited understanding and analysis.

Some research using texts, Internet and key reference sources with reference citation and presentation according to convention.

An attempt to follow directions regarding organisation, structure, use and flow of language, grammar, spelling, format, diagrams, tables etc.

30-39

FAIL – Anything which is inadequate in most or all of the following: length, content, structure, analysis, expression, argument, relevance, research and presentation. Work in this range attempts to address the question / problem but is substantially incomplete and deficient. Serious problems with a number of aspects of language use are often found in work in this range.

0-29

FAIL – No serious attempt to address the question or problem, and / or manifests a serious misunderstanding of the requirements of the assignment. Acutely deficient in all aspects.

Level 6 – University of Portsmouth General Grading Criteria

Marking Criteria Grid – Problem Questions

Failure < 40%

40 – 59%

60– 69%

First >70%

Explanation and Understanding of key principles

Very limited understanding of any of the key principles

Main principles largely identified, but some lack of focus or inaccuracies

All principles clearly understood and explained

All principles clearly explained and differentiated in terms of importance

Application

Poor application of principles to the problem. This may be because the issue was not clearly identified or due to misunderstanding the principles.

Practically no analysis or evaluation of the facts.

Some application of the principles to the problem but there will be errors or inconsistencies, or some aspects of the problem omitted.

Some analysis of the facts but limited evaluation; largely descriptive.

Good application of the principles to the problem with only a few minor errors or omissions. The relevant importance of some issues may not have been appropriate.

Some relevant analysis and evaluation of the facts.

Very good application of the principles to the problem. All issues discussed with the appropriate level of importance.

Comprehensive analysis and evaluation of the facts.

Conclusion

Unjustified, muddled or confusing conclusions.

Clear conclusion, supported by previous discussion, although there may be errors.

Clear, accurate conclusion, supported by previous discussion.

Clear, accurate conclusion, supported by previous discussion, that also identifies any further information required.

Presentation:

Structure, clarity, use of grammar, correct spelling

Poor: lack of structure and clarity; grammatical mistakes; inadequate referencing

Reasonably clear presentation; reasonable referencing; few grammatical or spelling mistakes

Demonstrates very good communication skills; accurate referencing; very few/no grammatical or spelling errors

Excellent communication skills; accurate referencing; virtually no errors; scholarly, well-organised treatment of material

2 | Page[supanova_question]

From Theory to Practice and Self-Reflection Situational leadership is a fundamental approach

Writing Assignment Help From Theory to Practice and Self-Reflection

Situational leadership is a fundamental approach to leadership that understands employees and work situations. The style is a manifestation of flexibility and humility. This exercise reports the observation, feedback, and analysis conducted on Mr. Tran The Vinh. He has undergone growth and ultimately become an illustration of passionate, humble, and transformative leadership. Mr. Vinh’s history demonstrates his willingness to accept changes and integrate approaches that work for all employees in different situations. The challenges and victories are manifestations of the advantages of adopting a style that empowers all followers regardless of their cultural backgrounds. A situational leader is inclusive and empowering. The exercise used an interview approach. The writer took notes and recorded audio. Moreover, the report followed ethical data collection and analysis approach. Respondent’s data and other personal details are kept confidential. The following analysis highlights critical observations from before and after the interview. During the process, Mr. Vinh was collaborative and supportive, which reflects his charismatic character of him on daily basis. That notwithstanding, the author also faced minor challenges getting an interview time and scheduling that can be suitable for both the interviewer and interviewee. However, Mr. Vinh signed the consent form and thoroughly understood the purpose of the interview. Importantly, the research outcome revealed the use of situational leadership in a practical work environment and helped improve my perception and perspective of the leadership style.

Observation

Tran The Vinh’s personality and charisma are influential traits he displays to the public. I have heard stories, read newspapers, articles, followed him on social media, and read about him in businesses periodicals. He has a gentle demeanor and is outgoing and supportive. From his public conversations and interactions, he seems to be friendly and always smiling. His comforting personality is an attractive force that brings people closer to him. He is interested in intercultural and diverse interaction, especially, this trait is unusual or rare in a high-context culture, like Vietnam and China, where people are mostly introverted. Mr. Vinh’s people skills and communication skills have helped him form a network of friends and obtain admission in various employment and leadership capacities. He is more likely to influence people to understand their strengths and goals in life. Importantly, the writer has admired Vinh since knowing him. To a certain extent, our personalities match or have similarities. Perhaps this observation could be due to biased impacts and passionate admiration of his character. That notwithstanding, it is certain that Mr. Vinh has the right personality and charismatic traits that attract people and win sympathizers and collaborators.

This leader delegates power and has a collaborative approach to power. He is not obsessed with being in control. The country’s high context culture also influences how people and Mr. Vinh relate to the meaning of power. High context cultures have a communal sense of duty and resource allocation. Moreover, followers honor leaders and do not dispute their judgment. This is not the case in low-context cultures which have lower power distance and favor individualism. Despite being in a high context culture, Vinh remains supportive of his followers, delegates power most of the time, and uses power based on the situation. Communication is central to Mr. Vinh’s power balance. He coordinates management with other leaders and consults at all levels. Vinh appreciates followers’ contributions and welcomes this through direct conversation. His public interview and conversations with friends were instrumental to gaining an in-depth view of Vinh’s approach to power. Moreover, the high interest in his personality and leadership strategy has imbued me with the desire to understand and emulate his personality.

Vinh’s flexibility and practical approach to leadership change with the situation. He has served in various leadership capacities, which have expanded his perspective of people and the leadership strategies required for every situation. His leadership slogan is meeting people where they are and changing their environments to deliver desirable outcomes. The constant environmental changes and life-work balance and fluctuations create unique dynamics that necessitate unique approaches. The different work environments and capacities have exposed Vinh and changed his personality. He began his career as a highly ambitious person. His first leadership role was characterized by confrontation with other employees. Nevertheless, this behavior has changed as he learned the continuum of human traits. Importantly, the workplace context exposed him to challenges and lessons that one solution and rule does not fit all employees’ situations. Vinh is likely to experience further changes in his leadership approach, personality, and traits. The evolution process will be commensurate with the workplace situations, challenges, and future leadership positions and demands.

Feedback

Leadership traits 

           Vinh observed that working with his team has not always been an easy task. He acknowledged moments they had disagreements and when he was compelled to do what the team had decided. His approach aligns with other leaders’ strategies to assert their leadership roles through participating in groups as examples (Giese & Stogdill 1976). Vinh’s calculated strategy was to follow group decisions so that they would follow his decision. However, as he stated, the team had to make and agree with the decisions so that every member would experience the outcomes of the decisions. He recalled one occasion in which he had to undertake a major change in role allocation. Based on his understanding, he thought the tasks he assigned and the fulfilling persons were correct. However, the team decided to re-orient every task and do it their way. They obtained optimum outcomes. Vinh stated that it was a lesson that improved his approach to leadership and changes implementation through team support.  

He also recalled making the challenging decision to remove a high-performing team member. He had formed a personal relationship, and losing him would have changed the team dynamics. He foresaw rebellion from other team members who would sympathize. However, he learned that the team was satisfied with the decision. Vinh notes that he felt the team had not trusted his leadership and therefore was unwilling to recommend to him the removal of their colleague. This experience was a signal that he should change his leadership approach to a situational leadership strategy and integrate a servant leadership style. 

Leadership skills 

           Vinh recalled being a new leader of a team and commanding the team to implement new protocols. They resisted, which forced him to adopt a servant leadership style in that situation. it was challenging humbling himself, but he was glad it worked. The experience taught him that leaders should influence their followers to contribute individual and collective efforts through a relations-oriented approach (Yukl 2012).  

Leadership style 

Vinh narrated his experience as a leader in high school and college. However, being a leader in his organization was a challenge. His experience reflects the situational leadership style whereby a leader evaluates the followers’ ability and readiness to perform tasks (Sethuraman & Suresh 2018). His initial approach was on policy and goal alignment without understanding the followers and adjusting his approaches. Moreover, he adopted a top-down project approach. He regrets having this approach and says he would do it differently by taking a considerate approach and using a bottom-up project implementation approach. Therefore, his main challenges were project implementation, which often resulted in failed deadlines and underperformance. Vinh also observed that working with a diverse team improved his problem-solving skills. He adopted a three-step process, including listening to both parties, conducting an independent investigation, and making decisions and advice. Previously, he had depressions due to arising conflicts. Nevertheless, he noted that these were experiences in his position as a new leader. Vinh expressed gratitude at how his leadership style has improved over ten years through consultation with peers, research, and experience working in different situations. He is flexible and more understanding than the young leader he was about ten years ago. 

Leadership behaviors 

           Vinh noted being mindful of the employees’ needs. His team and organization management and approach to culture involves creating a flexible culture determined by employees. Vinh’s approach is similar to leadership styles in the Chinese contexts, which are more tolerant and adaptive in their management within a diverse cultural context (Littrell 2002). He notes that the style has helped him form a friendship with the team and organization stakeholders. They look up to him from a position of trust. He also noted practicing vocational training, rewarding performance and behavior, and encouraging a friendly organizational atmosphere. 

Analysis

Relevant theories: Situational leadership Style

Situational leadership theory is based on a flexible approach to leadership. The style involves flexibility and adaptive behavior central to working with a diverse team in a changing situation (Thompson & Glasø, 2018). Importantly, the theory gives the leader the freedom to exercise various contingencies to mitigate challenges and enhance performance. Leadership directiveness and supportiveness are fundamental components of this style. Notably, the leader’s presence and engagement are critical. Therefore, the leader must observe and understand their followers and job situations. The leader changes the degree of directiveness and supportiveness based on the situation (Ghazzawi et al., 2017). Proponents of this theory agree that there is no standard profile for a leader since situational leaders are influenced by the people they meet and work with. Ghazzaw et al. indicates that situational leaders guide and support their subordinates to obtain the desired outcome. Vinh highlighted his collaboration with subordinates and other leaders to optimize results. A situational leader must balance complex relationships with self, followers, and job requirements. Therefore, they exercise mixture-task behavior, relation behavior, and employee commitment needs and goals.

Situational leadership models

The three main situational leadership models include the Yetton and Vroom situational model, Fielder situational contingency model, path-goal theory, and the Ohio state university model. The Vroom and Yetton model highlights leadership behavior change based on the situation (Ghazzawi et al., 2017). The Ohio State University model bases its premise on leadership behavior as the catalyst for change. Fielder argues that leadership situations cannot be faced with an ideal approach. Notably, the models emphasize the need for transformation and camouflage. Vinh observes that the leadership challenges motivated him to develop or embrace a situational leadership style. He settled on this style due to difficulties and obstacles he encountered working with styles that integrated force than understnding.

Situational leadership style has links with traits. Henkel and Bourdeau (2018) note that some traits are likely to predispose one to become a better leader. They highlight traits like integrity, honesty, self-appearance, intelligence, and others, which were also observed in Vinh. Notably, Vinh is a charismatic person. He is attractive and cheerful. Moreover, his warmth and collaboration with colleagues and followers suggest his appreciation of people and relationships. These qualities enhance patience and flexibility in working with other people. Situational leadership requires tolerance and understanding. Yang (2019) notes that leaders are likely to express humility, but it is dependent on the responses they get from followers. Vinh has experienced this situation whereby competition from followers and resistance from peers led him to become aggressive and combative. However, he gained more work experience, knowledge, and skills, which earned him respect. Breevaart and de Vries (2019) also note that leadership traits are predictors of leadership styles and success. Vinh’s successful leadership approach is linked to his personality and charisma.

Conclusion

The interview introduced me to the complexity of the leadership styles and work environment balance. Vinh’s challenge starting as a leader indicates the role of experience in acquiring respect and cooperation. Besides, he has evolved in his leadership approach. I think Vinh’s growth led him to the leadership style that matches his personality and needs. He observed and improved opportunities and new styles one’s others failed. Importantly, his willingness to change and accept situational leadership also demonstrates humility. Therefore, the leader’s personality and the environmental factors create a unique leader. This exercise was a learning moment. I observed the challenges and opportunities leaders have to grow. A leader must be conservative and flexible to improve their leadership success. Globalization and intercultural interactions are creating new work situations that require a flexible leader. situations such as teleconference with a global team possess significant changes like scheduling meeting, language barriers, and cultural context. Situational leader is more likely to understand and integrate such a team in a work setting than a combative leader.

References

Breevaart, K., & de Vries, R. E. (2019). Followers’ HEXACO personality traits and preference for charismatic, relationship-oriented, and task-oriented leadership. Journal of Business and Psychology, 1-13.

Ghazzawi, K., Shoughari, R. E., & Osta, B. E. (2017). Situational leadership and its effectiveness in rising employee productivity: A study on north Lebanon organization. Human Resource Management Research, 7(3), 102-110.

Giese, C & Stogdill, R 1976, ‘Handbook of Leadership; a Survey of Theory and Research’, Contemporary Sociology, May, vol. 5, no. 3, pp. 330-331.

Henkel, T., & Bourdeau, D. (2018). A field study: An examination of managers’ situational leadership styles. Journal of Diversity Management (JDM), 13(2), 7-14.

Littrell, R 2002, ‘Desirable Leadership Behaviors of Multicultural Managers in China’, Journal of Management Development, February, vol. 21, no. 1, pp. 5-74.

Sethuraman, K & Suresh, J 2018, ‘Effective Leadership Styles’, International Business Research, July, vol. 11, no. 7, p. 165.

Thompson, G., & Glasø, L. (2018). Situational leadership theory: a test from a leader-follower congruence approach. Leadership & Organization Development Journal.

Yang, J., Zhang, W., & Chen, X. (2019). Why do leaders express humility and how does this matter: a rational choice perspective. Frontiers in psychology, 10, 1925.

Yukl, G 2021, ‘Effective Leadership Behavior: What We Know and What Questions Need More Attention’, Academy of Management Perspectives, December, vol. 26, no. 4, pp. 66-85. https://onlyassignmenthelp.com/index.php/2021/11/28/applying-the-concepts-of-ethical-decision-making-and-incident-command-please-write-a-three-page-briefing-on-what-should-be/ [supanova_question]

commutation 327

You are observing a group in which you are participating—namely, your subcommittee. Careful observation can lead to interesting insights. As a participant observation researcher, you are collecting and recording data by writing journals. These journals serve as one source of data for this assignment. Directions: Individually, you will write a case study paper analyzing your subcommittee experience. In your paper, you will discuss 3 communication topics (concepts and/or theories) explored in class and in the readings and apply those topics to your subcommittee experience. This paper is an opportunity for you to examine how various aspects of communication (organizational, workplace, group and interpersonal communication) played out in your subcommittee experience. Step 1: you need to select 3 or 4 communication topics you will focus on in your analysis. You should choose from the following list: Decision Making/Problem Solving CultureLeadership Communication ClimateRoles Nonverbal CommunicationConflict Management ListeningStages of Group Development Communication Networks Communication [supanova_question]

Please note that I have to run assignments through a safe assign

Please note that I have to run assignments through a safe assign system first.

Create a literature review research matrix, which includes research concepts that can be found and connected to preselected published scholarly research.

For this assessment, you are being introduced to literature mapping as part of the preparation for a literature review. As you collect articles, the following resource can be used to evaluate their scientific merit.

Critical Appraisal Skills Programme (CASP). (2018). CASP checklist: 10 questions to help you make sense of a systematic review [PDF]. https://casp-uk.net/

Instructions 

This assessment consists of completing this provided Literature Review Research Matrix [DOCX]. This matrix includes research concepts that can be found and connected to the published scholarly research provided by your instructor. Five research articles related to the topic of first-generation college students and resilience at a four-year university have been chosen for you. The articles for this assessment are posted in the Announcements area of the courseroom.

The first article (Garriott, Hudyma, Keene, & Santiago, 2015) is completed for you as an example; you will need to complete the matrix for the remaining four articles.

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Analyze the methodology used in scientific research.

Identify the study sample in the chosen research.

Identify the methodology used in the chosen research. 

Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.

Identify the main themes in the chosen research. 

Identify the research question or questions in the chosen research.

Describe the theoretical framework of the chosen research study.

Describe the findings in the chosen research. 

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting. 

The 5 articles to use

Toutkoushian, R. K., May-Trifiletti, J. A., & Clayton, A.B. (2021). From “first in family” to “first to finish”: Does college graduation vary by how first-generation college status is defined? Educational Policy, 35(3), 481-521. https://doi.org/10.1177/0895904818823753

Rice, A. J., Colbow, A. J., Gibbons, S., Cederberg, C., Sahker, E., Liu, W. M., & Wurster, K. (2017). The social class worldviews of first-generation college students.

Counselling Psychology Quarterly, 30(4), 415–440. https://doi.org/10.1080/09515070.2016.1179170

Harper, C. E., Zhu, H., & Marquez Kiyama, J. (2020). Parents and families of first-generation college students experience their own college transition. Journal of Higher Education, 91(4), 540-564. DOI: 10.1080/00221546.2019.1647583.

Burger, A. & Naude, L.  (2019). Success in higher education: Differences between first- and continuous-generation students. Social Psychology of Education, 22, 1059–1083 https://doi.org/10.1007/s11218-019-09513-6 1 3

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263. https://doi.org/10.1037/cou0000066 http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-08587-001&site=ehost-live&scope=site

ALSO NOTE:

*you may remove the Garriott row from your matrix before submitting. This will help with your Safeassign report. Note that the Garriott entry may not actually be in correct APA form, so it does not function as a good example. Use the APA manual instead.

*use phrases, key words, and brief summaries in the cells. Complete sentences often bog down your grid to the degree it might not be readable. Being able to “boil down” the ideas and find the correct entries is also a talent worth mastering. Do not copy and paste relevant information from articles.

*you may enter the references in the grid without hanging indents, but do be sure to use the rest of the appropriate APA formating (italics, the order of information, capital letters, etc. where they belong)

*the APA ethics codes begin with 8. When you do the section on ethics, check that your determination of ethical behavior connects well with research ethics and the correct subsection in the APA codes.[supanova_question]