Make sure you spend most of your time writing up the results section of the assignment, as it is the most important piece. The format is very important, so make sure your text, tables, and figures are all following APA format.
Note: Be sure to start Q17 by describing your data and identifying any outliers.
Click "Week 2 Assignment: Results Section Writing Assignment 2" above to begin your assignment. The assignment is due by end of the day on Sunday.
Repeated Measures ANOVA Assignment
This assignment is based on a study by Foa, Rothbaum, Riggs, and Murdock (1991) published in the Journal of Counseling and Clinical Psychology. The study investigates PTSD symptom severity among 45 rape victims randomly assigned to one of four groups:
· Stress Inoculation Therapy (SIT): Subjects were taught various coping skills (similar to cognitive therapy)
· Prolonged Exposure (PE): Subjects revisited the traumatic event mentally during seven sessions (based on exposure therapy)
· Supportive Counseling (SC): Subjects received attention and positive regard but no specific therapy
· Waiting List (WL) Control: No therapy, just measurement
For simplicity, we will focus on PTSD Severity, defined as the total number of PTSD symptoms reported by participants, measured at three points:
· Pre-treatment
· Post-treatment
· One-month follow-up
Study Design
This study included 45 rape victims randomly assigned across the four treatment conditions.
Summary of Variables
Independent Variables:
· Between-Subjects Variable: Therapy Type (4 conditions: SIT, PE, SC, WL)
· Within-Subjects Variable: Time (3 levels: pre, post, follow-up)
Dependent Variable:
· PTSD Severity (the sum of the subject's ratings on about 15 variables related to PTSD—e.g., flashbacks, nightmares, memory difficulties, etc.)
Assignment Instructions
When preparing your assignment for submission, be sure to keep the questions in and write your answers below each question.
Part 1: Overall Effect of Time
1. Before conducting the repeated-measures ANOVA, examine the data for outliers:
· Create boxplots for PTSD severity at each time point
· Identify any extreme outliers in the data
· If outliers are present, discuss their potential impact on the analysis
Q1a) Were any significant outliers detected in the PTSD severity data? If so, provide details about their values and positions (e.g., which time point they occurred at). Would you keep, remove, or transform these data points for further analysis? Justify your decision. Q1b) Although we could use multiple paired sample t-tests to analyze changes between different time points (pre-post, post-follow-up, and pre-follow-up), this approach has limitations. What is one significant problem with using multiple t-tests?
2. Conduct a one-way repeated measures ANOVA to examine the overall effect of time on PTSD severity (combining all treatment groups). Be sure to:
· Check the assumption of sphericity using Mauchly's test
· If sphericity is violated, use appropriate corrections (Greenhouse-Geisser or Huynh-Feldt)
· Note: While multivariate test results (Pillai's Trace, Wilks' Lambda, etc.) will be available, we will focus on the univariate results for this analysis.
Q2) What is the null hypothesis (H0) for this test? Q3) Based on your analysis, can we reject the null hypothesis and conclude there was a significant change over time? Include the F-test results and p-value in your answer. Q4) Examine the profile plot showing the change in means over time. What does it suggest about the change in PTSD symptoms over time? Include the profile plot (labeled per APA guidelines) and interpret the results of the F-test.
Part 2: Effect of Therapy Type
Conduct a mixed ANOVA (also called split-plot ANOVA) to examine both the effect of time and the interaction between time and therapy type.
Q5) Was the interaction between time and group significant (i.e., do the groups differ from each other over time)? Include the interaction F-test result and p-value. Additionally, provide the interaction profile plot (labeled per APA guidelines) to support your answer.
Q6) Using the profile plot, describe how the treatment effects differed across time. What trends do you observe for each therapy group?
Part 3: Results Write-Up
Q7) Write a formal results section as if for a manuscript. Include:
· An introduction to the analysis
· Descriptive statistics for PTSD severity (means and standard deviations for each time point and therapy group)
· A report of the main effects (time, group) and the interaction effect (time by group), using proper APA statistical notation
· Tables and/or figures to summarize the data and results (ensure they adhere to APA style)
Bottom of Form
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META-INF/MANIFEST.MF
Manifest-Version: 1.0 Data-Archive-Version: 1.0.2 jamovi-Archive-Version: 11.0 Created-By: jamovi 2.3.28.0
meta
Manifest-Version: 1.0 Data-Archive-Version: 1.0.2 jamovi-Archive-Version: 11.0 Created-By: jamovi 2.3.28.0
index.html
Results
References
[1] The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
[2] R Core Team (2021). R: A Language and environment for statistical computing. (Version 4.1) [Computer software]. Retrieved from https://cran.r-project.org. (R packages retrieved from MRAN snapshot 2022-01-01).
metadata.json
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xdata.json
{"Group": {"labels": [[1, "Stress Inoculation", "1", true], [2, "Prolonged Exposure", "2", true], [3, "Supportive Counseling", "3", true], [4, "Wait List", "4", true]]}}
Questions
What are the arguments for Halogen Analytics going international?
What are the arguments for Halogen staying focused on the U.S. market?
Which of the three international strategy options—open its own offices, take on foreign partners, license its products—would you recommend? Explain why.
Case for Analysis Halogen Analytics
At the age of 39, after working for nearly 15 years at a leading software company on the West Coast, Alex Schaaf and his soon-to-be-wife, Emily Rockwood, had cashed in their stock options, withdrawn all their savings, maxed out their credit cards, and started their own business, naming it Halogen Analytics. The two had developed a new software package for root cause analysis (RCA) applications that they were certain was far superior to anything on the market at that time. Halogen’s software was particularly effective for use in design engineering organizations because it provided a highly efficient way to eliminate problems in new digital manufacturing processes, including product development, software engineering, hardware design, manufacturing, and installation. The software, which could be used as a stand-alone product or easily integrated with other software packages, dramatically expedited problem identification and corrective actions in the work of design engineering firms. The use of Halogen’s RCA software would find an average of 30 to 50 root cause problems and provide 20 to 30 corrective actions that lowered defect rates by 50 percent, saving tens and sometimes hundreds of thousands of dollars with each application.
The timing proved to be right on target. RCA was just getting hot, and Halogen was poised to take advantage of the trend as a niche player in a growing market. Schaaf and Rockwood brought in two former colleagues as partners and were soon able to catch the attention of a venture capitalist firm to gain additional funding. Within a couple of years, Halogen Analytics had 28 employees and sales had reached nearly $4 million.
Now, though, the partners are facing the company’s first major problem. Halogen’s head of sales, Samantha Jenkins, has learned of a new company based in Norway that is beta testing a new RCA package that promises to outpace Halogen’s—and the Norway-based company, FastData, has been talking up its global aspirations in the press. “If we stay focused on the United States and they start out as a global player, they’ll kill us within months!” Sam moaned. “We’ve got to come up with an international strategy to deal with this kind of competition.”
In a series of group meetings, off-site retreats, and one-on-one conversations, Schaaf and Rockwood have gathered opinions and ideas from their partners, employees, advisors, and friends. Now they have to make a decision—should Halogen Analytics go global? And if so, what approach would be most effective? There’s a growing market for RCA software overseas, and new companies such as FastData will soon be cutting into Halogen’s U.S. market share as well. Samantha Jenkins isn’t alone in her belief that Halogen has no choice but to enter new international markets or get eaten alive. Others, however, are concerned that Halogen Analytics isn’t ready for that step. The company’s resources are already stretched to the limit, and some advisors have warned that rapid global expansion could spell disaster. Halogen isn’t even well established in the United States, they argue, and expanding internationally could strain the company’s capabilities and resources. Others have pointed out that none of the managers has any international experience, and the company would have to hire someone with significant global exposure to even think about entering new markets.
Although Emily tends to agree that Halogen for the time being should stay focused on building its business in the United States, Alex has come to believe that global expansion of some type is a necessity. But if Halogen does eventually decide on global expansion, he wonders how on earth they should proceed in a huge, complex world environment. Sam, the sales manager, is arguing that the company should set up its own small foreign offices from scratch and staff them primarily with local people. Building a U.K. office and an Asian office, she asserts, would give Halogen an ideal base for penetrating markets around the world. However, it would be quite expensive, not to mention the complexities of dealing with language and cultural differences, legal and government regulations, and other matters. Another option would be to establish alliances or joint ventures with small European and Asian companies that could benefit from adding RCA applications to their suite of products. The companies could share expenses in setting up foreign production facilities and a global sales and distribution network. This would be a much less costly operation and would give Halogen the benefit of the expertise of the foreign partners. However, it might also require lengthy negotiations and would certainly mean giving up some control to the partner companies.
One of Halogen’s partners is urging still a third, even lower-cost approach, that of licensing Halogen’s software to foreign distributors as a route to international expansion. By giving foreign software companies rights to produce, market, and distribute its RCA software, Halogen could build brand identity and customer awareness while keeping a tight rein on expenses. Alex likes the low-cost approach, but he wonders if licensing would give Halogen enough participation and control to successfully develop its international presence. As another day winds down, Schaaf and Rockwood are no closer to a decision about global expansion than they were when the sun came up.
Questions
What are the arguments for Halogen Analytics going international?
What are the arguments for Halogen staying focused on the U.S. market?
Which of the three international strategy options—open its own offices, take on foreign partners, license its products—would you recommend? Explain why.
Lesson plans are plans that teachers develop to help students meet a specific learning goal (a.k.a objective). Lesson plans have different elements and are written using a variety of formats. Schools, teachers, districts, and states have different ideas of what a lesson plan might look like and what information it requires. As you become more experienced, you will develop your own style of lesson planning. For this course, I will show you a foundational sample for you to begin with. Later in the course, you will use this knowledge when developing your lesson plans for your MicroTeach experiences.
Take a look at this lesson plan on Education.com: Click here for the link to the lesson planLinks to an external site..
Click here for the lesson plan sample PDF if you can not access it through the website.
This is one example of how a lesson plan can be created and developed. Read through the entire lesson plan. What do you notice about each element/part/section as you read through it? Why do you think each one is necessary?
Download the attached document below. After reading the lesson plan, reflect on the FUNCTION of each element. Use the worksheet below to respond with your ideas of the function of each element by answering these 2 questions:
What is the function of this element in a lesson plan? Why is this element necessary in a lesson plan?
This assignment asks you to describe the function of each section of the lesson plan, NOT to provide a summary of the lesson plan.
Note: Please use and complete this document as is and upload it. Confirm that you are uploading your completed assignment and not a blank form.
Math + Love = Valentine's Day Bar Graph
Second Grade Math
What's more romantic than a bar graph on Valentine's Day? In this Valentine's Day lesson plan, students will use information from a data set to create their own tally charts and bar graphs and then analyze these graphs to answer questions.
Learning Objectives
Students will be able to identify the features of a bar graph and draw a bar graph to represent a data set.
Materials and preparation Key terms
Class set of the Graphing Valentines worksheet data One copy of the Picnic Bar Graph worksheet for tally marks projection tally chart Projector bar graph Chart paper graph title Class set of graph paper horizontal axis Class set of rulers or straight edges vertical axis
axes labels Markers scale
bar height The Ice Cream Bar Graph worksheet (optional) The Winter Sports: Practice Reading a Bar Graph worksheet (optional) The Blank Bar Graph worksheet (optional)
Attachments
Valentine Graph (PDF) Picnic Bar Graph (PDF) Ice Cream Bar Graph (PDF) Winter Sports: Practice Reading a Bar Graph (PDF) Blank Bar Graph (PDF)
Introduction (5 minutes)
Share with students that people across the world will be celebrating Valentine's Day this month, and one of the biggest Valentine's Day traditions is to give cards to people you care about. Explain to students that today they will learn about Mr. Mason's second graders who celebrated Valentine's Day in class by exchanging cards with one another. Tell students that we have information about the types of Valentine's Day cards that Mr. Mason's students exchanged, and we are going to use this information to create graphs and answer some questions.
Explicit Instruction/Teacher modeling (10 minutes)
Project the Graphing Valentines worksheet onto the board, and distribute one copy to each student. Refer students to the information in part 1, and explain that this is the information, or data, that we will use during this lesson. Read this information aloud.
Get more lesson plans at https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2022 Education.com
Draw students' attention to the tally chart. Review that a tally chart represents data using tally marks, which are a quick way of keeping track of numbers in groups of five. Tell students that to make a tally mark, draw one vertical line for the first four numbers and one diagonal line across the first four lines for the fifth number. Model for students how to fill in the first row (Heart Candies) using tally marks. Call on a student volunteer to come to the board to fill in the second row (Lollipops) using tally marks. Ask students to complete the remaining two rows independently and review answers as a class.
Guided Practice (10 minutes)
Tell students that they are going to use the information in the tally chart to create a bar graph. Review that a bar graph is a simple graph where the heights of each bar provide information. Project the Picnic Bar Graph worksheet onto the board. Refer students to the different features of this bar graph including: the graph title, which tells us the information we can find on the graph, the vertical axis, which goes from top to bottom, the horizontal axis, which goes along the bottom of the graph, the axes labels, which tell us what information is presented on each axis, the scale, which tells us how much or how many, and the bar height, which tell us the value of each bar. Write each of the features on a piece of chart paper titled: Bar Graph Features.
Independent working time (20 minutes)
Explain to students that they will make their own bar graph using the information from the Graphing Valentines worksheet. Prompt students to look at part 2 on the Graphing Valentines worksheet, and review the features of the graph. Tell students that they can refer to the Bar Graph Features anchor chart to help them. Tell students that when they have finished creating their bar graphs, they will answer the questions in part 3 of the Graphing Valentines worksheet. Remind students to use their tally chart and/or bar graph to help answer the questions.
Differentiation
Support:
Provide students with more examples of bar graphs during Guided Practice/Modeling (see optional worksheets).
Enrichment:
During Independent Work Time, distribute the Blank Bar Graph worksheet to students who can create their own bar graph from scratch. In this Valentine's Day lesson plan, introduce students to a third type of graph (such as a picture graph), and ask students to graph this information in a new visual representation.
Assessment (5 minutes)
Draw a bar graph on the board that is missing—or has mixed up—some of the bar graph features. For example, the horizontal and vertical axes are switched or the title does not match the information presented. Go over the Bar Graph Features anchor chart and ask students to give you a thumbs up if your bar graph has the information correct and a thumbs down if the information is incorrect. Ask students to help correct the errors in the bar graph.
Review and closing (5 minutes)
Tell students to think about what was easier to use to answer the questions: the tally chart or bar graph? Ask students to share their opinions and provide specific reasons why one chart was easier to look at and analyze than the other.
Get more lesson plans at https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2022 Education.com
Graphing Valentines Mr. Mason’s class exchanged valentines to celebrate Valentine’s Day!
Name Date
Aditi, Ellie, and Yahia gave valentines with heart candies.
Sarah, Abigail, Denver, Jakayla, and Claire gave valentines with lollipops.
Fiona and Thomas gave valentines with pencils.
Penny, Felix, Hannah, Trent, Talia, Alec, and Rehan gave valentines with stickers.
1. How many students gave out valentines with stickers?
2. How many students gave out valentines with heart candies?
3. Which type of valentine was given out the most?
4. Which type of valentine was given out the least?
5. How many more students gave valentines with lollipops than heart candies?
Types of Valentines
Heart Candies
Lollipops
Pencils
Stickers
Heart Candies
Lollipops Pencils Stickers
Part 2. Use the tally chart to complete the bar graph.
Part 3. Answer the questions about the valentines in Mr. Mason’s class.
Part 1. Use the information below to create a tally chart that shows the di�erent types of valentines in the class.
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Valentines in Mr. Mason’s Class
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m b
er o
f St
u d
en ts
Types of Valentines
students
students
more students
© 2007 – 2022 Education.com Find worksheets, games, lessons & more at education.com/resources
Get more lesson plans at https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2022 Education.com
Picnic Bar Graph Read the bar graph to learn which picnic games were the most popular.
Then answer the questions below. Show your work when possible.
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Frisbee Tag Races
Types of Picnic Games
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be r
of P
eo pl
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Horseshoes Tug-o-war
1. How many people love races?
2. How many more people chose tug-o-war than frisbee?
3. Add the number of people who love horseshoes and the number of people who love races. What’s the difference between that total and the number of people who love tag?
4. How many more people would it take to make frisbee the most loved picnic activity?
5. List the activities in order from most favorite to least favorite.
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
Get more lesson plans at https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2022 Education.com
Coming Up with Questions Glenn wanted to know what his friends’ favorite flavors of ice cream are,
so he surveyed his friends and made a graph of his findings. Look at the bar graph, and come up with three questions about the graph to ask a friend or
family member. Write them in the spaces below.
Example: Which flavor of ice cream is the most popular?
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Chocolate Vanilla Cookies and Cream
Favorite Ice Cream Flavor
N um
be r
of S
tu de
nt s
Strawberry
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
Get more lesson plans at https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2022 Education.com
Winter Sports: Practice Readng a Bar Graph The class took a survey about their favorite winter sport. Read the bar graph to learn which winter sports were the most popular. Then, answer the questions below. Show your work.
1. How many people chose snowboarding?
2. How many more people chose ice skating than sledding?
3. What’s the difference between the number of people who chose ice skating and sledding compared to those who chose skiing?
4. How many more people would it take to make ice skating the favorite winter sport?
5. List the sports in order from most favorite to least favorite.
Types of Winter Sports
Ice Skating Skiing Sledding Snowboarding
N um
be r o
f P eo
pl e
1
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10
Name Date
© 2007 – 2022 Education.com Find worksheets, games, lessons & more at education.com/resources
Get more lesson plans at https://www.education.com/lesson-plans/ Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2022 Education.com
Colleen’s Chart
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1
0
Bar Graph
Name Date
More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com © 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
© 2007 – 2019 Education.com Find worksheets, games, lessons & more at education.com/resources
Get more lesson plans at https://www.education.com/lesson-plans/
Find worksheets, games, lessons & more at education.com/resources © 2007 – 2022 Education.com
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Lesson Plan Dissection Reflection
Be sure to read the directions for this assignment on Canvas before completing.
Link to Sample Lesson Plan Here
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Lesson Plan Element
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Answer these 2 questions for EACH element listed:
What is the function of this element in a lesson plan? Why is this element necessary in a lesson plan?
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Learning Objective
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Materials and Preparation
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Introduction (Set)
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Explicit Instruction (I Do)
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Guided Practice
(We Do)
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Independent Working
(You Do
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Differentiation
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Assessment
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Review and Closing
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Time given for each element (in minutes)
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