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colleagues’ postings by explaining how cultural diversity

Respond to two of your colleagues’ postings by explaining how cultural diversity, moral judgement, or ethical perceptions may impact decision making within the context of the social problem that they described. Be specific and use examples to illustrate your points.

SHELLON

A brief description of the social problem that you chose for your Final Project.

The social problem I choose for my final project is the transformation of Technical and Vocational Educational and Training (TVET) in low-income communities. The scarcity of TVET in low-income communities, particularly in Guyana, South America, has been brought to my attention during a conversation with a loved one. Author Dos Santos (2019) discovered that TVET’s effectiveness (in Guyana) is limited by a lack of labor market information, funding, energy costs, and insufficient information communication technology skills and infrastructure.

One ethical and moral dilemma that could arise when solving the problem as well as the power differentials that may be present.

One ethical dilemma that could arise when solving the problem of choice would be standard 11 from the Ethical Standards of Human Services Professionals. I must be aware of multiculturalism in that specific society and its impact on the community and individuals (National Organization for Human Services, 2015). As for the power differentials that may be present would-be Cultural Power. This type of power reference, as the 3rd phase of power, operates in the areas of worldview and culture (Grassroots Policy Project, n.d.). The cultural norms and conditioning regarding race, age, and gender for those with less power would likely be present while addressing the social problem (National Community Development Institute, n.d.).

One moral dilemma that could arise when solving the problem would be diminished empathy derived from personal moral judgments (Greene, 2002). I have encountered such moral dilemmas and tried to find ways to respond objectively without offense. As Dr. Hamilton mentioned, what may be right for me in the USA, may not be the same in another country such as Guyana.

How you would prevent the ethical and moral dilemmas and address the power differentials in your role as an advanced human services professional practitioner.

To prevent the ethical and moral dilemmas mentioned, I must first identify my biases and address them by being willing to examine my own beliefs and assumptions. Second, begin to think critically about the ethical and moral dilemmas by, not limited to (1) being interested in seeking the truth; (2) relying on reason and not my emotions; (3) being objective and not subjective; (4) put aside incorrect information and (5) work with integrity. As a human service professional practitioner, the power differentials in my role plays an essential part in solving social problem. Cultivating a shared culture of responsibility and commitment is vital, along with increasing my reading as a scholar and growing knowledge of my role. The Ethical Standards for Human Services Professionals (2015) preamble sums it up, stating that human service “… professionals promote and encourage the unique values and characteristics of human services”. And does this by “… upholding the integrity and ethics of the profession, promoting client and community well-being, and enhancing their professional growth.”

ReferenceS

Dos Santos, C. (2019). Building capabilities in natural resource-dependent economies: An innovation systems analysis of the TVET program in Guyana. International Journal of Innovation Studies, 3(1), 1-11.  https://doi.org/10.1016/j.ijis.2019.06.002 Links to an external site.

 Grassroots Policy Project. (n.d.).  Power and social change

 Greene, J., & Haidt, J. (2002). How (and where) does moral judgment work? Trends in Cognitive

Sciences, 6(12), 517-523.  https://doi.org/10.1016/S1364-6613(02)02011-9 Links to an external site.

 National Community Development Institute. (n.d.). Sources of Power.

http://www.buildingmovement.org/wp-content/uploads/2020/03/Sources_of_Power.pdf  Links to an external site.  

 National Organization for Human Services. (2015). Ethical standards for human services

professionals.  https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

SOPHIA

Social Problem  

The social problem I chose for the final project is teen opioid abuse. Opioid abuse in teens is dangerous and growing. The side effects that come with drug abuse can be severe and may lead to death. After marijuana and alcohol, the abuse of prescription drugs is next on the list of the most abused substances by Americans aged 14 and older. (Trends & Statistics, 2022)

Ethical Dilemma 

Many ethical dilemmas may arise when trying to solve the problems of teen opioid abuse. The first ethical dilemma is standard 2, which deals with informed consent (Ethical Standards for Human Professionals, 2015). Because the teen is a minor or under 18, a parent or guardian must consent to the child’s treatment. The dilemma in this situation could be that the parent/parents or guardian does not want the child to receive treatment, and they won’t consent. In this case, legal actions may have to be taken on the minor’s behalf if the minor’s condition is life-threatening. Another ethical dilemma that may arise when trying to solve the problem of teen opioid abuse is standards 3 and 4. The teen’s right to privacy and confidentiality and breaking the confidentiality of the relationship between the teen and human service professional are at stake if the teen is in danger or may harm themselves (Ethical Standards for Human Professionals, 2015).

Moral Dilemma 

One moral dilemma that may arise when trying to solve this problem is a teen abusing opioids confides in a professional that they are thinking about ending their life because their issue has caused too many problems. The teen wants the professional to keep this information to themselves. The dilemma here would be the professional keeping confidentiality and having a potential suicide on their hands or breaking the teen’s confidentiality and preventing suicide.

Prevent Ethical and Moral Dilemmas

I would prevent the ethical and moral dilemma by practicing standard 10, providing services or help without discrimination or preference, which is a professional’s responsibility to the public and society (Ethical Standards for Human Professionals, 2015). Practicing standards 17 and 27 will also prevent moral dilemmas by accurately representing myself, my qualifications, skills, and experience (Ethical Standards for Human Professionals, 2015); this way, I don’t get into situations I cannot handle. I would address the power differentials in my role as an advanced human services professional practitioner by being transparent and trying to connect with whomever I’m trying to help; this will allow them to learn a few things about me as an individual, hopefully building their trust.

  References

Ethical Standards for Human Professionals. (2015). Retrieved from nationalhumanservices.org: https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

Teen Substance Use & Risks. (2020, Februrary 10). Retrieved from www.cdc.gov: https://www.cdc.gov/ncbddd/fasd/features/teen-substance-use.html#:~:text=Risks%20of%20Substance%20Use&text=Affect%20the%20growth%20and%20development,blood%20pressure%2C%20and%20sleep%20disorders.

Trends & Statistics. (2022). Retrieved from nida.nih.gov: https://nida.nih.gov/research-topics/trends-statistics

What You Need to Know About Teenage Painkiller Addiction. (2022). Retrieved from newportacademy.com: https://www.newportacademy.com/resources/substance-abuse/teens-painkiller-addiction/?utm_source=google&utm_medium=cpc&utm_campaign=NA_leads_performancemax&utm_term=&kpid=go_cmp-17884784088_adg-_ad-__dev-c_ext-_prd-&gclid=Cj0KCQiAkMGcBhCSARIsAIW6d0BaiZ5ZRk

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Classifying and explaining psychological disorders

Psychological Disorders

We’re finally going to cover the topic that most of you probably thought we’d spend all semester on: psychological disorders (this week) and treatment (next week)! When people think of psychology, this is what they think of, but I hope that you now understand that these chapters needed to come after all the rest. One cannot understand psychological disorders and their treatments without understanding why people think the way they do and why people act the way they do. We’ll talk about nature versus nurture and its role in the genetic or environmental root causes of some disorders. We’ll talk about how the various approaches we’ve been talking about (cognitive, behavioral, psychoanalytic, humanistic, etc) influence how we think about these disorders and their treatments. These next two weeks are your opportunity to apply everything we’ve been talking about to understand psychological disorders and their treatments.

This week we’ll cover the following topics in Chapter 13: Psychological Disorders:

· What’s normal, what’s not

· Classifying and explaining psychological disorders

· Anxiety Disorders

· Obsessive-Compulsive Disorder

· Depressive Disorders

· Bipolar Disorders

· Schizophrenia

Useful infographics/tables:

· Infographic 13.1: The DSM-5

· Infographic 13.2: Suicide in the United States

· Table 13.1: Defining Abnormal Behavior

· Many tables are listed below in the notes

Websites that may be useful / interesting: 

· American Psychiatric Association (Links to an external site.)

· National Suicide Prevention Lifeline (Links to an external site.), call 1-800-273-8255

· The National Institute of Mental Health (NIMH) (Links to an external site.)

What’s normal, what’s not

As you read through the chapter, you might feel yourself succumbing to the psychological version of intern’s syndrome (Links to an external site.), where you think you should be diagnosed with whatever disorder you happen to be reading about. We all feel sad, anxious, or angry at times. These are normal fluctuations in mood. Psychological disorders are not “normal” fluctuations in mood. Disorders seriously interfere with a person’s life (personal, professional, or day to day interactions) for an extended period of time (DSM defines this time period). 

Mental health professionals rely on the three Ds to determine if someone is exhibiting abnormal behavior, as opposed to maladaptive behavior:

1. Dysfunction: behavior interferes with daily life and relationships

2. Distress:  behaviors/emotions cause person to feel upset

3. Deviance: degree to which behavior is considered outside the norms of society

According to the American Psychiatric Association (Links to an external site.), 

Mental illnesses are health conditions involving changes in emotion, thinking or behavior (or a combination of these). Mental illnesses are associated with distress and/or problems functioning in social, work or family activities.

Mental illness is common. In a given year:

· nearly one in five (19 percent) U.S. adults experience some form of mental illness

· one in 24 (4.1 percent) has a serious mental illness*

· one in 12 (8.5 percent) has a diagnosable substance use disorder

Mental illness is treatable. The vast majority of individuals with mental illness continue to function in their daily lives.

*Serious mental illness is a mental, behavioral or emotional disorder (excluding developmental and substance use disorders) resulting in serious functional impairment, which substantially interferes with or limits one or more major life activities. Examples of serious mental illness include major depressive disorder, schizophrenia and bipolar disorder.

So mental illnesses are both common and treatable. This may surprise you because there is a huge stigma against mental health (Links to an external site.). This can lead to devastating consequences because people will not seek help when they really need it. Needing help is not a weakness and is necessary in most cases. A person suffering from a mental illness cannot just get over it, as they are sometimes told. Taking psychoactive medications and/or engaging in talk therapy may be part of getting oneself psychologically well. 

According to the Mayo Clinic (Links to an external site.),

Some of the harmful effects of stigma can include:

· Reluctance to seek help or treatment

· Lack of understanding by family, friends, co-workers or others

· Fewer opportunities for work, school or social activities or trouble finding housing

· Bullying, physical violence or harassment

· Health insurance that doesn’t adequately cover your mental illness treatment

· The belief that you’ll never succeed at certain challenges or that you can’t improve your situation

So you can see why it’s important to combat this stigma. The consequences are far reaching and extremely harmful.

Classifying and explaining psychological disorders

In the US, mental health professionals use the Diagnostic and Statistical Manual (Links to an external site.) (DSM) to help diagnose people with particular disorders. It uses a checklist of symptoms to diagnose individuals and to determine the best course of treatment. There are both pros and cons to using the DSM and clinicians are constantly revising, defending, and debunking the use of the DSM. 

Given the prevalence of disorders, you might not be surprised to learn that some people can suffer from more than one disorder at a time. This is called comorbidity. It’s similar to suffering from both the flu and cancer – 2 different disorders with different underlying symptoms.

Researchers and clinicians talk about the  etiology  (Links to an external site.)of a disorder. That is, what are the root causes of a disorder. It should not surprise you of some of the common explanations:

1. Biological / medical model

2. Mind / psychological factors

3. Environment / sociocultural factors

4. And the combination of it all, the biopsychosocial (Links to an external site.) model (similar to figure 13.1):

Anxiety Disorders

People who suffer from anxiety disorders (Links to an external site.) have extreme anxiety and/or fears that are debilitating. This is not your regular run of the mill anxiety about an upcoming test or a dislike of spiders. This is severe anxiety and fear that leads to changes in the way one interacts with the world. Some examples of anxiety disorders include:

· Panic disorder (Links to an external site.) – panic attacks (Links to an external site.) that happen frequently and without a discernible reason are a symptom of this disorder. Panic attacks make a person feel as though they are having a heart attack and that their death is imminent. Sometimes, telling someone that they are not dying, but are instead suffering from a panic attack, can help them to calm down.

· Specific phobias (Links to an external site.) / agoraphobia  (Links to an external site.)– severe fear and anxiousness when confronted with a particular object (i.e., snakes) or situations (i.e., large spaces). Panic attacks are common and are in response to the particular object/ situation. 

Obsessive-Compulsive Disorder

People diagnosed with Obsessive-Compulsive Disorder (OCD) (Links to an external site.) suffer from:

· Obsessions – repeated thoughts/urges that won’t go away; examples:

· Fear of contamination

· Fear that something wasn’t done right

· Compulsions – actions to get rid of the obsessions; examples:

· Constant hand washing

· Constant checking or repetitive rituals

Depressive Disorders

People with depressive disorders (Links to an external site.) feel profound sadness and despair, often for a long period of time, so much so that it interferes with their everyday life. This is not just “feeling blue”. Table 13.5 lists some of the different types of depressive disorders.

Bipolar Disorder

People with bipolar disorder (Links to an external site.) suffer from extreme highs and lows in emotions. The lows are similar to suffering from a depressive disorder described above. The highs are called  manic episodes / mania (Links to an external site.) and are characterized by extreme energy, euphoria, and confidence. 

Schizophrenia

People who suffer from schizophrenia (Links to an external site.) appear to have lost touch with reality in their thoughts, behavior, and feelings. This is called psychosis. Symptoms of schizophrenia (Links to an external site.) (Tables 13.7, 13.8) are categorized as positive or negative. In this case, I don’t mean “good” or “bad”, but rather are symptoms that are present or absent.

· Positive symptoms: distortions of behavior; examples:

· Delusions (Links to an external site.) – strange or false beliefs that a person truly believes; examples include

· delusions of grandeur – “I am so important that God has chosen me for this task to rid the world of evil.”

· delusions of persecution – “The president is after me.”

· Hallucinations (Links to an external site.) – a perceptual experience a person believes is happening, but is not; examples include hearing voices or seeing images.

· Negative symptoms: reduction / absence of expected behaviors; include decreased pleasure, lack of motivation, lack of emotion

Note that people often confuse schizophrenia with dissociative identity disorder (Links to an external site.) (DID). DID is a personality disorder in which a person can exhibit more than one personality. DID is an extremely rare disorder.

Hit reply and type your answers to the following: 

1. Why do you believe there is a stigma against mental health? Pick either panic disorder or a specific phobia and describe its symptoms. Imagine talking to someone who held negative views towards a person who sought treatment for one of those disorders. What arguments might you use to change their mind?

2. What are some pros and cons of using the DSM when diagnosing someone with a psychological disorder? What is your opinion?

3. Choose one of the following disorders: OCD, major depressive disorder, or schizophrenia. Use what you learned in the textbook and/or my lecture above, and (a) summarize the symptoms, (b) using the biopsychosocial model, talk about some of the causes (etiology) that may contribute to its appearance (include the biological, psychological, and sociocultural factors).

4. Find a first person account of a person living with a psychological disorder of your choosing (but it can’t be any of the disorders you have already mentioned in your previous answers). You can find either a written artifact – blog, article, news story – or a video. Describe how the person describes living with the disorder and your thoughts on it. Be sure to share where you got the first person account (URL or PDF)

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Describe the place and its history, explaining why and how the adherents of a particular religion use it

Writing Assignment 2 Parameters and Standards
Summary: All religions have places (or spaces) that are considered important for their adherents. Often called
“sacred or religious spaces,” these locations can take many forms and serve a variety of functions. They
can be structures that are utilized by the faithful in ritual and/or ceremony, shrines to commemorate
special places, landmarks of religious significance, or areas of terrain considered important. For this
writing, compose an essay in which you explore one of the religious spaces (or places) provided below.
Describe the place and its history, explaining why and how the adherents of a particular religion use it.
Be sure to pay attention to all the details in the rest of this document before writing. Here are the options
from which you will choose only one to explore:
• The Western Wall (Judaism)
• Rock-Hewn Churches of Lalibela (Christianity)
• Al-Masjid an-Nabawi (Islam)
• Harmandir Sahib (Sikhism)
Quick View Checklist (all of this is discussed in greater depth in the Parameters section that follows):
□ Select only one (1) of the sacred spaces listed above as the subject of your essay.
□ The sacred space is discussed in terms of history, purpose/meaning, features, and usage.
□ The paper structure is that of a standard college essay.
□ Research sources are academic, scholarly, or scriptures and doctrines of the religion.
□ Include an MLA formatted bibliography of at least 3 sources.
□ Quotes are limited to religious scriptures or doctrines only and can be no more than 10% of the paper content.
□ Submission is at least 600 words (bibliographies are not a part of the word count).
□ Contains appropriate sentence and paragraph formats, proper grammar, and correct spelling and punctuation.
□ Demonstrates original writing skills.
□ Submission is provided in the Writing Assignment 2 dropbox by the due date posted in the Time Schedule.
Parameters: Here are the complete parameters of this research assignment:
SACRED SPACE – Select only one (1) of the following sacred spaces to explore: The Western Wall
(Judaism), Rock-Hewn Churches of Lalibela (Christianity), Al-Masjid an-Nabawi (Islam), or Harmandir
Sahib (Sikhism).
CONTENT – You should describe each sacred space in terms of history, purpose, meaning, features, and
usage. This conversation should focus on how the sacred space is an example of the religious tradition
that utilizes it. For example, think about the follow questions during your research: Why was this structure
made? Why is it in this specific spot? Who was responsible for building it? What does the space mean to
the people of the religion? Why and how do the adherents of the religion use it? Are there specific
activities, props, and/or dietary aspects associated with this space? Are there certain times when this space
is utilized? To what extent do the people participate in events at this space? You do not need to address
all these questions; rather, the idea here is that you have demonstrated extensive cross-cultural knowledge
through a description of the space, its history, its use, and its meaning for the adherents of a particular
religious tradition. Deductions of up to 30 points will be made for errors related to the categories of Sacred
Space and Content.
ACADEMIC WRITING – This paper should be done in a traditional essay format: introduction paragraph,
two to three content paragraphs, a conclusion paragraph, and then a bibliography of sources consulted.
Additionally, the essay is expected to conform to academic writing standards (i.e., demonstrate the use of
proper sentence and paragraph formats, proper grammar, and correct spelling and punctuation). Up to 20
points will be deducted for these errors based upon their frequency and severity.
RESEARCH – You are expected to do academic research for this assignment. This is not an opinion paper,
it is a research paper. To that end, consult and cite multiple sources (at least 3) to illustrate depth of
research. These academic or scholarly sources should be peer-reviewed journal articles or books (library
resources), primary sources (sacred literature and official religious documents), or authorized
publications of recognized religious organizations. The research sources consulted are to be provided in a
Bibliography conforming to the MLA (Modern Language Association) format. For more information about
the MLA format visit: https://spcollege.libguides.com/MLA_8th. For useful research information you
should see spcollege.libguides.com/world_religions. There will be deductions of up to 10 points for
research and citation errors.
WORD COUNT – Your submission is required to be a minimum of 600 words, but no more than 1200
words (Bibliographies do not count as a part of the word count). Submissions larger than 1200 words or
fewer than 600 words will receive no points. A college paper needs to demonstrate the skill of being
thorough, yet concise.
ORIGINAL WRITING – Your paper is to demonstrate original writing (see this conversation in the
Syllabus). In short, do not use the words of another as this can be considered plagiarism and may result
in a failing grade and possible honor code disciplinary action. Additionally, it is unacceptable to submit
your own work (in whole or in part) from another class or a previous attempt of REL 2300. For more
information, visit https://www.spcollege.edu/current-students/student-affairs/student-right-to-know.
QUOTING – Quotes are limited to primary source materials only (such as a verse from sacred literature) and
should constitute no more than 10% of the paper content. In other words, quotes can only come from
religious scriptures or documents, and should be used sparingly. You need to develop the ability to take
the information that you would quote and express it in your own words as this is how to demonstrate
understanding. Any quotes will need to have internal documentation done to MLA standards:
owl.english.purdue.edu/owl/resource/747/01/. Deductions will be assessed based upon the severity of the
errors, with the points coming out of the “subject and content” section above.
DUE – The essay is due by the date posted in the calendar. Any assignment submitted late for any reason is
subject to a 5 point per business day late deduction, up to an assignment maximum of 30 points deducted.
After the paper has been graded based on the categories above, the late points will be deducted.
SUBMISSION INSTRUCTIONS – Students are required to submit the paper electronically to the “Writing
Assignment 2” dropbox in MyCourses. Submissions to this dropbox are subject to an originality check
through TurnItIn, a website that scans papers for signs of plagiarism and issues a report to the student and
instructor. Please note that the allowed file types are MS Word, WordPerfect, Postscript, Acrobat PDF,
HTML, RTF, and plain text. No other file types are accepted. I will grade and provide a response to you
within seven to ten days of the assignment due date.

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description explaining what information this graph represents and how it communicates its information

1. What’s Going on in this Graph?

One of the main ways information is presented is through graphs, in fact, Data Visualization is an emerging career for people who like to creatively take information and turn it into pictures.  The goal of this question is to read, interpret, describe, and analyze information presented in graphical form.

Under the link below, there are links to lots of various graphs from a New York Times column called “What’s Going on in this Graph?”

https://www.nytimes.com/column/whats-going-on-in-this-graph

Your job is to choose one graph that you think looks interesting (if you scroll down further on the page, there are lots to choose from).  Read the article attached to the graph and answer the following questions about your graph.

When you’re answering these questions, keep in mind that you should be writing to explain and teach your reader about your ideas.

Describe the Graph

1. First, write a description explaining what information this graph represents and how it communicates its information.  (Think of this task as explaining what the graph looks like and what information the graph shows to someone who has not seen the graph.)

2.  What quantitative (numerical) information does this graph describe?

 3. Describe two quantitative variables not shown in the graph that you think would be interesting to measure.

4. What qualitative (categorical) information does this graph describe?

 5. Describe two qualitative variables not shown in the graph that you think would be interesting to measure.

Interpret the Graph

1. What do you think the graph’s author’s main point is? What is the main idea you think they are trying to convey to the reader?

2. Describe two possible choices that the author made that could bias the reader’s interpretation of the information presented.  What might the reader be led to believe by these choices?

3. What is the title of the article containing the graph? Do you think this has any effect on the reader’s perception of the information presented? 

4. Describe a possible way (other than the title) that the graph’s presentation may bias the reader’s perception.

Comment on the Graph

1.What do you find effective about the data display? That is, what features of the graph do you think help get the information across the best?

2.What is confusing about the data display?

3. Describe one thing you might do differently if you were making this graph.

2).  2. Experimental Design

The goal of this part of this assignment is to think about the pieces of an experiment.  Below, I’ve described three scenarios in which we could design an experiment.  I have purposefully left many of the choices of the experiment up to you, the experiment designer!  Throughout your descriptions, be sure to explain your thoughts and choices about your experiment to your reader.

Choose one of these scenarios, then follow the Tasks below to brainstorm, design, and reflect on your choices.

Scenarios

i. You are curious about how eating breakfast affects a person’s mind and body.  

For concreteness, let’s assume that Breakfast is a meal that participants would eat (or not eat) at 9 a.m., and you would make your proposed measurements about their mind and/or body at 11 a.m.

ii.  You are a consultant for various restaurants nationwide as they design and format their menus.  You are curious to find out how the menu design and formatting choices affect how much money the restaurant makes.

iii.  You are curious to find out how testing-room conditions affect one’s ability to take a test.    You will get participants to take a test of critical-thinking puzzles that have no preparatory studying or previous experience required.

Tasks

1. Brainstorm 4 possible factors that would be easy to manipulate in this experiment.  Choose 2 that you think are the most interesting to think about.  For each factor, choose 3 levels you want to include for each factor.

2. Brainstorm 2 possible factors that would be difficult to manipulate. Then choose one of those as a blocking variable.

3. Brainstorm 3 possible response variables you could measure.

4. Draw a blocking diagram for this experiment showing the blocks and the treatment groups.

5. For the blocking variable and each of the factors that you chose, hypothesize about how you think they will affect your response variables.  That is, describe what effects (if any) you predict your explanatory variables will have on your response variables.

6. Identify 3 possible extraneous variables (that are not related to your explanatory variables) and discuss how each one might affect your results.  Do you think that the extraneous variable will exaggerate or obscure the connection between your explanatory variables and your response variables? Explain your thoughts

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write a description explaining what information this graph represents and how it communicates its information

1. What’s Going on in this Graph?

One of the main ways information is presented is through graphs, in fact, Data Visualization is an emerging career for people who like to creatively take information and turn it into pictures.  The goal of this question is to read, interpret, describe, and analyze information presented in graphical form.

Under the link below, there are links to lots of various graphs from a New York Times column called “What’s Going on in this Graph?”

https://www.nytimes.com/column/whats-going-on-in-this-graph

Your job is to choose one graph that you think looks interesting (if you scroll down further on the page, there are lots to choose from).  Read the article attached to the graph and answer the following questions about your graph.

When you’re answering these questions, keep in mind that you should be writing to explain and teach your reader about your ideas.

Describe the Graph

1. First, write a description explaining what information this graph represents and how it communicates its information.  (Think of this task as explaining what the graph looks like and what information the graph shows to someone who has not seen the graph.)

2.  What quantitative (numerical) information does this graph describe?

 3. Describe two quantitative variables not shown in the graph that you think would be interesting to measure.

4. What qualitative (categorical) information does this graph describe?

 5. Describe two qualitative variables not shown in the graph that you think would be interesting to measure.

Interpret the Graph

1. What do you think the graph’s author’s main point is? What is the main idea you think they are trying to convey to the reader?

2. Describe two possible choices that the author made that could bias the reader’s interpretation of the information presented.  What might the reader be led to believe by these choices?

3. What is the title of the article containing the graph? Do you think this has any effect on the reader’s perception of the information presented? 

4. Describe a possible way (other than the title) that the graph’s presentation may bias the reader’s perception.

Comment on the Graph

1.What do you find effective about the data display? That is, what features of the graph do you think help get the information across the best?

2.What is confusing about the data display?

3. Describe one thing you might do differently if you were making this graph.

2).  2. Experimental Design

The goal of this part of this assignment is to think about the pieces of an experiment.  Below, I’ve described three scenarios in which we could design an experiment.  I have purposefully left many of the choices of the experiment up to you, the experiment designer!  Throughout your descriptions, be sure to explain your thoughts and choices about your experiment to your reader.

Choose one of these scenarios, then follow the Tasks below to brainstorm, design, and reflect on your choices.

Scenarios

i. You are curious about how eating breakfast affects a person’s mind and body.  

For concreteness, let’s assume that Breakfast is a meal that participants would eat (or not eat) at 9 a.m., and you would make your proposed measurements about their mind and/or body at 11 a.m.

ii.  You are a consultant for various restaurants nationwide as they design and format their menus.  You are curious to find out how the menu design and formatting choices affect how much money the restaurant makes.

iii.  You are curious to find out how testing-room conditions affect one’s ability to take a test.    You will get participants to take a test of critical-thinking puzzles that have no preparatory studying or previous experience required.

Tasks

1. Brainstorm 4 possible factors that would be easy to manipulate in this experiment.  Choose 2 that you think are the most interesting to think about.  For each factor, choose 3 levels you want to include for each factor.

2. Brainstorm 2 possible factors that would be difficult to manipulate. Then choose one of those as a blocking variable.

3. Brainstorm 3 possible response variables you could measure.

4. Draw a blocking diagram for this experiment showing the blocks and the treatment groups.

5. For the blocking variable and each of the factors that you chose, hypothesize about how you think they will affect your response variables.  That is, describe what effects (if any) you predict your explanatory variables will have on your response variables.

6. Identify 3 possible extraneous variables (that are not related to your explanatory variables) and discuss how each one might affect your results.  Do you think that the extraneous variable will exaggerate or obscure the connection between your explanatory variables and your response variables? Explain your thoughts

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