With a clear purpose in place, quantitative researchers have a roadmap for crafting their research questions and hypotheses that will further focus the approach they will take to investigate their topic (i.e., their study’s research design).The selection of a research design is guided by the study’s purpose and research questions and hypotheses, and the design then links the research questions and hypotheses to the data that will be collected. You should keep in mind, however, that the research process is interactive, not necessarily proceeding in a linear fashion from one component to the next. Rather, the writing of research questions could, for example, necessitate adjustments to the study’s purpose statement. Nevertheless, when presented together, the various components of a research study should align. As you learned last week, alignment means that a research study possesses clear and logical connections among all of its various components.In addition to considering alignment, when researchers select a research design, they must also consider the ethical implications of their choice, including, for example, what their design selection means for participant recruitment, procedures, and privacy.For this Discussion, you will evaluate quantitative research questions and hypotheses in assigned journal articles in your discipline and consider the alignment of theory, problem, purpose, research questions and hypotheses, and design. You will also identify the type of quantitative research design the authors used and explain how it was implemented. Quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental are examples of types of research designs used in quantitative research.Using the following required readings:Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning. Chapter 5, “Conceptualization, Operationalization, and Measurement”Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage. Chapter 4, “Quantitative Research Designs”Davies, B., Griffiths, J., Liddiard, K., Lowe, K., & Stead, L. (2015). Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support within a forensic medium secure service. Journal of Forensic Psychiatry & Psychology, 26(6), 847–861. doi: 10.1080/14789949.2015.1072574Post a critique of the research study in which you:Evaluate the research questions and hypotheses.The Research Questions and Hypotheses Checklist serves as a guide for your evaluation. Please do not respond to the checklist in a Yes/No format in writing your Discussion post.Identify the type of quantitative research design used and explain how the researchers implemented the design.Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design.Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Assessment 4 Instructions: Executive CoachingThis assessment has two deliverables. Develop "Groupthink-No-More" guidelines for teams AND complete either Option 1 OR Option 2 for the second deliverable.IntroductionMany organizations aspire to be "innovative environments," but are plagued with less-than-successful outcomes. The executive team may decide to hire a social psychologist to identify the root causes of poor decisions and provide coaching on creative and independent thinking.To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.Describe the process of group formation, including why and how groups are formed.How does cohesion influence groupthink?Can conflict within a group ever be productive?PreparationRead the Assessment 4 Context document for information about the subject of this assessment.Many organizations and institutions launch initiatives to promote independent, creative, and innovative thinking within management and teams. The reality, however, may fall far short of the ideal. "Groupthink," occurs when group members pressure each other to avoid conflict because the culture values and rewards consensus and penalizes in some way those who dare to disagree or challenge assumptions. Disagreement does not have to be an unpleasant or intimidating experience. Conflict directed towards producing a positive outcome can improve decision-making throughout the workplace.Use the Capella Library and the Internet to research social psychology theory related to: group process, group formation, group cohesion, group belonging, conflict and individual behaviors within groups, and Groupthink and intervention activities that promote effective teams.InstructionsAssume the consultant role in the scenario below.SCENARIOThe executive director of a large hospital-based mental health center with three private practice-model outpatient offices in three neighboring communities has hired you as an outside consultant to help increase client referrals to these three private practice offices. These private practice outpatient offices are managed by a medical director and staffed with support staff, counseling and clinical psychologists, neuropsychologists, psychometrists, social workers, Licensed Master's Level therapists, and specialists in substance abuse treatment. Historically, the referral base has been the hospital staff physicians.Despite the fact that the private practice offices are all losing money due to low rates of referral and changes in insurance reimbursement, the staff continues to follow the directions of the medical director to make referrals. This medical director insists that the physicians on the hospital's medical staff need to "step up to the plate" and increase referrals to the outpatient clinics. Referral development meetings continue to focus on this medical-based referral system largely because none of the non-physician staff will present a different perspective to the well-loved medical director.Groupthink is alive and well in this group.There are five hospitals within easy driving distance, and another dozen within an hour's drive, most with their own counseling/therapy offices and experiencing the same decline in referrals. In addition, the neighboring communities have all the normal and expected social services, community and family services, institutions, schools, and religious organizations we expect to see in established communities with a comfortable mix of low, medium, and high socio-economic classes.DELIVERABLESThere are two required deliverables for this assessment.Develop "Groupthink-No-More" guidelines for teams.Complete either Option 1 or Option 2 for the second deliverable.Use the professional format of your choice.Address issues of groupthink as well as ways to expand thinking beyond the narrow referral-base perspective currently monopolizing this hospital-based system.Analyze a workplace problem by applying social psychology principles related to group processes.How does this research affect teams?Under what conditions does groupthink occur?Assess the influence of the social context on individual emotions and behavior in group decision-making.How would you instruct an individual to be more or less conforming, compliant, or obedient given society's need for some conformity, compliance, and obedience, and humanity's need to sometimes question authority?How does personality play a role?How do people react to conflict?How do these principles relate to creativity and innovation in a group?Integrate social psychology principles and research to develop guidelines for minimizing groupthink.How should teams be constructed?What is the role of conflict?What cultural shift needs to occur within the organization?Option 1: Develop one original, research-based individual activity to use in a group training workshop that demonstrates how to maximize independent, creative, and innovative thinking in a group.Option 2: Propose a research-based team-training program with a minimum of three activities that demonstrate how to maximize independent, creative, and innovative thinking in a group.The following criteria apply to both Option 1 and Option 2:Integrate methods and principles of social psychology to develop training that promotes independent, creative, and innovative thinking.Support guidelines and training with references from scholarly and professional literature.ADDITIONAL REQUIREMENTSFormat: Use the professional format of your choice (proposal, lesson plan, report, et cetera).Length: Limit the Guidelines to 2 pages and the activity or training plan to 23 pages.Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.References: Include a minimum of five peer-reviewed references. Resources and in-text citations should be formatted according to current APA style and formatting.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze methods and principles of social psychology and their application to important social phenomena in contemporary society.Analyze a workplace problem by applying social psychology principles related to group processes.Competency 2: Evaluate the role of the social context (relationships, groups, and culture) in influencing the thoughts, feelings, and behaviors of individuals.Assess the influence of the social context on individual emotions, conformity, and compliance in group decision-making.Competency 3: Synthesize social-psychological theory and research to generate new understandings of social phenomena in contemporary society.Integrate social psychology principles and research to develop guidelines for minimizing groupthink.Integrate methods and principles of social psychology to develop training that promotes independent, creative, and innovative thinking in a group.Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.Support guidelines and training with references from scholarly and professional literature.Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.

Week 4 Discussion Each week we will be looking at a set period from our past. Although these are our ancestors, it will seem like we are studying a distant planet, inhabited by people with the strangest of habits. Fortunately, these subjects of our observation give us abundant clues about who they are. Their art, their writing, their technology, the way they do business, the way they govern themselves all feed into a picture we will attempt to paint for ourselves each week. Understanding who they were will help us understand who we are. Each week you will be given three or four questions pertaining to important topics covered in the materials provided in the question itself, the textbook, the lectures, the other materials provided, and my comments in my Live Session. You choose the one you like and post a response of 125 words or more. You also need to respond to another post from one of your fellow students. This second post should be at least 60 or so words long and should not just agree with or repeat what has been said. Please use an example that has not already been used in the discussion. 1.Imagine that you have been sent by Starfleet Command or by your boss (whichever you prefer to report to) to observe two composers of a new style of music. "Romantic" music swept the precision of Classical aside because of these composers' intense creativity. Select two of these Romantic composers and using a specific composition by each, explain why they are defined as "Romantic". Use the textbook's definition of "Romantic". This week's eight music selections all relate to chapter 27, pp. 931-938. Ludwig van Beethoven's Eroica: In this week's readings (chaps. 27-28), we encounter a number of musical pieces, all of them covered in chapter 27, pp. 907-913. On pp. 931-934, there is a brief discussion of Beethoven's Eroica (Italian for "Heroic"), formally called Symphony No. 3 in E-Flat. This was first performed in 1804 and was composed in the 2 or 3 years leading up to that, a time when he was wrestling with increasing deafness and depression (pp. 931-934). Beethoven personally embraced the ideals of the French Revolution and at some point seemed to admire Napoleon greatly. So much so that at some point Napoleon's name was in the title of this work and the work's dedication was to him. But, Beethoven changed this and renamed it Eroica and removed the dedication to Napoleon. One account says this was because of his disenchantment with Napoleon's autocratic drift, as especially revealed when Napoleon finally proclaimed himself "Emperor", a move Beethoven despised. See http://www.beethovenseroica.com/Pg1_why/whyeroica.htm and http://www.beethovenseroica.com/Pg2_hist/history.html . Perhaps Beethoven's reasons for the change were more pragmatic. In any case, the result was this masterpiece, which changed the direction of music forever. This work is considered transitional from the CLASSICAL style of music perfected by Haydn and Mozart in the late 1700s to the ROMANTIC style of music that would prevail for most of the 1800s. The first clip below is a 10-minute clip of the first movement. The second is a clip of the second movement which shows short clips of it in three different versions. Note: Beethoven composed this for a bigger symphony orchestra and made it a much longer work than anything done by Haydn and Mozart. His work is also much more charged with emotion and drama and change. Enjoy the following links Beethoven: Symphony No. 3 ("Eroica"), 1st Movement http://www.youtube.com/watch?v=9XL2ha18i5w Beethoven: Symphony No. 3 ("Eroica"), 2nd Movement https://www.youtube.com/watch?v=drxcjTbDsts --------------------------- Beethoven's Fifth Symphony: On pp. 931-934 (chap. 27), we encounter a discussion of Beethoven's famous Fifth Symphony, first performed in 1808. Read the description carefully and give this a listen: Beethoven: Symphony No. 5, 1st Movement https://www.youtube.com/watch?v=zM3y09RjKLs&feature=youtu.be -------------------------- Beethoven's Piano Sonata No. 30, E major, Op. 109 : Read about this beautiful piano composition on p.931-934. Then, give this a listen: Beethoven: Sonata No. 30, E Major, Op. 109, 1st Movement http://www.youtube.com/watch?v=HxB1MKOo9FI ---------------------------- Beethoven's Ninth Symphony, Ode to Joy: On pp. 931-934 (in chap. 27), there is a fine discussion of Beethoven's crowning work, his Ninth Symphony, first performed in 1824. (Beethoven died in 1827). Note his innovation of combining a vocal chorus as part of this symphonic work. In the YouTube below, Leonard Bernstein introduces Beethoven and this particular work. If you wish to get right to the music, fast forward (click and drag) to the 3:37 mark. Bernstein is conducting the Vienna Philharmonic. Give this a listen: Beethoven: Symphony No. 9, in D Minor, Ode to Joy http://www.youtube.com/watch?v=nZJ1Tgf4JL8 (Start music at 3:37 mark) For German lyrics and English translation, see http://www.andrerieutranslations.com/Lyrics/Ode-to-Joy.html . -------------------------- Hector Berlioz, Symphony Fantastique: This is discussed on pp. 935-936 (in chap. 27). This grand work is often presented as the great example of the ROMANTIC style of music in the 1800s, a style that is emotional and given to drama. It was composed in 1830. Berlioz did this in a grandiose manner. Read carefully pp. 935-936 about "program music" and the idée fixe ("fixed idea") as they relate to this work. You realize that a dramatic story is being told, not just a change of mood. Listen to the following clips. Berlioz: Symphony Fantastique, 1st Movement http://www.youtube.com/watch?v=vjri6MyXKRI Berlioz: Symphony Fantastique, 4th Movement (March to the Scaffold; artist hallucinates) http://www.youtube.com/watch?v=roX70PAu3oA Berlioz: Symphony Fantastique, 5th Movement (Dream of a Witches Sabbath) http://www.youtube.com/watch?v=cao6WyF-61s ------------------------- Felix Mendelssohn, Concerto in E Minor for Violin: This work was composed in 1844. Read carefully p. 912 (in chap. 27) and note the skill required on the part of a violinist to play this. Sarah Chang will do this in the YouTube below. Then, give this a listen: Mendelssohn: Concerto in E minor for Violin http://www.youtube.com/watch?v=CCLxso5XDN4 (You can start at 1:00 if you like.) --------------------------------- Robert Schumann, Widmung (=Dedication): This is an example of a lied (plural= lieder ) of the Romantic style in the mid-1800s, which were normally songs for a solo voice with a piano. Read carefully pp. 912-913 (in chap. 27). Schumann composed the music for this in 1840 to celebrate his wedding. His wife, Clara Schumann, not only inspired some great compositions, she became a well known piano virtuoso. One of the links below has the German lyric and translation. Watch and listen to the great Jessye Norman sing this in German: Robert Schumann: Widmung (Dedication) sung by Jessye Norman http://www.youtube.com/watch?v=fHq4FKsLFsQ For the German lyric and translation see http://classicalplus.gmn.com/classical/work.asp?id=644¬es=true&webcast=true . ------------------------- Frederic Chopin, Fantasie Impromptu: Chopin (pronounce SHOH-pan) composed this Romantic style work for the piano. Read carefully p. 913 (in chap. 27) about this work and how it exemplifies Romantic style musicianship. Note the tempo changes. Then, give this a listen: Chopin: Fantasie Impromtu http://www.youtube.com/watch?v=x93pwAvUkAA and https://www.youtube.com/watch?v=B-HosIOod_A 2. Compare the view of the early Romantic writers like Wordsworth and Keats with the view Charles Dickens has in Hard Times. Has anything changed in England between the times in which each was writing? What do they have to say about the Industrial Revolution versus Nature? 3. French painting became ever more realistic and precise between 1750 and 1870. At the same time, photography began to become better and better. Your textbook has good sections on each. Compare French realism in painting to the new technology of photography. Which did a better job of "telling the story"? 4. John Constable and JMW Turner were painting a beautiful pastoral England and a powerful British empire in their work. Goya was depicting a country besieged by invaders. Using works from one of the English painters and works from Goya, explain how each saw their own countries at the time. Which painter had reason to celebrate the condition of his and which did not?