Week 3 Question 1 Observational MethodsObservational methods can be utilized to provide descriptions of behaviors in both quantitative and qualitative research designs. In qualitative research, observations are generally recorded in great detail to investigate the ways in which people act and interact. In quantitative research, observation studies are very different and focus on a specific behavior that can be quantified in some way. Discuss the use of systematic observations as a data collection procedure in quantitative research. Locate a research study on Proquest or EbscoHost that utilized systematic observations in their data collection procedures. Provide a description regarding how the systematic observations were conducted and how the behavior observed was quantified. What are some potential limitations of the methods that were used? Post should be at least 600 words.

These are the fundamental guidelines for the assignments: LENGTH: All written responses to the questions should be an essay of three or more full pages, PLUS the Works Cited page (4 minimum). FORMAT: All power point or creative options should be at least eight slides long, NOT including the title slide or Works Cited slide. Power Point is a visual medium, so you must include illustrations and cite them. Instructions for citing illustrations are in Module 2. If you fail to correctly cite illustrations, this is plagiarism. STYLE: Please see in Module 2 for descriptions of how to write a literary analysis before you begin your projects. CONSIDER WHAT YOU LEARNED IN ENG111 AND ENG112, THE PREREQUISITES FOR THIS CLASS. Rubric for assessing Module Projects: Points possible: 75 Projects will be assessed as follows: Essay Rubric Requirements: Correct MLA formatting, in-text citation, Works Cited page format and citation: up to 10 pts.Content, including quality of research, textual support for claims, and organization: up to 50 pts. Please review all content in the course about creating effective literary analysis.Mechanics: Strong thesis statement, spelling, grammar, and punctuation: up to 15 pts. Review thesis statements, and run grammar and spell check on every draft. BELOW ARE ALL THE OPTIONS YOU CAN PICK, MAKE SURE TO ONLY PICK AN ESSAY OPTION.Contemporary unit projects:Select ONE project from ONE of the authors listed below:Authors: Isabelle Allende, “And Of Clay Are We Created”:1.The reporter’s story is about one girl. He becomes focused on her alone as people die and the earth shifts around him. Who is Allende’s story about; who does she focus on as changes happen to many characters? Choose one of the three primary characters in the story (the narrator, the reporter, the girl) and create an argument in essay form about why Allende makes this character the center of the story. Use textual details to support your answer.ORMargaret Atwood, “Happy Endings”:1. Atwood writes, “You’ll have to face it, the endings [of stories] are the same no matter how you slice it.” Write an essay that either agrees with or disagrees with this statement, and use examples from at least two other stories to support your answer.ORCreative Option: Write a story that offers more than one ending for readers to choose from.ORRaymond Carver, “Cathedral”:1. Creative Option: How would you describe a cathedral to someone who couldn’t see? What about a sunset? Choose a challenging image to describe and write out how you would “show” it to Robert? DO NOT USE VISUAL DESCRIPTION AS HE CANNOT SEE and most of the descriptions, especially colors and sizes, would not be comprehensible to a blind person who relies on touch, taste, hearing, smell and not sight.ORSandra Cisneros, “Barbie-Q”:1. Creative Option: Choose a toy or game that you played as a child and analyze what this toy or game suggests about gender roles and definitions.OR2. Research Option: Read at least three scholarly studies of the history of Barbie and Mattel and/or the impact of Barbie on American popular culture and write an essay discussing how Cisneros’s story responds to these issues.ORGabriel García Márquez, “A Very Old Man With Enormous Wings”:Creative option: Brainstorm a list of stories you have heard or read that contain magical or fantastic elements. You should consider folktales, fairytales, ghost stories, and other tales from your childhood as well as fiction you have read in this class or others. Then, describe how these stories are different from more realistic stories. Do readers approach or understand fantastic stories differently? How is García Márquez’s story similar to or different from these other fantastic tales? Create an essay or a visual PowerPoint presentation to describe this.ORAlice Walker, “Everyday Use”:Many images of quilts can be found on the Internet, including variations of the “Lone Star” and “Walk Around the Mountain” patterns mentioned in the story. Create a PowerPoint presentation using images and text, describing the symbolic meaning of quilts. Discuss the visual impact of the patterns, what the pieces represent, and how the quilts have been constructed. Then, make connections between these meanings and the themes in Walker’s story.ORResearch Option: Read at least three historical sources that discuss the Black Power or “Black Is Beautiful” movements of the 1960s and 1970s. How does Walker’s story engage and respond to the central themes of these movements?

In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study: Collective orientation (promoting needs of the group versus promoting needs of the individual) Time orientation Respect for authority Perceptions and value of education Priority of family Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity) Value of work/Work ethic Peer pressure Assimilation dilemma: adaptation versus preservation In addition, include specific advice to the teacher in your case study to help him or her respond more appropriately to the student/family.Use at least 2-3 scholarly sources (other than the assigned readings) to justify your responses.