Examining Statistical Procedures And The Justification Of...

Rosnow and Rosenthal (1989) examine statistical procedures and the justification of knowledge in regards to psychological science. Psychology researchers, similar to researchers in other fields, think in inventive ways, resembling hunches and intuitions. Because of this, often progress is the result of guesses and hunches. For a long time, and at times a detriment to us as psychological scientists, we have looked at evidence as a dichotomous significance decision. In other words, significance is viewed as anti-null or pro-null depending on the value of p. A p value less than .05 can mean success, yet a p value greater than .05 can mean failure, especially when we consider publications typically disregard non-significant results for publication. While there are very valid reasons for using that key number of .05 to determine significance, we could use .06 just as well. This is evident in other scientific fields. When looking at significant and non-significant differences, values can vary between extremes due to no sharp line between the differences. The importance of a power analysis was noted, showing that working with low power and utilizing a particular sample size can impact the p value. In an example, one scientist has a larger sample size, and with this large sample size proves method A of leadership style is better than method B. The scientist that invented method B tries to replicate the original results but uses a much smaller sample size, which then will resultShow MoreRelatedYouth Outcomes : An Analysis Of Intervention And Control Group Children1105 Words   |  5 Pagesposttest data, Mendelson et al. (2010) determined that there was significance between the results those participants who participated in the intervention compared to those who were in the control group on the Involuntary Engagement Coping scale. 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Freud s Worst Nightmare Perfect Sex Dream - 1021 Words

Brendan Gosse Cynthia Miller Making Monsters October 9, 2014 Freud’s Worst Nightmare Perfect Sex Dream In her article, author Barbra Creed discusses a wide range of theories and assumptions on Freud and his relation to modern cinema, memories, and the development of the original horror film. She begins by describing Freud and his obsession with horror. She briefly mentions some of his case histories that entail themes of sexual abuse, hysteria, bestiality, phobias, and perversity, but primarily continues to inform us of his hatred of cinema. Considering Freud was born in 1856, he was just reaching his mid 50’s when early cinema really took off. Films and movies became the forefront of entertainment, the must see attraction by audiences across the country, and the newest â€Å"daring† art form. This was, however, an art form that Sir Sigmund Freud wanted nothing to do with. Despite having several films be inspired by his theories and writings, Freud refused to become involved with films and filmmaking, and even avoided being captured on camera in his daughter’s hom e videos. The reason for this hatred however, is neglected and left questionable by Creed. The author points out that early cinema was known for stretching the boundaries on narrative filmmaking by incorporating elements of sex, desire, and eroticism, which were, of course, main focuses of Freud’s countless writings. She continues her analysis by efficiently describing the modern self and the divided self: twoShow MoreRelatedFor Against by L.G. Alexander31987 Words   |  128 Pages(Cineloops) DETECTIVES FROM SCOTLAND YARD (Longman Structural Readers, Stage 1) CAR THIEVES [Longman Structural Readers, Stage 1) WORTH A FORTUNE [Longman Structural Readers, Stage 2) APRIL FOOLS DAY [Longman Structural Readers, Stage 2) PROFESSOR BOFFIN S UMBRELLA (Longman Structural Readers, Stage 2) OPERATION MASfERMIND (Longman Structural Readers, Stage 3) QUESTION AND ANSWER: Graded Aural/Oral Exercises READING AND WRITING ENGLISH-A First Year Programme for Children LOOK, LISTEN AND LEARNl Sets 1-4Read MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretes ts and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

Analytical Report on Listening - Questioning and Feedback Skills - Solu

Question: Discuss about theAnalytical Report on Listening, Questioning and Feedback Skills. Answer: Introduction Purpose The purpose of the report is to analyse the interpersonal communication skills in details and make the recommendations for incorporating listening, questioning and feedback skills in nursing. Limitation The report has only focused on three interpersonal communication skills which include listening, feedback and questioning. The other interpersonal communication skills omitted by the report include self talk, interviewing and mastering non- verbal communication. Scope The report discusses on listening, questioning and feedback as the interpersonal communication skills in details and provides the benefits and challenges of incorporating them in the nursing. The report finalize by providing a conclusion and recommendation for using the interpersonal communication skills in nursing. Methodology The report is written from information sourced from journal articles and textbooks. Discussion Listening Skills Listening is a very important skill in facilitating interpersonal communication (Subramanian 2013). The listening skills differ from one individual to the other and can determine the success of relationship between individuals. According to Tingle (2016), the best way to improve on listening skills is by practising active listening. Active listening involves listening at the information from the communicator and at the same time attempting to understand the message. A person can implement active listening by paying attention to the communicator, showing that he/she is listening to the speaker, providing feedback, defer judgement and responding appropriately. Paying attention is enhanced by refraining from distractive thoughts, looking to the speaker directly, avoiding environmental distracters and being keen on the speaker body language (Tingle 2016). The person can show that he is listening to the speaker by nodding occasionally, comments like yes or no and use of facial expressions like smiling. Providing appropriate feedback to the speaker is important in portraying that an individual is listening actively (Silverman, Kurtz Draper 2016). An individual should also defer judgement until the speaker is through with communication in order to avoid interrupting the speaker. The listener should also respond appropriately by providing opinions respectfully and being honest while responding to the speaker. Feedback Feedback occurs when the receiver of the message respond to the sender of the message (McCabe Timmins 2013). An effective feedback should be accepted, understood and heard clearly. There are several ways to enhance effective feedback and include. Clarity and User Friendly The person providing the feedback should make it clear. According to McCabe Timmins (2013), the clarity of the feedback makes the speaker feels that the audience is listening keenly. The language used by the responder should be simple for an individual to understand. The use of highly technical feedback is not appropriate when responding to the people who cannot understand the technical jargon. Timely The feedback should be provided to the sender at the right time. There are feedbacks that are required instantly in order for a person to make an important decision on a particular matter. Arnold Boggs (2015) assert that It is important to provide feedback at the right time for it to be of benefit to the sender. Untimely feedback act as barrier to interpersonal communication and hence hinders interpersonal relationships. Emphasis on Positive The response to the message from the sender can either be positive or negative. Reeves (2015) argues that an individual providing feedback should ensure that he/she emphasis on the positive comments more than the negative comments as People usually screen out the positive comments if the negative responses are emphasised. Questioning Questioning is an important skill in enhancing interpersonal communication (Gbobbo 2007). The verbal and the nonverbal questioning should be used to enhance effective interpersonal communication. Questions can take different format as described below Open- Ended Questions Open questions are the mostly used questions in interpersonal communication. According to Gbobbo (2007), the open questions do not require a specific answer but expect the responder to describe and explain the answer in details. The open question will therefore help in developing a communication, getting more details on a particular issue and acquiring the other persons opinion on a certain issue. Closed- Ended Questions The closed-ended questions are answered by use of a short phrase or a single word. Most of the questionnaire where discussion is not required uses the closed ended questions. The closed ended questions are usually answered by a yes or a no response without further explanation (Breckman 2008). The closed ended questions are mostly appropriate in questionnaires that require a specific answer but no during conversation between one person and the other. Benefits of Listening, Feedback and Questioning Skills in Nursing Effective interpersonal communication is important in facilitating treatment and positive outcomes form the patients condition. The nurses should therefore embrace listening, feedback and questioning skills while dealing with their client in order to promote interpersonal communication. The three skills have several beneficial as discussed below. Gathering of Quality Information The listening, feedback and questioning are important skills in nursing while gathering information from the patients (Mhlanga 2013).. The patients should be asked questions in order to gather information on their disease. Active listening is also essential for the nurses during the collection of their information from the patient. The patient also requires feedback from the nurses in order to understand his/her medical condition and understand how the treatment procedure will be undertaken. Mhlanga (2013) assert that the information gathered by the nurses by use of interpersonal communication is essential in deciding the right treatment for the patient. Problem Solving The nurses usually consult their fellow colleagues in order to solve the patient diseased condition. The nurse should embrace the interpersonal communication skills in order to acquire the information from the patient and treat the patient effectively. The nurse administers the appropriate treatment to the patient depending on the feedback the patients provide. According to kodov (2016), the nurse who lacks the appropriate listening and questioning skills may administer incorrect treatment that will not solve the patient condition. Building Rapport The interpersonal communication skills are important in building a rapport between the nurses and the patient (kodov 2016). The patient feels satisfied with the nurse who can listen, give her feedback and available for questioning. Understanding the Needs of Patient Effective interpersonal communication enhanced by listening, feedback and question skills is important in determining the needs of the patient. The nurse should use the interpersonal communication skills to explain to the patient on the treatment options available for the patient to choose the best option. Duggan (2006) argues that the nurse is able to understand the treatment options that the patient admire and other needs of the patient by use of interpersonal communication skills in an effective manner. Improves the Patient Health Condition The Patient view on the quality of care is determined by the quality of interaction between the patient and the nurse (Breckman 2008). The quality of interaction is enhanced by embracing the three basic interpersonal communication skills that is listening, feedback and questioning. According to Breckman (2008), effective interpersonal communication improves the patient health condition by influencing the patient willingness to participate in care, self management, and promoting adherence to treatment. Challenges to Incorporating Listening, Questioning and Feedback in Nursing Patient Disabilities Patient disability present as one of the greatest challenge in incorporating listening, questioning and feedback in order to enhance interpersonal communication ( Duggan 2006). The patient who have hearing problems, deaf and blind act as a barrier to incorporating the three skills in communication. Patient Unconsciousness The unconscious patients hinder the incorporation of listening, questioning and feedback in nursing (Roloff 2015). The patient must be active to enhance the three skills in communication. Language Barrier The incorporation of the interpersonal communication skills in nursing requires the nurse and the patient to understand each others language. Roloff (2015) claims that the language barrier present as a challenge to listening, questioning and feedback in nursing practices. Emotional Barrier and Stress The emotion barrier is as a challenge for incorporating feedback, listening and question skills in the field of nursing. According to (Duggan 2006), the patient emotional status of stress, disappointment and frustrations due to illness inhibit the use of use of the communication skills in an effective manner. Conclusion The basic interpersonal communication skills are questioning, feedback and listening. The communication skills are important in enhancing interpersonal communication between the patient and the nurse. The listening, questioning and feedback skills should always be incorporated in interpersonal communication between the patient and the nurse because of their benefits . The communication skills are important in nursing as they help in building rapport, understanding patient needs, solving problems, improving the patient condition and gathering essential information from the patient. The nursing practice experience challenges while incorporating interpersonal communication which includes patient unconsciousness, patient disability, emotional barriers and language barrier between the patient and the nurse. Recommendation Interpersonal communication is an essential component in nursing practice. The patient and the nurse should always strive to create an effective interpersonal communication. The nurse should be train on the three basic skills for enhancing interpersonal communication in order to deal with the patients in an effective manner and create therapeutic relationship. The nurse should practice on listening, questioning and feedback skills on daily basis when dealing with their clients. The managers in the health sector should always inspect on their nurses in order to determine whether they are using the interpersonal communication skills effectively. The managers should constantly inform their nurses on how to enhance interpersonal communication and demonstrate the potential References Arnold, EC Boggs, KU, 2015.Interpersonal relationships: Professional communication skills for nurses. Elsevier Health Sciences. Breckman, B, 2008. Communication and Interpersonal Skills. Nursing Standard, vol.23, no. (11), pp.31-31 . Duggan, A, 2006. Understanding Interpersonal Communication Processes Across Health Contexts: Advances in the Last Decade and Challenges for the Next Decade.Journal of Health Communication, vol.11, no. (1), pp.93-108 Gbobbo, J, 2007. Communication skills: A tool for interpersonal relationship in nursing care.Port Harcourt Medical Journal, vol.1, no. (2). Mhlanga, F, 2013. Communication and Interpersonal Skills in Nursing.Nurse Education in Practice, vol.13, no. (1), p.e1. Reeves, H, 2015. Communication Interpersonal Skills in Nursing Bach Shirley and Grant Alec Communication Interpersonal Skills in Nursing 208pp 19.99 Sage/Learning Matters 9781473902572 1473902576.Primary Health Care, vol.25, no.(7), pp.12-12. Roloff, M, 2015. Theorizing Interpersonal Communication: Progress and Problematic Practices.Commun Theor, vol.25, no. (4), pp.420-425. Silverman, J, Kurtz, S, Draper, J, 2016.Skills for communicating with patients. CRC Press. kodov, Z, 2016. Communication and Interpersonal Skills Enhancement in Midwifery: Review.CEJNM, vol.7, no. (3), pp.504-510. Subramanian, K, ed, 2013.Excellence in business communication. Pearson.. McCabe, C Timmins, F, 2013.Communication skills for nursing practice. Palgrave Macmillan. Tingle, J, 2016. Encouraging a listening and learning culture for feedback and complaints.British Journal of Nursing, vol.25, no. (12), pp.698-699.

Writing pedagogy Essay Example

Writing pedagogy Essay Writing pedagogy is as varied as any other kind of instruction although there are stand-bys that seem to guide effective writing instruction. Many of those common elements have been listed in the plan below for teaching expository paragraphing. The writing key writing strategies I world use to teach expository writing are brainstorming (advance organizers), drafting, modeling, and peer review. These are writing techniques that would be beneficial to all writing. First off, a teacher would want to make sure that students understand the content and the structure of expository writing. In order to teach expository paragraphs, I would first have a question on the board when students come in—What does expository mean? They would use the cooperative technique of Think-Pair-Share, and we would develop a working definition. This would take less then five minutes. Then, I would present the various components of exposition, like comparison/contrast, cause/effect, steps in a process, description, etc. to the whole group. I would inform that class that descriptive is what we will focus on and brainstorm with them about about what makes good description to the whole group (Informing learners of objective). To stimulate some good descriptive writing, thought provoking pictures will be placed at various points around the room (gaining attention). Students will be instructed to choose a picture and free write about that picture using what they know about good description. All students who wrote on the same photo will form a group, which would be the beginning of small group instruction. They will read what they have written to each other, commenting on examples of good description in the works of others. I would allow 15 minutes for this. These same groups will brainstorm about possible thesis statements for their paragraphs, using previous knowledge of thesis statements (stimulating recall of prerequisite knowledge). They will rely on this prior knowledge to come up with a thesis statement. I would allow another ten minutes for this. Groups would share their possible thesis statements and we would critique them as a class. They would receive a handout with definitions and examples of basic elements of description, like effective vocabulary and figurative language. We will write a custom essay sample on Writing pedagogy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Writing pedagogy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Writing pedagogy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At this point, we would look at both a professional model and a student model of a good descriptive paragraph as a whole group and have a class discussion about what makes these good and how we would incorporate these methods into our own writing (presenting stimulus material). A rubric will also be provided and explained. This rubric would highlight voice, sentence structure, and various elements of description like use of figurative language, effective verbs, connotation, etc. Modeling is an essential part of the writing process and one that many teachers miss. Rubrics simply make the end results much more tangible for students rather then just the subjective grade that instructors sometimes give. Students would then draft or revise what they have already written on a computer, including a thesis. They would then email their paragraphs to a partner in the class who would use Word Track Changes to offer helpful suggestions/improvements and email the paragraph back (peer conferences). Each person would fill out an evaluation form including strengths of the paragraph, suggestions for improvement, areas where more development is needed, and questions for the writer (providing feedback). These will be submitted to the teacher (providing feedback). They would then go so far as to fill out the rubric for their partner’s paper as if they were grading it themselves. When they turn in a final draft, they will write reflectively about their paragraph relating to each point on the rubric and give themselves a grade based on the rubric (providing feedback). The teacher will then grade these according to the rubric. This lesson or series of activities would provide students with all the essentials of expository writing while hitting on a variety of learning styles and instructional techniques. Expository writing is an important skill for students to have and needs to be taught in a scaffolded approach. Works Cited Romano, Tony and Anderson, Gary, Expository Composition: Discovering Your Voice, EMC Publishing, St. Paul, MN, 2008.