I need someone to help me answering the Exercises for Chapter 3
Just these questions for chapter 3
depending on the book’s explanation, and the uploaded data.

This exercise utilizes the data set schools-a.sav, which can be downloaded from this website:

www.routledge.com/9781138289734

1.    You are interested in investigating if being above or below the median income (medloinc) impacts ACT means (act94) for schools. Complete the necessary steps to examine univariate grouped data in order to respond to the questions below. Although deletions and/or transformations may be implied from your examination, all steps will examine original variables.

a.    How many participants have missing values for medloinc and act94?

b.    Is there a severe split in frequencies between groups?

c.    What are the cutoff values for outliers in each group?

d.    Which outlying cases should be deleted for each group?

e.    Analyzing histograms, normal Q-Q plots, and tests of normality, what is your conclusion regard-ing normality? If a transformation is necessary, which one would you use?

f.    Do the results from Levenes test for equal variances indicate homogeneity of variance? Explain.

2.    Examination of the variable of scienc93 indicates a substantial to severe positively skewed distribu-tion. Transform this variable using the two most appropriate methods. After examining the distribu-tions for these transformed variables, which produced the better alteration?

3.    You are interested in studying predictors (math94me, loinc93, and read94me) of the percentage grad-uating in 1994 (grad94).

a.    Examine univariate normality for each variable. What are your conclusions about the distribu-tions? What transformations should be conducted?

b.    After making the necessary transformations, examine multivariate outliers using Mahalanobis dis-tance. Which cases should be deleted?
c.    After deleting the multivariate outliers, examine multivariate normality and linearity by creating a Scatterplot Matrix.

How could you design a bystander intervention in your workplace for sexual harassment?

As a student of both sociology and psychology, I have found myself to be a firm believer in symbolic interactions and subsequently the social learning theory. This is not to say that what we learn from our role models is set in stone. I believe there is a fluidity in the types of people we choose to emulate based upon exposure to new experiences. What appears to be somewhat difficult to establish within the examples of intervention relating to sexual harassment is the effectiveness over time. 

Lets begin with the problem: sexual harassment. A survey of employees should signify the strengths and weaknesses within the workplace and therefore give us an opportunity to address behaviors that may be interpreted as acceptable norms but are sexually aggressive in nature. The stakeholders in the intervention of these behaviors include the company itself, as it would want to legally protect itself as well as maintain an efficient and confident workplace that enhances productivity but also includes all employees who desire a safe and productive work environment free of harassment. Inclusive of the stakeholders are the clients who benefit from productive employees providing goods or services.

The solution to the problem identified is to reduce workplace harassment.

To begin the intervention process I believe we can start by applying the social norms theory; we need to establish what behaviors are acceptable and further identify what behaviors are not acceptable. According to the cognitive learning model, these norms need to be acknowledged and acted upon by a role model. I would establish an outside expert to speak on this subject rather than a role model from within the company. This would eliminate the possibility of biases within the workplace. Intervention would apply the cognitive dissonance theory by requiring initial training using examples of sexual harassment that would conflict with the norms defined to cause cognitive dissonance.

The goals associated with this intervention would include reducing sexual harassment and increasing the number of stakeholders by holding all employees accountable for their behaviors. To accomplish this goal, positive behaviors are rewarded and acknowledged. 

Following the initial training, I would include bi-weekly assessments and follow-up training. This would apply the selective exposure theory, which states that pre-existing views are hard to combat, therefore repeated exposure to acceptable norms is important. Follow-up assessments and training may also address the possibility of stress surrounding the subject of sexual harassment that may be present during the initial training which may result in a cognitive load disabling the commitment of new information into our individual paradigms. Follow up assessments would moreover be used to reinforce the positive behaviors that may arise from the initial training. 

To ensure that this intervention did not need to be adjusted, surveys would need to be completed by employees semi-annually to ensure the costs of the intervention is outweighed by the benefits.

In reference to Kimmel, is it any wonder that someone studying the negative effects of masculinity, would indeed see the masculinity norms being adhered to and then revert to those norms? These norms are pushed upon us from birth and reinforced through media and social connections. Its not an excuse for his behavior, but he is fighting a lifetime of male programming.

This week, you studied academic culture through an anthropological lens. You explored the variety of cultures that make up a single institution, and you learned about the value added by their interaction. You also read in depth about at least one culture of your choosing.

Bergquist talks about managing polarities (or conflicts) between cultures. He claims that each culture has an interdependent culture, one with opposing values and perspectives (as portrayed in the multimedia piece). Think about the two interdependent cultures that you chose to read about.

The Covid 19 has put healthcare workers in an uncomfortable position when it comes to life or death of their patients. This essay will need to include at least three topics below.

Different DNR statuses

Euthanasia

How healthcare workers can cope with loss (include resources)

Empathy and the healthcare worker

Italy’s who lives/who dies option

How family members of Covid 19 patients can cope (include resources)

When to call the code

This essay will take the place of one of your assessments within this course. You can use any resources available. You will graded based on the rubric attached.

1. According to the mainstream of each of our Abrahamic religions starting in reverse order with Islam, then Christianity and Judaism, what is the vision of a true believers heavenly reward?

2. Graphically illustrate each view somewhere and somehow in your Discussion Board response. [Searching Google “images” might be a good starting point for this.]

3. How are all three different from what you personally believe will occur after death? For example, Mormons have very specific teachings about what happens in the after-life..