Describe the role of colonization in creating the conditions for modern trafficking.

Official Instruction
Discussion Module:
Introduction
In this module we have talked a bit about the Murdered and Missing Indigenous Women and Girls (MMIWG) movement. I use the term “movement” as it has really been a grassroots effort led by Native communities to prompt inquiry into the issue and increase awareness and resources.
***Part 1- 200 word minimum- 1 page
For this discussion, I’d like you to google one of the following phrases and select an article to read and summarize for the discussion:
“MMIWG and trafficking”
“MMIWG and pipeline”
“MMIWG and sovereignty”
“MMIWG and interventions”
Cite and source article uses at bottom of page

Post your response to these prompts by the due date so your group members have time to respond.

***Part 2 – 2 responses 100 words each total 200 words or 1 page
By the discussion response deadline, respond to the posts of at least two of group members in a meaningful way that extends discussion about and understanding of human trafficking. Material to do this step can not be sent to you until the original post is posted.
Be engaging this is a discussion between peers do not over evaluate them

Official Discussion Guide
Address the following prompts in your Canvas post (minimum of 200 words-this excludes the title and link):
Include the title of the article and a link to it so others may read if they like.
What did you learn from the article that you want to share with your discussion group?
Provide a discussion question for your group related to what you summarized.
Post your response to these prompts by the due date so your group members have time to respond.
Read through your group members’ responses.
By the discussion response deadline, respond to the posts of at least two of your group members in a meaningful way that extends discussion about and understanding of human trafficking.  -2 responses min 100 word each total 1 page
Module Overview:
Introduction
In this module we explore human trafficking as it relates specifically to Indigenous women and girls.

Learning Objectives
After successful completion of this module, you will be able to:

Describe the role of colonization in creating the conditions for modern trafficking.
Understand the legal jurisdictional issues that complicate the abilities of Tribes to address trafficking in their communities.

What are the social, political, cultural, religious, environmental, and economic issues and challenges?

The Global Environment of Business
Term Project
Objective
The objective of the term project is to demonstrate your understanding and ability to apply the
body of knowledge covered in this course. The focus will be on identifying a potential
international business initiative and conducting a comprehensive business feasibility study for
that venture.
Nature of Activities
The term project gives students the opportunity to apply the concepts and strategies learned
throughout the course towards the analysis of an international business initiative. The deliverable
is a feasibility study for entering a new market. This can be done for a new product line or for an
existing product line expanding into a new country. Students should take the following steps to
complete this project:

1. Select a company that has expanded or is planning to expand into international markets. The
   company you choose could be a small firm, a medium multi-national, or a foreign-based
   firm. Analyze the situation that the existing firm currently faces and what factors give rise to
   the need or opportunity for a strategic international move. Your analysis should consider the
   following:
   • Brief overview of the company (i.e., company history, products and services, number of
   employees, annual revenues/sales).
   • Analysis of the company’s key success factors. Discuss challenges, obstacles, and
   failures and what the firm did to overcome them.
   • Analysis of its international strategy. What was the motive for expanding into foreign
   markets and what strategy was pursued?
2. Select a country that provides this company potential opportunities of doing business
   there. Analyze the kinds of challenges specific to that country that your company would
   face. This can be done by researching publicly available information and interviewing
   managers or executives who have lived overseas or traveled extensively. Specifically, your
   research should address the following issues:
   o Brief overview of the country & demographics.
   o What recent developments are taking place in that country that would affect international
   business?
   o What are the social, political, cultural, religious, environmental, and economic issues and
   challenges?
   o Specific regional trade agreements and its affects of doing business in that country.
   o Evaluate the investment climate of the country (i.e., GDP, inflation rate, exchange rate,
   barriers to entry such as tariffs, quotas, etc.)
   o Infrastructure and its level of sophistication (i.e., roads/highways, information
   technology, access to internet) and its impact on trade and business.
3. Would you recommend doing business in that country and why? Specifically, your
   recommendation should address the following:
   o Rationale for the proposed strategy, along with a range of possible courses of action
   o Recommended method of entry (e.g., though an acquisition, a new operation, a joint
   marketing venture or with some other strategy)
4. Complete business feasibility study document. The final term paper should include the
   following key elements:
   o Company profile
   o Country profile
   o Business objectives of this specific international initiative
   o SWOT analysis
   o Assessment of benefits, costs, risks, and financial projections of this international
   business initiative
   o Assessment of the competition
   o Recommended strategies and tactics (e.g., marketing plan, organizational plan, and local
   operations/partnership)

Provide a critical analyses of the nature and the impact of (Prader Willi Syndrome)a health condition for people with learning disability and the health promotion role of the learning disability nurse.

Complex healthcare needs
Assessment Title: Provide a critical analyses of the nature and the impact of (Prader Willi Syndrome)a health condition for people with learning disability and the health promotion role of the learning disability nurse.

Essay Topic: Prader Willi Syndrome
(2000 words)*
Examine the impact of common conditions and syndromes on the biopsychosocial needs of people with an intellectual/learning disability.
Explore the role of the learning disability nurse in promoting health and well-being for people with additional health needs through contemporary and evidence-based practice.
Learning Outcomes – Knowledge and Skills
Successful students will typically be able to:
Analyse the implications of associated conditions to health and wellbeing in people with intellectual/learning disabilities.
Examine the specific contribution the learning disability nurse makes in improving the health and well-being of people with intellectual/learning disabilities individually and in services.
Recognise the contribution of other professionals working in a multidisciplinary way and their impact upon therapeutic interventions.
Learning Outcomes – Skills and Attributes
Successful students will typically be able to:
Apply the nursing process to meet the biopsychosocial needs of people with intellectual/learning disabilities.
Use therapeutic approaches and interventions to promote health and well-being.
Use person centred approaches to nursing care and the support of people with intellectual/learning disabilities
Summative Assessment – 2000 words

Choose one topic from the list below. Provide a critical analysis of the nature and the impact of this health condition for people with a learning disability and the health promotion role of the learning disability nurse.
ESSAY TOPC:
Prader Willi Syndrome

Summative Assessment
Clear identification of the chosen topic.
Your introduction sets out the content of the essay and defines the key concepts as necessary
Discussion of the nature and the impact of health issues is clear and logical,
demonstrating your knowledge and understanding of the topic.
The health promotion role of the learning disability nurse is discussed. A clear rationale that sets out the learning disability nursing context is evident.
Hints for your assignment:
Terminology:
Your assignment must be presented in a person centred way so please avoid the following:
Service users, patients, clients
PWLD, LD, LD Nurse
It is acceptable to initially write people with learning a learning disability then refer to people, the person or individuals.
You may also initially write the Learning Disability Nurse then refer to the nurse.
Summative Assessment
Appropriate use and application of literature throughout the essay, including
key local and national policy drivers.
Presentation, including grammar and spelling is consistently of a high standard
Must have a complete reference list and follow UH HSK 2021/22 referencing guidelines exactly for all citations and references
http://academic-
Resources

Recommended reading in each unit
Recommended module reading list
Your own database searches
Always use academic sources, avoiding general websites.

Search
Search
General Reading and Module information
Unit 1
Learning Disability Nursing: Modern Day Practice
Book 
 
by Bob Gates; Kay Mafuba
 
2015 
 
Essential Resources

Reading intention: Undecided
 
View actions menu for item
Person-centred Nursing: Theory and Practice
Book 
 
by Brendan McCormack; Tanya McCance
 
2010 
 
Recommended resources

Reading intention: Undecided
 
View actions menu for item
Unit 2
Learning disability today: the essential guide for support staff, service providers, families and students
Book 
 
edited by Gill Concannon; Renee Francis; Jo Delree; Lesley Bedford; Ed Chaplin; Marian Jennings
 
2018 
 
Recommended resources
Reading intention: Undecided
 
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Supporting the Physical Health Needs of People with Learning Disabilities
Book 
 
by Steve Hardy; Peter Woodward; Eddie Chaplin
 
27/04/2016 
 
Recommended resources

Reading intention: Undecided
 
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Anxiety and Depression in People with Intellectual Disabilities
Book 
 
by Raghu Raghavan
 
01/08/2012

Reading intention: Undecided
 
View actions menu for item
Mental Health in Intellectual Disabilities
Book 
 
by Nick Bouras; Steve Hardy; Geraldine Holt
 
01/09/2011 

Understanding Profound Intellectual and Multiple Disabilities in Adults

Book by teenage Lyle – 21/06/2019

REPORT

Learning Disabilities Morality Review( LeDeR) Programme

Annual report 2015-2016 Summary.

UNIVERSITY OF Bristol

REPORT

Report of The Independent Inquiry Into Access to healthcare for people with learning disabilities

Sir Jonathan Michael
JULY 2008
 

13

Discuss the importance of sustainable waste in reducing global warming.

Description
This research proposal considers that sustainable waste management has a substantial impact on the residents’
and general population’s quality of life. As a result, the major goal is to determine whether environmentally
friendly housing has an impact on end-users, the environment, and the broader public. To accomplish this, the
study will attempt to address each of the secondary research goals listed below:
i. Identify the advantages of utilising sustainable waste materials.
ii. Discuss the importance of sustainable waste in reducing global warming.
iii. Assess the impact of sustainable waste on the broader public.
iv. Determine the role of sustainable waste benefits in the natural environment.
Also will be collecting date secondary and primary using questionnaire

What type of destination would you categorise the route? (e.g. leisure, business, VFR or a mix). How will this impact the potential revenue for the route?

Module: TH60123E – Air Route Planning

Assessment 2: Individual Written Report – Further Guidance

Assessment Title: European Short-haul Route Analysis

All airlines have complex route networks that connect passengers and freight between airports. An airline could have more than 1000 routes in the network for any one season. The performance of each route is measured in terms of profitability which airlines monitor on a regular basis. Capacity on profitable routes is often increased and can be crucial to the airline. However not all routes are successful and underperforming routes may have capacity reduced or may even be dropped altogether. Route performance is dynamic and can change quickly due to changes in passenger demand, variations in operating costs and changes to competition on the route due to other airline operators.
As part of this assignment, you are assuming the role of a route analyst working for easyJet airlines. The airline is working on a large project to review the routes operated across their network. They are looking to drop some less profitable routes so that they can deploy aircraft on more successful routes. You have been asked by your manager to conduct a commercial and operational analysis for a specific route to assess its viability. You are to write a 2000-word report (±10%) including the following sections:

Demand and Revenue Analysis
Cost and Operational Analysis
Route Recommendation

easyJet currently has 1951 flight sectors and more than 800 routes scheduled. A full list is available at https://www.easyjet.com/en/cheap-flights/timetables.

You may select any route of your choice from this list and analyse it for this report.

You may find it useful to read airline management books and journal articles. You are also strongly encouraged to use airline databases such as CAPA to research information about the route.

In addition to the assessment brief, this document provides you with further guidance about how you could conduct the route analysis.

For the route you are analysing you should consider some of the following points:

Demand Analysis

What type of destination would you categorise the route? (e.g. leisure, business, VFR or a mix). How will this impact the potential revenue for the route?
How is the passenger demand likely to vary throughout the year (seasonal variation)?
Are there any events, national holidays, celebrations at the origin & destination on specific dates where demand is likely to increase?
How is COVID-19 impacting travel demand? What are the travel restrictions of the origin & destination country?
What is the economic situation of the countries connected by the route? You could research unemployment rates, GDP etc.
What is the average cost of living/visiting the destination when taking into consideration currency exchange rates? You could research average hotel prices, food and drink, local transport cost etc at the destination. How does this impact demand?
What is the catchment size of the local population?
Are there any safety and security concerns about the destination? Is there a history of terrorist attacks, natural disasters that could deter passengers from travelling there?

Revenue Analysis

How will the mix of passengers impact the revenue potential of the route?
How does the price of tickets vary throughout the day/week/year?
Who are the competitor airlines and how are they competing? Do the competitors operate direct, non-stop, connecting flights? How do the flight schedules of the competitors compare to easyJet’s flight schedule?
What are the unique selling points about the easyJet flights that enable it then to generate more revenue?
What is the potential for ancillary revenue on the route?
Are there other modes of transport (substitutes) that connect the route? If so, how does the price of using these other transport services compare to easyJet prices?

Overall, what are the strengths, weaknesses, opportunities and threats (SWOTs) of the route in terms of demand and revenue?

Cost and Operational Analysis

What are the likely operating costs of the route? Consider easyJet’s financial reports to estimate costs.
Are there any crew constraints that would adversely impact the operating costs?
How could easyJet reduce their costs to maintain profitability?
Would operating the route cause a negative impact on aircraft utilisation/ productivity?
Are there any operational constraints at the destination airport such as congestion, shortage of stands, very short runways?
Is the destination frequently impacted by adverse weather that could cause disruption to flights?
What is the availability of nearby alternative airports in case of diversion?

And finally:

Remember to conclude your report with recommendations that will increase revenue and reduce costs.
The more detailed your analysis, the more marks you are likely to achieve.
You should use charts, tables and diagrams wherever appropriate to present information and evidence.
Please ensure that any data taken from external sources is cited and referenced in the report.
In terms of report structure and presentation, ensure you separate the report into numbered sections and subsections, label figures and tables, proof-read your report to identify and correct spelling and grammatical errors prior to submission.

Good Luck!

develop a specific research question or hypothesis (or 2-3 related hypotheses) and explain why it is an important topic for policy, practice or theory.

Assignment – Research Question and Sampling Strategy
Assignment – Research Question and Sampling Strategy
Worth 35% of the final grade
Marked out of 100
Length should be a maximum of 1,000 words (excluding references)

This assessment requires students to develop a specific research question or hypothesis (or 2-3 related hypotheses) and explain why it is an important topic for policy, practice or theory.  To complete this assessment, you will:
State a testable research question (or set of hypotheses) in clear and succinct language
Explain your reasoning or logic for choosing the research question based on existing research and/or theory
Describe the unit of analysis in your study
Identify your independent and dependent variables and explain how they will be operationalised
Briefly discuss your sampling strategy and how you will gain access to the individuals (or data)
Students will be assessed on the following key criteria:
Introduction and conclusion that clearly describes the topic of the assignment and provides a detailed overview/summary of the content of the paper
Research questions and if relevant, hypotheses that are clear, concise and testable
Identify unit of analysis, independent and dependent variables
Description of how key variables will be measured
Clearly identify where research will be undertaken and justification for that decision, considering the relevant advantages and disadvantages to that site.
Provide a clear description of the sample and population
Overall presentation of the document, including grammar, spelling, formatting, word limit and APA referencing

NOTE: YOU MUST READ THE BOOK CHAPTER 1-7 IS PARTICULARLY HELPFUL FOR THIS TASK. HOWEVER, YOU CAN PRETTY MUCH USE IT TO COMPLETE ANY ASPECT OF THE TASK. THIS IS A RESEARCH PROPOSAL, AND THE DATA COLLECTION OR SAMPLING HAS TO REFLECT THAT. I LIVE IN QUEENSLAND, AUSTRALIA. THE CONTENT MUST BE ORIGINAL.
I have listed the topic below so that you can draw up a research question from one of them. Keep in mind that the question must have a testable hypothesis. Please follow the marking criteria instructions, and please read all information provided. The book was too big to upload, so I sent you a link you can download the PDF version of the book.

Topics:
Unemployment and increase in crime rates.
Power abuse and the modern justice system
Colonisation, its impact and alarming numbers of Incarceration of Indigenous Australians

I will upload more information. Once you have written the question, you will use from the above topics. Please notify me on the message tap where I posted the link so I can confirm I am happy with the question before you can proceed. You will need to conduct extensive research on the topic you choose before you will be able to develop a logical and precise narrow question that focuses on a specific problem or issue.

Outline the neurolocial models of Dyslexia related to learning from the perspective of neuroscience studied on the module, and assess its capacity to guide learning in the classroom and education policy.

Topic: 

Outline the neurolocial models of Dyslexia related to learning from the perspective of neuroscience studied on the module, and assess its capacity to guide learning in the classroom and education policy.

Description
Please find the details and structure of the Essay in the two presentations attached, especially the attachment
with name “DYSLEXIA”. Here are the bibliography sources that should be used:
Chapter 7 – Literacy Development in Educational Neuroscience
by Liory Fern-Pollak; Jackie Masterson;
Chapter 2 – The Neurobiology of Dyslexia in Dyslexia and Literacy : Theory and Practice by Deborah F. Knight;
George W. Hynd;
Dyslexia and literacy: theory and practice by Gavin Reid; Janice Wearmouth 2002;
A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary
Development in Child Development
Article by Meredith L. Rowe 09/2012;
The Rose Review – Identifying and Teaching Children and Young People with Dyslexia and Literacy
Difficulties- Document;
Dyslexia: a practitioners handbook by Gavin Reid 2016 .

With reference to relevant anatomy & physiology, describe the process of a cardiac arrest following an Myocardial Infarction (MI)

Topic: 

With reference to relevant anatomy & physiology, describe the process of a cardiac arrest following an Myocardial Infarction (MI) (400 words)

Discuss limitations of the study, to what extent those limitations temper the conclusions that can be made, and possible improvements.

Aim: To gain a practical understanding of experimental social psychology research.

Outcome: To demonstrate evidence of research skills through writing a research report.

Marking: The research report comprises 80% of your mark for this module. The grade descriptors/marking criteria can be found on SurreyLearn under ‘Psychology – Undergraduate Support/Useful Forms & Guides/Assessment and feedback.’ This document presents the Psychology-specific marking scheme (based on the University grade descriptors) that will be used to mark your research reports. This makes clear what is expected for a 2:1, 1st class mark etc. so do refer to this before submitting your work.

Deadline: The report must be submitted by 4pm on Tuesday, 29th March 2022

Page limit: The page limit is six pages. Templates are available on SurreyLearn under ‘Psychology –
Undergraduate Support/Useful Forms & Guides/Assessment and feedback/Psychology UG coursework template (for ALL written coursework assignments).’ In brief, margins should be 1 inch and text should be double-spaced in Times New Roman font size 12. The initial three pages on the template are for administration, and for stating that the work is your own; these should be carefully and truthfully filled-out, and also do not count towards the page limit.

Report structure:

1. Preliminary pages that are part of template (i.e., stating that the work is your own, etc.) (not included in page limit)
2. Title page (not included in page limit)
3. Abstract (not included in page limit)
4. Introduction
5. Method
6. Results
7. Discussion
8. References (not included in page limit)
9. Tables – optional (not included in page limit)
10. Figures – optional (not included in page limit)
11. Appendices – optional (not included in page limit)

Note that you can find marked examples of reports in chapter 23 of “Research Methods and
Statistics in Psychology” by Hugh Cooligan (2009, 5th edition).

Specific guidelines for this report: What follows is deliberately general. Much of what is included here will help you to write other research reports in future. However, as this is the first research report you will be writing, in order to help you get used to the structure and conventions of reporting psychological research, some of these guidelines are specific to this report only. In the case of differences between this and other documents, the present document should take precedence for the PSY1019 report only.
Report sections in more detail: The best way to understand what is required of a psychology report is to read some journal articles! Try Journal of Personality and Social Psychology or Journal of
Experimental Social Psychology for some examples suitable for a social psychology report. However, since different journals have different formatting methods, the exact format for the report shouldn’t follow that of published articles, but instead should follow the format described here, which is based on APA style and is the format that is used to prepare manuscripts for submission to journals:

Abstract (not included in page limit):

The study should be summarised succinctly in a single paragraph (150 words or less). It should say what was done and why, providing a brief overview of the method, findings, and any significant conclusions or implications drawn. Please look at abstracts in published journals to help you craft your abstract. While the abstract is the first section of the report, it is often best to leave writing it until last, in order that you have a full understanding of the content of your report.

Abstract checklist: (one or two sentences per point, see general APA guidelines for further information):

1. What is the theoretical background to the study?
2. What questions are being addressed?
3. What was the method?
4. What did you find?
5. What are the limitations and applications of the findings?

Introduction:

This orienting section should have two components. First, provide some relevant background information about the topic under investigation and include some references to the published literature in this area.

Second, indicate and explain your reasons for the study in the light of this background information (it will replicate or develop existing research on this topic) together with a statement of the hypothesis/hypotheses it is designed to test or the questions it is designed to answer. State the independent and dependent variable logically derived from the background information.

Usually, it is sensible to begin in broad terms by delineating the area, then to give brief descriptions of relevant studies reported in the literature, then to go on to develop the rationale behind the present investigation and describe the specific hypotheses being tested. In other words you should create a good argument for the relevance of your study, and its aim, before describing the specific hypothesis/hypotheses at the end.

Key points:
• Avoid overkill in the introduction. What you include must be directly relevant to the problem being investigated. Avoid anything trivial or only tangentially related. Identify major findings from previous studies and the implications of these to orient the reader to the relevant research context.
• If you disagree with what has been said before about the topic you are investigating, you will need to be able to substantiate this on the basis of more than mere anecdote.
• Always back up your argument with references. Avoid vague, unsubstantiated sentences like:
“Some people say we tell more lies than we realise.” A better alternative would be: “Smith
(1999) has shown that some people tend to underestimate the number of lies that they tell.”
• Avoid using quotations from other work unless you are unable to convey the information better in your own words. Putting information into your own words shows the reader that you understand the topic in question, whereas a quote cannot do this. Thus, a better mark is given to the student who paraphrases than the one who uses quotes.

Purpose: The purpose of our experiment was to examine whether viewing a group with different morally condemning emotions (contempt versus disgust) because they have a bad moral character impacts levels of active harm.

Primary hypothesis: When a group is viewed with disgust this will elicit higher levels of active harm than when a group is viewed with contempt.
o Independent variable: Monroes viewed with contempt versus disgust.
o Dependent variable: Active harm.

Additional hypothesis: As you have a range of variables in your dataset, you should test one additional hypothesis in your report, which you may generate yourself based on relevant literature.

Background articles:
At a minimum, you should read and reference the following articles, all of which are available via the
Library’s reading list for the module. There is a link to it on SurreyLearn:

• Fiske, Cuddy, Glick and Xu (2002) (combinations of warmth/competence associated with different emotions.)
• Cuddy, Fiske, and Glick (2007) (found that stereotypes and emotions predict behavioural tendencies.)
• Goodwin, Piazza, and Rozin (2014) (found that morality is also important to person perception)

Additional readings you might consider are:

• Ekman, P. (1999). Basic emotions. In T. Dalgeish & M.Power (Eds.), Handbook of cognition and emotion (pp. 45-60). New York: John Wiley & Sons.
• Haidt, J. (2003). The moral emotions. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith
(Eds.), Handbook of affective sciences (pp. 852–870). New York: Oxford University Press.
• Russell, P.S., & Giner-Sorolla, R. (2013). Bodily moral disgust: What it is, How it is different from anger and Why it is an unreasoned emotion. Psychological Bulletin, 139, 328-351.

Introduction checklist:

1. What was the aim of the study that you conducted?
2. What previous research is relevant to the study?
3. What gap in the literature does the study build on?
4. What variable did you manipulate (independent variable)?
5. What did you measure (dependent variable)?
6. What was the hypothesis?

Method:

In the introduction you have told the readers in broad detail what your study is about. It is now time to tell them precisely what you did. You must give them enough information to be able to exactly replicate the study (i.e. repeat the study to check its consistency). The method section usually contains four sub-sections, each of which may have its own sub-headings. The precise form of the method section may vary. Choose the form that allows you to convey to your readers simply and concisely exactly what you did. If the study is complex, you may have to include so many details that your reader would be in danger of getting lost without the help of further sub-headings. The usual sub-sections are as follows:

Participants:
Who the participants are will contribute to the generalisability of the findings (i.e. the extent to which the findings are meaningful in terms of other samples of the target population rather than in terms of the peculiarities of one particular sample). Saying that ‘ten participants were used’ is inadequate, whilst providing ten life histories is not only unnecessary, but tedious to read.
State briefly how many and who the participants were, giving any critical details of their characteristics (as a rule of thumb always report: number of participants, gender, mean age, age range).
Give such details as are relevant to the nature of the study you are reporting and which may have some effect on the results (e.g. geographical location, social class, education level, occupation, vision, handedness, IQ etc). Provide details of how the sample was obtained including sampling procedures used and to what extent this was successful (e.g. response rates to questionnaires, opportunity sample). You will also need to explain how participants were distributed (e.g. procedures for randomisation or matching) among your experimental conditions. Finally, you will need to discuss how ethical considerations were handled – for example, regarding the use of deception.

Participants checklist:
• How many?
• Demographics: age, gender.
• How sampled?

Make sure to include, in our case:
o How many participants were tested?
o How were they sampled?
o Any data excluded? Why?
o Age including mean, range and standard deviation?
o How many male/female/other?
o How many participants in each emotion condition?

Design:
There are a variety of ways that an experiment or study can be staged (the types of conditions, the order of events, how potentially confounding variables are controlled; is it an experiment or a questionnaire study, etc.). Here, a brief but formal overview of the design is required (e.g. groups: between-participants, within-participants, matched participants, associational; conditions; further controls e.g. counterbalancing). Include a brief statement of the manipulation (independent variable) and of the outcome measure used (dependent variables).

This section should not include any details of procedure. Rather it is a brief depiction of the logical framework of the experiment/study that will dictate the nature of the data analysis. Keep everything as brief and as concise as possible.

Design Checklist:
• Formal design identified?
• Condition (independent variable) described?
• Outcome measure (dependent variables) listed?

Make sure to include, in our case:
o One between-subjects factor with two levels (contempt versus disgust)
Outcome measure (active harm)
Additional variable(s) of choice

Materials:
This section is like the “ingredients” section in a cake recipe: what you need to make the cake, or in this case to perform the experiment. Describe any specialised equipment, materials or stimuli used. Use diagrams if this will help, but, as a general rule, it is the function not the appearance that is important. Strike a sensible balance – you do not need to mention how many pencils were used unless they are critical to the experimental manipulations. If you are using a questionnaire or booklet of self-report measures/rating scales, provide a concise description of the items, again so that the reader can in principle replicate the study.

Materials Checklist:
• Manipulation described in enough detail to allow replication?
• Measures described in enough detail to allow replication?
• Questionnaires etc. in appendix?

Make sure to include, in our case:
o Description of the emotion manipulation of social group
o Description of the measures providing enough detail for the variable (e.g., active harm) that your analyses focus on. For the other measures you can refer to an appendix.

Procedure:
This section is like the instructions in a cake recipe: how to mix the ingredients to make the cake, from beginning to end. Here you need to describe exactly what happened in the experiment/study from the moment the participant enters until s/he leaves again, with sufficient detail and clarity that the reader would be able to repeat it if necessary (i.e. replicate it to check the consistency of the findings). Think about the experiment/study as a staged event and all that this involves. The procedure section is often difficult to write and is a good way of practising clear, economical, descriptive writing.

Procedure Checklist:
• Have you described exactly what happened in enough detail to allow replication?

Results:

You can think of the results section as being divided into three parts (although sub-headings are not used). The three aspects to the results section are: data pre-processing; descriptive statistics; and inferential statistics. All three are essential; without pre-processing we don’t know what was done to the data; without descriptive statistics we don’t know what the results are; and without inferential statistics we don’t know what the results mean. The hardest part of the Results section is drawing all this information together into a readable piece of prose. Please look at some journal articles for examples of how to do this. Remember you are trying to tell a story so you can’t just list the statistics and expect the reader to know what they mean.

First briefly remind the reader what type of data were obtained (e.g. response times, questionnaire responses) and how they were pre-processed (outlier removal, tests of normality, normalisation, etc.).

Then describe the data (giving relevant descriptive statistics). At this stage you have not performed any tests so you cannot yet make any conclusions based on descriptive statistics alone. Use tables
(Table 1, Table 2…) and figures (Figure 1, Figure 2…) if this will help the reader to understand the results. However, tables and figures are not compulsory. Tables and Figures should be ordered independently (e.g. Table 1, Table 2, Figure 1, Table 3, etc.). Figures and Tables dos and don’ts:

1) Always include a title that describes the content clearly and concisely (no abbreviations).
Table titles go above the table; Figure titles go below the figure.
2) Label both axes of a figure.
3) For scatterplots and line/bar charts, the dependent variable is on the Y-axis.
4) Use line graphs for continuous variables (age) and bars for categorical ones (experimental conditions).
5) Always check tables and figures for accuracy against your output file, one last time.
6) Add information about variability as well as means to your tables and figures. Report standard deviations in tables and confidence intervals in figures.
7) Don’t tabulate or graph (1) participant characteristics; (2) the same data twice; (3) half of your data in one figure and half in another.
8) Never copy and paste tables or figures directly from your output.

Only after giving the descriptive statistics, proceed to the more inferential aspects of the analysis giving details of any statistical assumptions that have been made, the precise test used and why it was used. Report the precise value obtained from the statistic you used – i.e. the obtained value together with any additional information necessary to help the reader understand the key findings and the statistical significance of these (e.g. the critical value, the degrees of freedom, effect size).

We follow the most recent book of APA style (7th edition) for reporting of inferential statistics. Here are some key points:

1) Report statistics to two decimal places. Report p values to three decimal places when p<.10 and 2 decimal places when p is equal or greater than .10. Report % to one decimal place (e.g., 36.1%). 2) Use Greek symbols rather than writing them out; “alpha” is wrong, α is right. 3) Italicise the letters used to indicate statistics (common ones include F, t, r, M, n, SD, p) 4) Write precise significance test values. p = .031 is right, while p < .05 is wrong. 5) Note that even if your output tells you that p = .000, you should never report this. In this case, p < .001. 6) Always put a space between ‘operators’ like <, +, =, and >. Hence p < .001 is right and p<.001 is wrong.
7) Don’t use 0 if reporting anything that varies between 0 and 1 (proportions, correlations).
Thus r (35) = .25, p = .042 is right, r (35) = 0.25, p = 0.042 is wrong.
8) Always report degrees of freedom for F and t.
9) Never report inferential statistics without an accompanying explanation of their meaning.
10) Effect sizes are useful for inferential statistics like F, t, and regression analyses.
11) Watch out for singular-plural errors. “Data” are plural. “Percentage” is singular.
12) Never introduce acronyms from your output file. It might be called “Gend-P” in variable view, but the reader doesn’t need to know that. You can just call it ‘participant gender’.
State briefly any statistical support for the hypotheses guiding the study (but do not discuss the results yet or draw any conclusions).

Further Key points:
• Write in full sentences!
• Include helpful figure(s). Figures should generally include error bars (standard error of the mean or 95% confidence interval; be clear what they represent) or other features to help readers understand the level of variability in the data.
• Do not discuss or draw any conclusions about the data until they have been systematically analysed. In the absence of appropriate tests it is not possible to tell whether observed values are important in terms of the population or signify merely chance variation.
• If the obtained value is not significant (e.g. p > .05), abide by the statistical decision (i.e. acknowledge that no effect was obtained and do not attempt to interpret a difference that is not statistically significant).
• A significant result is not automatically positive evidence for your hypothesis: does the effect go in the same direction as the hypothesis?
• Include sufficient information to enable the reader to come up with their own conclusions about the implications of the data.
• Do not be afraid to squeeze all relevant information from the data but at the same time don’t go into irrelevant detail.

I would recommend that you analyse the data using the following steps. Report on each step in your lab report.

1. Check the data for any anomalies
2. Create mean score for active harm DV
3. Look at skewness, kurtosis, and normal distribution for DV.
4. Retrieve descriptive statistics for DV.
5. Conduct a t-test (or appropriate non-parametric analysis)
6. Follow-up with any additional analyses that are applicable/interesting, such as t-test for another variable or regressions/correlations.

Results checklist:

1. How were the data prepared? (pre-screening, means created)
2. Have you described the data using descriptive statistics?
3. Have you reported whether the data met parametric assumptions or not?
4. Have you performed inferential tests on the data?

Discussion:

In this section an attempt is made to link the results gained in the experiment/study to the ideas described in the introduction. Use plain English. Did the experiment/study confirm or undermine the hypotheses tested? If not, why not? Can you suggest improvements that could have made the experiment/study more powerful? If the results were confirmatory, what further research would you suggest to develop the findings? Present tentative explanations for unexpected findings, outlining briefly how a further study might help to determine between them. Consider the shortcomings of the methods of the study suggesting appropriate remedies.

The Discussion could be structured in the following way:
• Remind the reader, in brief, what the issues were, what experiment(s) were conducted and what the results were. Summarise the results in lay terms
• State whether the experimental hypothesis (or hypotheses) was supported
• Link back to the background literature mentioned in the Introduction; discuss what your result implies for this area of research and any further research that might be necessary
• Discuss limitations of the study, to what extent those limitations temper the conclusions that can be made, and possible improvements. Acknowledging limitations is important. But avoid the rookie mistake of being unreasonably morbid or nit-picking. Every study has limitations; in the Discussion you can acknowledge what the main limitations are, and think reasonably about how much they temper the conclusions that can be drawn.
• It is helpful to discuss implications for society, for theory, and for further research. Try to conclude on a strong point.

Key points:
• Ask yourself, ‘What caused the difference?’ or ‘What caused the relationship?’ observed at the statistical level in question. Are there confounding variables that could equally well account for the difference/relationship? To answer these questions you will need to look back over the design to assess its quality and to ascertain whether it is reasonable to assume that the independent variable is the cause of the effects obtained or indeed whether there is some aspect of design that may have acted to nullify the effect.
• If the results are unexpected this may not necessarily be due to a design flaw. Unless you have evidence that the design is fundamentally flawed (lack of appropriate control) then there is no reason why you should feel obliged to search for explanations here.
• In writing the discussion follow the sequence of thinking outlined below:
a) agree what needs to be explained and summarise the key findings
b) try to account for these findings and then
c) draw out the implications of these findings
findings -> meaning -> implications…
• Beware of over-generalising the implications
Do not repeat in the discussion what you said in the introduction. Nevertheless refer to what you said to make sense of the findings – link to background literature.

Discussion checklist:

1. Have you provided a brief description of the purpose of the research?
2. What are the main findings and conclusions?
3. How did your study differ from prior research?
4. What are the limitations?
5. How would you improve your study or build on these results for future research?
6. What are the theoretical and practical implications of the research?

References: You should reference all mentions of other researchers’ work in APA style throughout the report. When psychologists publish research, they are expected to only cite information from reliable, primary sources that they have read. While you will not be penalised for occasionally referencing abstracts and general textbooks where we know the primary sources are difficult to obtain, we expect the majority of your references to show that you have read original journal articles (full-text, not abstract). You may cite books where these are the original sources of the material being referenced but you should not extensively cite secondary sources taken from general overview and introductory books. These books should be used as a starting point for literature search and further reading, not as the end point. Sometimes books cite research incorrectly so you need to be aware of this. For the same reason, you should never copy and paste citations from other papers or books. You may not reference research or theory presented in newspaper and magazine articles or from pages on the Internet (e.g. Wikipedia), as these are not academically reliable sources of information.

Tables – optional (not included in page limit): The table title needs to appear above the table.

Figures – optional (not included in page limit): Figures include graphs, histograms, diagrams and
depictions. The figure title needs to appear below the figure.

Label all Figures and Tables consecutively (but separately) starting with the first one of each class to appear. Please refer to tables and figures in the text (e.g. “As shown in Table 2…”) and give them informative titles. Tables and Figures are presented at the end of the report but you need to mark where in the report the figures should appear, e.g.:

Appendices – optional (not included in page limit): You should include copies of
instruction sheets, questionnaires etc. Appendices should be labelled in alphanumerical order, i.e.
Appendix A, Appendix B, etc.

Language style:
• Until recently, most psychologists wrote in a passive voice: e.g. “An experiment was run”.
However, the APA and BPS have now become less strict and suggest that the active voice can be used where it helps clarify the flow of your writing. Do not over-do it however. Vary your sentence style. “I did this. I did that” for example would not read well.
• Use past tense, e.g. “each participant completed the…” except when drawing inferences and conclusions (here you can use the present tense).
• Brevity and conciseness: make your points explicitly and precisely
• Do not waffle
• Tell the truth

General points:
• Substantiate all factual assertions by indicating who says what, when and on what basis the claim is being made in the form of citations
• Separate facts from your opinions about the facts (your interpretations)
• Learn to develop your arguments in a logical way and to articulate them clearly
• Define your terms
• If you use abbreviations, define them on first appearance
• Avoid prejudicial language (such as sexism).

What is the correlation between fight and attack?

The following worksheet should help you with completing the methods section of your report. Before answering these questions, please download the dataset from SurreyLearn (if you haven’t already).
General Questions: These questions should help you with preparing your dataset and can help with reporting any data exclusions.
From looking at the data are any exclusions necessary? For example, did anyone give the same response or large amounts of data missing. Indicate how you would write this in your report.
How can you determine if people engaged with the manipulation? Hint there are two manipulation check questions. If you do think any participants need to be excluded based on this, it needs to be reported. Indicate how you would write this in your report.
Are there any other data checks you would perform?
Participants Questions: These questions should help you with writing the participants subsection.
How many participants in the whole sample?
How could you determine if this is an appropriate sample size?
How were participants sampled?
What is the gender distribution?
What is the age distribution?
How many people are in each condition?
What are the ethical considerations for this study?
Measures Questions: These questions should help you with writing up details about the measures.
What is the correlation between fight and attack?
What is the scale range of these items?
For your additional hypothesis, it may be helpful to answer these two questions as well. You can refer to the document called full list of all measures to see what items correspond to which measure.
Related to point 3 what is your additional hypothesis? You can discuss this with others if you wish.