Conduct a thematic analysis using qualitative data to address research questions.

Introduction
This assessment has three parts:
A&B: Analyse data in JASP and report the results to address research questions.
C: Conduct a thematic analysis using qualitative data to address research questions.
PART A & B: Quantitative Data Analysis – Comparing groups
Assessment 3A and 3B consist of short-answer questions that are listed in the section below
labelled Directions.
Part A – Misinformation data analysis
Imagine you are working as a researcher at a public health organisation. Concerned about
the spread of misinformation around topics such as vaccine risks, you want to know whether
people are misled when sources of information have “false consensus”. Data has already
been collected, and your job is to begin to analyse the data and report the results.
Part B – Therapies data analysis
Another research project is investigating the effectiveness of a new Exposure-Based Cognitive
Therapy as treatment for depression. Again, your job is to begin to analyse the data and
report the results.
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PART C – Qualitative Data Analysis
Exploring the concept of well-being for drama students and their lecturer
A final research project focuses on interviews with drama students and their lecturer. These
participants were asked about how they understood the concept of well-being in the context
of their drama education and the development of their acting skills. Your job is to conduct a
qualitative analysis of interview data and report your findings.
Purpose
The purpose of this assessment is to demonstrate that you can apply knowledge and skills
from Modules 4 to 6 to address research questions.
Learning Outcomes
This assessment maps to the following course learning outcomes:
• Synthesise quantitative evidence to address psychological research questions and
hypotheses.
• Use statistical software to explore and analyse basic types of quantitative data.
• Apply basic methods of conducting qualitative research in psychology.
• Communicate research findings in a style that is suitable for technical reports.
Grading Criteria
This assessment is worth 40% of your overall grade.
The marks assigned to each question are indicated in square brackets in the instructions for
Parts A, B and C below. Total marks = 40.
For Parts A and B, you will be graded in the MyUni Quiz as per the quiz marking guidelines
provided for this assessment. Part C will be marked as per the assessment rubric provided
for this assessment.
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Resources
Learning materials from Module 4, 5 and 6 will help prepare you for this task. Part A and B
correspond to materials from Modules 4 and 5, and Part C corresponds to materials from
Module 6.
We recommend that you work on the relevant sections of the assessment during the
week of each module.
Requirements
PART A & B: Quantitative Data Analysis – Comparing groups
You must submit your answers to the questions for Parts A and B in the assessment portals
in MyUni. There is a separate portal for Part A and for Part B. There will be a separate textbox
for each question. You should prepare your answers as text in a separate document and
then paste them into the textboxes on MyUni, so that you have easy access to a copy of your
answers.
There is no word limit, but we are interested in quality, not quantity. Do not write for the sake
of writing. Simply write as much as you think is necessary to convince your marker that you
know what you are talking about, referring to the relevant principles or concepts to which you
have been introduced.
Each question will indicate the expected length of your response. As a guide, consider the
examples from the exercises that you have completed during the course modules. You
should refer to the marking guidelines for detailed information about how this part of the
assessment task will be graded. Your tutor will be marking according to this marking
guideline when reviewing your answers in MyUni, so you should review and consider this
before starting this part of the assessment.
PART C: Qualitative Data Analysis
You must submit your thematic analysis online via MyUni as a text document (doc, docx, pdf).
Format your analysis using either Arial, Calibri or Times New Roman, Size 11 or 12 font. You
should refer to the assessment rubric for detailed information about the grading criteria for
this part of the assessment task. Your tutor will be marking according to this rubric, so you
should review and consider this before starting this part of the assessment.
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PART A & B DIRECTIONS: Quantitative Data Analysis [25 marks
total]
Part A – Misinformation data analysis [12 marks]
Analyse data in JASP and report the results from a study that investigated whether people are
misled when sources of information have “false consensus”. You will need to answer the
questions below.
The experiment
The data you will analyse are based on an experiment by Yousif, Aboody, and Keil (2019). The
researchers investigated one factor that could contribute to the spread of misinformation:
whether people are sensitive to important cues to the degree of consensus—general
agreement about a conclusion—when assessing a set of arguments on a specific topic. In
particular, Yousif et al. (2019) tested whether people are more convinced by a conclusion that
has “true consensus” (the conclusion of each argument is based on independent primary
sources) than when it has “false consensus” (the conclusion of each argument is actually
based on only one primary source).
In the experiment, participants were presented with fictional news articles about the
Japanese economy and were asked to rate their confidence in the conclusion that “Japan’s
economy will continue to improve”. Across three conditions, Yousif et al. (2019) manipulated
the sources that were cited in the news articles. Participants were randomly allocated to each
condition in a between-participants design.
The three conditions were:
• True-consensus condition, in which there were four positive news articles (supporting
the conclusion) and one negative article (rejecting the conclusion), all citing different
primary sources.
• False-consensus condition, in which there were four positive news articles and one
negative article, but the positive articles all citied the same primary source. The negative
article cited a different source.
• No-consensus condition, in which there was only one positive and one negative news
article, each citing a different primary source.
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Yousif et al. (2019) expected that confidence ratings would be higher for the true-consensus
condition than for the no-consensus condition, but the key question was what would happen
in the false-consensus condition. If people care only about the number of primary sources,
then confidence in the false-consensus condition should match that of the no-consensus
condition—there are two primary sources in each condition (one positive and one negative).
However, if instead people focus on just the number of secondary sources, then confidence in
the false-consensus condition should match that of the true-consensus condition—both have
four positive news articles and one negative article.
To check that participants read the news articles properly and attended to the citations in the
first place, at the end of the experiment participants were shown a list of 10 sources and
were asked to indicate which had been cited in the articles.
Reference:
Yousif, S. R., Aboody, R., & Keil, F. C. (2019). The illusion of consensus: a failure to distinguish
between true and false consensus. Psychological Science, 30(8), 1195–1204.
The data
To analyse the (partly fictitious) data, you will need to:
1. Download the Assessment3A.csv dataset from the Assessment 3A page.
2. Open the dataset in JASP.
The variables in the dataset are as follows:
• ParticipantID: Participant ID number.
• Condition: True = True-consensus, False = false-consensus, No = no-consensus
• SourceAccuracy: The participant’s accuracy (% correct) at identifying which sources
had been cited in the articles.
• Confidence: Rating of agreement in the conclusion about Japan’s economy, from 0
(strongly disagree) to 100 (strongly agree).
For the purposes of this assessment, you will perform one assumption check as instructed
below. You can otherwise assume that the assumptions for all statistical tests are met.
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Questions
1. First, as a preliminary analysis you need to check that at the end of the experiment,
participants identified the correct primary sources that had been cited in the articles
(i.e., they read the articles properly and remembered the citations).
Focus on the critical False-consensus condition (i.e., for this question, you need to
select only the people in this group for analysis). For this group, perform the
appropriate statistical test to confirm that mean source-accuracy was significantly
different to the chance level of 50% correct.
In two or three sentences, report the mean and standard deviation for sourceaccuracy,
and the results of the test (in APA style), including a stat block and Cohen’s d.
[2]
2. Now turn to the primary dependent variable of participants’ confidence in the
conclusion about Japan’s economy. Perform the appropriate statistical test to see if
there is a statistically significant difference in mean confidence ratings between the
three consensus conditions. Compare all three groups in a single test.
As the first part of this procedure, check the homogeneity of variance
assumption of the test. Run a Levene test, then report and interpret the results in one
sentence (in APA style), including a stat block. (But for the remaining questions in this
assignment, don’t worry if the assumption is violated.) [1].
3. Next, present a graph with a 95% confidence interval for the mean confidence rating of
each group. Give the figure an appropriate brief caption above the figure, beginning
with a label of “Figure 1”. [2]
4. Next, report the results of the key statistical test (comparing the three group means) in
one or two sentences, including a stat block, in APA style. (You don’t need to include
descriptive statistics or effect sizes here.) [2]
5. What is the overall effect size for the above test, and how do you interpret it (one
sentence)? [1]
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6. Now consider an appropriate kind of follow-up test (i.e., that adjusts for multiple
comparisons using the Holm correction) to compare mean confidence ratings in each
pair of conditions: true-consensus vs. no-consensus, true-consensus vs. falseconsensus,
and false-consensus vs. no-consensus.
Report the results of each test in one or two sentences, including the p-value for each
comparison. You don’t need to include descriptive statistics or effect sizes here: pvalues
and their interpretation are sufficient. You may wish to refer to Figure
1 above when discussing which group is higher/lower. [3]
7. What conclusion do you draw from your results for questions 3–6 above and why? That
is, do people seem to care about the number of primary sources that support a
conclusion, or just the number of secondary sources? Around two or three
sentences. [1]
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Part B – Therapies data analysis [13 marks]
Analyse data in JASP and report the results from a study that investigated the effectiveness of
a new Exposure-Based Cognitive Therapy as treatment for depression. You will need to
answer the questions below.
The experiment
The data you will analyse are based loosely on research by Grosse Holtforth et al. (2019) on
psychotherapy techniques for depression. The researchers tested whether a new ExposureBased
Cognitive Therapy (EBCT) would enhance treatment gains compared to standard
cognitive-behavioural therapy (CBT). Grosse Holtforth et al. (2019) performed a randomisedcontrolled
trial with adults experiencing Major Depressive Disorder—participants were
randomly assigned to receive either CBT or EBCT.
Participants’ level of depression was assessed using various tests at pre-treatment, posttreatment,
and at a 12-month follow-up stage. You will consider two different depression
measures as dependent variables—scores from the Beck Depression Inventory-II (BDI-II), and
scores from the WHO-Five Well-Being Index (WHO-5).
Note that a mixed experiment design was used, with treatment type as a betweenparticipants
factor, and the three depression-assessment timepoints (pre-treatment, posttreatment
and follow-up) as a within-participants factor. In real life, all six conditions would
be compared in more complex factorial analyses, but you will use the tests from this course
to separately consider different aspects of the data.
Reference: Grosse Holtforth, M., Krieger, T., Zimmermann, J., Altenstein-Yamanaka, D., Dörig,
N., Meisch, L., & Hayes, A. M. (2019). A randomized-controlled trial of cognitive-behavioral
therapy for depression with integrated techniques from emotion-focused and exposure
therapies. Psychotherapy Research, 29(1), 30-44.
The data
To analyse the (fictitious) data you will need to:
1. Download the Assessment3B.csv dataset from the Assessment 3B page.
2. Open the dataset in JASP.
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The variables in the dataset are as follows:
• ParticipantID: Participant ID number.
• Condition: CBT vs. EBCT treatment
• DepressionPre: Baseline score on the BDI-II, prior to any treatment. Higher scores
indicate more severe depression.
• DepressionPost: Score on the BDI-II at the end of treatment.
• Depression12: Score on the BDI-II, 12 months later.
• WellbeingPre: Baseline wellbeing score on the WHO-5. Note that higher scores
indicate reduced depression.
• WellbeingPost: WHO-5 score after treatment.
For the purposes of this assignment, you will perform one assumption check as instructed
below. You can otherwise assume that the assumptions for all statistical tests are met.
Questions
1. First, consider depression levels as measured by the WHO-5. Focusing only on the
EBCT group for this question (i.e., you need to select only the people in this group for
analysis), perform the appropriate statistical test to see if there is a significant
difference in the WHO-5 score, before versus after treatment. Did depression decrease
(i.e., wellbeing increase) after treatment?
In around two sentences, report the mean difference in WHO-5 score between before
versus after treatment (including whether there was an increase/decrease), and the
results of the test (in APA style), including a stat block and effect size. [2]
2. Now turn to depression levels as measured by the BDI-II. Focusing only on the EBCT
group (i.e., you need to select only the people in this group for analysis), perform the
appropriate statistical test to see if there is a significant difference in BDI-II score
between assessments at pre-treatment, post-treatment, and 12 months
later. Compare all three conditions in a single test.
As the first part of this procedure, check the sphericity assumption for this test. Run
a Mauchly test, then report and interpret the results in one sentence (in APA style),
including the p-value (no other statistics are required). (For the remaining questions in
this assignment, don’t worry if the assumption is violated.) [1]
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3. Next, present a graph with a 95% confidence interval for the mean BDI-II score of
each timepoint condition, for the EBCT group. Give the figure an appropriate brief
caption above the figure, beginning with a label of “Figure 2”. [2]
4. Next, report the results of the key statistical test (comparing the three timepointcondition
means for the EBCT group) in one or two sentences, including a stat
block and the overall effect size, in APA style. (You don’t need to include descriptive
statistics or pairwise effect sizes). [2]
5. Now consider an appropriate follow-up test for the EBCT group (i.e., that adjusts for
multiple comparisons using the Holm correction) to compare mean BDI-II scores for
pre-treatment vs. post-treatment, post-treatment vs. 12 months later, and pretreatment
vs. 12 months later.
Report the results in two or three sentences, including the p-value for each
comparison. You don’t need to include descriptive statistics or effect sizes here: pvalues
and their interpretation are sufficient. You may wish to refer to Figure 2 above
when discussing which condition is higher/lower. [2]
6. Lastly, perform a new test to compare the post-treatment BDI-II scores of
the EBCT group against the CBT control group. You can assume the two groups
had similar scores at the pre-treatment stage; however, is there a significant difference
in BDI-II score at the post-treatment stage?
In around two sentences, report the mean difference in BDI-II
score between the groups (noting which group is higher/lower), and the results of the
test (in APA style), including a stat block and effect size. [2]
7. What conclusion do you draw from your results for questions 3–6 above (around three
sentences):
a. Considering the results for the EBCT group, has the therapy led to lower
depression levels both post-treatment and 12 months later?
b. Was EBCT more effective than the standard CBT? [2]
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PART C DIRECTIONS: Qualitative Data Analysis [15 marks]
Exploring the concept of well-being for drama students and their lecturer
Perform a thematic analysis of interview data, and report your findings, as instructed below.
Your participants are two drama students and their lecturer. Your research question is:
How do drama students and their lecturer define well-being?
The data
Download the Assessment3C.docx dataset from the Assessment 3C page.
These data come from interviews with drama students and their lecturer. These participants
were asked about how they understood the concept of well-being in the context of their
drama education and the development of their acting skills.
Instructions
Using the technique outlined by Braun and Clarke (2006), conduct a thematic analysis data
provided.
Braun and Clarke (2006) describe six steps in thematic analysis. You are required to complete
the first five steps:
1. Familiarising yourself with the data
2. Generating initial codes
3. Searching for themes
4. Reviewing themes
5. Defining and naming themes
(NOTE: you are not required to complete Step 6—producing a report).
You do not need to report these steps. You are only required to produce an analysis.
Use the research question above to guide your analysis. This means that your coding and
analysis will need to focus on how the drama students and their lecturer define well-being.
Write 750 words (+/- 10%). You must provide a general overview of your themes, followed by
a more detailed analysis of each theme with example quote from the data. As a guide, it is
recommended you produce and report on three to five discrete themes. Refer to the
assessment rubric for detailed information about the grading criteria for this assessment.
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Your analysis should aim to describe and interpret the themes you develop. You should
attempt to link the themes in some way in your analysis, and your summary should tie your
themes together into an overarching narrative that helps provide an answer to your research
question. You must not infer meaning from the data, but you should attempt to interpret and
‘make sense’ of the data in the context of the research question. You should also identify [ID]
the participant in your example quotes (e.g., Student k, Student J, Lecturer M).

Is the left-right ideology similar on average for those who did and not answer the item NatFrEst?

Final Coursework
Quantitative Data Analysis (POLS0083)

Section 1
Public perceptions of benefit fraud
Trust in social welfare institutions relies on how the public perceives of the deservingness of recipients of such
benefits. In particular, notions of so-called ‘benefit cheats’ erodes public confidence in social welfare.
Past surveys have shown that the public tend to greatly over-estimate the financial scale of benefit fraud. For
example, a 2013 Ipsos MORI study found that on average, respondents guessed that £24 out of every £100
in benefit claims is done fraudulently, whereas the official estimate is around £0.70 of every £100.
In this section, we explore public perceptions about fraudulently claiming benefits, and in particular, about
how widespread false benefits claims are. More specifically, we will examine whether certain socio-demographic
characteristics are associated with public perceptions about how widely false benefit claims are made in the
UK.
We will use part of the British Social Attitudes (BSA) data set on poverty and wealth, which you can download
as bsa-poverty.csv from the POLS0083 Moodle page. The data set contains the following variables:
Variable name Description
NatFrEst Answer to the question “Out of every 100 people receiving benefits in Britain,
how many have broken the law by giving false information to support their
claim?”
leftrigh Five-point left-right ideological scale, with 0 to the left and 4 to the right
RSex Sex of respondent, 1 if male or 0 if female
HEdQual3 Completed university degree, 1 if the respondent completed degree or 0 if not
You can load the data set by using the following command:
bsa <- read.csv("data/bsa-poverty.csv") Questions (42 Marks) 1. How many individuals are included in the data set? 2. Is the left-right ideology similar on average for those who did and not answer the item NatFrEst? 3. Calculate the median of the variable NatFrEst. What does this tell us about the distribution of perceptions about fraudulent benefits claims? 4. Create a histogram for NatFrEst and interpret it. What does this tell us about public perceptions about fraudulent benefits claims? 5. We are interested in seeing whether there is a relationship between a person’s left-right orientation and how widespread they think fraudulent benefit claims are. Fit the relevant simple linear regression model and interpret the substantive significance of the estimated slope coefficient. You do not need to discuss statistical significance. 6. State a null and an alternative hypothesis for the estimated slope coefficient, decide whether to reject the null hypothesis, and provide a conclusion. 7. How is your conclusion in Question 6 related to Type I and Type II error? 8. We now add whether the respondent completed a university degree and respondent sex to our analysis. Interpret the estimated coefficient for the left-right orientation. Does your answer to the question about the relationship between a person’s left-right orientation and NatFrEst change? If so, how? 9. Calculate and interpret the 99% confidence interval for the estimated coefficient for completing a university degree from the model you fitted in Question 8. What does the estimated standard error tell 2 us? 10. Finally, we are interested in whether the relationship between left-right orientation and perceptions of how widespread benefit fraud is also depends on an individual’s education level. a. Add the relevant interaction term to your regression model and display your results. b. Assess the model fit for this regression model. c. Interpret the estimated interaction term and discuss its substantive and statistical significance. d. Interpret the intercept and its statistical significance. Is the intercept meaningful in this regression model? e. Visually represent the results from the regression model using four lines (one each for male respondents with a university degree, female respondents with a university degree, male respondents without a university degree and female respondents without a university degree) and describe what your graph shows. 3 Section 2 Dystopian fiction and willingness to justify radical political action We now look at part of the recent study by Jones and Paris (2018), who conducted a series of survey experiments to examine whether exposure to dystopian fiction affects an individual’s political beliefs. They define dystopian fiction as “portray[ing] a dark and disturbing world dominated by an overwhelmingly powerful. . . controlling entity that acts to undermine core values”. In particular, the authors hypothesised that exposure to dystopian fiction would lead to higher support for more radical political action, especially for more violent action. In the first study, the authors randomly assigned the US-based respondents into two groups. Respondents assigned to the treatment group first read an excerpt from the first book in Hunger Games, and then watched a 17-minute video with various violent scenes from the Hunger Games films. Respondents assigned to the control group were not exposed to any media. The premise of Hunger Games is that an overwhelmingly powerful government forces individuals to take part in a contest where the participants are forced to kill each other until only one survivor remains. The outcome variables are a series of attitudinal items about willingness to justify different disruptive activities: civil disobedience, damaging government property, cyberattacks on government websites, armed rebellion, and violent protest. The data file you will use, which can be downloaded on the POLS0083 Moodle page, is titled dystopia.csv. The data includes the following variables: Variable name Description hgindic Treatment group, with 1 for those exposed to Hunger Games and 0 for the control group j_disobed How much civil diobedience can be justified, on a 0-1 scale j_damage How much damaging government property can be justified, on a 0-1 scale j_cyber How much cyberattacks on government websites can be justified, on a 0-1 scale j_rebel How much armed rebellion can be justified, on a 0-1 scale j_violent How much violent protest can be justified, on a 0-1 scale female Respondent sex, with 1 as female and 0 as male ideo Respondent left-right ideological orientation, with higher scores indicating the right, on a 1-6 scale You can load the data set by using the following command: dystopia <- read.csv("data/dystopia.csv") Questions (33 Marks) 1. What are the proportions of female respondents within the treatment and control groups? 2. We are interested in the outcome variables for civil disobedience and armed rebellion. For each of these outcome variables: a. Create a boxplot for each treatment group and interpret the results. b. Calculate difference in means by treatment group and interpret the results. You do not need to discuss statistical significance. c. Conduct the appropriate hypothesis test and interpret the results for the difference in means. 4 3. In the current study, in which two ways can we understand the population from which the sample is drawn? 4. With what assumptions can we interpret the results from Question 2 as causal? 5. Fit a regression model for each outcome variable with the treatment group, sex, and ideology. Does the estimated difference in means change? What does this tell us about the randomisation of treatment in this study? 6. Do your results support the authors’ hypothesis about the link between dystopian fiction and willingness to support radical political action? State your conclusions in terms of substantial and statistical significance. 5 Section 3 Direct democracy and citizens’ local support Does direct democracy (such as local referendums) increase satisfaction with local policies and governmental institutions? Marien and Kern (2018) explore this question in their article “The Winner Takes It All: Revisiting the Effect of Direct Democracy on Citizens’ Political Support”. Drawing on the existing literature, the authors argue that direct democratic instruments have short-term positive effects on satisfaction with local policies and institutions, since they increase the perceived fairness of decision-making and ability to influence political outcomes among the electorate. To test their hypothesis, the authors conducted multiple surveys during the spring of 2015, when the Belgian city Mechelen conducted a referendum on traffic circulation, after citizens had objected to the local government’s initial plans. The researchers collected survey data before and after the referendum took place both from a sample of local residents in Mechelen who lived in neighbourhoods affected by the traffic diversion plans (treatment group) and from a sample of residents of a similar neighbourhood in Mechelen not affected by the traffic circulation plans (control group). The data file you will use, which can be downloaded on the POLS0083 Moodle page, is titled referendum.csv. The data includes the following variables: Variable name Description idresp Respondent ID neighb Neighbourhood, 1 as the treatment group and 0 as the control w1_byear Respondent birth year primary Highest level of education completed - primary - with 1 Yes and 0 No secondary Highest level of education completed - secondary - with 1 Yes and 0 No tertiary Highest level of education completed - tertiary - with 1 Yes and 0 No w1_trust_general General level of trust on a 0-10 scale, with higher scores meaning more trust, before the referendum w1_pol_interest Political interest on a 0-10 scale, with higher scores meaning more interest, before the referendum w1_democracy_satis Democratic satisfaction on a 0-10 scale, before the referendum, with higher scores meaning higher satisfaction w2_democracy_satis Democratic satisfaction on a 0-10 scale, after the referendum, with higher scores meaning higher satisfaction You can load the data set by using the following command: referendum <- read.csv("data/referendum.csv") Questions (25 Marks) 1. Is the average level of democratic satisfaction before the referendum significantly different (statistically and substantively) between respondents in the treatment and control groups? 2. Provide some evidence that the treatment and control neighbourhoods are similar in terms of respondent characteristics before the referendum took place. 3. Focusing on the respondents living in a neighbourhood affected by the government’s plan on traffic circulation, use a before-after design to estimate the average treatment effect. Is this difference significant both statistically and substatively? 4. With what assumptions can we consider the results of Question 3 as causal? 6 5. Calculate and interpret the difference-in-differences for democratic satisfaction for the two neighbourhoods and interpret your results. 6. Do the results in Question 5 support the authors’ hypothesis about the link between direct democracy and citizens’ perceptions about democracy? Why or why not? 7. With what assumptions can we consider the results of Question 6 as causal? 7

Why do stories matter? We begin the first readings in our World Literature class with the Creation Story in Genesis. How do we as humans relate to these stories and why do we need them in our lives? How do these stories enrich us socially, intellectually, and culturally?

As children we grew up listening to stories, watching shows on television screens that would weave stories of characters whom we loved, and we would make up stories of our own lives.

Why do stories matter? We begin the first readings in our World Literature class with the Creation Story in Genesis. How do we as humans relate to these stories and why do we need them in our lives? How do these stories enrich us socially, intellectually, and culturally?

Summarize the five-step revenue recognition standards as presented in Chapter 4 of the textbook.

Read the article “Revenue Recognition Guidance and the Potential for Fraud and Abuse,” located in the Topic resources. In addition, refer to the Starbucks Financial Data – SEC Filings, Form 10-K for the most recent fiscal year and locate the note on revenue recognition in the notes to the financial statements. Provide a 500 words paper addressing the following items:

Summarize the five-step revenue recognition standards as presented in Chapter 4 of the textbook.
Refer to the Starbucks Form 10-K and provide examples of how Starbucks follows the five-step revenue recognition model.
Refer to the article “Revenue Recognition Guidance and the Potential for Fraud and Abuse” and discuss how the five-step revenue recognition model may prevent Starbucks from committing financial statement fraud. Provide examples to support your points. Note in the article that there are subheadings for “Fraud and Abuses” and “Implications of New Guidance;” these may provide some helpful ideas for this portion of the assignment.

https://investor.starbucks.com/financial-data/sec-filings/default.aspx

Identify the independent & dependent variable(s) for this study.

General Requirements – Identifying Variables:
In a study investigating the effects of humor on memory, Schmidt showed participants a list of sentences, half of which were humorous and half were non-humorous. Schmidt found that participants consistently recalled more of the humorous sentences than the non-humorous sentences, demonstrating that the use of humor increased participants’ recall of sentences.

Directions – In an essay (250-500 words), address the following items:

· Identify the independent & dependent variable(s) for this study.

· Describe the scale of measurement used for the independent variable.

· Describe the scale of measurement used for the dependent variable.

· State the purpose of the research (i.e. Schmidt’s purpose was to examine the effects of humor on memory),

· State the research question (i.e. Schmidt’s research question was: What are the effects of humor on memory?),

· State the independent variable and the dependent variable for your study.

References attached

Schmidt, S.R. (1994). Effects of humor on sentence memory. Journal of Experimental Pyschology: Learning, Memory, and Cognition, 20(4), 953-967.

Ulloth, J.K. (2003). Guidelines for developing and implementing humor in nursing classrooms. Journal of Nursing Education, 42(1), 35-37.

White, G. W. (2001). Teachers’ report of how they used humor with students perceived use of such humor. Education, 122(2), 337-348.

Why does your HR function exist? What do you want for your customers and how can HR provide that?

Use your analysis to write your own HR mission statement for your fictional company. Consider the following questions when evaluating and formulating your mission statement. Keep in mind that good mission statements are short, clear, concise, & brief hard-hitting comments on your mission.

? Why does your HR function exist? What do you want for your customers and how can HR provide that?
? Who are your customers and what can you do for them that will enrich their lives and contribute to their success, both present and future?
? What image of your function do you want to convey internally and externally? Customers, employees and the public will all have perceptions of your company. How will HR help create the desired picture?
? What level of service do you provide to employees and the company? Don’t be vague; define what will make your service extraordinary.
? What kind of relationships will your HR function maintain with customers? Every company function is in partnership with its customers. When you succeed, so do they.
? What underlying philosophies or values guided your responses to the previous questions? Some mission statements choose to list these separately (as core values or vision). Writing them down clarifies the “why” behind your mission.
? Does your HR function’s mission statement describe and support what your company will do and why it will do it (the company’s core values)?
There is a minimum requirement of 500 words for this assignment. The paper must be in APA format (See pages 13 – 15 in the CSU Citation Guide). Any sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations in APA format.

What are the factors that make long-term care unique compared to a hospital?

Prompt: Thus far in the course, the primary focus has been on hospitals within the healthcare industry. For this short paper, you will consider the economic issues related to long-term care facilities.

In this assignment, consider the following questions related to long-term care facilities:

? What are the factors that make long-term care unique compared to a hospital?
? What is the effect of Certificate of Need (CON) on the economics of long-term care economic decision making and how is this different from that of a
hospital?
? What does the forecast of supply and demand for the long-term care industry look like for the next 25 years and how should that impact decision
making?
? Should the U.S. government cover the costs for the elderly in the middle and wealthy classes?

Identify at least four different areas where there could be potential accounting fraud in a company

For this assignment, you will represent a company that does not currently have an accounting information system (AIS) established. Make sure you clearly identify the business line, product type, and market position.

Read this article before you begin:

Instructions
Write a 3–4-page paper in which you:

Identify at least four different areas where there could be potential accounting fraud in a company. Make sure you elaborate on your reasoning for why accounting fraud could occur as well as the financial implications on the organization.
Design a method of detection and a method of limiting the possible financial fraud. Provide support for your arguments and rationale using support from your text and supplemental readings.
Provide support for arguments and rationale using AIS knowledge and recent AIS literature.
Draft a one-page recommendation at the end of the document directed to the CEO explaining the findings, recommendations, and benefits of installing an accounting information system. Make sure you are specific in your recommendations. This is an additional page and not included in the original 3–4-page paper.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.

How does the Turks’ treatment of the Persians compare with the Mongols’ treatment of the Russians?

Read the section from pages 314 to 317.

1. Create a chart like the one on page 314/317 that shows important events and features of the various occupations of Baghdad

2. How does the Turks’ treatment of the Persians compare with the Mongols’ treatment of the Russians?

3. Why was Anatolia so vulnerable to attack by the Persians and then the Seljuks?

4. Who was Malik Shah and why did he and other Seljuk rulers support the Persian intellectuals and artists?

5. Do you believe it is wise for rulers to place members of conquered peoples in position of government? Why or why not?

6. Provide two succinct paragraphs on your understanding of the Crusades.

7. Write two paragraphs comparing ways in which the different groups in this section interacted

How powerful are the media in persuading us to buy certain products or hold particular beliefs?

Leisure and Media Options Menu: Forum

How powerful are the media in persuading us to buy certain products or hold particular beliefs? Discuss reinforcement theory, agenda setting and/or the two-step flow model. Which of these theories best explains the influence of the media?

The answer to each DB must be at least 150 words – that is the minimum required to fully answer the questions. Each answer must demonstrate critical thinking and writing at a college level. Proper grammar and spelling are important and expected. The answer must completely address all issues raised in the discussion question. Additionally, any information used from another source must be cited in ASA format.