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Guideline.docx

Ethics, Philosophy, and Bias

Instructions

· To complete this Milestone Activity, read the question below and then provide your response in the comment box. In order to score a “Proficient” or “Exemplary”, your response must be thoughtful and substantive, and you must reference or cite content from this competency. Your tutorial faculty will use the rubric to determine if your post shows the depth of thought required to successfully complete this Milestone. Let’s get started.

· Review the attached Sacramento Police Department Crowd & Riot Control Manual. (Please see the attached file)

· Write a written response (1500 words) to the following prompts:

Review the attached Sacramento Police Department Crowd & Riot Control Manual. 

Sacramento Police Department Crowd & Riot Control Manual

Write a written response (no less than 1500 words) to the following prompts:

1. Identify and discuss which, if any (implicit or explicit), behavioral or criminological explanations --of the behavior that is suppose to be controlled--that the manual ascribes to.

2. Discuss to what extent the policies may support one class, organization, group, over another. Does the policy likely lead to "taking sides" within a stratification structure? Utilize theory to enrich your discussion.​

RUBRIC

Emerging

Developing

Proficient

Exemplary

Quality of Post

Does not answer the posted question(s); Post is not thoughtful or substantive.

Somewhat answers the posted question(s); Post is lacking in thought and substance.

Mostly answers the posted question(s); Post shows some thoughtfulness and substance; Post synthesizes, applies or integrates concepts.

Fully answers the question(s); Post is substantive and shows a deep level of understanding of the concepts; Post synthesizes, applies, and/or integrates concepts effectively.

Connections to Content

Post does not include any connections to content. Does not use any direct/indirect quotes or references.

Post does not include any obvious connections to content. Does not use any direct/indirect quotes or references.

Post includes connections to competency content; Includes direct quotes, indirect quotes, or references the content from the competency.

Post includes obvious and direct connections to competency content; May include direct/indirect quotes and references the content from the competency.

Originality

Post has identical parts from other resources; does not demonstrate an independent thought process.

Post is similar to other resources; may not demonstrate an independent thought process.

Post is original and may demonstrate an independent thought process that is somewhat creative and individualized. Post may contain novel points or perspectives.

Post is original and demonstrates an independent thought process that is creative and individualized. Post adds value by raising novel points or providing new perspectives.

Writing Mechanics

Post is not written clearly; Includes many errors in sentence structure, grammar, spelling, and/or punctuation.

Post is somewhat clearly written; There may be errors in sentence structure, grammar, spelling, and/or punctuation that affect readability.

Post is clearly written; There may be a few minor errors in sentence structure grammar, spelling, and/or punctuation.

Post is concise and clearly written in an academic tone; Sentences are complete; spelling, grammar and punctuation are correct.

Worksheet6.docx

· Know, understand, appreciate:

· Classic Experiment

· Independent & Dependent Variables

· Pre and Post testing/Observations

· Experimental and Control Groups

· Design

· Double-blind Experiments

· Subject Selection

· Randomization

· Causal Inference

· Internal Validity Threats

· Construct Validity Threats

· External Validity Threats

· Statistical Conclusion Validity Threats

· Other Designs

· Posttest Only

· Factorial

· Nonequivalent-Groups

· Cohort Designs

· Time-series Designs

Sampling

· Population

· Theoretically specified group of study elements

· Sample

· The group of selected Sample Elements

· Sample elements are the units/objects selected

· Population parameter

· Summary description of a variable in population

· Sample statistic

· Summary description of a variable in sample

· Selection of objects to observe

· Representative

· The sample is an identical/similar version of the population

· Probability sampling

· Consideration in probability theory where if all objects within a population have equal chance to be chosen for the sample, the sample will exhibit the same characteristics as the population would (Representativeness)

· Equal probability of selection method (EPSEM)

1. Create an example sampling scenario describing the population, sample, population parameter, sample statistic, and what way sample representativeness is established.

· Size

· Increase shrinks confidence interval

· A range in which we are confident that a certain percentage of surveys will yield accurate representativeness

· Increase increases confidence levels

· A confidence that a certain percentage of surveys will fall within a confidence interval

· 95% certain that 48 to 52 percent of voters will vote for Gibson

2. Create two more examples describing confidence level and confidence interval.

Sampling Designs

· Simple random

· Systematic

· Usually first chosen randomly, then a system is used

· Every tenth element, 10,15,25, 30,45,50

· Stratified

· Ensuring selection of subsets

· Equal number for Random selection of men, random selection of women

· Disproportionate

· Selecting more out of a more rare subset

· UW-P Need to select 70% of people of color, 15% of Whites

· Cluster

· Selection of groups or units, then selection of elements from each group

· Random selection of 12 cities. Random selection of officers from each of their departments.

3. Create an example sampling scenario of each of the design techniques listed above. You may do scenarios that use multiple design techniques.

Obtrusion

· Experiment

· Did we control all the variables necessary to isolate the dependent and independent variables?

· Natural Research

· Did we avoid introducing variables that lead to occurrence of dependent variable?

Elements of Classic Experiment

· Independent Variable (IV)

· Causal variable introduced by research

· Dependent Variable (DV)

· Variable measured for change caused by introduction of IV

· Experimental Group

· Subjects that experience IV

· Control Group

· Subjects that do not experience IV

· Random Selection – group equivalency

Classic Observations

· Measurement can be operationalized in any particular way

· Pretest

· Measurement made before IV introduction

· Posttest

· Measurement made after IV introduction

· Double-Blind

· Researchers are unaware of IV and/or observation test

Classic

Control Group O1 O2

Experimental Group O1 X O2

· Compare first observations: O1s Same?

· Introduce Independent Variable: X

· Compare second observations: O2s Different?

4. Describe an example classic experiment scenario describing the groups, variables, etc.

Threats to Internal Validity

· History

· Something happens during experiment

· Maturation

· Subjects just change, experiment or not

· Testing

· Subjects change due to observation

· Instrumentation

· Observation technique may differ

· Statistical Regression

· Extreme scores naturally normal out

· Selection Biases

· Subject selection not simple random

· Experimental Mortality

· Subjects drop out of experiment

· Causal Time Order

· Which variable did the causing?

· Diffusion or Imitation of Treatments

· Subjects share the treatment with control group

· Compensatory Treatment

· Control group unintentionally gets compensated in other ways

· Demoralization

· Control group members give up

· Compensatory Rivalry

· Control group tries harder

Threats to external validity

· Sample Size

· So small generalization is weakened

· Control vs Natural

· Setting is so unnatural, does the causation occur in a natural setting?

5. Create an example scenario (or describe) of each of the above threats causing questions of validity in an experiment. Ie: “A fire alarm goes off during an experiment regarding math and anxiety = History Threat

Variations from classic designs

· Posttest Only

· Factorial – multiple treatments/treatment groups

· Cohort -- Group selection based on natural grouping ie Class of 2014

· Time-series

· Simple interrupted

· Nonequivalent groups

· Removed treatment

· Switching replication

6. Create an example sampling scenario or directly describe why a research would use the above variations of experimental designs.

Reading1.pdf
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