mday/jury figures for goal 2.docx · web viewenvision. figure 1.1. set goals. know the muscle being...

Envision

Figure 1.1

Set Goals

Know the muscle being usedPrevent injuriesCorrect the lifters posture Know proper form/technique.Demonstrate the correct grip Prepare for liftKnow what materials to useIncorporate exercises into routine Know the progressions of movements Know the exercises used in cleanKnow how to properly receive the bar

Refine Goals

Understand how to perform a cleanDemonstrate the proper gripKnow what materials to useKnow proper form/techniqueKnow the progression of movementsKnow how to properly receive the barAppreciate the lifts complexityPrevent injuries

Figure 1.2

General Characteristics

Recommended to ages 14 to 65

Specific Characteristics

Must be able to lift forty-five pounds.Must be able to use muscles required for lift.

Doctor’s clearance advised for previously injured or age 45 and above.Must be able to read and comprehend at an eight-grade level or higher.

Figure 1.3

A few factors that might prevent the learner from meeting their objective are preferred accessories, scheduling appointments, and eating thoughtfully. The majority of lifters prefer to wear gloves (protects hands from rough equipment that might pinch hands, causing calluses), weight belts (supports lower back, reduces chances of lower back strain), and cushioned/fairly new shoes (old or worn shoes can be hazardous for lifter). Scheduling an appointment with a trainer or instructor can be hectic when times conflict. This in return can prolong the lifters progress, and possibly lose the lifters interest in being coached. The instruction must incorporate schedule flexibility. Lastly, the lifter needs to be aware of their meal in-take. Gorging or not consuming enough or the proper foods can result in blackouts, dizziness, sluggishness, or regurgitation. Learners must be cautions of their diet and eat properly/thoughtfully before lifting.

Figure 1.4

Orienting Context

The purpose of this instruction is to educate individuals attempting and inaccurately performing, the power clean. The instruction will guide the lifter step by step, from start to finish, in aim of reducing excess strain.

Instructional Context

This instruction is self-paced, using accessible equipment, found within any local gym and several fitness stores. The location of the instruction will be within a gym. The learner will need to meet several times, each session with duration of thirty minutes.

Transfer Context

Completing the course, the learner will be able to transfer the instruction to performance, and execute a proper power clean.

Figure 1.5

Background and Significance

Concerning the work place, multiple studies have been conducted, focusing on stress management and stress reduction. These styles of stress intervention (stress management and stress reduction) coincide with the task of reducing job stress. The existence of stress within a work place is inevitable; however, the levels of stress perceived within a work place can be manageable.

One way in which stress can be managed is through the intervention of safety training. Safety training, in present research, has proven to increases job performance, as well as increasing job productivity and sales. Other benefits correspondent with safety training includes the prevention of job-related diseases and accidents. An underlying factor though, aiding in the success of most safety training studies, is the variable of motivation and attitudes (Morrison, 2011).

Unfortunately though, research r pertaining to safety intervention and the effect of perceived job stress has been limited (Kiam, 2012). However, further research exploring this topic could possibly yield significant findings relating to how safety training has an effect of job stress.

Statement of the Problem

The purpose of this study’s to investigate the effect of safety training on job stress. Safety training within many circumstances, reduces safety incidents, and is compliant with transforming safety culture. However, job stress, by definition, is the harmfully physical and emotional response occurring from a poor match between job demands and apabilities/resources within a work place (Kalahari, 2011).

Figure 1.6

Topic for Course Design Project: Using smart phones for educational purposes

The majority of cell phone users are currently using smart phones, whether upgrading to a smart phone due to trendiness or having to conform since other phones are outdated and no longer in stock. The target audience for this site will be college students, seeming how college students could immensely benefit from learning what all can be accessed through their phones. Of course, most people are familiar with how to send emails to professors or other students with your phones; however, you can also upload lecture notes, word documents, receive notifications concerning your classes and more.

Knowing how to use your cell phone for educational purposes can be a relief while being on the go, or when you are unable to access a computer. Ultimately, this should aid in a student’s efficiency as far as academia is concerned.

Figure 1.7

Learner Analysis

General Characteristics

- Open to all sexes- Age 16 and older

Specific Characteristics

- Possesses a smart phone- Taking at least one college course (online or traditional)- Capable of using fine-motor functions.

Goals and objectives

1. Understand how smart phones can help with classes

Objective 1.1

Given an overview, the student will analyze why smart phones are useful (in a broad context), with 80% accuracy. (Concept-Recall)

Initial Presentation 1.1

(Importance/significance behind smart phones)

Instruction will give an overview, informing students on how multi-faceted smart phones are (serving purposes beyond academics). The value and importance of

smart phones will be provided, discussing media/personal purposes (video games, emails, weight lose/training apps, weather apps, Facetime, music).

Generative Strategy 1.1

(Review-Recall)

Learner will view various uses, media tools, implicated with smart phones. Learner will comprehend the uses of smart phones, as well as its

accessibility.

Objective 1.2

Given a scenario, the student will grasp the importance of using a smart phone for classes, with 80% accuracy. (Concept-Recall)


(Scenario will express importance of phones in education)

Instruction will present a scenario, showing how smart phones can facilitate learning, allow students to do work, look over assignments, read articles,

and post in discussion boards, while being “on the go.”


(Review-Recall)

Learner will view scenario, identifying how smart phones can be of used for educational purposes. Learner will comprehend how smart phones can

help with classes.

Objective 1.3

Given a list of questions, the student will identify which aspects on the list pertains to them, with 90% accuracy. (Concept-Recall)


(Identifying with relevant statements)

Instruction will offer a list of questions, ascertaining to whether or not the learner relates to some of the statements. Statements will convey

aspects about personal and educational matters/concerns.


(Review-Recall)

Learner will view a list of questions. The learner will decide which statements pertain to them. Learner will discover if using their smart phones are

beneficial to them for educational purposes.

2. Know how to establish an email account(s) on phone

Objective 2.1

Given an overview, the student will read about why accessing your email from your phone will be useful, with 80% accuracy. (Concept-Recall)


(Importance of accessing email)

Instruction will provide statements about why accessing your email on your phone is important. The instruction will state the significance of fast and

easy responses, enabling communication to be more fluid, rather than broken.


(Review)

Learner will view statements, comprehending the importance of accessing emails on phones. Learner will mentally be aware of benefits.

Objective 2.2

Given a link, the student will observe how to setup an email account on their phone, with 90% accuracy. (Procedure-Application)


(Model Procedure)

Instruction will provide a link on the right hand side of the home page, offering a list of the 5 most popular smart phone models. Within the selected

model’s link, a video link will be provided, showing how to setup an email account. Underneath the video link, illustrations and images will be

provided, showing how to setup email accounts.


(Practice)

Learner will actively participate in setting up their email account(s), following the step-by-step instructions.

(Elaboration)

Learner will envision themselves creating an email account, prior to unlocking their phone. Learner will mimic the steps provided on page.

3. Know what resources are available

Objective 3.1Given a list, the student will pick a resource of interest, without error. (Concept-Recall)


(Selecting an Application)

Instruction will provide a list of downloadable applications, within the left column of the home web page. In selecting an application(s), instruction will explain the purpose of the application and broad functions.


(Review)

Learner will view and read the implications of applications provided on the web page. Learner will decide which applications are appealing.

Objective 3.2Given an overview, the student will be able to distinguish between networking and document resources, with less than three mistakes. (Concept-Recall)


(Distinguishing amongst applications)

Instruction will provide an overview of each application, stating the broad implications of each application. Instruction will label each application as being either group oriented, document revision oriented, file/document upload, or multi oriented.


(Recall)

Learner will read a variety of application synopsis. Learner will be able to decide which application(s) is best suited for their needs.

4. Understand how to use the resource

Objective 4.1Given a link, the student will watch how to setup the resource, without error. (Procedure-Application)


(Model Procedure)

Instruction will provide a short statement, describing how to install an application on your smart phone, through your computer, as well as through your phone. Instruction will provide a link below, showing how to install the application.


(Practice)

Learner will read the brief statement, possibly watch video, and participate in the step-by-step process of installing an application.

(Elaboration)

Learner will download application. Learner will be encouraged to offer feedback, explaining their experience with installing the application.

Objective 4.2Provided a link, the student will take notes on various tips or tricks shown on how to use the resource, with 80% accuracy. (Procedure Application)


(Learning tips/tricks on Apps)

Instruction will provide a video, showing different things that can be accessed on the application of choice. Video will show how to navigate throughout application. Instruction will provide tips in written format, beneath the video.


(Practice)

Learner will watch video, seeing how to navigate throughout application. Learner will take notes (physical or mental notes), from video or manuscript.

(Elaboration)

Learner will download app, maneuvering through different functions within the application, displayed within the video or manuscript. Learner will be encouraged to provide feedback on their experience, concerns, and praises about the applications features.

5. Know how to back up information/dataObjectives 5.1Given an overview, the student will evaluate whether backing up information is needed, with 80% accuracy. (Concept-Recall)


(Importance and benefits of mail client)

Instruction will provide multiple paragraphs, explaining the pros of having a mail client, and other applications capable of storing files/documents.


(Review)

Learner will read why backing up information is important. Learner will conceptualize whether a mail client or app backing up data is appealing to them.

Objective 5.2

Given a review, the student will select a suitable application that can store files and documents, with 80% accuracy. (Concept-Application)


(Give an example and explain why it’s an example)

Instruction will provide an example of an application, explain the functions of the application and how it stores or saves data. Instruction will then explain what the application does not store or backup.


(Organization)

Learner will make a decision, depicting an application from the provided applications, meeting the learner’s needs or expectations.

(Integration)

Instruction will instruct or allow the learner to distinguish between the functions of various backup applications, shown in the provided examples.

6. Understand ways of conducting groups for group work

Objective 6.1Given an overview, the student will identify the importance and benefits of messaging groups, with 80% accuracy. (Concept-Recall)


(Importance and benefits of group messaging)

Instruction will provide a paragraph explaining the importance and benefits of group messaging. Instruction will then display a list of things group messaging for educational purposes can provide.


(Review)

Learner will view, and comprehend, various uses for group messaging. Objective 6.2Given a link, the student will identify how certain applications can help you message groups, with 80% accuracy. (Concept-Application)


(Give an example and explain why it’s an example)

Instruction will provide a link, elaborating on how an application(s) can allow you to setup chats with groups, or create a group chat board. Beneath the link, a paragraph will be provided, explaining why this is a good application for group messaging.


(Organization)

Learner will conceptualize amongst apps, selecting which application is best

Suited for themselves

(Integration)

Instruction will allow learner to distinguish between the features of various group messaging applications, shown in the links and paragraph.

7. Appreciate how smart phones can assist you out of class

Objective 7.1Given a list of praises and approvals towards smart phones, the student will acknowledge the attributes of using phones outside of class, with 80% accuracy. (Concept-Recall)


(Benefits of using phones out of class)

Instruction will provide a brief statement, stating what the website is “about.” Instruction will then state comments from other bloggers, expressing their approval/appreciation for being able to use smart phones outside of class.


(Review)

Learner will read what the website is about, and grasp a better understanding on how other people feel about using their phones for academic purposes.

Objective 7.2Provided a link for chatting, the student will write if they have questions or give feedback expressing the students praises or concerns, with 80% accuracy. (Attitude-Application)


(Board will annotate position/attitude)

Instruction will provide a “contact and cha,” located in the upper right table, streaming horizontally. Instruction will allow for students to express their experiences with new applications, offering feedback on whether or not their attitudes towards using smart phones for educational purposes have increased or decreased.


(Practice)

Learner will review the web page; the learner will understand a variety of applications, concepts, and ways of navigating throughout several applications.

Learner will then provide thoughts and opinions about smart phones for educational purposes.

(Elaboration)

Learner will formulate an opinion or thought, prior to entering the “contact and chat” option. Learner will express their outlook on smart phones for educational purposes, through personal experiences.

Figure 1.8

What I plan on designingI plan on creating an instruction concerning leadership training. The intended target audience for this instruction will be young adults, preferably college students. The aim of this design is to induce leadership skills, as well as how to interact professionally with others (attitudes). I plan on addressing these topics through PowerPoint presentations, role playing skits, and personality testing.

What I Plan to AchieveI would like for this design to improve professionalism amongst peers – behavioral/interpersonal skills I would like for this design to offer individuals a new set of skills, making them more marketable.I would like for this design to convey to individuals how they perceive things.

What is the Virtue of my Design?The virtue of this design can influence learning as well as teaching. For instance, within an environment not exempting courtesy or respect towards others due to poor leadership and attitudes, the desire or willingness to learn new things within that environment is needless to say, little to none. However, being in an environment fostering positive attitudes, the facilitation of learning is more plausible. Concluding that when good leadership skills are portrayed, a respectful environment is created, allocating an environment for teaching and learning to occur.

Target AudiencePreferably college students or young adults that have completed high school.

Design PlanBesides gathering the appropriate materials needed for the design, I intend for the design to be comprised of multiple sections, each section addressing a characteristic of good leadership. The

information will be presented to the individuals in a packet, while being presented to them by a presenter, referencing a PowerPoint presentation. Upon completion of each section, a monologue or role playing skit (displayed recording) will be shown, exemplifying the topic just taught. After the presentation has been completed, each individual will be asked to complete a test, taking less than 20 minutes to complete. The test results will be given back to the individual, indicating how they perceive others. The results will be explained. Discussing whether they approved or disapproved of their results; and if disapproved, what their goals will be to improve or change their outlook towards others. This segment of the packet will be personal and not viewed by the instructor.

Resource OverviewWhile designing a leadership training project, I will be referencing two primary resources.

Leadership Training Day (packet) Learning Competency Model

Secondary resource/tool Myers-Briggs

Coinciding, the two primary resources conceptually share and relay similar ideas, principles, and features. The model and packet provides information and examples, promoting core competencies/ personal skills, leadership competencies/guiding structures separating leaders from followers, and professional competencies/knowledge of technical skills. The secondary tool, the Myers-Briggs Type Indicator, will help and allow the learner to understand how they perceive the world and make decisions. This test can help the learner identify if they have more or less, rational functions (thinking and feeling), or irrational functions (sensing and intuition). This can be beneficial for some; because too much of one quality can be detrimental, and vice versa. This can aid the learner in changing or adjusting certain characteristics for their success.

Assisting me with the assessment and development of this project, I will be contacting SIUE’s chapter president of National Society of Leadership and Success. Being an active member within this organization, I will be in close proximity of the chapters president; and will be able to speak with the chapters president during training days, speaker broadcasts, and through via email or scheduled meetings.

ProcedureFirst and for most, data will be gathered on models and prototypes (manuals/packets) of leadership training. After data is gathered, I will begin formulating generalizations and connecting similarities across the prototype and model. Once generalizations have been made, I will seek council or advice from an individual(s) familiar with leadership training, and discuss her opinions relating to leadership training, prior to expressing my own deductions. Furthermore, I will commence with my project, starting with a general overview of leadership training and the impacting effect it can have on an individual; and then construct the body of my project.

Assessment of LearningThis project will be assessed in multiple ways.

Peer Feedback Subject Matter Expert Feedback Pilot Test (Formative Evaluation)

StrengthsThe design allows individuals to reflect on their perception of others.The design allocates good leadership skills.The design offers multiple learning approaches/styles.

ConcernsI do not have any concerns at this time. However, I am always up for ideal/recommendations and insight to things that I might have missed within this post.

Design

Figure 2.1

Objective 3.1

Given an overview, explaining the five primary exercise movements comprising a power clean, the learner will list the exercises in sequential order for a power clean, with 100% accuracy.

Objective 3.2

After reviewing the progression movements within a power clean, the learner will recognize the steps occurring within the clean, with 100% accuracy.

Figure 2.2

Objective 2.1

Given an overview, describing different grips for holding a straight bar, the learner will identify which grip is used for power cleaning, with 100% accuracy.

(Concept-Application) (Task Analysis 3.B)


(Give an example and explain why it's an example).

The instruction will show a picture of a proper power cleaning grip. Along with the picture, there will be an explanation as to how to correctly grip the bar and why this is an example of a correct grip. For contrast, the instruction will give an example of incorrect grips. The instruction will explain why these grips are incorrect.


(Integrative)

Learner will be knowledgeable on multiple grips. Learner will be able to identify correct grip. Learner will be given feedback after the incorrect grip segment.

(Organization)

Learner will analyze picture, relating the image to concepts learned, correlating the logic as to why a certain grip is used over another, shown in the image.

Figure 2.3

Assessing the learner’s comprehension towards the instruction, a paper-pen based test will be administered. Upon completion of test, the learner will be able to self-check or evaluate themselves, observing the answers at the end of the packet. If the ideal number of questions were answered incorrectly, the learner is encouraged to retry the test, after recapping over the material.

Figure 2.4

Participants for this study were recruited using convenience sampling through the dispersal of questionnaires,

Figure 2.5

Determining the employees’ level of stress, the Job Stress Survey (JSS) will be utilized to survey the amount of self-perceived stress felt by participants (Pinkney, 1999). Yielding significant findings, concerning validity and reliability, validity scores of the JSS constitute that the JS-X scale (Job Satisfaction) yields a score of -.52, and the LS-F scale (Level of perceived job stress frequency) yields a score of -.66. The internal consistency, form of reliability measured for the JSS renders a significance level of .77 to .93; while the test-retest yields a level of .48 to .75. Being known as a widely used psychological instrument for measuring job stress, the JSS requires a minimum of a junior high school education. This basic comprehensive test is aimed towards adults of all ages, asking questions directly towards experienced job stress, severity and frequency of mishap or injury occurrences, and organizational support (Pinkney, 1999). This survey consists of 60 items, using a 0-9 scale, with 10 subscales. A sample item within the survey is, “in the last month, how often have you felt nervous and stressed” (Pinkley, 1999, 450).

Figure 2.6

A prospective casual-comparative research design will be used, attempting to identify cause-effect relationships. Not manipulating the independent variable, the researcher’s control will be limited. However, the participants will not be randomly assigned to a treatment group, since they will already be in established groups. The independent variable is, being motivated in receiving safety training. The dependent variable is, not being motivated while receiving safety \training.

Produce

Figure 3.1

Given an overview, describing different grips for holding a straight bar, the learner will identify which grip is used for power cleaning, with 100% accuracy.

(Concept-Application) (Task Analysis 3.B)


(Give an example and explain why it's an example).

The instruction will show a picture of a proper power cleaning grip. Along with the picture, there will be an explanation as to how to correctly grip the bar and why this is an example of a correct grip. For contrast, the instruction will give an example of incorrect grips. The instruction will explain why these grips are incorrect.


(Integrative)

Learner will be knowledgeable on multiple grips. Learner will be able identify correct grip. Learner will be given feedback after the incorrect grip segment.

(Organization)

Learner will analyze picture, relating the image to concepts learned, correlating the logic as to why a certain grip is used over another, shown in the image.

Part Two: Begin- Gripping BarNow that we know what materials to use and the condition they should be in, let’s go on to the next step. Before you can start lifting a straight bar, attempting to power clean, you must start with the very basics of this exercise. Beginning with knowing the proper grip, the correct grip will prevent the likelihood of the bar slipping out of your hands. Varying from exercise to exercise, different grips are applied, each allowing the lifter to have the optimal level of control needed to execute that exercise. So what grip do you use to increase your level of control when power cleaning?

Correct GripWhen performing a power clean, a pronated hook grip is used. Placing your hands slightly wider than shoulder’s width apart, you will place your hands upon the bar. Consisting of two grips in one, you will first apply a pronated grip. A pronated grip is a grip in which the palms of both hands are facing towards the lifters body. You will then apply a hook grip. The hook grip adds an additional step to an ordinary pronated grip, the hook grip infers for you to clench your thumb with your pointer and middle finger, around the bar. The hook grip reinforces your grip, reducing the likelihood of the bar slipping out of your hand when lifting.

Incorrect GripUsed within other exercises, you may be familiar with your basic pronated grip (used for doing upright rows and reverse curls), supinated grip (used for bicep curls), and mixed grip (used for deadlifting). Neither of these grips are satisfactory when power cleaning.

Closest in acceptance is your basic pronated grip; however, within a power clean, the bar is whopped fiercely, allowing the bar to travel to the receiving position. Using a basic pronated grip invites room for error, resulting in the bar slipping out of hands.

A supinated grip is the opposite of a pronated grip. In a supinated grip, the palms of your hands are facing forwards, away from the body. This grip virtually makes it impossible to perform a power clean.

A mixed grip is comprised of both supinated and pronated grips (toward and away). Similar to a supinated grip, a mixed grip is virtually impossible to use when cleaning.

Are you gripping the bar correctly? Compare your grip to figure 8.

Figure 3.2

Effectiveness of Safety Training and the Reduction of Job Stress

Introduction

Background and Significance

Concerning the work place, multiple studies have been conducted, focusing on stress

management and stress reduction. These styles of stress intervention (stress management and

stress reduction) coincide with the task of reducing job stress. The existence of stress within a

work place is inevitable; however, the levels of stress perceived within a work place can be

manageable.

One way in which stress can be managed is through the intervention of safety training.

Safety training, in present research, has proven to increases job performance, as well as

increasing job productivity and sales. Other benefits correspondent with safety training includes

the prevention of job-related diseases and accidents. An underlying factor though, aiding in the

success of most safety training studies, is the variable of motivation and attitudes (Morrison,

2011).

Unfortunately though, research r pertaining to safety intervention and the effect of

perceived job stress has been limited (Kiam, 2012). However, further research exploring this

topic could possibly yield significant findings relating to how safety training has an effect of job

stress.

Statement of the Problem

The purpose of this study’s to investigate the effect of safety training on job stress.

Safety training within many circumstances, reduces safety incidents, and is compliant with

transforming safety culture. However, job stress, by definition, is the harmfully physical and

emotional response occurring from a poor match between job demands and capabilities/resources

within a work place (Khalathari, 2011).

Statement of Research Hypothesis

Kiam’s (2012) previous study, researched the effects of safety training on job stress;

however, it was not clear on whether or not safety training reduced job stress. Instead, emergent

questions concerning the mediators or variable of motivation and attitudes surfaced. These two

variables play a critical role within the success of safety training (Morrison, 2011). However,

does motivation or a presiding attitude have a stronger impact on the reduction of job stress? Or

does a successful safety training program provide skills essential for relieving employees of

different stressors associated with work? Therefore, it is hypothesized that an effective safety

training program/intervention can reduce perceived job stress.

Method

Participants

Participants for this study were recruited using convenience sampling through the

dispersal of questionnaires, given to food servicing employees, in the Morris University Center,

Vadalabene Center and the Skywalk Cafe at Southern Illinois University Edwardsville’s

campus, in Edwardsville, Illinois. The criteria of the participants consisted of being currently

employed, receiving some form of safety training prior to working at their place of employment.

Eighty participants were selected and grouped into one of two categories. All

participants will be eighteen or older. Participants will need to have received a high school

diploma, working in a food service area on Southern Illinois University Edwardsville campus.

There might be a slight difference in participants concerning gender; however, the male to

female ratio should almost be equivalent to one another.

Instruments

The effectiveness of safety training will be measured by an attitude survey, known as the

Health and Safety Attitude Survey. Consisting of 22 items, scored on a four point scale from

strongly agree, agree, disagree, to strongly disagree, the Health and Safety Attitude Survey will

measure thirteen components: work conscientiousness, fatalism, leadership, safety

consciousness, role overload, work pressure, job safety perception, supervisor safety perception,

coworker safety perception, management safety perception, safety program and policies

perception, interpersonal conflicts at work and job involvement. Found within the survey, a

sample item would state, “I feel my department is flexible in adjusting work assignments

according to employee safety considerations.”.

Determining the employees’ level of stress, the Job Stress Survey (JSS) will be utilized to

survey the amount of self-perceived stress felt by participants (Pinkney, 1999), Being known as

a widely used psychological instrument for measuring job stress, the JSS requires a minimum of

a junior high school education. This basic comprehensive test is aimed towards adults of all

ages, asking questions directly towards experienced job stress, severity and frequency of mishap

or injury occurrences, and organizational support (Pinkney, 1999). This survey consists of 60

items, using a 0-9 scale, with 10 subscales. A sample item within the survey is, “in the last

month, how often have you felt nervous and stressed.”

Research Design

A casual-comparative research design will be used for this study. The design is

illustrated in Table 1 below.

Table 1

Groups Independent variable

Number of participants

Dependent variables

Experimental group

Motivated 40 Health and Safety

Attitude Survey, Job Stress Survey

Control group

Not motivated

40 Health and Safety Attitude Survey, Job Stress Survey

As indicated in Table 1, the dependent variables--whether individuals acquiring safety

training were motivated or not motivated, was studied. Prior to starting on the two segments

administered (Health and Safety Attitude Survey, and the Perceived Job Stress Scale), the

demographic section was completed, automatically placing the surveyed into a group (motivated

or not motivated). After completion of the surveys, participants will be grouped, based on

certain demographic notations. The data found from the surveys will then be computed,

allocating whether or not the participants' attitudes towards safety training have changed

(positively, negatively, or neutral), and if more perceived stress was found within the motivated

or not motivated group..

Directed towards determining whether safety training in general, regardless of motivation

while being trained, reduces job stress, the nature of this study could eliminate questions or

concerns pertaining to whether or not motivation is a factor contributing to the reduction in job

stress or just a correlation derived from various tests. If answered truthfully, the data should

yield significant findings; however, if rushed based on an employee having prior engagements,

the survey might not be completed or answered truthfully, hindering possible findings.

Procedures

Participants will be asked to sign a form of consent. Confirming the participant’s

willingness to participate within the study, a short packet, containing a demographic segment

followed by two surveys, will be administered. This packet will be presented in a paper-and –

pencil format. Participants will be supplied with necessary writing utensils. Upon completing

the packet, the participant will be debriefed about the nature of the study, and thanked for their

contribution towards the study.

Data Analysis Plan

Health and Safety Attitude survey, and the Perceived Job Stress Scale, in both groups

(motivated, not motivated) will be coded and analyzed in SPSS 15. Results from the two surveys

will be analyzed using an independent samples t test. If the calculated p value is smaller than

.05, the hypothesis will be supported. However, if the p value exceeds .05, the hypothesis will

be rejected.

Time Schedule

Time schedule for project is presented in Figure 1.

Aug 15-Sep 30,2012

Oct 15-Nov 14,2012

Nov 15-Dec 14,2012

Dec 152012

Proposal is completed and sent to IRB

XXXXX

Participants are surveyed XXXXX

Data is analyzed, begin working on results, discussion & limitation section.

XXXXX

Final report is due XXXXX

I’m not too certain on what you are expecting for this section. The preparation of the

proposal should take two to three weeks. This process requires a thorough search, for relevant

literature, to comprise a literature review. Followed by, a project proposal, and a submission to

the graduate schools Institutional Review Board. If the proposal is approved by the panelists on

the IRB, the study will commence, surveying participants within the second week of October.

The surveys will be administered as stated within the procedure segment of the methods section.

After collecting the required data (60 participants), a data analysis will be ran within the second

week of November. By the second week of December, the final report will be written, revising

possible grammatical errors, computing a results section, and inputting a discussion and

limitations section.

Figure 3.3

Health and Safety Attitude survey, and the Perceived Job Stress Scale, in both groups (motivated, not motivated) will be coded and analyzed in SPSS 15. Results from the two surveys will be analyzed using an independent samples t test. If the calculated p value is less than .05, the hypothesis will be supported. However, if the p value exceeds .05, the hypothesis will be rejected.

Intending on generalizing this sample to a population, an independent t-test will be used in analyzing data. Parametric in the sense that variables are normally distributed, contains an interval scale of measurement, and selection of the participants is independent, the t-test will determine if differences do exist between the two independent variables.

Supporting the hypothesis, the null hypothesis will more so than likely be rejected. Using a two tailed test of significance, an alpha level of .05 will be set (p=.05); conveying whether differences exist between motivated and unmotivated groups concerning job stress.

Evaluate

Figure 4.1

SME Review: Compiling the information presented within the documentation, the SME had reviewed the material throughout several stages, within multiple Microsoft Office documents. The SME had reviewed the learner analysis prior to the task analysis, each being delivered to the

SME at different encounters. Allocating whether or not tasks were defined correctly and thorough in detail, if cues were used correctly, and if deficiencies occurred, the SME indicated when revisions needed to be made. Creating the instruction, the SME was provided with each of the four goals, reviewing each goal upon completion, the SME did confer whether changes were needed or if the information presented for each goal was correct. And last, the SME was presented the assessment, and offered feedback concerning whether the objectives were attainable through the test items asked.

Figure 4.2

TASK/CONTENT ANALYSIS

Your Test Item 1.3 utilizes the same picture that you use in your lesson. To really determine if a learner understands what a “poor” glove looks like, you might use a different picture—using the same one might be just a matter of recognition.

PREINSTRUCTIONAL STRATEGY

Dave stated in the MP3 or in our video chat to “Quote the book”. I need to do more of that myself, but thought I’d let you know!!!

SEQUENCING CONTENT

(Might want to quote from the book here as well—to take it to “Five and Beyond”!!!!

Now, just wondering—you also teach equipment/gear, so you’re teaching concepts as well. Should you incorporate another sequencing strategy for that portion of the lesson? Learning about gloves isn’t a step-by-step process—it’s a concept, so maybe logical prerequisite concept-related teaching for that portion? Just a thought.

Need to create or add objective 3.3 in instruction.Take care!!!!! *******

How to transition in instruction

If you answered “Yes” to all of the questions, great job! It looks like you’re ready to move on to the next step. If you didn’t, you might want to go back and try that activity again.

Part 2: Getting the tire off the wheel

Now that we’ve gotten the wheel off the bike, we need to take the tire off the wheel.

1. Grasp the tire opposite the valve stem and squeeze toward the center of the rim while using your fingers to pull the tire away from the wheel.

Figure 4.3

Peer Evaluation of the Individual Research Proposal

EPFR 501.701 Fall 2012

Instructions: This exercise is based on the information in Chapters 21-22 and has two purposes: to apply what

you have learned in this course and to provide feedback to the peer for further revision. Because of your growing expertise in research methods, assuming you are hired as an

independent reviewer by the US Department of Education to review and evaluate a specific research grant proposal for the federal funding. Each member is required to (a) read your peer’s individual research proposal carefully and individually (You can make notes on the reviewed copy) and (b) present the results of the evaluation to the reviewed peer based on the following rubric. You are also encouraged to discuss and present any suggestions for the peer to improve the reviewed research proposal. The quality and appropriateness of your evaluation will be assessed by your instructor. At the completion of this assignment, each student is required to submit two identical copies of this page of peer evaluation: one copy to your peer for revision, the other one to the instructor for grading. Specifically, each student will have two following tasks to complete. Enjoy!!!!!

Name to be evaluated: __Dianne Iberg______ Name of the evaluator ___Micah Day______

I. Please read the research proposal carefully. Then use the following rubric to evaluate the quality of that specific research proposal.

Possible points Subtotal points1. Introduction (importance to field, clarity) (35 points)Background and significance

(Appropriateness, thoroughness, clarity) 4 __4___S tatement of the problem

(Appropriateness, thoroughness, clarity) 3 __3___Literature review 20 __12___

(Appropriateness, thoroughness, clarity) Rationale for the study

(Appropriateness, thoroughness, clarity) 4 __4___Research hypotheses

(Appropriateness, thoroughness, clarity) 4 __4___

2. Method (34 points)Participants 8 __8___

(Appropriateness, thoroughness, clarity)Instruments 8 __7___

(Appropriateness, thoroughness, clarity)Research Design 9 __9___

(Appropriateness, thoroughness, clarity)Procedure 9 __9___

(Appropriateness, clarity, thoroughness)

3. Data Analysis Plan (7 points) 7 __7___(Appropriateness, thoroughness, clarity)

4. Time Schedule (8 points) 8 __8___(Appropriateness, thoroughness, clarity)

5. References (6 points)(Adherence to APA guidelines 5th edition) 6 __0___ (Missing reference page)

6. Overall organization, integration, creativity (10) 10 __2___ (Missing table of content and abstract)

(Cover page, table of content page, abstract, writing style, etc.)

Total 100 __77__

II. Please write down any further suggestions for revising the reviewed proposal on the next sheet if necessary.

I wouldn’t take this grade to heart; after all, I am aware that this is still a draft and that you intend on adding to particular sections. Overall though, I thought that this was a great topic. This topic is something that not only I, but everyone within our class can relate to. Your introduction for the most part is strong, minus some work that you have to still do on the literature review. Your method section was solid, as well as your research design, procedure section, data analysis, and time schedule. There are a couple of slight changes and suggestions I placed within your paper. I wish the best for you on this assignment. Best of luck!

mday/jury figures for goal 2.docx · web viewenvision. figure 1.1. set goals. know the muscle being...

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