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  • [Solved] wk 4 ogl 540

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    – ## Resourcesogl540module4.docx – ## Module4writingass.docx – ## module3writingassignmenttitle.docx – Chapter7PPTSlides-1.ppt **## Resourcesogl540module4.docx** Resources W. Creswell and J. David Creswell, _Research Design: Qualitative, Quantitative, and Mixed Methods Approaches_ [https://methods.s…

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    Assignment Prompt & Instructions

    – ## Resourcesogl540module4.docx

    – ## Module4writingass.docx

    – ## module3writingassignmenttitle.docx

    – Chapter7PPTSlides-1.ppt

    **## Resourcesogl540module4.docx**

    Resources

    W. Creswell and J. David Creswell,
    _Research Design: Qualitative, Quantitative, and Mixed Methods Approaches_

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/evaluating-the-accelerated-learning-program-alp-using-a-quasi-experimental-design?seq=1](https://methods.sagepub.com/video/srmpromo/PDuI8U/evaluating-the-accelerated-learning-program-alp-using-a-quasi-experimental-design?seq=1)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-mining-conflicts-using-mixed-methods?seq=2](https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-mining-conflicts-using-mixed-methods?seq=2)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-violence-in-ice-hockey-using-an-ethnographic-approach?seq=2](https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-violence-in-ice-hockey-using-an-ethnographic-approach?seq=2)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/the-research-question](https://methods.sagepub.com/video/srmpromo/PDuI8U/the-research-question)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/steps-in-planning-and-conducting-research?seq=3](https://methods.sagepub.com/video/srmpromo/PDuI8U/steps-in-planning-and-conducting-research?seq=3)

    **## Module4writingass.docx**

    Module 4: Writing Assignment: Research Questions or Hypotheses

    I will attach the resources for this assignment

    **Due** Friday by 11:59pm

    In Module 3, you wrote the introduction to your research project. For this assignment, you will write the research questions or hypotheses for the same topic from Module 3.

    The
    **research question and hypothesis** help to narrow or specify the purpose statement and provide direction for the research. Thus,
    **both the purpose statement and research question or hypothesis must align with the chosen approach and research topic.**

    **Assignment Instructions**

    Craft one or two central questions followed by 3-5 secondary questions for a
    **qualitative** OR
    **mixed methods** study.

    Or

    Write two sets of questions (descriptive and inferential)  or four sets of hypotheses for a
    **quantitative** study.

    Please Note: Depending on your approach, you will write research  questions (
    **qualitative** and
    **mixed methods**)
    or research questions a
    nd/or  hypotheses (
    **quantitative).** In many cases, you'll need only the hypotheses with the quantitative approach but please see the textbook for information on when it is appropriate to have both research questions AND hypotheses.

    Chapters 6-7 of the textbook, Module 4 Lecture Notes, Module 4  PPT slides and the Module 4 video contain everything you need to know about the
    **components of great research questions and hypotheses**. The PPT has
    **formats and examples** for each of the three approaches: qualitative, quantitative and mixed method. I strongly encourage you to read these materials carefully before you begin the assignment.

    **Checklist:**

    When you have finished writing your research questions or hypotheses, please use this checklist to ensure that they  contain all the elements, which constitute the grading rubric.

    · For a
    **qualitative study**, do the research questions:

    · Relate the central question to the strategy of inquiry?

    · Begin with
    _what_ or
    _how_ (not
    _why_)?

    · Focus on a single phenomenon?

    · Use exploratory verbs?

    · Use nondirectional language?

    · Use an open-ended format?

    · Specify the participants and research site?

    · For a
    **quantitative study**:

    · Do the descriptive questions describe responses to major variables?

    · Do the inferential questions seek to compare groups or relate variables?

    · Do the inferential questions follow from a theory?

    · Are the variables positioned consistently from independent to dependent in the inferential questions?

    · Do the hypotheses describe, related, compare variables?

    · For a
    **mixed methods study,** do the research questions:

    · Indicate how the researcher will mix the two strands of the study (the procedures)?

    · Convey the overall content intent of the study that calls for a mixed methods approach (the content)?

    **## module3writingassignmenttitle.docx**

    7

    **Research OGL 540**

    **The Psychological Effects of Technology Addiction: An Introduction and Purpose Statement**

    **Introduction**

                Technology in the current digitalized world has become an integral part of everyday life, significantly influencing how people communicate with each other, earn a living, and interact with the environment. Smartphones, social media platforms, and new avenues for accessing information have never had so many outlets for creation, interaction, and search. In integrating technology into society, a dark phenomenon has emerged in the form of technology addiction and its resultant psychological outcomes. Technology addiction, with an emphasis on exercise-based use of digital devices and working platforms with behavior consequences, has quickly become an emerging issue in mental health that impacts different demographics, primarily adolescents and young adults (Lozano-Blasco et al., 2022). The research problem regards how excessive technology use gradually results in negative psychological consequences such as anxiety, depression, sleep problems, and social isolation, thus rendering a person devoid of well-being and functionality.

                Various aspects of technological addictions and their psychological effects have been studied for an extended time. According to Popescu et al. (2022), smartphone addiction during the COVID-19 period had a high impact on psychological functioning, the pathological use of technology increasing anxiety and depressive symptoms during the period of isolation. Likewise, Lebni et al. (2020) reported that 45.5% of university medical students are internet addicted, with these students facing significant gastrophysical disorders at a much higher rate than their non-addicted counterparts. Baloglu & Akin (2024) broadened the scope of this understanding as they viewed adolescent populations, revealing how psychologically vulnerable teenagers are from technology addiction because of this development-stage perspective, with an increasing lure toward digital entertainment and social validation. Another study by Agırkan (2023) explored underlying psychological mechanisms. It revealed a negative association between basic psychological need satisfaction and technology addiction, proposing that unmet psychological needs may heighten compulsive technology use. Cross-sectional studies of late have also supported these findings, Arayici et al. (2025) showing strong correlations between internet addiction, psychological well-being, and sleep quality among the adult population, while Archou et al. (2025) identified anxiety as being the chief psychological symptom stemming from smartphone addiction in nursing students.

                Despite this substantial body of research, several critical deficiencies remain in the literature. First, almost all research is aimed at particular demographic groups or individual technology platforms, making it difficult to generalize the results across different populations and types of technologies. Second, the subjective, i.e., lived experiences of people facing techno addiction, is another area that has not received enough research. In contrast, most of the research on the topic uses quantitative measures that generally fail to capture this condition's subtle emotional and psychological realities. Third, little research has been conducted to study the relationship between the personal meaning of construction processes and the development of technology addiction. This is especially considering the constructivist point of view that accepts that individual differences can exist in how people respond to or interpret their technology use patterns. Lastly, yet importantly, there is also a lack of consideration regarding how people view their technology addiction and the coping strategies they organically develop, which is an area promising powerful insights for interventions.

                This research fills those gaps by providing essential insights to various audiences. Mental health practitioners can better understand the psychosocial manifestations of technology addiction and, as such, facilitate better assessment and treatment protocols. Educational institutions can also develop suitable programs for prevention and support for students identified at risk. From a policymaking and technology-development perspective, this information will ensure more responsible digital environments and usage guidelines. Furthermore, whether it be individuals or families, they will get help from increased awareness and understanding of this addiction, thereby reducing stigma and encouraging them to seek help. This study may offer more expansive social implications over and above individual well-being. As technology continues to evolve and become incorporated into daily life, a better understanding of its psychological effects must be maintained to preserve the population's mental health and social functioning. The research is well-timed, especially for a post-pandemic society still dealing with increased digital exposure and the downside of long-term effects.

    **Purpose Statement**

                This qualitative study aims to understand the lived experiences of technology addicts in dealing with problems related to how the genesis of habituated technology use, interspersed with psychological well-being, interpersonal relationships, and daily functioning, impacts the affected individuals. From semi-structured interviews using a constructivist worldview and approach, this research emphasizes getting to understand the personal meaning that may-be-interpreted-into-the-lives-of-affected-individuals regarding their technology use patterns, as well as the subjectively perceived psychological impact they associate with these approaches, to further the understanding of the mental health impacts of technology addiction and evidence-based interventions toward this emerging issue.

    **References**

    Agirkan, M. (2023). The Mediating Effect of Social Emotional Learning between Relationship on Basic Psychological Needs and Technology Addiction.
    _Journal of Education in Science, Environment and Health_,
    _9_(4), 268–280. https://doi.org/10.55549/jeseh.1381065

    Arayici, M. E., Arayici, S. G., Geyiktepe, O. E., & Simsek, H. (2025). Assessment of the Relationship Between Internet Addiction, Psychological Well-Being, and Sleep Quality: A Cross-Sectional Study Involving Adult Population.
    _Behavioral Sciences_,
    _15_(3), 344–344. https://doi.org/10.3390/bs15030344

    Archou, R., Ouadrhiri, M., Amazian, M., Mouhoute, N., Touil, D., Aalouane, R., & Amazian, K. (2025). The relationship between smartphone addiction and anxiety: a cross-sectional study among Moroccan nursing students.
    _Pan African Medical Journal_,
    _50_. https://doi.org/10.11604/pamj.2025.50.47.45274

    Baloglu, H. T., & Akin, Z. C. (2024). A cross-sectional descriptive analysis of technology addiction in adolescents: associations with food addiction, emotional eating, and body weight status.
    _Journal of Health Population and Nutrition_,
    _43_(1). https://doi.org/10.1186/s41043-024-00675-4

    Lozano-Blasco, R., Robres, A. Q., & Sánchez, A. S. (2022). Internet addiction in young adults: A meta-analysis and systematic review.
    _Computers in Human Behavior_,
    _130_(130), 107201. https://doi.org/10.1016/j.chb.2022.107201

    Popescu, A.-M., Balica, R.-Ș., Lazăr, E., Bușu, V. O., & Vașcu, J.-E. (2022). Smartphone addiction risk, technology-related behaviors and attitudes, and psychological well-being during the COVID-19 pandemic.
    _Frontiers in Psychology_,
    _13_. https://doi.org/10.3389/fpsyg.2022.997253

    Ziapour, A., Lebni, J., Toghroli, R., Abbas, J., NeJhaddadgar, N., Salahshoor, M., Mansourian, M., Gilan, H., Kianipour, N., Chaboksavar, F., & Azizi, S. (2020). A study of internet addiction and its effects on mental health: A study based on Iranian University StudentsA study of internet addiction and its effects on mental health: A study based on Iranian University Students.
    _Journal of Education and Health Promotion_,
    _9_(1), 205. https://doi.org/10.4103/jehp.jehp_148_20

    **Chapter7PPTSlides-1.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7pptslides-1-ppt)

    **Chapter7PPTSlides-1.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7pptslides-1-ppt)

    **## Resourcesogl540module4.docx**

    Resources

    W. Creswell and J. David Creswell,
    _Research Design: Qualitative, Quantitative, and Mixed Methods Approaches_

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/evaluating-the-accelerated-learning-program-alp-using-a-quasi-experimental-design?seq=1](https://methods.sagepub.com/video/srmpromo/PDuI8U/evaluating-the-accelerated-learning-program-alp-using-a-quasi-experimental-design?seq=1)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-mining-conflicts-using-mixed-methods?seq=2](https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-mining-conflicts-using-mixed-methods?seq=2)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-violence-in-ice-hockey-using-an-ethnographic-approach?seq=2](https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-violence-in-ice-hockey-using-an-ethnographic-approach?seq=2)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/the-research-question](https://methods.sagepub.com/video/srmpromo/PDuI8U/the-research-question)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/steps-in-planning-and-conducting-research?seq=3](https://methods.sagepub.com/video/srmpromo/PDuI8U/steps-in-planning-and-conducting-research?seq=3)

    **## Module4writingass.docx**

    Module 4: Writing Assignment: Research Questions or Hypotheses

    I will attach the resources for this assignment

    **Due** Friday by 11:59pm

    In Module 3, you wrote the introduction to your research project. For this assignment, you will write the research questions or hypotheses for the same topic from Module 3.

    The
    **research question and hypothesis** help to narrow or specify the purpose statement and provide direction for the research. Thus,
    **both the purpose statement and research question or hypothesis must align with the chosen approach and research topic.**

    **Assignment Instructions**

    Craft one or two central questions followed by 3-5 secondary questions for a
    **qualitative** OR
    **mixed methods** study.

    Or

    Write two sets of questions (descriptive and inferential)  or four sets of hypotheses for a
    **quantitative** study.

    Please Note: Depending on your approach, you will write research  questions (
    **qualitative** and
    **mixed methods**)
    or research questions a
    nd/or  hypotheses (
    **quantitative).** In many cases, you'll need only the hypotheses with the quantitative approach but please see the textbook for information on when it is appropriate to have both research questions AND hypotheses.

    Chapters 6-7 of the textbook, Module 4 Lecture Notes, Module 4  PPT slides and the Module 4 video contain everything you need to know about the
    **components of great research questions and hypotheses**. The PPT has
    **formats and examples** for each of the three approaches: qualitative, quantitative and mixed method. I strongly encourage you to read these materials carefully before you begin the assignment.

    **Checklist:**

    When you have finished writing your research questions or hypotheses, please use this checklist to ensure that they  contain all the elements, which constitute the grading rubric.

    · For a
    **qualitative study**, do the research questions:

    · Relate the central question to the strategy of inquiry?

    · Begin with
    _what_ or
    _how_ (not
    _why_)?

    · Focus on a single phenomenon?

    · Use exploratory verbs?

    · Use nondirectional language?

    · Use an open-ended format?

    · Specify the participants and research site?

    · For a
    **quantitative study**:

    · Do the descriptive questions describe responses to major variables?

    · Do the inferential questions seek to compare groups or relate variables?

    · Do the inferential questions follow from a theory?

    · Are the variables positioned consistently from independent to dependent in the inferential questions?

    · Do the hypotheses describe, related, compare variables?

    · For a
    **mixed methods study,** do the research questions:

    · Indicate how the researcher will mix the two strands of the study (the procedures)?

    · Convey the overall content intent of the study that calls for a mixed methods approach (the content)?

    **## module3writingassignmenttitle.docx**

    7

    **Research OGL 540**

    **The Psychological Effects of Technology Addiction: An Introduction and Purpose Statement**

    **Introduction**

                Technology in the current digitalized world has become an integral part of everyday life, significantly influencing how people communicate with each other, earn a living, and interact with the environment. Smartphones, social media platforms, and new avenues for accessing information have never had so many outlets for creation, interaction, and search. In integrating technology into society, a dark phenomenon has emerged in the form of technology addiction and its resultant psychological outcomes. Technology addiction, with an emphasis on exercise-based use of digital devices and working platforms with behavior consequences, has quickly become an emerging issue in mental health that impacts different demographics, primarily adolescents and young adults (Lozano-Blasco et al., 2022). The research problem regards how excessive technology use gradually results in negative psychological consequences such as anxiety, depression, sleep problems, and social isolation, thus rendering a person devoid of well-being and functionality.

                Various aspects of technological addictions and their psychological effects have been studied for an extended time. According to Popescu et al. (2022), smartphone addiction during the COVID-19 period had a high impact on psychological functioning, the pathological use of technology increasing anxiety and depressive symptoms during the period of isolation. Likewise, Lebni et al. (2020) reported that 45.5% of university medical students are internet addicted, with these students facing significant gastrophysical disorders at a much higher rate than their non-addicted counterparts. Baloglu & Akin (2024) broadened the scope of this understanding as they viewed adolescent populations, revealing how psychologically vulnerable teenagers are from technology addiction because of this development-stage perspective, with an increasing lure toward digital entertainment and social validation. Another study by Agırkan (2023) explored underlying psychological mechanisms. It revealed a negative association between basic psychological need satisfaction and technology addiction, proposing that unmet psychological needs may heighten compulsive technology use. Cross-sectional studies of late have also supported these findings, Arayici et al. (2025) showing strong correlations between internet addiction, psychological well-being, and sleep quality among the adult population, while Archou et al. (2025) identified anxiety as being the chief psychological symptom stemming from smartphone addiction in nursing students.

                Despite this substantial body of research, several critical deficiencies remain in the literature. First, almost all research is aimed at particular demographic groups or individual technology platforms, making it difficult to generalize the results across different populations and types of technologies. Second, the subjective, i.e., lived experiences of people facing techno addiction, is another area that has not received enough research. In contrast, most of the research on the topic uses quantitative measures that generally fail to capture this condition's subtle emotional and psychological realities. Third, little research has been conducted to study the relationship between the personal meaning of construction processes and the development of technology addiction. This is especially considering the constructivist point of view that accepts that individual differences can exist in how people respond to or interpret their technology use patterns. Lastly, yet importantly, there is also a lack of consideration regarding how people view their technology addiction and the coping strategies they organically develop, which is an area promising powerful insights for interventions.

                This research fills those gaps by providing essential insights to various audiences. Mental health practitioners can better understand the psychosocial manifestations of technology addiction and, as such, facilitate better assessment and treatment protocols. Educational institutions can also develop suitable programs for prevention and support for students identified at risk. From a policymaking and technology-development perspective, this information will ensure more responsible digital environments and usage guidelines. Furthermore, whether it be individuals or families, they will get help from increased awareness and understanding of this addiction, thereby reducing stigma and encouraging them to seek help. This study may offer more expansive social implications over and above individual well-being. As technology continues to evolve and become incorporated into daily life, a better understanding of its psychological effects must be maintained to preserve the population's mental health and social functioning. The research is well-timed, especially for a post-pandemic society still dealing with increased digital exposure and the downside of long-term effects.

    **Purpose Statement**

                This qualitative study aims to understand the lived experiences of technology addicts in dealing with problems related to how the genesis of habituated technology use, interspersed with psychological well-being, interpersonal relationships, and daily functioning, impacts the affected individuals. From semi-structured interviews using a constructivist worldview and approach, this research emphasizes getting to understand the personal meaning that may-be-interpreted-into-the-lives-of-affected-individuals regarding their technology use patterns, as well as the subjectively perceived psychological impact they associate with these approaches, to further the understanding of the mental health impacts of technology addiction and evidence-based interventions toward this emerging issue.

    **References**

    Agirkan, M. (2023). The Mediating Effect of Social Emotional Learning between Relationship on Basic Psychological Needs and Technology Addiction.
    _Journal of Education in Science, Environment and Health_,
    _9_(4), 268–280. https://doi.org/10.55549/jeseh.1381065

    Arayici, M. E., Arayici, S. G., Geyiktepe, O. E., & Simsek, H. (2025). Assessment of the Relationship Between Internet Addiction, Psychological Well-Being, and Sleep Quality: A Cross-Sectional Study Involving Adult Population.
    _Behavioral Sciences_,
    _15_(3), 344–344. https://doi.org/10.3390/bs15030344

    Archou, R., Ouadrhiri, M., Amazian, M., Mouhoute, N., Touil, D., Aalouane, R., & Amazian, K. (2025). The relationship between smartphone addiction and anxiety: a cross-sectional study among Moroccan nursing students.
    _Pan African Medical Journal_,
    _50_. https://doi.org/10.11604/pamj.2025.50.47.45274

    Baloglu, H. T., & Akin, Z. C. (2024). A cross-sectional descriptive analysis of technology addiction in adolescents: associations with food addiction, emotional eating, and body weight status.
    _Journal of Health Population and Nutrition_,
    _43_(1). https://doi.org/10.1186/s41043-024-00675-4

    Lozano-Blasco, R., Robres, A. Q., & Sánchez, A. S. (2022). Internet addiction in young adults: A meta-analysis and systematic review.
    _Computers in Human Behavior_,
    _130_(130), 107201. https://doi.org/10.1016/j.chb.2022.107201

    Popescu, A.-M., Balica, R.-Ș., Lazăr, E., Bușu, V. O., & Vașcu, J.-E. (2022). Smartphone addiction risk, technology-related behaviors and attitudes, and psychological well-being during the COVID-19 pandemic.
    _Frontiers in Psychology_,
    _13_. https://doi.org/10.3389/fpsyg.2022.997253

    Ziapour, A., Lebni, J., Toghroli, R., Abbas, J., NeJhaddadgar, N., Salahshoor, M., Mansourian, M., Gilan, H., Kianipour, N., Chaboksavar, F., & Azizi, S. (2020). A study of internet addiction and its effects on mental health: A study based on Iranian University StudentsA study of internet addiction and its effects on mental health: A study based on Iranian University Students.
    _Journal of Education and Health Promotion_,
    _9_(1), 205. https://doi.org/10.4103/jehp.jehp_148_20

    **Chapter7PPTSlides-1.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter7pptslides-1-ppt)

    **## Resourcesogl540module4.docx**

    Resources

    W. Creswell and J. David Creswell,
    _Research Design: Qualitative, Quantitative, and Mixed Methods Approaches_

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/evaluating-the-accelerated-learning-program-alp-using-a-quasi-experimental-design?seq=1](https://methods.sagepub.com/video/srmpromo/PDuI8U/evaluating-the-accelerated-learning-program-alp-using-a-quasi-experimental-design?seq=1)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-mining-conflicts-using-mixed-methods?seq=2](https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-mining-conflicts-using-mixed-methods?seq=2)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-violence-in-ice-hockey-using-an-ethnographic-approach?seq=2](https://methods.sagepub.com/video/srmpromo/PDuI8U/researching-violence-in-ice-hockey-using-an-ethnographic-approach?seq=2)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/the-research-question](https://methods.sagepub.com/video/srmpromo/PDuI8U/the-research-question)

    [https://methods.sagepub.com/video/srmpromo/PDuI8U/steps-in-planning-and-conducting-research?seq=3](https://methods.sagepub.com/video/srmpromo/PDuI8U/steps-in-planning-and-conducting-research?seq=3)

    **## Module4writingass.docx**

    Module 4: Writing Assignment: Research Questions or Hypotheses

    I will attach the resources for this assignment

    **Due** Friday by 11:59pm

    In Module 3, you wrote the introduction to your research project. For this assignment, you will write the research questions or hypotheses for the same topic from Module 3.

    The
    **research question and hypothesis** help to narrow or specify the purpose statement and provide direction for the research. Thus,
    **both the purpose statement and research question or hypothesis must align with the chosen approach and research topic.**

    **Assignment Instructions**

    Craft one or two central questions followed by 3-5 secondary questions for a
    **qualitative** OR
    **mixed methods** study.

    Or

    Write two sets of questions (descriptive and inferential)  or four sets of hypotheses for a
    **quantitative** study.

    Please Note: Depending on your approach, you will write research  questions (
    **qualitative** and
    **mixed methods**)
    or research questions a
    nd/or  hypotheses (
    **quantitative).** In many cases, you'll need only the hypotheses with the quantitative approach but please see the textbook for information on when it is appropriate to have both research questions AND hypotheses.

    Chapters 6-7 of the textbook, Module 4 Lecture Notes, Module 4  PPT slides and the Module 4 video contain everything you need to know about the
    **components of great research questions and hypotheses**. The PPT has
    **formats and examples** for each of the three approaches: qualitative, quantitative and mixed method. I strongly encourage you to read these materials carefully before you begin the assignment.

    **Checklist:**

    When you have finished writing your research questions or hypotheses, please use this checklist to ensure that they  contain all the elements, which constitute the grading rubric.

    · For a
    **qualitative study**, do the research questions:

    · Relate the central question to the strategy of inquiry?

    · Begin with
    _what_ or
    _how_ (not
    _why_)?

    · Focus on a single phenomenon?

    · Use exploratory verbs?

    · Use nondirectional language?

    · Use an open-ended format?

    · Specify the participants and research site?

    · For a
    **quantitative study**:

    · Do the descriptive questions describe responses to major variables?

    · Do the inferential questions seek to compare groups or relate variables?

    · Do the inferential questions follow from a theory?

    · Are the variables positioned consistently from independent to dependent in the inferential questions?

    · Do the hypotheses describe, related, compare variables?

    · For a
    **mixed methods study,** do the research questions:

    · Indicate how the researcher will mix the two strands of the study (the procedures)?

    · Convey the overall content intent of the study that calls for a mixed methods approach (the content)?

    **## module3writingassignmenttitle.docx**

    7

    **Research OGL 540**

    **The Psychological Effects of Technology Addiction: An Introduction and Purpose Statement**

    **Introduction**

                Technology in the current digitalized world has become an integral part of everyday life, significantly influencing how people communicate with each other, earn a living, and interact with the environment. Smartphones, social media platforms, and new avenues for accessing information have never had so many outlets for creation, interaction, and search. In integrating technology into society, a dark phenomenon has emerged in the form of technology addiction and its resultant psychological outcomes. Technology addiction, with an emphasis on exercise-based use of digital devices and working platforms with behavior consequences, has quickly become an emerging issue in mental health that impacts different demographics, primarily adolescents and young adults (Lozano-Blasco et al., 2022). The research problem regards how excessive technology use gradually results in negative psychological consequences such as anxiety, depression, sleep problems, and social isolation, thus rendering a person devoid of well-being and functionality.

                Various aspects of technological addictions and their psychological effects have been studied for an extended time. According to Popescu et al. (2022), smartphone addiction during the COVID-19 period had a high impact on psychological functioning, the pathological use of technology increasing anxiety and depressive symptoms during the period of isolation. Likewise, Lebni et al. (2020) reported that 45.5% of university medical students are internet addicted, with these students facing significant gastrophysical disorders at a much higher rate than their non-addicted counterparts. Baloglu & Akin (2024) broadened the scope of this understanding as they viewed adolescent populations, revealing how psychologically vulnerable teenagers are from technology addiction because of this development-stage perspective, with an increasing lure toward digital entertainment and social validation. Another study by Agırkan (2023) explored underlying psychological mechanisms. It revealed a negative association between basic psychological need satisfaction and technology addiction, proposing that unmet psychological needs may heighten compulsive technology use. Cross-sectional studies of late have also supported these findings, Arayici et al. (2025) showing strong correlations between internet addiction, psychological well-being, and sleep quality among the adult population, while Archou et al. (2025) identified anxiety as being the chief psychological symptom stemming from smartphone addiction in nursing students.

                Despite this substantial body of research, several critical deficiencies remain in the literature. First, almost all research is aimed at particular demographic groups or individual technology platforms, making it difficult to generalize the results across different populations and types of technologies. Second, the subjective, i.e., lived experiences of people facing techno addiction, is another area that has not received enough research. In contrast, most of the research on the topic uses quantitative measures that generally fail to capture this condition's subtle emotional and psychological realities. Third, little research has been conducted to study the relationship between the personal meaning of construction processes and the development of technology addiction. This is especially considering the constructivist point of view that accepts that individual differences can exist in how people respond to or interpret their technology use patterns. Lastly, yet importantly, there is also a lack of consideration regarding how people view their technology addiction and the coping strategies they organically develop, which is an area promising powerful insights for interventions.

                This research fills those gaps by providing essential insights to various audiences. Mental health practitioners can better understand the psychosocial manifestations of technology addiction and, as such, facilitate better assessment and treatment protocols. Educational institutions can also develop suitable programs for prevention and support for students identified at risk. From a policymaking and technology-development perspective, this information will ensure more responsible digital environments and usage guidelines. Furthermore, whether it be individuals or families, they will get help from increased awareness and understanding of this addiction, thereby reducing stigma and encouraging them to seek help. This study may offer more expansive social implications over and above individual well-being. As technology continues to evolve and become incorporated into daily life, a better understanding of its psychological effects must be maintained to preserve the population's mental health and social functioning. The research is well-timed, especially for a post-pandemic society still dealing with increased digital exposure and the downside of long-term effects.

    **Purpose Statement**

                This qualitative study aims to understand the lived experiences of technology addicts in dealing with problems related to how the genesis of habituated technology use, interspersed with psychological well-being, interpersonal relationships, and daily functioning, impacts the affected individuals. From semi-structured interviews using a constructivist worldview and approach, this research emphasizes getting to understand the personal meaning that may-be-interpreted-into-the-lives-of-affected-individuals regarding their technology use patterns, as well as the subjectively perceived psychological impact they associate with these approaches, to further the understanding of the mental health impacts of technology addiction and evidence-based interventions toward this emerging issue.

    **References**

    Agirkan, M. (2023). The Mediating Effect of Social Emotional Learning between Relationship on Basic Psychological Needs and Technology Addiction.
    _Journal of Education in Science, Environment and Health_,
    _9_(4), 268–280. https://doi.org/10.55549/jeseh.1381065

    Arayici, M. E., Arayici, S. G., Geyiktepe, O. E., & Simsek, H. (2025). Assessment of the Relationship Between Internet Addiction, Psychological Well-Being, and Sleep Quality: A Cross-Sectional Study Involving Adult Population.
    _Behavioral Sciences_,
    _15_(3), 344–344. https://doi.org/10.3390/bs15030344

    Archou, R., Ouadrhiri, M., Amazian, M., Mouhoute, N., Touil, D., Aalouane, R., & Amazian, K. (2025). The relationship between smartphone addiction and anxiety: a cross-sectional study among Moroccan nursing students.
    _Pan African Medical Journal_,
    _50_. https://doi.org/10.11604/pamj.2025.50.47.45274

    Baloglu, H. T., & Akin, Z. C. (2024). A cross-sectional descriptive analysis of technology addiction in adolescents: associations with food addiction, emotional eating, and body weight status.
    _Journal of Health Population and Nutrition_,
    _43_(1). https://doi.org/10.1186/s41043-024-00675-4

    Lozano-Blasco, R., Robres, A. Q., & Sánchez, A. S. (2022). Internet addiction in young adults: A meta-analysis and systematic review.
    _Computers in Human Behavior_,
    _130_(130), 107201. https://doi.org/10.1016/j.chb.2022.107201

    Popescu, A.-M., Balica, R.-Ș., Lazăr, E., Bușu, V. O., & Vașcu, J.-E. (2022). Smartphone addiction risk, technology-related behaviors and attitudes, and psychological well-being during the COVID-19 pandemic.
    _Frontiers in Psychology_,
    _13_. https://doi.org/10.3389/fpsyg.2022.997253

    Ziapour, A., Lebni, J., Toghroli, R., Abbas, J., NeJhaddadgar, N., Salahshoor, M., Mansourian, M., Gilan, H., Kianipour, N., Chaboksavar, F., & Azizi, S. (2020). A study of internet addiction and its effects on mental health: A study based on Iranian University StudentsA study of internet addiction and its effects on mental health: A study based on Iranian University Students.
    _Journal of Education and Health Promotion_,
    _9_(1), 205. https://doi.org/10.4103/jehp.jehp_148_20

    **Chapter7PPTSlides-1.ppt**

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  • [Solved] HR 3

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    Disparate Treatment Why are each of the four situational factors necessary for establishing a claim of disparate treatment?

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    Disparate Treatment
    Why are each of the four situational factors necessary for establishing a claim of disparate treatment?

  • [Solved] discussion 1MR

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    – ## Discussion1.docx **## Discussion1.docx** Discussion 1 Read the following: jasastyle I took the lower salary, and decided it was time to redefine success. **Is Happiness Worth a Pay Cut?** Work isn't supposed to be the best part of your day. It serves a purpose: working earns us money which allo…

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    – ## Discussion1.docx

    **## Discussion1.docx**

    Discussion 1

    Read the following:

    jasastyle
    I took the lower salary, and decided it was time to redefine success.

    **Is Happiness Worth a Pay Cut?**

    Work isn't supposed to be the best part of your day. It serves a purpose: working earns us money which allows us to survive and, hopefully, extra income gives us the ability to do things we enjoy, too. The longer we work and the harder we try, the more money we make. With any luck, that extra spending money becomes fancy cars, bigger houses, designer shoes.

    Several years ago, I left journalism in search of a bigger career. Journalism is a field I love, but a field known for overworking and underpaying its employees, so I left it, taking an editing job with a large company's website. The pay was great; I moved from Washington, D.C., to a much cheaper city, and took home a hefty raise despite the cost of living being much lower in my new home. I enjoyed it for a while, going out to eat more often and ordering more expensive wines than I ever could before.

    Once the excitement of "oh-my-gosh-I-can-afford-this" wore off, I began to learn that, in a different way, I was paying for that extra income. I didn't feel challenged at work; I didn't feel as though I had purpose.

    I brought home my paycheck, but I'd left my happiness and sense of purpose behind in the old Washington Post building. I wanted to return to journalism, but to do so meant giving up my shiny, big-world salary.

    I took the lower salary, and decided it was time to redefine success.

    Success is taking on a challenge and finding a solution. It's coming into a new position and doing it in a way that's never been considered before. It's surprising your boss with innovation. It's having a fulfilling job and home life.

    We spend less and save more now that we have less disposable income. I shop sales and never want to upgrade my MINI Cooper. Best of all, I'm happy to go to work, and I come home feeling grateful to do something I love. I'm satisfied with what I have: a job I enjoy, and time to enjoy being around my husband and our dogs. I have everything I need, and many things that make life a little bit better.

    Source: Wile, K. (2017).
    [Life lines: Is happiness worth a pay cut?](https://www.bizjournals.com/bizwomen/news/out-of-the-office/2017/06/life-lines-is-happiness-worth-a-pay-cut.html?page=all) Bizwomen. Retrieved from https://www.bizjournals.com/bizwomen/news/out-of-the-office/2017/06/life-lines-is-happiness-worth-a-pay-cut.html?page=all

    **First Post—Module 1**

    **The wages/salaries we make are important for our livelihood, but just how important?**

    · Have you worked a job where the pay, benefits, location, etc., were terrific, but you just were not happy? On the other hand, have you worked a job where the pay, benefits, location, etc., were not so hot, but you were still happy? (If these situations do not apply to you, does one or both describe something someone you know has experienced?)

    · Is there a job or career you would never pursue regardless of the pay offered to you? If so, what job and why?

    · Should employee happiness be one of the compensable factors employers should look at in their job evaluation process when determining the pay for a position? Why or why not?

    **Subsequent Posts—Module 1**

    · After other classmates have posted, read through their contributions and enter individual responses to at least two classmates' posts.

    **For all posts:**

    · Introduce ideas/comments and research not previously mentioned by your peers.

    · Share your own personal experiences, if applicable.

    · Cite all sources (minimum of 2) utilized to prepare this module's discussion.

    · Make interesting and informative contributions to this discussion forum.

    **## Discussion1.docx**

    Discussion 1

    Read the following:

    jasastyle
    I took the lower salary, and decided it was time to redefine success.

    **Is Happiness Worth a Pay Cut?**

    Work isn't supposed to be the best part of your day. It serves a purpose: working earns us money which allows us to survive and, hopefully, extra income gives us the ability to do things we enjoy, too. The longer we work and the harder we try, the more money we make. With any luck, that extra spending money becomes fancy cars, bigger houses, designer shoes.

    Several years ago, I left journalism in search of a bigger career. Journalism is a field I love, but a field known for overworking and underpaying its employees, so I left it, taking an editing job with a large company's website. The pay was great; I moved from Washington, D.C., to a much cheaper city, and took home a hefty raise despite the cost of living being much lower in my new home. I enjoyed it for a while, going out to eat more often and ordering more expensive wines than I ever could before.

    Once the excitement of "oh-my-gosh-I-can-afford-this" wore off, I began to learn that, in a different way, I was paying for that extra income. I didn't feel challenged at work; I didn't feel as though I had purpose.

    I brought home my paycheck, but I'd left my happiness and sense of purpose behind in the old Washington Post building. I wanted to return to journalism, but to do so meant giving up my shiny, big-world salary.

    I took the lower salary, and decided it was time to redefine success.

    Success is taking on a challenge and finding a solution. It's coming into a new position and doing it in a way that's never been considered before. It's surprising your boss with innovation. It's having a fulfilling job and home life.

    We spend less and save more now that we have less disposable income. I shop sales and never want to upgrade my MINI Cooper. Best of all, I'm happy to go to work, and I come home feeling grateful to do something I love. I'm satisfied with what I have: a job I enjoy, and time to enjoy being around my husband and our dogs. I have everything I need, and many things that make life a little bit better.

    Source: Wile, K. (2017).
    [Life lines: Is happiness worth a pay cut?](https://www.bizjournals.com/bizwomen/news/out-of-the-office/2017/06/life-lines-is-happiness-worth-a-pay-cut.html?page=all) Bizwomen. Retrieved from https://www.bizjournals.com/bizwomen/news/out-of-the-office/2017/06/life-lines-is-happiness-worth-a-pay-cut.html?page=all

    **First Post—Module 1**

    **The wages/salaries we make are important for our livelihood, but just how important?**

    · Have you worked a job where the pay, benefits, location, etc., were terrific, but you just were not happy? On the other hand, have you worked a job where the pay, benefits, location, etc., were not so hot, but you were still happy? (If these situations do not apply to you, does one or both describe something someone you know has experienced?)

    · Is there a job or career you would never pursue regardless of the pay offered to you? If so, what job and why?

    · Should employee happiness be one of the compensable factors employers should look at in their job evaluation process when determining the pay for a position? Why or why not?

    **Subsequent Posts—Module 1**

    · After other classmates have posted, read through their contributions and enter individual responses to at least two classmates' posts.

    **For all posts:**

    · Introduce ideas/comments and research not previously mentioned by your peers.

    · Share your own personal experiences, if applicable.

    · Cite all sources (minimum of 2) utilized to prepare this module's discussion.

    · Make interesting and informative contributions to this discussion forum.

  • [Solved] The role of a health care leader as a champion for diversity and cultural competency.

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    Read the article linked below " _How medical practices can continue the journey toward diversity, acceptance and inclusion"_ and answer the questions listed. **Article:** – Click to access article: [**How medical practices can continue the journey toward diversity**](https://www.mgma.com/resources/h…

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    Assignment Prompt & Instructions

    Read the article linked below " _How medical practices can continue the journey toward diversity, acceptance and inclusion"_ and answer the questions listed.
    **Article:**
    – Click to access article: [**How medical practices can continue the journey toward diversity**](https://www.mgma.com/resources/human-resources/how-medical-practices-can-continue-the-journey-tow)
    – Full reference listing for article: Kallish, C., Medley, T., & Adams, D. (2021, June 3). _How medical practices can continue the journey toward diversity, acceptance and inclusion_. Medical Group Management Association. [**https://www.mgma.com/articles/how-medical-practices-can-continue-the-journey-toward-diversity-acceptance-and-inclusion**](https://www.mgma.com/articles/how-medical-practices-can-continue-the-journey-toward-diversity-acceptance-and-inclusion)
    **Background Information**
    – [**Inclusion, Diversity, Anti-Racism, and Equity (IDARE)**](https://publichealth.jhu.edu/offices-and-services/office-of-inclusion-diversity-anti-racism-and-equity-idare)
    **Questions:**
    – Give an overall summary of the " _How medical practices can continue the journey toward diversity, acceptance and inclusion"_ article. What is the main point?
    – Choose 3 of the 5 questions listed next to the "wheel" in the “How medical practices can continue the journey toward diversity _”_ article and provide an answer for your chosen 3 questions.
    – Which identities do you think about most?
    – Which Identities do you think about least often?
    – About which of your identities would you like to learn more?
    – Which identities have the strongest effect on how you perceive yourself?
    – Which identities have the greatest effect on how others perceive you?
    – Review the "Actions to Begin Integrating Diversity Within your Organization's Culture" list and think about how you can be a change agent. Based on your leadership assessment results from earlier in the course, how could you integrate diversity in health care organizations as a leader? Make connections between your leadership strengths and these actions.
    **Details:**
    – **Write 2-3 page based on the questions you choose.**
    – Quotation marks and citations.
    – Use APA format for in-text citations and list all references used on a separate page. **You MUST cite the article you are summarizing and list it as a reference.**
    **References**
    John Hopkins Bloomberg School of Public Health. (n.d.). _Office of Inclusion, Diversity, Anti-Racism, and Equity (IDARE). https://publichealth.jhu.edu/offices-and-services/office-of-inclusion-diversity-anti-racism-and-equity-idare_
    Kallish, C., Medley, T., & Adams, D. (2021, June 3). _How medical practices can continue the journey toward diversity, acceptance and inclusion_. Medical Group Management Association. https://www.mgma.com/resources/human-resources/how-medical-practices-can-continue-the-journey-tow

  • [Solved] HR 2

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    Please answer the following questions. Be sure to cite your sources, even if you only use the textbook. Part A Why is it important for the organization to view all components of staffing (recruitment, selection, employment) from the perspective of the job applicant? Would it be desirable to hire peo…

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    Please answer the following questions. Be sure to cite your sources, even if you only use the textbook.
    Part A
    Why is it important for the organization to view all components of staffing (recruitment, selection, employment) from the perspective of the job applicant?
    Would it be desirable to hire people only according to the person/organization match, ignoring the person/job match? Why or why not?
    How have expectations about employment changed over time in response to social and economic events? How might they change in the future?
    Assume that you’re the staffing manager in a company that informally, but strongly, discourages you and managers from hiring people with disabilities. The company’s rationale is that people with disabilities are unlike to be high performers or long term employees, and are costly to train, insure, and integrate into the work unit. What is your ethical assessment of the company’s stance; do you have an ethical obligation to try to change the stance, and if so, how might you go about that?
    Assume the company you work for practices strict adherence to the law in its relationships with employees and job applicants. The company calls it “staffing by the book.” But beyond that, it seems that anything goes in terms of tolerated staffing practices. What is your assessment of this approach?
    Part B
    "Hoarding Talent like Pokemon Cards": These articles may be useful in answering the following questions.
    https://www.forbes.com/sites/jackkelly/2023/03/09/venture-capitalist-says-google-meta-and-amazon-employees-are-doing-fake-work/?sh=18713149a8e7
    https://www2.deloitte.com/us/en/blog/human-capital-blog/2022/talent-hoarding-and-manager-behaviors.html
    https://www.wsj.com/articles/these-tech-workers-say-they-were-hired-to-do-nothing-762ff158?reflink=desktopwebshare_permalink
    How does the practice of hoarding talent relate to any of the 13 strategic staffing decisions discussed in Chapter 1?
    Is it ethical for companies to hoard talent in this way? What are the benefits and drawbacks of talent hoarding for the organization? How does this practice specifically impact employees, both positively and negatively?
    Describe the concept of job embeddedness. How does it relate to the practice of talent hoarding at Google, Meta, and other companies? In what other ways do companies increase job embeddedness?
    Would you take a job a company that engages in talent hoarding? Why or why not? At what point might you leave that job?

  • [Solved] DB ogl 540

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    – ## Module4DiscussionOgl540.docx **## Module4DiscussionOgl540.docx** Module 4 Discussion Ogl 540 Welcome OGL 554: Training and Development Module 4 Discussion! As you dive into the content for this week and consider the discussion prompts, please reflect on your experiences with trainings, as well …

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    – ## Module4DiscussionOgl540.docx

    **## Module4DiscussionOgl540.docx**

    Module 4 Discussion Ogl 540

    Welcome OGL 554: Training and Development Module 4 Discussion!

    As you dive into the content for this week and consider the discussion prompts, please reflect on your experiences with trainings, as well as the materials. Each Module's Discussion Board will provide an opportunity to engage more deeply with something that interests you from the text and learning materials, listen, engage with the perspectives of your peers on these topics and share aspects of the project development process.

    Throughout, please engage with a spirit of generosity, curiosity, collegiality and generative critique. We are here to help each other learn, grow and strengthen our insights, evaluative capacities and skills. This is a cooperative process. Generative critiques between peers can prompt us to ask questions about our work and the contributions of fellow colleagues regarding how a specific training could be improved or whether another avenue of address could be engaged to make a substantive difference in the effectiveness of a training. Thank you all for your collegial engagement!

    **Step One:** After engaging with the learning materials for this week, please respond to each of the following prompts with an Initial Post.

    **1- Mayer's Theory of Multimedia-** **Please explore two principles of Mayer's Theory of Multimedia and provide two examples to compare and contrast.** Share one example of how you have seen one of the principles used in an effective learning experience.  Then, indicate an example of when you were in a learning experience and, because of the lack of integration of one of the 12 principles, this detracted from your learning experiences. To close, reflect on
    **how you might use multimedia to create an effective training environments for adult learning in your second example.** Requirements: scope at least 300 words and must include at least two specific references, cited and referenced using APA formatting.

    **2- Learning and Technology** After reading the Noe chapters for this week, Chapters 7 and 8, please share and explore your
    **3 key takeaways and how you will apply them in your L&D work.** These takeaways could be your thoughts, insights, or questions about
    **whatever aspects you found most helpful**. Requirements: scope at least 100 words and
    **must** include at least two references from Module 4, cited and referenced using APA formatting. You are strongly encouraged to respond to the the questions and explorations of others.

    **4-Your Project Reflection: (Course Curriculum and Learning Outcomes)-** Reflecting on Milestone 2, please discuss what was the best part of completing your course curriculum and learning outcomes. Why did you select the topic? Were you able to narrow down the part of the training curriculum to devise for your training module with ease?  Discuss the approach you chose to using technology in your project (technologically enhanced, technologically based, and/or traditional training methods) and tell us why. You are encouraged to interact with your colleagues about their process and provide support, encouragement, as well as advice. Scope determined by you.

    Resources

    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Videos

    Watch the following videos that explains in detail Mayer's principles and the cognitive science behind them:

    Mayer's (9 minutes)
    [https://youtu.be/bJZnIqQphN0Links to an external site.](https://urldefense.com/v3/__https:/youtu.be/bJZnIqQphN0__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-zP7-i9w$)

    Two short videos about Mayer's principles that are often not adhered to, but are included for your situational awareness:

    · (3.5 Minutes)
    [https://youtu.be/CbvpPdxoJiILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/CbvpPdxoJiI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-qnUXXWQ$)

    · (3 Minutes)
    [https://youtu.be/5Di3rw-t0BILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/5Di3rw-t0BI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R9pTUp19w$)

    EXAMPLES FROM OTHER STUDENTS

    **1- Mayer's Theory of Multimedia**

    I have found training to be extremely successful when the trainer applies the Temporal Contiguity principle. This principle states that “students learn best when words and pictures are presented at the same time rather than sequentially” (Digital Learning Institute, n.d.). When I participated in the National Principal Academy Fellowship from Relay, a graduate school of education, several slides were accompanied by discussion prompts and immediate application of what was just learned. The school used a program called Nearpod for their training. When learning about a leader’s playbook for the school year, we watched a video on a leader’s actions, reflected in a small group, then the presenter pointed out highlights (Relay Graduate School of Education, 2020). We took note of what was important, then moved on to the next topic. Instead of reading through powerpoint slides, we were responsible for our own learning and discovering what was useful before the presenter verified what we had discussed. Many of the principles I learned in that program I still remember and use today.

    Later in life, I decided to enter into the early childhood space and worked as an administrative assistant to a daycare. The training here violated Mayer’s voice principle with a training that was given by a robot voice, and the segmenting principle by allowing the user to quick through the slides quickly without processing. The training from the state for daycare licensing training was robotic and boring. I took several notes and did my best to stay engaged. In order to start my job quickly, my boss asked me to complete the training as quickly as possible, which meant I had to click through the slides to get to the quiz at the end. I was never forced to stop and reflect. As a result, I forgot several of the training modules after completing them and my boss was not happy when I made a mistake.

    To improve upon the daycare training, I would slow down the training process and allow leaders to reflect with new staff on the training. The training was so separate and impersonal from experience that even after other employees completed the training I questioned how much information they retained. The training was never followed up on and I was not the only employee to make mistakes based on what we should have retained from the training. By slowing down and reflecting on training modules, concepts could have been reinforced and absorbed according to the Segmenting Principle. I would also add a human voice, to make the training feel more realistic (Digital Learning Institute, n.d.).

    References:

    Digital Learning Institute. (n.d.).
    _Mayer’s 12 principles of multimedia learning_.

    Relay Graduate School of Education. (2020, June 12).
    _Strong start playbooks_ [Webinar].
    [https://www.relay.edu/Links to an external site.](https://www.relay.edu/)

    **2- Learning and Technology**

    In my personal learning and development work, I reflected on past training I have given and received and have tried to adapt them to the audience I am working with. I have found that teachers often complain about the concept of time. There is never enough time to catch up on their work, and they never have enough personal time. This is a problem in the educational environment, and it is not necessarily cost effective or good for children to replace teachers in the classroom regularly so they can participate in training.

    After reading chapter 7 from Noe, I found that team training, on the job (OTJ) training, and behavior modeling are most effective in education. When teachers learn together in the work and are able to see effective examples, they are motivated to perform the same (Noe, 2020). Teams of teachers applying and discussing their real life struggles and successes can help the rest of the teachers feel validated and accepted by the school. In the L&D podcast for this week, Elliott Masie talked about empathy and being sure to recognize the people on the other side of training. Collaboration is important to maintain in a school, and in a digital world we are losing that personal touch that needs to remain prevalent (Fraction, 2020).

    References:

    Fraction, Y. (Host). (2020, September 20).
    _Talking with the GOAT: From E-Learning to Empathy with Elliott Masie_ (No. 5) [Audio podcast episode]. In
    _The Lounge with Yolanda Fraction (On Leadership, Professional Development, and Life)_. Apple Podcasts.
    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199Links to an external site.](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Noe, R. A. (2020).
    _Employee training and development_ (8th ed.). McGraw-Hill Education.

    **3-Your Project Reflection: (Course Curriculum and Learning Outcomes)-**

    In Milestone 2, I enjoyed adapting a training that was unsuccessful for me in the past by using new concepts learned in this course. I have asked teachers to participate in data reflection before in a professional development session with the whole school and by placing the monitoring in the hands of the teams. For some teams, this worked and their student data improved. For newer teachers, this did not work and I knew the training needed more oversight and collaboration to follow up on its success. I have enjoyed redesigning the training and reflecting on my past failure.

    Although my training is more traditional and in person, this time I will be implementing a training where teachers will track their data in live time using the Google Suite and will work together to come up with solutions. This technological enhancement will help them to be more successful in their classrooms and will help them to learn from one another. It also does not require an in person meeting each week and can be done on the teacher’s own time.

    Reflecting on the podcast this week, I recognize how it can be difficult for new teachers to analyze their own student data and not take it personally. Teachers feel like a failure when their students are not demonstrating results, and it is important to help navigate through improvement without marinating in the failure. By maintaining the in person group training initially, teachers are not left to interpret data on their own and will see their team going through the same struggles and successes that they are.

    **1. Mayer's Theory of Multimedia**

    After reviewing Mayer's Theory of Multimedia, which identifies twelve principles to guide the design of effective multimedia learning, I found two principles that stood out to me: the Coherence Principle and the Redundancy Principle. According to Mayer's 12 Principles of Multimedia Learning (n.d.), the Coherence Principle asserts that people learn more effectively if extraneous information is omitted rather than provided. For example, a training video should avoid background music and flashy animations to help learners concentrate on the main content, incorporating graphics or narratives only when they directly align with the learning objectives ("Mayer's 12 Principles of Multimedia Learning," n.d.). The Redundancy Principle indicates that individuals grasp information more effectively when using visuals and spoken explanations instead of combining visuals, spoken explanations, and text displayed on the screen (Mayer's 12 Principles of Multimedia Learning, n.d.). For example, simultaneously delivering identical information in various formats can lead to overload and hinder the learning process (Mayer's 12 Principles of Multimedia Learning, n.d.).

    Reflecting on my learning experiences, one particularly impactful experience was a time management workshop that utilized the Coherence Principle. The instructional materials featured straightforward slides with essential points and narration, steering clear of elaborate transitions or off-topic stories. This concentrated method helped me grasp and implement practical time management techniques without feeling distracted from the primary learning objective. On the other hand, I attended an online training that went against the Redundancy Principle. The presentation included a narrated video alongside the same text displayed on the screen, which divided my focus between reading and listening, making it difficult to understand the content.

    If I were to improve the online training that I attended, I would design a module that employs relevant graphics, positioning them on the graphic itself and clear narration without unnecessary on-screen text (Wisc-Online, 2018). Specifically, by applying the Coherence and Redundancy from Mayer's 12 Principles of Multimedia Learning (n.d.), I would highlight key information and avoid duplication of content. This strategy would enable learners to concentrate on the crucial points, lessen distractions, and foster improved comprehension and retention of information.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Wisc-Online. (2018, October 30).
    _The contiguity principle_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5Di3rw-t0BILinks to an external site.](https://www.youtube.com/watch?v=5Di3rw-t0BI)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    **2. Learning and Technology**

    After reading Chapters 7 and 8 from Noe (2023), three key insights stood out to me. First, case studies are helpful because they allow trainees to use what they have learned in real-world situations, improving comprehension and engagement (Noe, 2023). For example, examining a client service scenario through a case study can enhance learners' critical thinking and problem-solving abilities, enabling them to identify appropriate actions and propose alternatives that could have been taken (Noe, 2023). As noted by Noe (2023), case studies can facilitate the retention and application of knowledge and skills when learned through a process of discovery.

    Second, behavior modeling is an effective method for skill development as it enables learners to observe and engage in desired behaviors (Noe, 2023). For example, a brief video featuring a supervisor handling a conflict can demonstrate effective communication techniques in real situations.

    Third, technology can influence training and learning by making content more accessible and engaging; however, it must align with training objectives and prevent unnecessary distractions, such as inappropriate use of technology (Noe, 2023).

    These insights will help me develop training that incorporates technology meaningfully while emphasizing relevant, engaging, and useful content. Furthermore, I will apply Mayer's 12 Principles of Multimedia Learning (n.d.) to ensure that multimedia is utilized to minimize cognitive overload and effectively meet adult learners' needs.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    **3. Project Reflection**

    The highlight of completing my course curriculum and learning outcomes was seeing how the training module on de-escalation strategies aligned with the organizational needs identified in the needs assessment. I chose this topic because IBM Consulting's success depends on its ability to resolve conflicts, especially when managing complex client projects. I found narrowing down the training focus relatively straightforward, as de-escalation emerged as a key competency that bridges organizational performance and individual development. This emphasis aligns with IBM's focus on innovation, teamwork, and trust, which are essential for sustaining client relationships and achieving successful project outcomes.

    For my approach to technology, I designed a blended strategy incorporating simulated role-play, interactive discussions, and digital simulations and resources. This combination reflects Noe's (2023) emphasis on experiential learning and Finlay's (2010) insights on adult learners' need for relevance and application. Although the training module was designed as a simulated project, it demonstrates how technology can enhance engagement, skill development, and transfer of training in IBM Consulting's environment.

    References:

    Finlay, J. (2010, May 17).
    _Andragogy (Adult learning)_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=vLoPiHUZbEwLinks to an external site.](https://www.youtube.com/watch?v=vLoPiHUZbEw)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    ## image1.png

    **## Module4DiscussionOgl540.docx**

    Module 4 Discussion Ogl 540

    Welcome OGL 554: Training and Development Module 4 Discussion!

    As you dive into the content for this week and consider the discussion prompts, please reflect on your experiences with trainings, as well as the materials. Each Module's Discussion Board will provide an opportunity to engage more deeply with something that interests you from the text and learning materials, listen, engage with the perspectives of your peers on these topics and share aspects of the project development process.

    Throughout, please engage with a spirit of generosity, curiosity, collegiality and generative critique. We are here to help each other learn, grow and strengthen our insights, evaluative capacities and skills. This is a cooperative process. Generative critiques between peers can prompt us to ask questions about our work and the contributions of fellow colleagues regarding how a specific training could be improved or whether another avenue of address could be engaged to make a substantive difference in the effectiveness of a training. Thank you all for your collegial engagement!

    **Step One:** After engaging with the learning materials for this week, please respond to each of the following prompts with an Initial Post.

    **1- Mayer's Theory of Multimedia-** **Please explore two principles of Mayer's Theory of Multimedia and provide two examples to compare and contrast.** Share one example of how you have seen one of the principles used in an effective learning experience.  Then, indicate an example of when you were in a learning experience and, because of the lack of integration of one of the 12 principles, this detracted from your learning experiences. To close, reflect on
    **how you might use multimedia to create an effective training environments for adult learning in your second example.** Requirements: scope at least 300 words and must include at least two specific references, cited and referenced using APA formatting.

    **2- Learning and Technology** After reading the Noe chapters for this week, Chapters 7 and 8, please share and explore your
    **3 key takeaways and how you will apply them in your L&D work.** These takeaways could be your thoughts, insights, or questions about
    **whatever aspects you found most helpful**. Requirements: scope at least 100 words and
    **must** include at least two references from Module 4, cited and referenced using APA formatting. You are strongly encouraged to respond to the the questions and explorations of others.

    **4-Your Project Reflection: (Course Curriculum and Learning Outcomes)-** Reflecting on Milestone 2, please discuss what was the best part of completing your course curriculum and learning outcomes. Why did you select the topic? Were you able to narrow down the part of the training curriculum to devise for your training module with ease?  Discuss the approach you chose to using technology in your project (technologically enhanced, technologically based, and/or traditional training methods) and tell us why. You are encouraged to interact with your colleagues about their process and provide support, encouragement, as well as advice. Scope determined by you.

    Resources

    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Videos

    Watch the following videos that explains in detail Mayer's principles and the cognitive science behind them:

    Mayer's (9 minutes)
    [https://youtu.be/bJZnIqQphN0Links to an external site.](https://urldefense.com/v3/__https:/youtu.be/bJZnIqQphN0__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-zP7-i9w$)

    Two short videos about Mayer's principles that are often not adhered to, but are included for your situational awareness:

    · (3.5 Minutes)
    [https://youtu.be/CbvpPdxoJiILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/CbvpPdxoJiI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-qnUXXWQ$)

    · (3 Minutes)
    [https://youtu.be/5Di3rw-t0BILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/5Di3rw-t0BI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R9pTUp19w$)

    EXAMPLES FROM OTHER STUDENTS

    **1- Mayer's Theory of Multimedia**

    I have found training to be extremely successful when the trainer applies the Temporal Contiguity principle. This principle states that “students learn best when words and pictures are presented at the same time rather than sequentially” (Digital Learning Institute, n.d.). When I participated in the National Principal Academy Fellowship from Relay, a graduate school of education, several slides were accompanied by discussion prompts and immediate application of what was just learned. The school used a program called Nearpod for their training. When learning about a leader’s playbook for the school year, we watched a video on a leader’s actions, reflected in a small group, then the presenter pointed out highlights (Relay Graduate School of Education, 2020). We took note of what was important, then moved on to the next topic. Instead of reading through powerpoint slides, we were responsible for our own learning and discovering what was useful before the presenter verified what we had discussed. Many of the principles I learned in that program I still remember and use today.

    Later in life, I decided to enter into the early childhood space and worked as an administrative assistant to a daycare. The training here violated Mayer’s voice principle with a training that was given by a robot voice, and the segmenting principle by allowing the user to quick through the slides quickly without processing. The training from the state for daycare licensing training was robotic and boring. I took several notes and did my best to stay engaged. In order to start my job quickly, my boss asked me to complete the training as quickly as possible, which meant I had to click through the slides to get to the quiz at the end. I was never forced to stop and reflect. As a result, I forgot several of the training modules after completing them and my boss was not happy when I made a mistake.

    To improve upon the daycare training, I would slow down the training process and allow leaders to reflect with new staff on the training. The training was so separate and impersonal from experience that even after other employees completed the training I questioned how much information they retained. The training was never followed up on and I was not the only employee to make mistakes based on what we should have retained from the training. By slowing down and reflecting on training modules, concepts could have been reinforced and absorbed according to the Segmenting Principle. I would also add a human voice, to make the training feel more realistic (Digital Learning Institute, n.d.).

    References:

    Digital Learning Institute. (n.d.).
    _Mayer’s 12 principles of multimedia learning_.

    Relay Graduate School of Education. (2020, June 12).
    _Strong start playbooks_ [Webinar].
    [https://www.relay.edu/Links to an external site.](https://www.relay.edu/)

    **2- Learning and Technology**

    In my personal learning and development work, I reflected on past training I have given and received and have tried to adapt them to the audience I am working with. I have found that teachers often complain about the concept of time. There is never enough time to catch up on their work, and they never have enough personal time. This is a problem in the educational environment, and it is not necessarily cost effective or good for children to replace teachers in the classroom regularly so they can participate in training.

    After reading chapter 7 from Noe, I found that team training, on the job (OTJ) training, and behavior modeling are most effective in education. When teachers learn together in the work and are able to see effective examples, they are motivated to perform the same (Noe, 2020). Teams of teachers applying and discussing their real life struggles and successes can help the rest of the teachers feel validated and accepted by the school. In the L&D podcast for this week, Elliott Masie talked about empathy and being sure to recognize the people on the other side of training. Collaboration is important to maintain in a school, and in a digital world we are losing that personal touch that needs to remain prevalent (Fraction, 2020).

    References:

    Fraction, Y. (Host). (2020, September 20).
    _Talking with the GOAT: From E-Learning to Empathy with Elliott Masie_ (No. 5) [Audio podcast episode]. In
    _The Lounge with Yolanda Fraction (On Leadership, Professional Development, and Life)_. Apple Podcasts.
    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199Links to an external site.](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Noe, R. A. (2020).
    _Employee training and development_ (8th ed.). McGraw-Hill Education.

    **3-Your Project Reflection: (Course Curriculum and Learning Outcomes)-**

    In Milestone 2, I enjoyed adapting a training that was unsuccessful for me in the past by using new concepts learned in this course. I have asked teachers to participate in data reflection before in a professional development session with the whole school and by placing the monitoring in the hands of the teams. For some teams, this worked and their student data improved. For newer teachers, this did not work and I knew the training needed more oversight and collaboration to follow up on its success. I have enjoyed redesigning the training and reflecting on my past failure.

    Although my training is more traditional and in person, this time I will be implementing a training where teachers will track their data in live time using the Google Suite and will work together to come up with solutions. This technological enhancement will help them to be more successful in their classrooms and will help them to learn from one another. It also does not require an in person meeting each week and can be done on the teacher’s own time.

    Reflecting on the podcast this week, I recognize how it can be difficult for new teachers to analyze their own student data and not take it personally. Teachers feel like a failure when their students are not demonstrating results, and it is important to help navigate through improvement without marinating in the failure. By maintaining the in person group training initially, teachers are not left to interpret data on their own and will see their team going through the same struggles and successes that they are.

    **1. Mayer's Theory of Multimedia**

    After reviewing Mayer's Theory of Multimedia, which identifies twelve principles to guide the design of effective multimedia learning, I found two principles that stood out to me: the Coherence Principle and the Redundancy Principle. According to Mayer's 12 Principles of Multimedia Learning (n.d.), the Coherence Principle asserts that people learn more effectively if extraneous information is omitted rather than provided. For example, a training video should avoid background music and flashy animations to help learners concentrate on the main content, incorporating graphics or narratives only when they directly align with the learning objectives ("Mayer's 12 Principles of Multimedia Learning," n.d.). The Redundancy Principle indicates that individuals grasp information more effectively when using visuals and spoken explanations instead of combining visuals, spoken explanations, and text displayed on the screen (Mayer's 12 Principles of Multimedia Learning, n.d.). For example, simultaneously delivering identical information in various formats can lead to overload and hinder the learning process (Mayer's 12 Principles of Multimedia Learning, n.d.).

    Reflecting on my learning experiences, one particularly impactful experience was a time management workshop that utilized the Coherence Principle. The instructional materials featured straightforward slides with essential points and narration, steering clear of elaborate transitions or off-topic stories. This concentrated method helped me grasp and implement practical time management techniques without feeling distracted from the primary learning objective. On the other hand, I attended an online training that went against the Redundancy Principle. The presentation included a narrated video alongside the same text displayed on the screen, which divided my focus between reading and listening, making it difficult to understand the content.

    If I were to improve the online training that I attended, I would design a module that employs relevant graphics, positioning them on the graphic itself and clear narration without unnecessary on-screen text (Wisc-Online, 2018). Specifically, by applying the Coherence and Redundancy from Mayer's 12 Principles of Multimedia Learning (n.d.), I would highlight key information and avoid duplication of content. This strategy would enable learners to concentrate on the crucial points, lessen distractions, and foster improved comprehension and retention of information.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Wisc-Online. (2018, October 30).
    _The contiguity principle_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5Di3rw-t0BILinks to an external site.](https://www.youtube.com/watch?v=5Di3rw-t0BI)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    **2. Learning and Technology**

    After reading Chapters 7 and 8 from Noe (2023), three key insights stood out to me. First, case studies are helpful because they allow trainees to use what they have learned in real-world situations, improving comprehension and engagement (Noe, 2023). For example, examining a client service scenario through a case study can enhance learners' critical thinking and problem-solving abilities, enabling them to identify appropriate actions and propose alternatives that could have been taken (Noe, 2023). As noted by Noe (2023), case studies can facilitate the retention and application of knowledge and skills when learned through a process of discovery.

    Second, behavior modeling is an effective method for skill development as it enables learners to observe and engage in desired behaviors (Noe, 2023). For example, a brief video featuring a supervisor handling a conflict can demonstrate effective communication techniques in real situations.

    Third, technology can influence training and learning by making content more accessible and engaging; however, it must align with training objectives and prevent unnecessary distractions, such as inappropriate use of technology (Noe, 2023).

    These insights will help me develop training that incorporates technology meaningfully while emphasizing relevant, engaging, and useful content. Furthermore, I will apply Mayer's 12 Principles of Multimedia Learning (n.d.) to ensure that multimedia is utilized to minimize cognitive overload and effectively meet adult learners' needs.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    **3. Project Reflection**

    The highlight of completing my course curriculum and learning outcomes was seeing how the training module on de-escalation strategies aligned with the organizational needs identified in the needs assessment. I chose this topic because IBM Consulting's success depends on its ability to resolve conflicts, especially when managing complex client projects. I found narrowing down the training focus relatively straightforward, as de-escalation emerged as a key competency that bridges organizational performance and individual development. This emphasis aligns with IBM's focus on innovation, teamwork, and trust, which are essential for sustaining client relationships and achieving successful project outcomes.

    For my approach to technology, I designed a blended strategy incorporating simulated role-play, interactive discussions, and digital simulations and resources. This combination reflects Noe's (2023) emphasis on experiential learning and Finlay's (2010) insights on adult learners' need for relevance and application. Although the training module was designed as a simulated project, it demonstrates how technology can enhance engagement, skill development, and transfer of training in IBM Consulting's environment.

    References:

    Finlay, J. (2010, May 17).
    _Andragogy (Adult learning)_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=vLoPiHUZbEwLinks to an external site.](https://www.youtube.com/watch?v=vLoPiHUZbEw)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    ## image1.png

  • [Solved] human resource

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need your help \ Assignment3Part1Recruiting.jpeg](https://www.sweetstudy.com/files/assignment3part1recruiting-jpeg "Assignment3Part1Recruiting.jpeg")

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    Assignment Prompt & Instructions

    I need your help
    \
    Assignment3Part1Recruiting.jpeg](https://www.sweetstudy.com/files/assignment3part1recruiting-jpeg "Assignment3Part1Recruiting.jpeg")

  • [Solved] human resources

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    When selecting someone for a role, it's often a challenge to decide whether to promote an employee from within the organization or to hire someone outside the organizations. On the one hand, you may find a high performer within an organization who is ready for a promotion. On the other hand, you may…

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    When selecting someone for a role, it's often a challenge to decide whether to promote an employee from within the organization or to hire someone outside the organizations. On the one hand, you may find a high performer within an organization who is ready for a promotion. On the other hand, you may find a new employee with a fresh background and new and innovative ideas. There are many factors to consider in the interview process, and once you have all of the information you need about your potential candidates, the choice can be very tough to make. Recruiters want to make sure that their candidates are the best fit for the position, so it's important to have some additional considerations when choosing an employee.
    Please read the following article: [Internal Versus External Recruitment: Pros, Cons, and Methods](https://www.icims.com/blog/internal-vs-external-recruitment-pros-cons-and-methods/).
    What are some reasons to use internal recruitment?
    – What are some reasons to use external recruitment?
    – How would you reduce conscious and unconscious bias in a hiring decision?
    – What would you do if you selected a new employee, but then they turned the job offer down?

  • [Solved] Research ogl 540

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    – ## Module3Writingpsychofaddiction.docx – ## topicmodule1assign.docx – module2litreview.docx **## Module3Writingpsychofaddiction.docx** **Module 3 Writing Assignment: Introduction and Purpose Statement** · **Due** Friday by 11:59pm · **Available** May 19 at 12am – Jun 11 at 11:59pm **I have enclose…

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    – ## Module3Writingpsychofaddiction.docx

    – ## topicmodule1assign.docx

    – module2litreview.docx

    **## Module3Writingpsychofaddiction.docx**

    **Module 3 Writing Assignment: Introduction and Purpose Statement**

    ·
    **Due** Friday by 11:59pm

    ·
    **Available** May 19 at 12am – Jun 11 at 11:59pm

    **I have enclosed the resources for this assignment, along with the other papers that were done prior to this one.**

    Write a 500-700-word introduction and the purpose of your research. To meet the expectations for the assignment, please do the following:

    **Name of Study: The Psychological Effects of Technology Addiction**

    1. State the topic of the study
    **(This is a combination of the information that you provided in  Module 1 and the top half of the Module 2 assignments but in a more condensed manner.)** In addition, you will include the research problem.

    2. Review the studies that have addressed the problem (
    **The bibliography and annotations can be used for this section).**

    3. Indicate deficiencies in the studies.
    **(What areas did previous studies not cover, and how does your research fill that gap?)**

    4. Advance the significance of the study for particular audiences.
    **(This is where you justify the research – why is it important and why should other people care?)**.

    5. Explain/describe the purpose of the assignment. The purpose statement always comes at the end of the introduction.

    6. Pay attention to the grammar and presentation style, and don't forget to include your citations and references.

    Note: The above numbered points should be incorporated in the narrative — that is, write in paragraphs — rather than as Q&A. The reference section or texts in tables and figures (if any)
    **do no** t count toward the word limit. Title page is optional though nice to have … and be sure to write your name on the paper. Writing and reference style is APA.

    Submit the assignment as a Word document. Your submission will be checked for academic integrity and will be graded using the attached rubric.
    **Before submission, check the assignment against the grading rubric to ensure that you have covered every aspect.**

    **Some (Optional But) Useful Resources**

    Click on the following links. Please note these will open in a new window.

    **Article 1:** Shehzad, W. (2011).
    [Outlining purposes, stating the nature of present research, and listing research questions or hypotheses in academic papers.Links to an external site.](http://journals.sagepub.com/stoken/default+domain/wjGbnVxz3a9uNPdswBIc/full) _Journal of Technical Writing and Communication, 41_(2), 139-160. It is also available locally as a
    [PDF file](https://asu.instructure.com/courses/220224/files/105339519?wrap=1)

    in the classroom.

    **Summary:** The objective must be clear. Before setting the scene in detail, one must answer the question: Why did you do the work and what is its purpose? Along with stating the purpose of the article, rationale for the study should be summarized.

    **Questions to Consider**

    1. What is the intent of your study? Try to summarize this into a single sentence or paragraph that readers can easily identify.

    2. Does your purpose statement use words such as aim, goals, objectives, purpose to signal attention to the central controlling idea?

    **Article 2:** Travers, M. (2014).
    [Using ethnographic methods to strengthen quantitative data—Explaining juvenile detention rates in three Australian states.Links to an external site.](http://journals.sagepub.com/stoken/default+domain/MUXnBNEFt3JDJj9MKMNH/full?_gl=1*ihggfd*_ga*Mzk3MzM3NDMwLjE1OTg3NDE3OTE.*_ga_B9E65QYXFE*MTYxNTY3MzgwMi4zLjEuMTYxNTY3Mzg2Ny4w) _Bulletin de Methodologie Sociologique, 124_, 66-76.

    **Summary:** Those advocating mixed methods research have long believed that ethnographic methods can strengthen quantitative data.

    **Questions to Consider**

    1. Why did Travers (2014) decide to use a mixed methods approach? Was the purpose clear?

    2. What are some strengths and challenges in creating a purpose statement for a mixed methods approach?

    **## topicmodule1assign.docx**

    1

    OGL 540

    The Psychological Effects of Technology Addiction

    **Topic/Issue:**
    The impact of excessive technology use on mental health, including anxiety, depression, and social isolation.

    **My Personal Interest:**
    I am drawn to the subject because I have seen firsthand the impact of technology addiction on individuals in my life, both friends and relatives. At a personal level, I have felt some discomfort when not with my smartphone, and hence being curious about the general psychological impact. The subject is of interest to me because it deals with a prevalent trend in our world full of technology.

    **Philosophical Worldview: Constructivism**

    I am a constructivist world view since I believe that individuals' experience of technology addiction is constructed according to their own personal meaning and social situation. It will help me in the research of the personal meaning which people attribute to their technology use.

    **Research Approach: Qualitative**

    Qualitative approach will suit this problem because it facilitates the veiled observation of the lived experience and feelings of the people toward technology addiction.

    **Research Method: Interviews**

    Semi-structured interviews will be organized to gather qualitative, in-depth data from the participants about how they use technology and their psychological impacts. It would allow me to realize their lived experiences.

    **Rationale for Choice of Approach and Method**

    Qualitative methodology and interview technique are most suitable because they provide room for profound understanding of the subjective reality of technology addiction. Quantitative techniques or questionnaires would never be able to obtain subtleties required in emotional and psychological influences, which are the subject of this research.

    **Brief Description of the Topic**

    It is a phenomenon everywhere today, as mobile phones, social media, and other internet technology dominated the lives of people. It aims to investigate the psychological effects of excessive use of technology like anxiety, depression, and isolation (Putra et al., 2023). It will examine how a person perceives his or her technological addiction and the emotional experience of it. With emphasis on subjective experience, this study will place in the limelight the experiential experience of the afflicted, which includes the broad range of mental health conditions associated with technology addiction (Xie et al., 2023). The results can be translated into policy, therapy intervention, and awareness campaigns for the healthier use of technology. The topic is especially pertinent in today's digital age, where the dividing line between useful application and harmful addiction is increasingly thin. These psycho-social effects must be discerned at the earliest possible moment as a basis for establishing mechanisms that minimize negative fallout and maximize overall well-being.

    **Tentative Outline:**

    1.
    **Introduction and Purpose Statement:** Overview of technology addiction and its societal relevance.

    2.
    **Theoretical Framework:** Constructivism and its application to the study.

    3.
    **Research Methodology:** Qualitative design using interviews.

    4.
    **Key Issues:**
    a) Symptoms of technology addiction (e.g., anxiety, depression)
    b) Impact on social relationships and isolation
    c) Coping mechanisms and strategies for reducing dependency

    5.
    **Research Findings:** Analysis of interview data

    6.
    **Discussion:** Implications for mental health and future research

    7.
    **Conclusion:** Summary of findings and recommendations

    **References**

    Putra, P. Y., Fithriyah, I., & Zahra, Z. (2023). Internet addiction and online gaming disorder in children and adolescents during COVID-19 pandemic: a systematic review.
    _Psychiatry Investigation_,
    _20_(3), 196.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/)

    Xie, X., Cheng, H., & Chen, Z. (2023). Anxiety predicts internet addiction, which predicts depression among male college students: A cross-lagged comparison by sex.
    _Frontiers in Psychology_,
    _13_, 1102066.
    [https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full)

    **module2litreview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2litreview-docx)

    **module2litreview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2litreview-docx)

    **## Module3Writingpsychofaddiction.docx**

    **Module 3 Writing Assignment: Introduction and Purpose Statement**

    ·
    **Due** Friday by 11:59pm

    ·
    **Available** May 19 at 12am – Jun 11 at 11:59pm

    **I have enclosed the resources for this assignment, along with the other papers that were done prior to this one.**

    Write a 500-700-word introduction and the purpose of your research. To meet the expectations for the assignment, please do the following:

    **Name of Study: The Psychological Effects of Technology Addiction**

    1. State the topic of the study
    **(This is a combination of the information that you provided in  Module 1 and the top half of the Module 2 assignments but in a more condensed manner.)** In addition, you will include the research problem.

    2. Review the studies that have addressed the problem (
    **The bibliography and annotations can be used for this section).**

    3. Indicate deficiencies in the studies.
    **(What areas did previous studies not cover, and how does your research fill that gap?)**

    4. Advance the significance of the study for particular audiences.
    **(This is where you justify the research – why is it important and why should other people care?)**.

    5. Explain/describe the purpose of the assignment. The purpose statement always comes at the end of the introduction.

    6. Pay attention to the grammar and presentation style, and don't forget to include your citations and references.

    Note: The above numbered points should be incorporated in the narrative — that is, write in paragraphs — rather than as Q&A. The reference section or texts in tables and figures (if any)
    **do no** t count toward the word limit. Title page is optional though nice to have … and be sure to write your name on the paper. Writing and reference style is APA.

    Submit the assignment as a Word document. Your submission will be checked for academic integrity and will be graded using the attached rubric.
    **Before submission, check the assignment against the grading rubric to ensure that you have covered every aspect.**

    **Some (Optional But) Useful Resources**

    Click on the following links. Please note these will open in a new window.

    **Article 1:** Shehzad, W. (2011).
    [Outlining purposes, stating the nature of present research, and listing research questions or hypotheses in academic papers.Links to an external site.](http://journals.sagepub.com/stoken/default+domain/wjGbnVxz3a9uNPdswBIc/full) _Journal of Technical Writing and Communication, 41_(2), 139-160. It is also available locally as a
    [PDF file](https://asu.instructure.com/courses/220224/files/105339519?wrap=1)

    in the classroom.

    **Summary:** The objective must be clear. Before setting the scene in detail, one must answer the question: Why did you do the work and what is its purpose? Along with stating the purpose of the article, rationale for the study should be summarized.

    **Questions to Consider**

    1. What is the intent of your study? Try to summarize this into a single sentence or paragraph that readers can easily identify.

    2. Does your purpose statement use words such as aim, goals, objectives, purpose to signal attention to the central controlling idea?

    **Article 2:** Travers, M. (2014).
    [Using ethnographic methods to strengthen quantitative data—Explaining juvenile detention rates in three Australian states.Links to an external site.](http://journals.sagepub.com/stoken/default+domain/MUXnBNEFt3JDJj9MKMNH/full?_gl=1*ihggfd*_ga*Mzk3MzM3NDMwLjE1OTg3NDE3OTE.*_ga_B9E65QYXFE*MTYxNTY3MzgwMi4zLjEuMTYxNTY3Mzg2Ny4w) _Bulletin de Methodologie Sociologique, 124_, 66-76.

    **Summary:** Those advocating mixed methods research have long believed that ethnographic methods can strengthen quantitative data.

    **Questions to Consider**

    1. Why did Travers (2014) decide to use a mixed methods approach? Was the purpose clear?

    2. What are some strengths and challenges in creating a purpose statement for a mixed methods approach?

    **## topicmodule1assign.docx**

    1

    OGL 540

    The Psychological Effects of Technology Addiction

    **Topic/Issue:**
    The impact of excessive technology use on mental health, including anxiety, depression, and social isolation.

    **My Personal Interest:**
    I am drawn to the subject because I have seen firsthand the impact of technology addiction on individuals in my life, both friends and relatives. At a personal level, I have felt some discomfort when not with my smartphone, and hence being curious about the general psychological impact. The subject is of interest to me because it deals with a prevalent trend in our world full of technology.

    **Philosophical Worldview: Constructivism**

    I am a constructivist world view since I believe that individuals' experience of technology addiction is constructed according to their own personal meaning and social situation. It will help me in the research of the personal meaning which people attribute to their technology use.

    **Research Approach: Qualitative**

    Qualitative approach will suit this problem because it facilitates the veiled observation of the lived experience and feelings of the people toward technology addiction.

    **Research Method: Interviews**

    Semi-structured interviews will be organized to gather qualitative, in-depth data from the participants about how they use technology and their psychological impacts. It would allow me to realize their lived experiences.

    **Rationale for Choice of Approach and Method**

    Qualitative methodology and interview technique are most suitable because they provide room for profound understanding of the subjective reality of technology addiction. Quantitative techniques or questionnaires would never be able to obtain subtleties required in emotional and psychological influences, which are the subject of this research.

    **Brief Description of the Topic**

    It is a phenomenon everywhere today, as mobile phones, social media, and other internet technology dominated the lives of people. It aims to investigate the psychological effects of excessive use of technology like anxiety, depression, and isolation (Putra et al., 2023). It will examine how a person perceives his or her technological addiction and the emotional experience of it. With emphasis on subjective experience, this study will place in the limelight the experiential experience of the afflicted, which includes the broad range of mental health conditions associated with technology addiction (Xie et al., 2023). The results can be translated into policy, therapy intervention, and awareness campaigns for the healthier use of technology. The topic is especially pertinent in today's digital age, where the dividing line between useful application and harmful addiction is increasingly thin. These psycho-social effects must be discerned at the earliest possible moment as a basis for establishing mechanisms that minimize negative fallout and maximize overall well-being.

    **Tentative Outline:**

    1.
    **Introduction and Purpose Statement:** Overview of technology addiction and its societal relevance.

    2.
    **Theoretical Framework:** Constructivism and its application to the study.

    3.
    **Research Methodology:** Qualitative design using interviews.

    4.
    **Key Issues:**
    a) Symptoms of technology addiction (e.g., anxiety, depression)
    b) Impact on social relationships and isolation
    c) Coping mechanisms and strategies for reducing dependency

    5.
    **Research Findings:** Analysis of interview data

    6.
    **Discussion:** Implications for mental health and future research

    7.
    **Conclusion:** Summary of findings and recommendations

    **References**

    Putra, P. Y., Fithriyah, I., & Zahra, Z. (2023). Internet addiction and online gaming disorder in children and adolescents during COVID-19 pandemic: a systematic review.
    _Psychiatry Investigation_,
    _20_(3), 196.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/)

    Xie, X., Cheng, H., & Chen, Z. (2023). Anxiety predicts internet addiction, which predicts depression among male college students: A cross-lagged comparison by sex.
    _Frontiers in Psychology_,
    _13_, 1102066.
    [https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full)

    **module2litreview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2litreview-docx)

    **## Module3Writingpsychofaddiction.docx**

    **Module 3 Writing Assignment: Introduction and Purpose Statement**

    ·
    **Due** Friday by 11:59pm

    ·
    **Available** May 19 at 12am – Jun 11 at 11:59pm

    **I have enclosed the resources for this assignment, along with the other papers that were done prior to this one.**

    Write a 500-700-word introduction and the purpose of your research. To meet the expectations for the assignment, please do the following:

    **Name of Study: The Psychological Effects of Technology Addiction**

    1. State the topic of the study
    **(This is a combination of the information that you provided in  Module 1 and the top half of the Module 2 assignments but in a more condensed manner.)** In addition, you will include the research problem.

    2. Review the studies that have addressed the problem (
    **The bibliography and annotations can be used for this section).**

    3. Indicate deficiencies in the studies.
    **(What areas did previous studies not cover, and how does your research fill that gap?)**

    4. Advance the significance of the study for particular audiences.
    **(This is where you justify the research – why is it important and why should other people care?)**.

    5. Explain/describe the purpose of the assignment. The purpose statement always comes at the end of the introduction.

    6. Pay attention to the grammar and presentation style, and don't forget to include your citations and references.

    Note: The above numbered points should be incorporated in the narrative — that is, write in paragraphs — rather than as Q&A. The reference section or texts in tables and figures (if any)
    **do no** t count toward the word limit. Title page is optional though nice to have … and be sure to write your name on the paper. Writing and reference style is APA.

    Submit the assignment as a Word document. Your submission will be checked for academic integrity and will be graded using the attached rubric.
    **Before submission, check the assignment against the grading rubric to ensure that you have covered every aspect.**

    **Some (Optional But) Useful Resources**

    Click on the following links. Please note these will open in a new window.

    **Article 1:** Shehzad, W. (2011).
    [Outlining purposes, stating the nature of present research, and listing research questions or hypotheses in academic papers.Links to an external site.](http://journals.sagepub.com/stoken/default+domain/wjGbnVxz3a9uNPdswBIc/full) _Journal of Technical Writing and Communication, 41_(2), 139-160. It is also available locally as a
    [PDF file](https://asu.instructure.com/courses/220224/files/105339519?wrap=1)

    in the classroom.

    **Summary:** The objective must be clear. Before setting the scene in detail, one must answer the question: Why did you do the work and what is its purpose? Along with stating the purpose of the article, rationale for the study should be summarized.

    **Questions to Consider**

    1. What is the intent of your study? Try to summarize this into a single sentence or paragraph that readers can easily identify.

    2. Does your purpose statement use words such as aim, goals, objectives, purpose to signal attention to the central controlling idea?

    **Article 2:** Travers, M. (2014).
    [Using ethnographic methods to strengthen quantitative data—Explaining juvenile detention rates in three Australian states.Links to an external site.](http://journals.sagepub.com/stoken/default+domain/MUXnBNEFt3JDJj9MKMNH/full?_gl=1*ihggfd*_ga*Mzk3MzM3NDMwLjE1OTg3NDE3OTE.*_ga_B9E65QYXFE*MTYxNTY3MzgwMi4zLjEuMTYxNTY3Mzg2Ny4w) _Bulletin de Methodologie Sociologique, 124_, 66-76.

    **Summary:** Those advocating mixed methods research have long believed that ethnographic methods can strengthen quantitative data.

    **Questions to Consider**

    1. Why did Travers (2014) decide to use a mixed methods approach? Was the purpose clear?

    2. What are some strengths and challenges in creating a purpose statement for a mixed methods approach?

    **## topicmodule1assign.docx**

    1

    OGL 540

    The Psychological Effects of Technology Addiction

    **Topic/Issue:**
    The impact of excessive technology use on mental health, including anxiety, depression, and social isolation.

    **My Personal Interest:**
    I am drawn to the subject because I have seen firsthand the impact of technology addiction on individuals in my life, both friends and relatives. At a personal level, I have felt some discomfort when not with my smartphone, and hence being curious about the general psychological impact. The subject is of interest to me because it deals with a prevalent trend in our world full of technology.

    **Philosophical Worldview: Constructivism**

    I am a constructivist world view since I believe that individuals' experience of technology addiction is constructed according to their own personal meaning and social situation. It will help me in the research of the personal meaning which people attribute to their technology use.

    **Research Approach: Qualitative**

    Qualitative approach will suit this problem because it facilitates the veiled observation of the lived experience and feelings of the people toward technology addiction.

    **Research Method: Interviews**

    Semi-structured interviews will be organized to gather qualitative, in-depth data from the participants about how they use technology and their psychological impacts. It would allow me to realize their lived experiences.

    **Rationale for Choice of Approach and Method**

    Qualitative methodology and interview technique are most suitable because they provide room for profound understanding of the subjective reality of technology addiction. Quantitative techniques or questionnaires would never be able to obtain subtleties required in emotional and psychological influences, which are the subject of this research.

    **Brief Description of the Topic**

    It is a phenomenon everywhere today, as mobile phones, social media, and other internet technology dominated the lives of people. It aims to investigate the psychological effects of excessive use of technology like anxiety, depression, and isolation (Putra et al., 2023). It will examine how a person perceives his or her technological addiction and the emotional experience of it. With emphasis on subjective experience, this study will place in the limelight the experiential experience of the afflicted, which includes the broad range of mental health conditions associated with technology addiction (Xie et al., 2023). The results can be translated into policy, therapy intervention, and awareness campaigns for the healthier use of technology. The topic is especially pertinent in today's digital age, where the dividing line between useful application and harmful addiction is increasingly thin. These psycho-social effects must be discerned at the earliest possible moment as a basis for establishing mechanisms that minimize negative fallout and maximize overall well-being.

    **Tentative Outline:**

    1.
    **Introduction and Purpose Statement:** Overview of technology addiction and its societal relevance.

    2.
    **Theoretical Framework:** Constructivism and its application to the study.

    3.
    **Research Methodology:** Qualitative design using interviews.

    4.
    **Key Issues:**
    a) Symptoms of technology addiction (e.g., anxiety, depression)
    b) Impact on social relationships and isolation
    c) Coping mechanisms and strategies for reducing dependency

    5.
    **Research Findings:** Analysis of interview data

    6.
    **Discussion:** Implications for mental health and future research

    7.
    **Conclusion:** Summary of findings and recommendations

    **References**

    Putra, P. Y., Fithriyah, I., & Zahra, Z. (2023). Internet addiction and online gaming disorder in children and adolescents during COVID-19 pandemic: a systematic review.
    _Psychiatry Investigation_,
    _20_(3), 196.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/)

    Xie, X., Cheng, H., & Chen, Z. (2023). Anxiety predicts internet addiction, which predicts depression among male college students: A cross-lagged comparison by sex.
    _Frontiers in Psychology_,
    _13_, 1102066.
    [https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full)

    **module2litreview.docx**

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  • [Solved] humn res week 2 dq

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Choose one of the following dilemmas and outline the argument for **each** of the opposing positions. Support your argument with reference(s) to current articles from peer-reviewed journals. References to laws and legal journals are also acceptable, if properly cited. You may cite the text. Choose o…

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    Assignment Prompt & Instructions

    Choose one of the following dilemmas and outline the argument for **each** of the opposing positions. Support your argument with reference(s) to current articles from peer-reviewed journals. References to laws and legal journals are also acceptable, if properly cited. You may cite the text.
    Choose one:
    – Retributive vs. restorative justice
    – Hate crimes should/should not be subject to different penalties than other crimes.
    Your post should convey both sides of the argument clearly and dispassionately. Try to write it in such a way that we, your readers, cannot guess which side you favor.
    RESOURCES
    – Greene, E., & Heilbrun, K. (2019). _Wrightsman’s_ p _sychology and_ _the legal system_ (9th ed.). Cengage.
    –  Chapter 3, “Psychology of Crime”
    –  Chapter 4, “Psychology of Police”
    – Small, M.A. & Kimbrough-Melton, R. (2002). Rethinking justice. _Behavioral Sciences and the law, 20,_ p. 309-315. (Webliography)