1- Much of the drive was around using Flexbox, which gave Bootstra.docx

1-
Much of the drive was around using Flexbox, which gave Boots
trap 4 more capabilites. Tell us
a few things about flexbox... when was it added? which browser
s support it?
2-
What are some of the other Bootstrap 4 features over Bootstrap
3?
Take a look at some of these links:
https://css-tricks.com/snippets/css/a-guide-to-flexbox/
https://developer.mozilla.org/en-
US/docs/Learn/CSS/CSS_layout/Flexbox
https://www.w3schools.com/css/css3_flexbox.asp
Explain in your own words.
1
Assessment 5 Context
Quantitative Methods: Experimental and Quasi-Experimental
Approaches
Experimental Research
Experimental studies compare the effect of one or more

independent variables on one or more
dependent variables. The independent variable, or presumed
cause, is manipulated by the
researcher. In this case, when a variable is manipulated or
controlled by the researcher, this
means the research can control whether research participants are
exposed to that variable.
The hallmark of experimental designs is the random assignment
of participants to the levels of
the independent variable. Causation can be inferred in true
experimental research. Certain
types of single-subject experiments can also be classified as
experimental designs. As such,
causal attributions can be inferred (Meltzoff, 1998).
Research questions that require an experimental approach ask
questions about the causal
effect of one variable on another. For example, a researcher
might ask, "Does tutoring affect
test scores?" Because this question asks whether tutoring (the
independent variable) affects
test scores (the dependent variable), it is asking about a causal
relationship. This can only be
answered with confidence using an experimental approach,
which would require the researcher
to be able to manipulate tutoring. In other words, the researcher
must be able to randomly
assign research participants to receive tutoring or not receive it,
and compare the test scores of
the two groups. If there is a statistically significant difference,
the researcher is in a position to
be able to conclude that tutoring caused the difference in the
test scores.
Quasi-Experimental Research

Quasi-experimental research designs come in many different
forms. Like experimental
research, the researcher aims to compare the effect of one or
more independent variables on
one or more dependent variables. However, the researcher does
not or cannot randomly assign
participants to the comparison groups, due to ethical or
logistical concerns, so cause-and-effect
relationships cannot be conclusively established.
Research questions that require a quasi-experimental approach
ask about group differences or
differences in conditions. For example, a researcher might ask,
"Is there a difference in test
scores of students enrolled in different sections of the same
class?" A researcher would not
have assigned the students to be in one class section or another.
The students either would
have signed up for a course section or been assigned to a
section by an advisor, guidance
counselor, or registrar. Since the researcher cannot randomly
assign the research participants
to the class sections, a quasi-experimental approach is needed.
Another example of a research
question that would require a quasi-experimental approach
might be "Do the test scores of
students improve after they receive tutoring?" This question
requires a comparison of at least
two scores in one group of participants, basically a pretest and a
post test. The researcher
would have to collect test scores from the participants before
the tutoring and after the tutoring,
and compare the scores. The researcher would not be able to
conclude a definitive causal
relationship between the variables in either example.

It is particularly important that the researcher carefully
considers the threats to validity in the
interpretation of the results of quasi-experimental research
designs.
2
References
Meltzoff, J. (1998). Critical thinking about research:
Psychology and related fields. Washington,
DC: American Psychological Association.
Running head: APA STYLE PAPER TEMPLATE
1
APA STYLE PAPER TEMPLATE
8
[Instructional text in this template is contained in square
brackets ([…]). After reading the instructional text, please
delete it, and use the document as a template for your own
paper. To keep the correct format, edit the running head, cover
page, headings, and reference list with your own information,
and add your own body text. Save this template in a file for
future use and information.
The running head is an abbreviated title of the paper. The
running head is located at the top of pages of a manuscript or
published article to identify the article for readers. The running
head should be a maximum of 50 characters, counting letters,
punctuation, and spaces between words. The words "Running
head" are on the cover page but not on the rest of the document.

The running head title is all capital letters. Page 1 begins on the
cover page. The entire document should be double-spaced, have
1-inch margins on all sides, and use 12-point Times New Roman
font.]
Full Title of Paper
Learner's Full Name
Course Title
Assignment Title
Capella University
Month, Year
Abstract
[An abstract is a brief, comprehensive summary of the contents

of a paper. This section is optional, so check assignment
requirements. The abstract allows readers to quickly review the
key elements of a paper without having to read the entire
document. This can be helpful for readers who are searching for
specific information and may be reviewing many documents.
The abstract may be one of the most important paragraphs in a
paper because readers often decide if they will read the
document based on information in the abstract. An abstract may
not be required in some academic papers; however, it can still
be an effective method of gaining the reader's attention. For
example, an abstract will not be required for Capella's first
course, PSYC3002. The following sentences serve as an
example of what could be composed as an abstract for this
paper: The basic elements of APA style will be reviewed,
including formatting of an APA style paper, in-text citations,
and a reference list. Additional information will address the
components of an introduction, how to write effective
paragraphs using the MEAL plan, and elements of a summary
and conclusion section of a paper.]
Full Title of Paper
[In APA style, the heading “Introduction” is not used; instead
the introduction appears under the paper’s full title. An
effective introduction often provides an obvious statement of
purpose to help the reader know what to expect while helping
the writer to focus and stay on task. For example, this paper
will address several components necessary to effectively write
an academic paper including (a) how to write an introduction,
(b) how to write effective paragraphs using the MEAL plan, and
(c) how to properly use APA style.
An introduction may consist of four main components
including (a) the position statement, thesis, or hypothesis,
which describes the author's main position; (b) the purpose,
which outlines the objective of the paper; (c) the background,
which is general information that is needed to understand the
content of the paper; and (d) the approach, which is the process

or methodology the author uses to achieve the purpose of the
paper. Authors may choose to briefly reference sources that will
be identified later on in the paper as in this example (American
Psychological Association, 2010a; American Psychological
Association, 2010b; Walker, 2008).]
Level One Section Heading is Centered, Bold, Uppercase and
Lowercase
[Using section headings can be an effective method of
organizing an academic paper. The section headings should not
be confused with the running head, which is a different concept
described in the cover page of this document. Section headings
are not required according to APA style; however, they can
significantly improve the quality of a paper. This is
accomplished because section headings help both the reader and
the author.]
Level Two Section Heading is Flush Left, Bold, Uppercase and
Lowercase
[The heading style recommended by APA consists of five
levels (American Psychological Association, 2010a, p. 62). This
document contains two levels to demonstrate how headings are
structured according to APA style. Immediately before the
previous paragraph, a Level 1 heading was used. That section
heading describes how a Level 1 heading should be written,
which is centered, bold, and using uppercase and lowercase
letters. For another example, see the section heading "Writing
an Effective Introduction" on page 3 of this document. The
heading is centered, bold, and uses uppercase and lowercase
letters (compared to all uppercase in the running head at the top
of each page). If used properly, section headings can
significantly contribute to the quality of a paper by helping the
reader who wants to understand the information in the
document, and the author who desires to effectively describe the
information in the document.]
Section Headings Help the Reader
[Section headings serve multiple purposes including (a)
helping readers understand what is being addressed in each

section, (b) breaking up text to help readers maintain an interest
in the paper, and (c) helping readers choose what they want to
read. For example, if the reader of this document wants to learn
more about writing an effective introduction, the previous
section heading clearly states that is where information can be
found. When subtopics are needed to explain concepts in greater
detail, different levels of headings are used according to APA
style.]
Section Headings Help the Author
[Section headings do not only help the reader, they help
the author organize the document during the writing process.
Section headings can be used to arrange topics in a logical
order, and they can help an author manage the length of the
paper. In addition to an effective introduction and the use of
section headings, each paragraph of an academic paper can be
written in a manner that helps the reader stay engaged. Capella
University promotes the use of the MEAL plan to serve this
purpose.]
The MEAL Plan
[The MEAL plan is a model used by Capella University to
help learners effectively compose academic discussions and
papers. Each component of the MEAL plan is critical to writing
an effective paragraph. The acronym MEAL is based on four
components of a paragraph (M = Main point, E = Evidence or
Example, A = Analysis, and L = Link). The following section
includes a detailed description and examples of each component
of the MEAL plan.
When writing the content sections of an academic paper
(as opposed to the introduction or conclusion sections), the
MEAL plan can be an effective model for designing each
paragraph. A paragraph begins with a description of the main
point, which is represented by the letter "M" of the MEAL plan.
For example, the first sentence of this paragraph clearly states
the main point is a discussion of the MEAL plan. Once the main
point has been made, evidence and examples can be provided.
The second component of a paragraph contains evidence or

examples, which is represented by the letter "E" in the MEAL
plan. An example of this component of the MEAL plan is
actually (and ironically) this sentence, which provides an
example of an example. Evidence can be in the form of expert
opinions from research. For example, evidence shows that
plagiarism can occur even when it is not intended if sources are
not properly cited (Marsh, Landau, & Hicks, 1997; Walker,
2008). The previous sentence provides evidence supporting why
evidence is used in a paragraph.
Analysis, which is represented by the letter "A" of the
MEAL plan, should be based on the author's interpretation of
the evidence. An effective analysis might include a discussion
of the strengths and weaknesses of the arguments, as well as the
author's interpretations of the evidence and examples. If a quote
is used, the author will likely provide an analysis of the quote
and the specific point it makes for the author's position.
Without an analysis, the reader might not understand why the
author discussed the information that the reader just read. For
example, the previous sentence was an analysis by the author of
why an analysis is performed when writing paragraphs in
academic papers.
Even with the first three elements of the MEAL plan, it would
not be complete without the final component. The letter "L" of
the MEAL plan refers to information that "links" the current and
the subsequent paragraphs. The link helps the reader understand
what will be discussed in the next paragraph. It summarizes the
author's reasoning and shows how the paragraph fits together
and leads (that is, links) into the next section of the paper. For
example, this sentence might explain that once the MEAL plan
has been effectively used when writing the body of an academic
paper, the final section is the summary and conclusion section.]
Conclusion
[A summary and conclusion section, which can also be the
discussion section of an APA style paper, is the final
opportunity for the author to make a lasting impression on the
reader. The author can begin by restating opinions or positions

and summarizing the most important points that have been
presented in the paper. For example, this paper was written to
demonstrate to readers how to effectively use APA style when
writing academic papers. Various components of an APA style
paper that were discussed or displayed in the form of examples
include a running head, title page, introduction section, levels
of section headings and their use, in-text citations, the MEAL
plan, a conclusion, and the reference list.]
References
American Psychological Association. (2010a). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: Author.
American Psychological Association. (2010b). Ethical
principles of psychologists and code of conduct. Washington,
DC: Author. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997).
Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation.
Journal of Experimental Psychology: Learning, Memory, and
Cognition, 23(4), 886–897. doi: 10.1037/0278-
7393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A
method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4),
387–395. Retrieved from
http://search.proquest.com/docview/213904438?accountid=
27965
[Always begin a reference list on a new page. Use a hanging
indent after the first line of each reference. The reference list is
in alphabetical order by first author’s last name. A reference list
only contains sources that are cited in the body of the paper,
and all sources cited in the body of the paper must be contained
in the reference list.

The reference list above contains an example of how to cite a
source when two documents are written in the same year by the
same author. The year is also displayed using this method for
the corresponding in-text citations as in the next sentence. The
author of the first citation (American Psychological
Association, 2010a) is also the publisher, therefore, the word
"Author" is used in place of the publisher's name.
When a digital object identifier (DOI) is available for a journal
article, it should be placed at the end of the citation. If a DOI is
not available, a uniform resource locator (URL) should be used.
The Marsh, Landau, and Hicks (1997) reference is an example
of how to cite a source using a DOI. The Walker (2008)
reference is an example of how to cite a source using a URL.]

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