Create a Microsoft Word document and answer the following questions based on this module’s readings. Your response should be a minimum of 3–5 sentences in length, original (in your own words), and use professional writing.
What skill sets do you need to carry out a good quantitative or qualitative critical appraisal?
What are the three main purposes of the critical appraisal process?
How would you explain rapid appraisal to a fellow student?
What does it mean when someone says that the critical appraisal tool must match the study design?
Compare reliability, external validity, and internal validity in quantitative paradigms to dependability, credibility, and transferability in qualitative paradigms?
Home
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Title: “Critical Appraisal: Essential Skills, Purposes, and Comparison of Quantitative and Qualitative Paradigms” To carry out a good quantitative or qualitative critical appraisal, one needs to have strong analytical and critical thinking skills. They
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Understanding the Importance of Properly Citing Sources in Academic and Business Writing Quoting, paraphrasing, and summarizing are all common techniques used in academic and business writing to incorporate information from external sources into one’s own work. While they may
Write an essay addressing the questions below. Be sure to
complete your essay following the essay guidelines provided in the lesson. Your
response should be in a single essay format. APA 7th edition are
the guidelines from the lesson
What
is the difference between quoting, paraphrasing, and summarizing?
What
type of citation is required for each? Why is properly citing sources
important?
What
are the possible consequences of improperly citing references?
Why
should one cite sources in a business proposal or plan?
Remember: An in-text
citation within the body of your work to show where you used the information.
A full reference citation for the source in the reference
list at the end of the lesson. -
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Analytical Book Essays: Exploring Themes and Perspectives in Football History
The book essays should analyze the books’ theses, assumptions, and evidence. Moreover, the books’ arguments should be tied to themes from the lectures, discussion, and other assigned readings.
In these analytical book essays you are expected to combine an examination of the narrow or particular (individual books) and the broad (ideas and themes from the class as expressed through the lectures, textbook, and other readings). The expectation is that you will not only show some beginning mastery of the main themes in football history, but that you will also improve your critical reading and analytical skills as well as work on clear, concise, and thoughtful writing.
The basic guidelines for the analytical book essays are:
1) The book must be either one of the listed texts or a book chosen in consultation with the instructor. If you would like to write on a book from the list, it should be a history book and must have relevance to the broad topics of the class.
2) The papers should be 5-7 double-spaced pages. The required length is a target only. Students who can complete the assignment in fewer than 5-7 pages may do so. Also, students who have a particularly rich analytical take on the assignment may choose to write more than 7 pages. The target page length is a suggestion. Students should use their judgment to determine if they have written too much, too little, or just enough.
3) All essays must have theses. What makes this assignment a “analytical book review” as opposed to a “book report” is the requirement that you develop an analytical and critical perspective on the book. You should tie the book to materials discussed in class, as well as to other assigned class readings.
4) A key question that you should answer in the essay is how the book fits into the class’s themes. Why, for example, was the book assigned?
5) Papers should be clearly written and include well-organized citations. -
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Reflecting on My Learning Journey: A Course Reflection
The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required component sas summarized in the directions and grading criteria/rubric.
Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q &A forum under the Discussions tab.
The length of the reflection is to be within three to six pages excluding title page and reference pages.
APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
Course Reflection
Conclusion -
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Title: Evaluating File and Memory Management in Modern Computer Systems
In this discussion you will evaluate the file management and memory management functions of a modern computer system and determine ways to improve these operations.
Part 1: Backup Files
In your initial discussion post, you will describe how computers organize and store files on the hard drive and other removable drives. Explain why backup files are important. Give at least one example scenario where backup files would be useful.
Summarize your current backup plan. Explain the methods and devices that you use, and describe how often you back up your files. Discuss any challenges that you have experienced making backups.
Part 2: Determine RAM
In addition, you will describe the role of random access memory (RAM) in a computer system. Compare computer memory (RAM) with hard drive storage. In the event of a power loss, compare what happens to information stored in RAM with information saved to the hard drive.
Use the internet to research how to determine the amount of RAM installed on your computer. List how much RAM is available and how much is currently in use. Compare how your computer would function if it had more RAM and less RAM. -
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Pacing and Symbolism in Film Editing
Watch the following clips then answer the following questions.
For the first clip, (The birds- playground scene) break down the scene and describe how the pacing of the editing contributes to the suspense of the scene. https://www.youtube.com/watch?v=Du_AC3iKTM0
For the second clip, (the Godfather- Baptism scene) this cutting between simultaneous or related scenes does more than just tell a story. There is symbolic value. Briefly describe the symbolic meaning of this clip. ***Hint Michael is in the process of becoming a “Godfather”. https://www.youtube.com/watch?v=8Pf8BkFLBRw -
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Childhood Research Report on Asthma A. Name of Disease/Illness/Disorder/Health Condition: Asthma Common medical terms used: Bronchial asthma, reactive airway disease, wheezing syndrome B. Description: 1
Childhood Research Report Requirements:
A. Name of Disease/Illness/Disorder/Health Condition: Identify the name and common medical terms used.
B. Description:
1. State a description of the Disease/Illness/Disorder/Health Condition.
2. What is the causative agent? (name of pathogen, risk factors, behaviors)
3. What is/are the mode(s) of transmission? How does the disease/Illness/Condition develop?
4. What are the signs? (objective indicator(s), measurable, visible signs of illness such as rash, fever,
bleeding, and/or the behavior)
5. What are the symptoms? (subjective indicators of illness usually difficult to measure such as pain,
fatigue, weakness, restlessness)
If applicable:
Links to an external site.
9
1. Incubation period of disease? (time between pathogen entering system/body and the appearance
of signs/symptoms).
2. Communicable/Contagious period? (time period in which the disease can be spread from one
person to another)
C. Incidence and Prevalence:
1. Provide the incidence and prevalence of the Disease/Illness/Disorder/Health Condition.
2. Are the numbers increasing or decreasing?
3. Are there any trends?
D. Treatment:
1. Are there treatments available?
2. What is the treatment? Be specific
3. Where and how is the Disease/Illness/Disorder/Health Condition treated?
E. Prevention:
1. Discuss preventative measures that can be taken.
F. Community Impact:
1. What is being done at the federal, state, and community level to prevent and treat this disease.
(state program names or bills)
2. Are there any community, school, research programs in place? (Include program names for each)
G. Implications for the Educator/Teacher:
1. What types of actions/adjustments will a teacher in the school setting need to make for a child
with the Disease/Illness/Disorder/Health Condition?
2. Prevention: How could the school or classroom teacher prevent transmission?
3. Classroom Environment: What modifications might be required?
4. Adaptations of the curriculum: What types of curriculum changes will the teacher make for a
student(s) with this disease/health condition? Be specific
H. References:
APA format
Minimum 5 different sources – You may not use the class text as a source
In text required (5)
Complete reference page
View Rubric -
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“Stoichiometry of Baking Brownies: Connecting Energy and Nutrition”
You should
review the attached PowerPoint for this lab activity. This lab activity links
energy and nutrition to stoichiometry of baking brownies. You should then
complete the following worksheet and upload to the course. -
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“Designing a Comprehensive High School Curriculum: Incorporating Traditional Subjects, Practical Skills, and General Education”
Discussion 2: Designing a High School Curricula (Ch. 6)
Imagine you are designing a high school curricula. What courses would be offered and why? Which courses should be required, and which should be left as electives? Why? Consider traditional academic subjects, instruction more directly relevant to work, family, leisure, and citizenship, and classes in “general education”—in subjects such as art, home economics, health, sex education, driver education, and personal finance.
Critical Discussion Includes:
Discussing the presented information and connecting it back to the textbook chapters covered thus far. Discussing your opinion of the point mentioned, why you hold that opinion, and how that opinion can be supported by the material in the textbook.
How you see the information presented as consistent/inconsistent with what you have learned so far, making sure to mention specifics from the textbook and lectures.
Consistencies/inconsistencies in the presented information itself.
It is beyond saying that you like/dislike something or simply agree/disagree.
Discussion Board Rubric
Criteria
Ratings
Points
Initial Post:
Initial response to prompt
10 to >9 pts
Excellent
Posts well developed response to the prompt that fully addresses and develops all aspects of the prompt.
9 to >6 pts
Good
Posts well developed response to the prompt that addresses all aspects of the prompt; lacks full development of concepts.
6 to >0 pts
Acceptable
Posts adequate response to prompt with superficial thought and preparation; doesn’t address all aspects of the prompt.
0 pts
Unacceptable
Does not complete assignment.
10 pts -
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Concept Mapping for Patient Care: Understanding Disease Process and Generating Solutions “Implementing and Evaluating Nursing Interventions: A Process for Success”
Please use the template attached for the assignement.
I have also attached an exaple with annotated reviews.
Attached is also a screenshot for the book needed for this assignment. Be advised that professor is very stricts and needs to follow the template and example to the tiniest details.
Thank you.
Rubric:
oncept Mapping Spring 23 edits
Concept Mapping Spring 23 edits
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDisease Process and Pathophysiology Risk Factors
5 pts
Satisfactory
Learner performs a thorough review of the disease process pathophysiology; identifies risk factors.
3.5 pts
Beginning
There are critical aspects of pathophysiology missing. This entry is incomplete.
0 pts
Unsatisfactory
The pathophysiology information is missing.
5 pts
This criterion is linked to a Learning OutcomeRecognizing Cues
What matters most?
5 pts
Satisfactory
Based on available patient data, the learner identifies at least four (4) critical cues that are significant and could impact the patient condition. The learner may consider both subjective and objective patient data.
3.5 pts
Beginning
Based on available patient data, the learner identifies two (2) or three (3) critical cue(s) that are significant and could impact the patient condition. The learner may consider both subjective and objective patient data.
0 pts
Unsatisfactory
Based on available patient data, the learner identifies zero (0) or one (1) critical cue(s) that are significant and could impact the patient condition. The learner may consider both subjective and objective patient data.
5 pts
This criterion is linked to a Learning OutcomeAnalyzing Cues
What could it mean?
5 pts
Satisfactory
Based on the identified cues, the learner is able to create three (3) – four (4) supporting connections between the relevant cues and client conditions/problems.
3.5 pts
Beginning
Based on the identified cues, the learner is able to create two (2) supporting connections between the cues and patient condition/problems.
0 pts
Unsatisfactory
Based on the identified cues, the learner is able to create one (1) or zero (0) supporting connection(s) between the cues and patient condition/problems.
5 pts
This criterion is linked to a Learning OutcomePrioritizing Hypotheses
Where do I start?
5 pts
Satisfactory
Based on the identified connections between cues and patient conditions/problems, learner is able to identify and rank three (3) client conditions/problems critical to positive patient outcomes. These should be listed with most urgent problems first.
3.5 pts
Beginning
Based on the identified connections between cues and patient conditions/problems, learner is able to identify and rank two (2) client conditions/problems critical to positive patient outcomes. These should be listed with most urgent problems first. This point value is also chosen if client/problems are not listed with the priority concern(s) first.
0 pts
Unsatisfactory
Based on the identified connections between cues and patient conditions/problems, learner identifies zero (0) or one (1) client conditions/problems critical to positive patient outcomes.
5 pts
This criterion is linked to a Learning OutcomeGenerating Solutions
What can I do?
5 pts
Satisfactory
List five (5) solutions/outcomes with appropriate interventions that will positively impact client outcomes and are appropriate to the care of the client. Outcomes/goals are listed in the SMART format.
3.5 pts
Beginning
List three (3) to four (4) solutions/outcomes with appropriate interventions that will positively impact client outcomes and are appropriate to the care of the client. Outcomes/goals are listed in the SMART format.
0 pts
Unsatisfactory
List zero (0) to two (2) solutions/outcomes with appropriate interventions that will positively impact client outcomes and are appropriate to the care of the client. This point value is also chosen if outcomes/goals are not listed in the SMART format.
5 pts
This criterion is linked to a Learning OutcomeTaking Actions
What will I do?
5 pts
Satisfactory
Describe how each of the five (5) identified nursing interventions will be performed, implemented, administered, communicated, or taught.
3.5 pts
Beginning
Describe how three (3) to four (4) of the identified nursing interventions will be performed, implemented, administered, communicated, or taught.
0 pts
Unsatisfactory
Describe zero (0) to two (2) of the identified nursing interventions will be performed, implemented, administered, communicated, or taught.
5 pts
This criterion is linked to a Learning OutcomeEvaluating Outcomes
Did it help?
2.5 pts
Satisfactory
Describe how you will determine the effectiveness of the five (5) priority nursing interventions you implemented. How will you know if your interventions are effective or not?
1.5 pts
Beginning
Describe how you will determine the effectiveness of three (3) to four (4) priority nursing interventions you implemented. How will you know if your interventions are effective or not?
0 pts
Unsatisfactory
Describe how you will determine the effectiveness of zero (0) to two (2) priority nursing interventions you implemented.
2.5 pts
This criterion is linked to a Learning OutcomeNursing Process template
2.5 pts
Satisfactory
Recognizing the completion of this template will assist the learner with the concept map assignment, all six (6) boxes are thoroughly completed. The SBAR information is thoroughly identified, and the chosen concept for the assignment is clearly identified.
1.5 pts
Beginning
Information is missing from one (1) to three (3) box(es). The SBAR information is thoroughly identified, and the chosen concept for the assignment is clearly identified.
0 pts
Unsatisfactory
Information is missing from four (4) to six (6) boxes. This point value is also chosen if the SBAR information is missing and/or the chosen concept for the assignment is not identified.
2.5 pts