What do you need to do for this assessment?
Task:
You are required to complete a
written Statistical Investigation, which will involve researching a
topic and question of your choice. You will introduce the topic by providing
a historical or theoretical background and your will explain how the research
question will be answered. You will collect data by either primary or
secondary methods or both and descriptively analyse the data by use of
calculations and graphs. You will complete a written analysis of the data,
which will inform your conclusion. Any sources used will be referenced and
examples of raw data will be included in an Appendices section.
Your tutor will provide ideas
for research topics if required and support and feedback over a
number of weeks. You must submit the Statistical
Investigation on the VLE and via Turnitin by a set day and time.
Guidance:
For this assessment you should make use of the
following formative activities that you have already completed. These activities have been designed to
support this summative assessment:
·
State the topic that you are
investigating.
·
State at least 3 research questions
relating to this topic that you will be attempting to answer using statistical
methods.
·
Collect appropriate secondary or
primary data to address each of your research questions and present it in
tabular or other suitable form. It is suggested that you use data from the
UK’s Office for National Statistics (www.ons.gov.uk). Ensure that you provide a citation
for all data and include a list of reference sources at the end of your
report.
·
Use a suitable software package (e.g.
MS Excel or SPSS) and a range of appropriate graphical techniques to display
your data. Your report should include at least 3 graphs of at least 2
different types. All graphs must be produced by you and MUST NOT be copied
from reference sources.
·
Describe any patterns you observe and
perform calculations of relevant quantities where appropriate.
·
Use your data to draw relevant
conclusions addressing your research questions.
·
Evaluate the validity and reliability
of your conclusions.
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“Statistical Investigation: Exploring a Chosen Topic Through Data Analysis and Research”
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Title: Analyzing the Impact of Social Media on Mental Health
The Instructions are in the document attached. The rubric
must be typed, double-spaced, in 12-point Times New Roman or Arial font, with one-inch margins,
must have the title page in APA style (seventh edition),
must have in-text citations in APA style (seventh edition),
must include a reference list in APA style (seventh edition) (Note that you must reference the data you are using for the project.), and
must be prepared using word processing software (Microsoft Word preferred).
The short paper should be about three or more double-spaced typewritten pages (plus graphs).
The paper should be written in accordance with the APA style (seventh edition) research paper format. -
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“Research Process and Concept Mapping for Informational Reports” “Collaborative Concept Mapping: Utilizing Lucidchart, Mindomo, and Spiderscribe in Real-Time”
This assignment is designed to help you understand the research process and to help you consider possible sources you will use in your Informational Report. Please complete tasks 1 and 2.
1. Based on chs. 30-31.1: “Developing Your Research Process–Gathering Reliable Information” answer the following questions.
What are the six steps for effectively creating a research plan?
What are primary and secondary sources?
What is the difference between popular and scholarly periodicals? What are examples of each?
2. For this part of the assignment, you will begin brainstorming for your Exploratory Essay by designing a concept map.
Concept mapping is a learning strategy that involves visualizing relations between concepts and ideas using graphical representations. It is a form of graphic organizer that consists of various circles or boxes (called nodes) each of which contain a concept and are all interlinked through linking phrases. The role of these linking phrases is to “identify the relationship between adjacent concepts” (McClellan and Broggy, 2009).
Some benefits of Concepts Maps for students:
Provide students with nonlinear visual ways to understand, produce, and represent knowledge.
Help develop higher-order thinking skills including analytical skills.
Facilitate the recall and processing of information.
Help students externalize their knowledge and show their understanding.
Make explicit structural forms of knowledge and relationships between concepts and therefore enhance students’ comprehension.
They attend to different learning styles.
They engage students in meaningful learning activities.
They are effective organizational tools students can use to organize their knowledge.
Visual representations of knowledge is proved to both stimulate and increase brain activity (Marzono, 1998, cited in Birbili, 2006).
Please choose one of the following Concept Mapping Tools to brainstorm ideas, research questions, and possible sources to help you explore the topic of your Personal Narrative in more depth and provide a starting point for your Informational Report. Have at least three questions stemming from your topic, and three possible sources stemming from your questions.
Submit your concept maps to the discussion area by Friday of week four. By Monday of week four, check out some of your peers’ maps. Notice how their ideas are growing outward. You can give your peers additional ideas or points to consider as they develop the ideas in their concept maps. You can also give positive reinforcement to your peers, and you can ask questions.
Attached is an example; please submit your map as an image or pdf attachment.
Exploratory Concept Map (I used Bubbl.us)
Bubbl.us
A good tool for creating visually attractive concept maps. No software download required and maps you create can be saved as an image. It also supports different sharing and collaborative features.
Popplet
Another good tool students can use to create and share concept maps. It offers various features including: recording notes in different formats with text, images and drawings; link notes to each other; export your final work as PDF or JPEG; supports several languages and many more.
MindMup
Lets you ‘create unlimited mind maps for free, and store them in the cloud. Your mind maps are available everywhere, instantly, from any device.’
Creately
Offers tons of pre-designed concept map templates, supports group work, integrated with third party tools including Chrome Store and Google Apps. It also has this handy resource to help you better understand and use concept maps.
Coggle
Another useful tool for creating collaborative concept maps. ‘Coggle is an online tool for creating and sharing mind maps. It works online in your browser: there’s nothing to download or install.’
MindMeister
‘MindMeister is an online mind mapping tool that lets you capture, develop and share ideas visually…MindMeister lets you share your mind maps with as many friends or colleagues as you want and collaborate with them in real-time.’
Lucidchart
You can use Lucidchart to design concept maps, flowcharts and different types of diagrams. It also support collaborative features and works across several devices. It also offers this handy resource to help you learn more about concept maps and how to use them in your class.
Mindomo
Excellent for creating mind maps, concept maps, outlines and many more. Its ‘Presenter’ feature lets students turn their maps into slide-by-slide presentations. Maps can embed videos, audio clips, and links. It also lets students search web images directly from the map and add them with a single click.
Spiderscribe
‘SpiderScribe is an online mind mapping and brainstorming tool. It lets you organize your ideas by connecting notes, files, calendar events, etc. in free-form maps. You can collaborate and share those maps online.’ -
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Title: Overview of Common Skin and Eye Infections: Etiology, Diagnosis, and Treatment Modalities
Describe dermatitis, diagnostic criteria, and treatment modalities
Describe the drug therapy for Conjunctivitis and Otitis Media
Discuss Herpes Virus infections, patient presentation, and treatment
Describe the most common primary bacterial skin infections and the treatment of choice. -
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Title: “Uncovering History: Exploring the Story of Anne Frank and the Holocaust through Film” For this assignment, I have chosen the movie “The Diary of Anne Frank” (1959) which is based on the real-life story of
For your initial post, address the following:
Identify a book, movie, or television show about a person (famous or not) involved in a historical event. Describe what is interesting about their story. What did you learn about the time and place in history?
What is something that clarified your knowledge or raised questions about your knowledge about the event and/or person?
How do you decide what to believe about the event and/or person? -
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“Concept Mapping: Understanding Disease Processes and Developing Effective Nursing Interventions” “Implementing and Evaluating Priority Nursing Interventions: A Nursing Process Approach”
Concept 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
Total Points: 35
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“The Impact of Exercise on the Immune System: Finding the Balance” Introduction: Exercise is known to have numerous health benefits, including improved cardiovascular function, increased muscle strength and endurance, and reduced risk of chronic diseases. However, the effects of
The main question for Week 3 is how does exercise affect the immune system? We know that exercise has numerous health benefits such as improved cardiovascular function, increased muscle strength and endurance, and reduced risk of chronic diseases, but what about the immune system? There is evidence of regular exercise enhancing the immune system, and there is other evidence suggesting that intense or prolonged exercise may suppress immune function. Find your own evidence to back up what happens to the immune system after stressful exercise and some recommendations to help with recovery of the immune system. Make sure to cite and reference as needed.
For follow-up posts, respond to your classmates with evidence that backs up your position on what your peers are explaining regarding post-workout immune function. You may agree or disagree with your peers but be sure to back up your response/s with information that you found in research articles. Remember, when you are giving your opinion there are correct and incorrect responses, so if a classmate gives you feedback, do not take it offensively, but let it serve as a group learning project. Make sure your response is not only an “I agree” with minimal detail. Follow the discussion board forum guidelines to earn full credit. -
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Incorporating Credible Evidence into Evidence-Based Practice Models: A Review of Criteria and Relevance for a Chosen Diagnosis
The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.
Below is a quick review table of several well-known Evidence-Based Practice Models used to guide exploration:
Evidence-Based Practice Models
Iowa Model of Evidence-Based Practice
Stetler Model
Ottawa Model
PARiHS (Promoting Action on Research Implementation in Health Services) Model
ACE (Academic Center for Evidence-Based Practice) Star Model
ARCC (Advancing Research and Clinical Practice Through Close Collaboration) Mode
John Hopkins Model
KTA (Knowledge-to-Action) Model
For this assessment:
Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
Your identification and determination of credibility should be done within the context of your chosen diagnosis for this assessment. Your initial identification of resources should be of resources that will best help address the presented diagnosis you selected. Since you are locating resources to help provide evidence-based care for the diagnosis/health care issue you identified in the first assessment, you may want to begin your literature and evidence search from the databases that were identified.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe a chosen diagnosis that could benefit from an evidence-based approach.
Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
Analyze the credibility and relevance of evidence and resources within the context of a chosen diagnosis.
This is where you are selecting the specific resources to help address the diagnosis you selected for the first assessment.
Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a chosen diagnosis.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Length of submission: 2-4-page scholarly paper, this does not include the APA-formatted title page and reference list.
Number of references: Cite 3-5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
APA formatting: References and citations are formatted according to current APA style. -
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“Exploring the Themes of Faith and Identity in Leigh Bardugo’s ‘Shadow and Bone’ and Olivia McDonald’s ‘The Color of Our Sky’: A Comparative Analysis”
Hello Please see the assignment instructions uploaded . And see the grading rubric, syllabus ,etc. Chapters being read will be seen in the assignment instructions . Some Screen shorts of the books ( leigh …. & Olivia McDonald WILL BE SENT TO YOUR SUPPORT TEAM WHO WILL EVENTUALLY PASS HEM TO YOU . Please LET ME KNOW IF THERE ANY question or need for clarification . At least 5 strong scholastic sources ( books & peer reviewed articles, plus bible based books ,etc.)>
-
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Literature Review Assignment “Exploring the Role of Information Systems in Business: A Literature Review” “Unpacking Plagiarism: A Comprehensive Examination of Its Definition, Causes, and Consequences”
Literature Review Assignment
Instructions (2 Part Assignment; Outline Due June 9th, Literature Review Due June 28th)
Literature
Review: Outline Assignment (DUE JUNE 9th)
Overview
A critical skill
at the doctoral level is the ability to conduct scholarly research guided by
clearly articulated research questions
that address a specific issue or problem.
For this literature review, your research
will be guided by the following three Research
Questions:
1.
How
do individual and group decision processes aid or impede business decision making?
2.
What
are the latest developments in the process of strategy development and
execution?
3.
How
can my academic discipline, Information Systems (see note below), as a function within
the organization, influence the process of business strategy development and
execution?
The first two questions are explored from a broad business perspective, while the third question gives you
the opportunity to change your frame of reference to your specific
cognate in the
Doctoral Program.
Note: The third
research question deals with your Cognate (Information Systems) as a function
that is performed in a business. This is not exploring your degree program, the
courses you have taken, or higher education in any way. You will replace the
words ‘my academic discipline’ in Research Question 3 with your actual academic
discipline. Examples of academic disciplines include Finance,
Marketing, Accounting, Information Systems, International Business Management.
The purpose of
this research project is for you to create a scholarly piece of graduate level
research and writing which conforms to current APA format.
For this initial
assignment, you will be developing the outline for your literature review. Use
the Research Questions as provided in the instructions above. Your outline will
include a minimum of one level of indentation below each Research Question with
not less than two sub‐headings not
including the Summary. Following each
sub-heading you will provide a one to two sentence description of what you will
cover in that section of the literature review. Do not provide any narrative
beyond what is being requested and be sure to include citations for any factual
assertions you make in your descriptions. The sources documents for all
citations provided must be included in the Reference section. Your headings must be descriptive to allow a reader to understand
what is included each section and subsection. You can include more than two
subheadings for each Research Question and additional levels of indentation if
required for your discussion. In the final module you will be submitting your
completed literature review.
Use the format
below:
Introduction
Level 1 ‐ RQ1
Level
2 ‐ Sub heading 1
Level 2 – Sub heading 2
Summary
Level 1 – RQ2
Level 2 ‐ Sub heading 1
Level 2 – Sub heading 2
Summary
Level
1 – RQ3
Level 2 ‐ Sub heading 1
Level 2 – Sub heading 2
Summary
Conclusion
References
You must attach a word document (.docx).
Included for future reference:
Literature
Review: Final Assignment (DUE JUNE 28th)
Overview
A critical skill
at the doctoral level is the ability to conduct scholarly research guided by
clearly articulated research questions
that address a specific issue or problem.
It is important that you include and address the research questions provided. Changing
the research question changes the focus of the study, and the resulting
document will not meet the requirements for the literature review. For this literature review,
your research will be guided by the following three research questions:
1.
How
do individual and group decision processes aid or impede business decision making?
2.
What
are the latest developments in the process of strategy development and
execution?
3.
How
can my academic discipline, Information Systems (see note below), as a function within
the organization, influence the process of business strategy development and
execution?
The first two questions are explored from a broad business perspective, while the third question gives you
the opportunity to change your frame of reference to your specific
cognate in the
Doctoral Program.
Note: The third
research question deals with your Cognate (Information Systems) as a function
that is performed in a business. This is not exploring your degree program, the
courses you have taken, or higher education in any way. You will replace the
words ‘my academic discipline’ in Research Question 3 with your actual academic
discipline from your program. Examples of academic disciplines include Finance,
Marketing, Accounting, Information Systems, International Business Management.
What are we looking for in this literature
review?
A literature
review discusses published information in a particular subject area and
sometimes information in a particular subject area within a certain time
period. This literature review will be more than just a simple summary of
information from various sources as it will include an organizational pattern
that combines both a summary and synthesis of information. Please keep in mind
that a summary is a re‐encapsulation of the important information found in the
source, while a synthesis is a re‐organization and combining of that information to present a more complete
picture. Finally, the literature review will evaluate the sources and
advise the reader of the most pertinent or relevant points.
How will this
literature review be evaluated?
Your work will be
evaluated in the areas listed below. Be sure to review the grading rubric to
ensure that you have addressed all areas that will be evaluated. If you are
uncertain or have questions reach out to your professor right away for
clarification.
Content
Required page
count
Relevance of
Information
Academic Level of
Information
Quality of
Information
Sources of
Information
Structure
Organization of
Information
Adherence to Formatting
Instructions and APA Style Guide
Important note
regarding required page count: Assignments must meet the minimum page
count indicated in the instructions. Documents that are short of the required page
count as well as documents that address a different subject matter than
assigned in the instructions by altering the research questions will have the
Content area scores reduced as described below.
For documents that
fail to meet the content word/page count called for in the instructions, the
professor will multiply the score in each Content area by the percentage actualy
provided. Example:
·
The
instructions call for 10 pages of content and the student provides 5 pages of
content.
·
Content
score for Academic Level of Information is determined to be 16 out of 20.
·
That
Content score is multiplied by 0.5 for a final Content score of 8 out of 20 for
Academic Level of Information. This is done for each Content area in the
rubric.
·
The
professor will provide an explanation in the Comments section of the rubric.
Are there differences between plagiarism,
paraphrasing, and quoting?
Paraphrasing is
when you take a source or someone else’s idea and say it in your own words or
even combine the ideas of several
authors as well as your own. When you paraphrase, you will still give the author credit through the use of an in‐text
citation connected to the idea as well as a reference at the
end of the paper.
A direct quote from a source has quotation marks
around the quote. If 40 words or more in
length, it must be set in block quotation format.
You can refer to the APA guide
for more information on this.
At the graduate level, you should be relying almost exclusively on the use of paraphrasing to
allow synthesis of the original author’s views with your own. A direct
quotation should only be used in this literature review (or most other
documents you will produce) when paraphrasing would change the author’s
intended meaning. In other words, you should only use a quotation when it is
the only way to convey what the author intended to convey.
Plagiarism on the
other hand exists when the writer simply copies the words directly from the
source without giving credit with an in‐text citation and a reference.
Plagiarism is not permitted and the paper will not be accepted for grading.
Specific
Instructions:
·
Follow
the outline generated in the Literature Review: Outline Assignment to include
any feedback from your instructor.
·
Use
the Research Questions as provided in the instructions
·
Minimum
of 24 pages of written content, not including introduction, conclusion, front
matter, reference section, and any tables or figures provided.
·
No
less than 8 pages of content addressing each research question
·
Minimum
of 18 current sources not including course texts
·
No
less than 6 current sources for each research
question not including the course texts
·
1
inch margins, Double Spaced, 12 point font
·
Include
Cover Page, Abstract, Table of Contents, and Reference Section
·
Follow
APA (Professional Version) current edition for all formatting
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/APA%207%20-%20Professional%20Sample%20Paper%20-%202020.pdf
Note: Your Literature Review: Final Assignment
will be checked for originality via the Turnitin plagiarism tool.