M8 d discussioninstruction please use apa style and in test cit

1. M8D: Discussion
Instruction: please use APA style and in test citation,
Now that you are engaged in your final project and have
completed exceptional discussion throughout this semester, your
final task is to tackle a mixed methods study. A great many of
you noted in your critique that you would have chosen to move
forward with a mixed methods design. Here is your opportunity
to decide if you like how this researcher utilized the method,
how it was reported and the applicability of the findings. In
your initial post, please address the following questions:
· Does this method measure well what was intended?
· Is it reported in a way that the information is clear and usable?
· What would you do differently?
Rationale: While mixed methods studies are valuable, they are
more work than selecting a qualitative or quantitative approach
and, thus, are not undertaken as frequently. It is important to be
exposed to and critically evaluate this type of research. When it
is done well, it is very informative, but given the additional
coordination and analyses, there is more of a risk that it will be
underutilized or reported.
USE THIS ARTICLE TO ANWERS QUESTION
· Educating nurses how to critique research reports (Links to an
external site.)
· Reading and critiquing a research article
Test book.
Nieswiadomy, R. M., & Bailey, C. (2018). Foundations of
nursing research (7th ed). Upper Saddle River, NJ: Prentice-
Hall.

2. EDUC 703
Historical Topic Analysis Assignment Instructions
Overview
The purpose of the Historical Topic Analysis Assignment is to
evaluate historical events, topics, and trends and their related
causes and effects, especially in the field of education. The
topic will also be addressed from a Biblical worldview
perspective integrating current course materials and peer-
reviewed journal articles. Candidates are encouraged to explore
from a historical perspective a topic they anticipate might relate
to their future capstone or dissertation project. Candidates
research and conduct the analysis. They demonstr ate knowledge
of educational ideas of the past, consider the relevance of the
topic, analyze the topic in light of their own educational beliefs,
and critically analyze related actions and beliefs.
Instructions
This paper is based on the topic, guiding question, and
preliminary thesis statement you submitted in previous
assignments and should be in APA format (see the APA Format
Quick Guide).
Length: This paper is to be at least 1,300 words in length from
the introductory paragraph to the conclusion. This does not
count the title page, abstract, or reference pages.
Citations and References: Cite at least five sources throughout
the paper and list them on the reference page. Of the five
sources, one of them is required to be the course textbook. You
may incorporate articles from your Annotated Bibliography
Assignment and other course assignments as appropriate. Other
sources may include course videos, academic journal articles,
books, and textbooks from other courses.
Structure: You have a great deal of latitude in how the paper is
structured, but it should follow a logical progression of thought
and the guidelines below. See the Historical Topic Analysis
Grading Rubric for required elements.

3. 1. Title Page
· Pagination: In APA, all pages are numbered. The title page
should be page 1.
· Title: The title should not be the name of the assignment (i.e.,
Historical Topic Analysis). It should be a phrase drawn from the
thesis statement in the introductory paragraph. It should provide
the reader a hint of the topic and the main idea supported
throughout the paper and may be phrased in a clever, unique
fashion. The first letter of all words should be capitalized
except for articles (e.g. a, an, the), conjunctions (e.g., and, but),
and short prepositions (e.g., of, about), unless they appear as
the first word, which is always capitalized. Center and boldface
your title and position it near the middle of the page or slightly
above the middle.
· Other Information on Title Page: All other information on the
title page should comply with current APA requirements.
2. Abstract: The heading of the abstract should be centered and
boldfaced.
· Place the abstract at the top of a page by itself after the title
page.
· Do not indent the first line.
· The abstract is a brief, comprehensive summary of the
contents of the paper. It should present the main ideas and main
conclusions/implications. Including the main ideas and
conclusions in the abstract is much more important than a
simple outline of the structure or headings.
3. Introduction: Do not use the word “Introduction” as a
heading for this section.
· The purpose of the introductory paragraph is different from
that of the abstract. Do not simply copy the abstract.
· In this section, introduce your thesis statement that will be

4. developed throughout the paper. It is the main idea you are
presenting. Save other supporting ideas for the body of the
manuscript. Do not overload the introductory paragraph with
too many concepts that distract from the key point of the thesis
statement.
· It is best to place the thesis statement at the end of the
introductory paragraph. It is typically one or two sentences that
serve as a transition into the rest of the paper. Some writers
choose to place it as the first sentence of the introduction.
Either option is acceptable as long as the introduction is well
written and has a logical progression of thought.
4. Summary and Context: Centered in bold with all major words
capitalized, enter the first Level 1 heading of your paper. (Level
2 headings are unnecessary for this short of a paper.) Use the
words “Summary and Context.”
· This brief section describes and/or summarizes the topic you
have chosen so the reader understands the setting in which the
topic developed. This is a succinct presentation of events or
circumstances that may have influenced the topic.
· Include transitions that build a logical progression from the
thesis statement in the introductory paragraph into the topic and
its historical context.
5. Critical Analysis: This Level 1 heading should be formatted
the same as the previous one. Use the words “Critical
Analysis.” This section should reflect various perspectives
about the topic, including a Biblical worldview lens.
6. Conclusion: Use the same Level 1 formatting as you have
done with your other headings above and enter the word
“Conclusion”is centered, bold font. Although your conclusion
should include concepts from the thesis statement in the
introduction and should have some alignment with the title of
the paper, you should not simply restate the thesis statement.
Wrap up the paper by emphasizing your main idea and draw a
clear conclusion. Typically, a good conclusion does not
introduce new information. The conclusion is where you are to

5. discuss implications about what you have already shared and
relate ideas to current educational issues.
7. References: Starting at the top of the next page after the end
of the manuscript, center in bold font the heading “References.”
· Double-space everything throughout your paper, including the
reference page. Do not insert additional extra lines/spaces.
· Using a hanging indent, which means that the first line of
every reference is left-justified with all other lines of the
reference indented.
· Follow the format below for books. Only initials are used for
the author’s first and middle names. See the APA manual for
examples of multiple authors, editors, etc.
Authorlastname, A. B. (2019). Book title in italics with only the
first word and proper nouns, like Christian, capitalized: If ther e
is a subtitle, the first word is capitalized. Publisher.
· Follow the format below for journalarticles. Both the journal
title and the volume number are italicized. There is no space
between the volume and issue numbers. (Sometimes, the source
provides no issue number. If that is the case, simply place a
comma after the italicized volume number.) Page numbers are
last without “p.” or “pg.” before them.
Authorlastname, A. B. (2019). Article title in regular font with
only the first word and proper nouns, like European,
capitalized: Subtitles may or may not be used. Journal Titles
Capitalize All Major Words Except for the Articles,
Conjunctions, and Short Prepositions, 15(2), 41-50.
· Regarding APA format for citing the Bible, see Religious
Work References on the APA website. The Bible should be in
addition to other required references.Miscellaneous Tips
First Person Pronouns: Per the APA manual, first-person
pronouns are permitted. However, they should rarely be used
and are intended only for conveying an incident about your life
story (e.g., “I was born into poverty”) or explaining the actions

6. you took as a researcher (e.g., “I conducted focus groups with
participants.”) A good writer makes strong declarative
statements in third-person plural (e.g., teachers, parents,
leaders, etc.) in terms of “ought”and “should” rather than
overusing redundant statements such as “I believe that,” “I
think that,” “to me,” “for me,” etc. Almost always, sentences
are strengthened by simply omitting references to self.
It is considered poor writing to refer to yourself in third-person
(e.g., “this author”). It also may confuse the reader because
there are typically multiple authors being discussed within a
manuscript.
Academic Integrity: This paper will be screened by plagiarism-
checking software, which reports to the professor the degree to
which your paper is similar to other works. The following tips
will help you avoid issues with plagiarism:
· Direct Quotes: No more than 10% of your paper should be
made up of direct quotes. Therefore, do more summarizing and
paraphrasing than quoting. Short quotes should be in quotation
marks and longer quotes of 40-words or more should be
indented. If you do not set off direct quotes in this manner
and/or do not cite them, it is plagiarism.
· Ideas and Facts: If the idea or fact is not your own, you must
cite its source. When not directly quoting, summarize, or
analyze the idea in your own words.
Note: Your assignment will be checked for originality via an
online plagiarism tool.
Page 1 of 3
EDUC 703
Historical Topic Analysis Grading Rubric
Criteria

7. Levels of Achievement
Content 80%
Advanced
Proficient
Developing
Not Present
Points Earned
Coherence: Introduction, Thesis Statement, Conclusion
20%
28-30 points
Title, abstract, introduction, thesis statement, and conclusion
are well-constructed, are coherently aligned, and are supported
throughout the body of the paper.
25-27 points
A thesis statement is introduced, aligns with the title and body
of the paper, and is affirmed in the conclusion.
1-24 points
The thesis statement is poorly introduced and concluded, is
vaguely stated, and/or does not align with the title and/or body
of the paper.
0 points
Not present
Body of the Manuscript
60%
83-90 points
The topic is clearly summarized and historically contextualized.
Various perspectives provide a critical analysis, including a
Biblical worldview lens.
76-82 points
The topic is summarized. It is analyzed through a single
perspective.
1-75 points

8. The summary fails to convey the significance of the topic
and/or does not provide historical context. Opposing
perspectives are not addressed.
0 points
Not present
Structure: 20%
Advanced
Proficient
Developing
Not Present
Points Earned
APA, Mechanics, & Length
20%
28-30 points
Paper is free of mechanical and APA errors. 100% of the length
requirement is met.
25-27 points
Few mechanical and/or APA errors exist. Length of the paper is
met by 90% to 99%.
1-24 points
Several mechanical and/or APA errors exist. Length of the
paper is met by less than 90%.
0 points
Not present
Total Points
/150
Instructor’s Comments:

9. 1
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR
LESS
1
Replace This Title: Ensure It Aligns with Your Thesis
Statement
Claudia S. Sample
School of Education, Liberty University
Author Note
Claudia S. Sample
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Claudia S. Sample
Email: [email protected]
Abstract
Do not indent the abstract. Per APA, this is a brief,
comprehensive summary of the contents of the manuscript. It
may range in length from 150 to 250 words in length.
Keywords: main words, primary, necessary, search terms
Insert the Same Title Here as Is on Your Title Page
Begin typing your introduction here. The purpose of the
introductory paragraph is to introduce your thesis statement.
Typically, the thesis statement is the last sentence of this one-
paragraph introduction and serves as a transition into the rest of

10. the paper. The thesis statement is the main idea of the paper—
the main point you are making.
Summary and Context
See assignment directions regarding what to enter here. Cite
your sources. If you mention an author’s name in the body of
the paragraph, which is not required, insert the publication year
after the first time you mention the author’s name in your
paragraph. If you do not incorporate an author’s name into your
paragraph, include it parenthetically prior to the publication
year as in this example: (Garcia, 2020).
Direct quotes should be rare and are not required. Generally,
they should make up 10% or less of any manuscript. Citations
are not just for direct quotes but are also for ideas—to indicate
to the reader where you found the idea. Here is one way to cite
a direct quote: Gutek (2018) was correct in his observation that
“Freire was a doer as well as a thinker” (p. 463). Note that there
is no period before the citation; it appears after it. Here is a
second way to cite a direct quote: As at least one historian has
noted, “Freire’s liberation pedagogy heavily influenced critical
theory” (Gutek, 2018, p. 463). Page or paragraph numbers are
required for all citations of direct quotes.
Each paragraph should have a clear topic sentence. All topic
sentences should support the thesis statement of the paper.
Paragraphs serve to support the topic sentence of the paragraph.
Ensure there is a logical progression in your writing and that
you use appropriate transitions from one idea to the next.
There should be no extra lines or spaces throughout the body of
the manuscript. Sometimes Microsoft Word automatically
inserts lines after headings, paragraphs, or sections. If you do
not know how to remove these, simply do an internet search of
your question: “How do I remove extra lines in Microsoft
Word?”
Critical Analysis
See assignment directions regarding what to enter in this
section. Notice that the headings are all Level 1 headings and

11. are all centered and bolded per APA format. In such a short
paper, you should not need Level 2 headings.
Here is one way to cite the Bible: John 3:16 states, “For God so
loved the world” (New International Version, 1978/2011). Here
is another way: The pastor opened the Bible and read, “For God
so loved the world” (New International Version, 1978/2011,
John 3:16). The translation is required only for the first direct
quote of Scripture in the manuscript. However, if the
subsequent Scripture quotes are from a different translation, the
translation must be included every time it switches in the
manuscript.
Conclusion
A good conclusion does not simply restate the thesis statement
from the introductory paragraph, but it most definitely reiterates
it by reminding the reader that the points that have already been
made sufficiently support what was hinted at in the title,
presented in the abstract, and introduced in the first paragraph.
New support for the thesis should not be introduced in the
conclusion. However, you may draw conclusions, identify
trends, and discuss implications for current issues.
References
Notice how the examples below have a hanging indention.
Everything in APA is to be double spaced, including the
abstract, lengthy quotations, and the reference list. Nothing is
single spaced.
Authorlastname, A. B. (2019). Book title in italics with only the
first word and proper nouns, like Christian, capitalized: If there
is a subtitle, the first word is capitalized. Publisher.
Authorlastname, A. B. (2019). Article title in regular font with
only the first word and proper nouns and proper adjectives, like
European, capitalized: Subtitles may or may not be used.
Journal Titles and Volume Numbers Are Italicized, 15(2), 41-

12. 50. https://doi.org/10.1016/j.midw.2013.07.007
1
2
The American Civil war
Student
Professor
Course
Date
The American civil war
Abstract
This paper aims at discussing the causes, effects, and aftermath
of the American civil war that took place between 1861 to 1865.
The American civil war began in 1854 when the US congress
enacted the Kansas-Nebraska policy that promoted all forms of

13. slavery. However, the opposing forces to the rule struggled
earnestly in a war called the “bleeding act” in their quest to end
this inhumane act. Additionally, there was another movement in
the north, the “republican party” which was a political
organization that created various policies to oppose the act of
extending the slavery policy into the western communities. In
1857, the Dred Scott Case, a Supreme Court ruling confirmed
that the slave trade was legal. However, in 1859, John Brow n,
one of the opposers convinced the southern communities that
the legalization of the slave trade was bound to destroy the
peace and harmony of their neighboring communities and that
they should stand against it. The war finally ended in April
1965 when the main antagonist, General Lee surrendered to the
opposition General Mr. Grant at the battle of Appomattox
house. The war ended and millions of black slave prisoners
were freed.
Summary of the American civil war
The practice of legalizing the slave trade was one of the turning
points of the United States during the 19th century (Foster,
2018). The US was thrown into a crisis when Abraham Lincoln
was elected as the US president in 1860 but on the condition of
an anti-slavery platform. However, the southern territories that
supported the slave trade withdrew from the main government
to form their organizations with different laws and regulations
supporting the slave trade. After Confederate forces seized
various cities they attempted to force the main government
headed by Abraham Lincoln to legalize the slave trade but they
failed with their mission (Hall, Huff and Kuriwaki, 2019). This
led to an outbreak of civil war in 1861 when the confederate
forces engaged in a “Battle of Fort Sumter” in California with
other territories that did not support or promote the slave trade.
This happened only one month after Lincoln’s inauguration as
the president of the United States. Allin (2019) notes that the
states/territories that remained loyal to the main government
were referred to as the “union.” However, the confederate states
continued with their agenda of promoting the slave trade and

14. they controlled at least 11 out of the 34 states (Hall, Huff and
Kuriwaki, 2019). During this period, there was a fierce battle
between especially in the Southern territories between the
confederate states and the Union states that supported the main
government.
During the war-torn period (1861-1862), Foster (2018) observes
that the union made important progress. In the Eastern
territories of the US, the union made sure that the war was
largely reduced to a great extent and was also inconclusive.
During the summer period of September 1862, the president
issued a directive called the “Emancipation proclamation.” The
main objective of this directive was to ensure that the slave
trade was brought to an abrupt end (Choperena, 2021). In the
western territories, the union forces destroyed the river navy
that belonged to the confederate forces and also seized the
territory of New Orleans. To ensure that the confederate forces
were largely neutralized, the union forces seized Vicksburg, one
of the main strongholds of the confederate army. This later split
the Confederate forces into two groups (Allin, 2019).
In 1863, the commander of the confederate army, Mr. Robert
Lee's invasion in the northern territory ended tragically at the
Battle of Gettysburg. The Union forces tightened their grip by
blocking all the ports of the confederate forces. Furthermore,
they assembled all the resources tools and equipment and
launched various attacks against the confederate army (Foster,
2018). The city of Atlanta was eventually captured by the Union
forces under the leadership and the command of General
William Sherman. The last civil battle involved the siege of
Petersburg. In the battle, the Union forces completely defeated
confederate forces and also seized the Rich diamond, another
stronghold of the confederate forces (Hall, Huff, and Kuriwaki,
2019). The war came to an end in the summer of April 1965
when General Lee, the commander of the confederate forces
surrendered to the Union forces under the command of General
Grant at the “battle of Appomattox House” after they had fled
from Rich Diamond and Petersburg. Other Confederate generals

15. also decided to bring the war to an end by surrendering to the
Union forces.
To mark the end of the war, the confederate union was
dismantled and collapsed, the slave trade was eventually banned
in the US and more than four million enslaved prisoners were
set free (Wyne, 2020). The process of rebuilding the war-torn
US began since much of its resources and infrastructure had
been destroyed. Furthermore, the slaves who were freed were
granted their civil rights that were also marked in the US
constitution.
The critical analysis
Some several pros and cons can be taken from this civil war.
First, Abraham Lincoln is seen to be a great leader when he was
elected on a non-slaver platform. As Wyne (2020) notes, leaders
should be elected on a free and fair platform to promote the
rights and interests of their citizens. Furthermore, Lincoln also
demonstrated strong leadership when he introduced the
“Emancipation proclamation.” This was a law that was meant to
abolish all forms of the slave trade and fight for the rights and
interests of the black slaves (Wayne, 2020). When the president
introduced the law, the Union forces tightened their fight
towards the confederate forces. They eventually achieved their
goal by restoring law and order in the US.
However, the leaders of the Confederate armies such as General
Lee are seen as leaders who are incompetent and greedy. This is
because they decided to go against the will of the people of the
US. The citizens had elected Abraham Lincoln (Allin, 2019) on
one condition of promoting anti-slavery and giving the black
communities their civil rights. However, the confederate leaders
tried to overturn the policies and the will of people by
forcefully promoting the slave trade in the US. However, their
attempts eventually failed.
The Union forces demonstrated a high level of loyalty and
resilience (Choperena, 2021). Despite the emergence of the
confederate unions and armies, they decided to stand with the
government and the wishes of the general public. Furthermore,

16. they also demonstrated a high level of bravery by neutralizing
all forms of attacks and threats from the enemy forces and
restoring justice in the country.
Lastly, despite the high number of casualties and the destruction
of resources, democracy is restored in the US as the black
slaves were eventually given their civil rights and also protected
by the rule of law. Despite all the suffering and all kinds of
torture, they were incorporated back into society like other
normal citizens.
Conclusion
The American civil war is among the deadliest civil w ars that
any country has experienced. It claimed the lives of more than
750,000 soldiers and a large number of civilian casualties.
However, this war is also an indication that democracy prevails
above all the barriers. Despite the challenges and the loss of
infrastructure, peace and harmony were restored and the slaves
were also given their freedom and civil rights.
References
Allin, L. C. (2019). The Civil War and the Period of Decline:
1861-1913.
In America's Maritime Legacy: A History of the US Merchant
Marine and Shipbuilding Industry Since Colonial Times (pp. 65-
110). Routledge.
Choperena, A. (2021).
Triumphal narratives in the American Civil War: A new nursing
professional identity. Journal of Advanced Nursing, 77(3),
1422-1431.
Foster, G. M. (2018).
What's Not in a Name: The Naming of the American Civil
War. Journal of the Civil War Era, 8(3), 416-454.
Hall, A. B., Huff, C., & Kuriwaki, S. (2019).
Wealth, slave-ownership, and fighting for the Confederacy: An
empirical study of the American civil war. American Political
Science Review, 113(3), 658-673.

17. Wayne, M. (2020).
The black population of Canada West on the eve of the
American Civil War: A reassessment based on the manuscript
census of 1861. In A Nation of Immigrants (pp. 58-82).
University of Toronto Press.