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Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote. In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice. To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience. Post(2 to 3 pages) a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs. Required Readings Document: Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF) Copyright 2010 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center. Document: Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview. What Works, Wisconsin —Research to Practice Series, (6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. Document: O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness. What Works, Wisconsin —Research to Practice Series, (4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. Document: Small, S. A., Cooney, S. M., Eastman G. & O’Connor, C. (2007). Guidelines for selecting an evidence-based program: Balancing community needs, program quality, and organizational resources. What Works, Wisconsin —Research to Practice Series, (3), 1–6. Retrieved from whatworks.uwex.edu/attachment/whatworks_03.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. University of Wisconsin Extension. (2007).
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Discussion Characteristics, Challenges, and Opportunities of Ev
Discussion: Characteristics, Challenges, and Opportunities of Evidence-Based Design
Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.
In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.
To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.
Provide a 300-word Discussion Post containing the following Headings, Content, and Details:
- A description of the distinguishing characteristics of evidenced-based practice.
- Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
Must contain 3 references and citations form the following materials only.
Required Readings
Document: Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document: Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview.
What Works, Wisconsin —Research to Practice Series,
(6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document: O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness.
What Works, Wisconsin —Research to Practice Series,
(4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document: Small, S. A., Cooney, S. M., Eastman G. & O’Connor, C. (2007). Guidelines for selecting an evidence-based program: Balancing community needs, program quality, and organizational resource ...
Consider the following quotation Often times, potential users of r.docx
Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.
In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.
To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.
By Day 3
Post
a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
By Day 5
Respond
to
at least two
colleagues by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.
Required Readings
Document:
Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document:
Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview.
What Works, Wisconsin —Research to Practice Series,
(6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document:
O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness.
What Works, Wisconsin —Research to Practice Series,
(4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF)
Madison, WI: University of Wisconsi.
Qualitative Research Methods MatrixSubmit in Week 2ApproachDisci.docx
Qualitative Research Methods MatrixSubmit in Week 2
Approach
Disciplinary Roots
Focus of Central Research Question
Unique Terminology
Primary Data Sources
Sampling Issues
Analysis Plan Guidelines
References
Basic Qualitative Inquiry
Philosophy, history constructionism, phenomenology
·
How can the experience of [an event, circumstance, program, a context] be described or explored?
·
What is the meaning of [a process, program, or event] to the target individual(s) of interest?
·
What “practical” knowledge can be learned?
Use of the words “describe,” “explore,” “experience,” and “meaning” in title and research questions
Interviews
Choice is a function of the question
Content analysis is a good choice as it is generic and exploratory
Elo et al., 2014 Merriam, 2009
Saldana, 2016
Worthington, 2013
Qualitative Case Study
Grounded Theory and Realism
Emergence of theory, inductive, theoretical sampling, constant comparison, open coding, axial coding, saturation, memo writing
Phenomenology and Heuristic Inquiry
What is the meaning, structure, and essence of the lived experience of this phenomenon for this person or group of people?
What is my experience of this phenomenon and the essential experience of others who also experience this phenomenon intensely?
Submit in Week 3
Approach
Disciplinary Roots
Focus of Central Research Question
Unique Terminology
Primary Data Sources
Sampling Issues
Analysis Plan Guidelines
References
Social Constructivism and Narrative Inquiry
Select individuals who have directly experienced the phenomenon of interest
Systems Theory
How and why does this system as a whole function as it does?
What are the system’s boundaries and interrelationships, and how do these affect perspectives about how and why the system functions as it does?
Ethnography and Autoethnography
Ellis, Adams & Bochner, 2011
Hoey, 2014
Rose, 1993
Interactive and Participatory Qualitative Applications
Action research, co-researcher, participant-researcher, learning organization, dialogue, appreciative inquiry
The
italics text indicates example response.
Modified from Patton, M.Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Thousand Oaks, CA: SAGE Publications
AGENCY VISIT—IDENTIFY A SOCIAL WORKER
This week, you take the first important step toward completion of your Week 6 Assignment by submitting the name of the agency and social worker you intend to interview. The Assignment you submit here is straightforward, but the result of the choice is important.
Your scheduled interview with a social worker in your community provides the opportunity to deepen your understanding of a social worker’s experience in the “real world.” You can connect your social work inspiration more directly to the field and to practice. Or, you may discover a new path or affirm the one you are on.
Qualitative research study guide
Qualitative research study guide
Section 1: Qualitative research: methodological designs
Section 2: Qualitative social research as active participation
Section 3: Defining your research question and writing a proposal
Section 4: Choosing your theoretical research design
Section 5: Writing a critical literature review
Section 6: Writing a research report and disseminating the findings.
Section 7: Qualitative data collection methods: theory
Section 8: Qualitative data collection methods: customisation and design
Section 9: Data management systems
Section 10: Integrating qualitative social research theory with professional practice
Section 11: Contemporary issues in qualitative social research
Section 12: Revision and coursesummary
Assignment Connecting Knowledge and ResearchIn order to pro.docx
Assignment: Connecting Knowledge and Research
In order to provide the appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment, including the influence of racism and ethnocentrism, allows a social worker to accurately identify the presenting problems and help the client develop goals to address their needs. Not completing a full assessment may result in inaccurately identifying the presenting problem and pushing goals on the client to which they do not agree. A good assessment is the best foundation for treatment planning.
In addition, evidence based practice requires social workers to use the best available evidence to inform their practice decisions. This assignment helps you prepare for the final project by beginning to identify the presenting problem and possible goals, as well as beginning the research process to inform your treatment recommendations when working with the identified client in a case study.
To prepare:
Conduct research in the Walden library to locate
at least
1 peer-reviewed scholarly resource(s) that could inform your assessment or intervention with the case you plan to use in your final project.
By Day 7
Submit
a 2-3 page paper in which you:
Identify the case you will be using for the final project
Describe the presenting problem(s)
Describe 2 goals for the client based on their presenting problem
Identify a specific peer-reviewed article and explain how it could inform understanding of the problem/population, development of goals, or intervention and treatment plan
Explain how ethnocentrism and racism may influence the case (make sure to draw from this week’s assigned readings)
The case study i plan to use is the case with Dalia
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working With Children and Adolescents: The Case of Dalia
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019).
Understanding human behavior and the social environment
(11th ed.). Boston, MA: Cengage Learning.
Chapter 5, “Ethnocentrism and Racism” (pp. 233-281)
Melchert, T. P. (2015). Treatment planning. In
Biopsychosocial practice: A science-based framework for behavioral health
. Washington, District of Columbia: American Psychological Association.
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Note:
You will access this article from the Walden Library databases.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen,.
Information Literacy and the 2.0s
This document discusses how Web 2.0 technologies can support information literacy skills in learners. It outlines the key skills of information literacy like evaluation, critical thinking, and problem solving. It also discusses how tools like blogs, wikis and social bookmarking can engage learners and help develop these skills through collaboration, reflection, and organizing information. These technologies encourage evaluating resources, understanding different perspectives, and staying up to date on current information.
Running head VICTIM BLAMING1SEXUAL ASSAULT2Obstacles.docx
Running head: VICTIM BLAMING
1
SEXUAL ASSAULT
2
Obstacles
Before provide the measurement tool, it is very important to acknowledge the possible obstacles towards fighting the issue of victim blaming problems. Making action toward this problem can make individuals reluctant from report any cases of assault. In addition, the society can be prone to engage in deviant sexual behaviors based on its conditioning and socialization over their entire lifetime (Kerig & Becker, 2015). Another major obstacle is the burden of proof in legal environments. The survivors who make a sexual harassment report are expected to show evidence of the harassment.
Measurement
Tools and Operation
Every goal and objective is going to be measured by different methods to ensure the effectiveness of the intervention on micro, mezzo, and macro level. In addition, goals and objectives are very important in the progress of the improvement. There will be some goals and objectives that will be measured by the same tool. For example,
The goals that aim to provide a safe environment and reduce the use of victim blaming language are going to be measured by gathering the number of CALU students, deans, the student conduct officers, faculty, and campus police officers who attend the mandatory on-line trainings. In addition, each on-line training is going to ask participants to answer the survey on the end in order to measure their knowledge on the learning materials. To operate this measurement, Stroger Together organization is going to be gather all the numbers of participants and their answers on the surveys. This operation is going to be happened every time when the trainings are launched.
To measure the effectiveness of training the harassed students who want to become an advocate, the organization is going to have pre and post-test that measure the students' confidence and ability to engage in the advocacy. To operate this measurement, the social worker and the counselor who are in charge of training those students are going to utilize the pre-test before every training and post-test after every training in order to acknowledge their strengths and weakness.
The last measurement tool is going to be creating a follow-up plan with the referred students due to their severity of their mental and social needs. The plan is going to be, "before referring the students to on or off campus resources, there is going to be a form that every student is going to fill out, which include their information contact, the most important resources that will meet their needs, Stronger together's contact, and hot-line for Domestic violence shelter." The student is going to informed that her or she will receive a phone call to make sure their needs are met. Then, the worker who refer the student is going to document the progress that the student makes.
The CALU students who had sexual assault experiences might not go to counseling center because of a shame feeling with us and it is one of the ...
Allenjcochran 02 ab,bib,cplan
The document provides an update on Allen Cochran's thesis research. It includes an abstract that discusses examining design practices at The Ohio State University and a private design firm to understand design management, collaboration, workflow and process. The course plan outlines Cochran's remaining coursework, including thesis development courses, core seminars, electives and studios, to complete his degree by 2012. The bibliography provides references on topics like action research, design management, project management, and information related to OSU.
Recommended
Discussion Characteristics, Challenges, and Opportunities of Ev
Discussion: Characteristics, Challenges, and Opportunities of Evidence-Based Design
Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.
In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.
To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.
Provide a 300-word Discussion Post containing the following Headings, Content, and Details:
- A description of the distinguishing characteristics of evidenced-based practice.
- Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
Must contain 3 references and citations form the following materials only.
Required Readings
Document: Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document: Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview.
What Works, Wisconsin —Research to Practice Series,
(6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document: O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness.
What Works, Wisconsin —Research to Practice Series,
(4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document: Small, S. A., Cooney, S. M., Eastman G. & O’Connor, C. (2007). Guidelines for selecting an evidence-based program: Balancing community needs, program quality, and organizational resource ...
Consider the following quotation Often times, potential users of r.docx
Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.
In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.
To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.
By Day 3
Post
a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
By Day 5
Respond
to
at least two
colleagues by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.
Required Readings
Document:
Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document:
Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview.
What Works, Wisconsin —Research to Practice Series,
(6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document:
O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness.
What Works, Wisconsin —Research to Practice Series,
(4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF)
Madison, WI: University of Wisconsi.
Qualitative Research Methods MatrixSubmit in Week 2ApproachDisci.docx
Qualitative Research Methods MatrixSubmit in Week 2
Approach
Disciplinary Roots
Focus of Central Research Question
Unique Terminology
Primary Data Sources
Sampling Issues
Analysis Plan Guidelines
References
Basic Qualitative Inquiry
Philosophy, history constructionism, phenomenology
·
How can the experience of [an event, circumstance, program, a context] be described or explored?
·
What is the meaning of [a process, program, or event] to the target individual(s) of interest?
·
What “practical” knowledge can be learned?
Use of the words “describe,” “explore,” “experience,” and “meaning” in title and research questions
Interviews
Choice is a function of the question
Content analysis is a good choice as it is generic and exploratory
Elo et al., 2014 Merriam, 2009
Saldana, 2016
Worthington, 2013
Qualitative Case Study
Grounded Theory and Realism
Emergence of theory, inductive, theoretical sampling, constant comparison, open coding, axial coding, saturation, memo writing
Phenomenology and Heuristic Inquiry
What is the meaning, structure, and essence of the lived experience of this phenomenon for this person or group of people?
What is my experience of this phenomenon and the essential experience of others who also experience this phenomenon intensely?
Submit in Week 3
Approach
Disciplinary Roots
Focus of Central Research Question
Unique Terminology
Primary Data Sources
Sampling Issues
Analysis Plan Guidelines
References
Social Constructivism and Narrative Inquiry
Select individuals who have directly experienced the phenomenon of interest
Systems Theory
How and why does this system as a whole function as it does?
What are the system’s boundaries and interrelationships, and how do these affect perspectives about how and why the system functions as it does?
Ethnography and Autoethnography
Ellis, Adams & Bochner, 2011
Hoey, 2014
Rose, 1993
Interactive and Participatory Qualitative Applications
Action research, co-researcher, participant-researcher, learning organization, dialogue, appreciative inquiry
The
italics text indicates example response.
Modified from Patton, M.Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Thousand Oaks, CA: SAGE Publications
AGENCY VISIT—IDENTIFY A SOCIAL WORKER
This week, you take the first important step toward completion of your Week 6 Assignment by submitting the name of the agency and social worker you intend to interview. The Assignment you submit here is straightforward, but the result of the choice is important.
Your scheduled interview with a social worker in your community provides the opportunity to deepen your understanding of a social worker’s experience in the “real world.” You can connect your social work inspiration more directly to the field and to practice. Or, you may discover a new path or affirm the one you are on.
Qualitative research study guide
Qualitative research study guide
Section 1: Qualitative research: methodological designs
Section 2: Qualitative social research as active participation
Section 3: Defining your research question and writing a proposal
Section 4: Choosing your theoretical research design
Section 5: Writing a critical literature review
Section 6: Writing a research report and disseminating the findings.
Section 7: Qualitative data collection methods: theory
Section 8: Qualitative data collection methods: customisation and design
Section 9: Data management systems
Section 10: Integrating qualitative social research theory with professional practice
Section 11: Contemporary issues in qualitative social research
Section 12: Revision and coursesummary
Assignment Connecting Knowledge and ResearchIn order to pro.docx
Assignment: Connecting Knowledge and Research
In order to provide the appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment, including the influence of racism and ethnocentrism, allows a social worker to accurately identify the presenting problems and help the client develop goals to address their needs. Not completing a full assessment may result in inaccurately identifying the presenting problem and pushing goals on the client to which they do not agree. A good assessment is the best foundation for treatment planning.
In addition, evidence based practice requires social workers to use the best available evidence to inform their practice decisions. This assignment helps you prepare for the final project by beginning to identify the presenting problem and possible goals, as well as beginning the research process to inform your treatment recommendations when working with the identified client in a case study.
To prepare:
Conduct research in the Walden library to locate
at least
1 peer-reviewed scholarly resource(s) that could inform your assessment or intervention with the case you plan to use in your final project.
By Day 7
Submit
a 2-3 page paper in which you:
Identify the case you will be using for the final project
Describe the presenting problem(s)
Describe 2 goals for the client based on their presenting problem
Identify a specific peer-reviewed article and explain how it could inform understanding of the problem/population, development of goals, or intervention and treatment plan
Explain how ethnocentrism and racism may influence the case (make sure to draw from this week’s assigned readings)
The case study i plan to use is the case with Dalia
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working With Children and Adolescents: The Case of Dalia
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019).
Understanding human behavior and the social environment
(11th ed.). Boston, MA: Cengage Learning.
Chapter 5, “Ethnocentrism and Racism” (pp. 233-281)
Melchert, T. P. (2015). Treatment planning. In
Biopsychosocial practice: A science-based framework for behavioral health
. Washington, District of Columbia: American Psychological Association.
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Note:
You will access this article from the Walden Library databases.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen,.
Information Literacy and the 2.0s
This document discusses how Web 2.0 technologies can support information literacy skills in learners. It outlines the key skills of information literacy like evaluation, critical thinking, and problem solving. It also discusses how tools like blogs, wikis and social bookmarking can engage learners and help develop these skills through collaboration, reflection, and organizing information. These technologies encourage evaluating resources, understanding different perspectives, and staying up to date on current information.
Running head VICTIM BLAMING1SEXUAL ASSAULT2Obstacles.docx
Running head: VICTIM BLAMING
1
SEXUAL ASSAULT
2
Obstacles
Before provide the measurement tool, it is very important to acknowledge the possible obstacles towards fighting the issue of victim blaming problems. Making action toward this problem can make individuals reluctant from report any cases of assault. In addition, the society can be prone to engage in deviant sexual behaviors based on its conditioning and socialization over their entire lifetime (Kerig & Becker, 2015). Another major obstacle is the burden of proof in legal environments. The survivors who make a sexual harassment report are expected to show evidence of the harassment.
Measurement
Tools and Operation
Every goal and objective is going to be measured by different methods to ensure the effectiveness of the intervention on micro, mezzo, and macro level. In addition, goals and objectives are very important in the progress of the improvement. There will be some goals and objectives that will be measured by the same tool. For example,
The goals that aim to provide a safe environment and reduce the use of victim blaming language are going to be measured by gathering the number of CALU students, deans, the student conduct officers, faculty, and campus police officers who attend the mandatory on-line trainings. In addition, each on-line training is going to ask participants to answer the survey on the end in order to measure their knowledge on the learning materials. To operate this measurement, Stroger Together organization is going to be gather all the numbers of participants and their answers on the surveys. This operation is going to be happened every time when the trainings are launched.
To measure the effectiveness of training the harassed students who want to become an advocate, the organization is going to have pre and post-test that measure the students' confidence and ability to engage in the advocacy. To operate this measurement, the social worker and the counselor who are in charge of training those students are going to utilize the pre-test before every training and post-test after every training in order to acknowledge their strengths and weakness.
The last measurement tool is going to be creating a follow-up plan with the referred students due to their severity of their mental and social needs. The plan is going to be, "before referring the students to on or off campus resources, there is going to be a form that every student is going to fill out, which include their information contact, the most important resources that will meet their needs, Stronger together's contact, and hot-line for Domestic violence shelter." The student is going to informed that her or she will receive a phone call to make sure their needs are met. Then, the worker who refer the student is going to document the progress that the student makes.
The CALU students who had sexual assault experiences might not go to counseling center because of a shame feeling with us and it is one of the ...
Allenjcochran 02 ab,bib,cplan
The document provides an update on Allen Cochran's thesis research. It includes an abstract that discusses examining design practices at The Ohio State University and a private design firm to understand design management, collaboration, workflow and process. The course plan outlines Cochran's remaining coursework, including thesis development courses, core seminars, electives and studios, to complete his degree by 2012. The bibliography provides references on topics like action research, design management, project management, and information related to OSU.
Learning resources required readingsdudley, j. r. (2020).
This document provides learning resources and required readings for a course on developing logic models. It includes chapters from two books on needs assessments and case histories. It also includes articles on logic models and measuring program outcomes. The document discusses how a team of social workers can use a logic model to explore client needs and problems, verify desired outcomes, and develop a theory of change for their intervention. It provides an example of making assumptions about client needs and outlines how a logic model could help the team connect problems, needs, interventions, and outcomes in a logical way.
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This document provides instructions for students in a community health nursing course to select a site for their community educational project. It outlines the goals of engaging with healthcare professionals and the community to develop a culturally sensitive educational project. Students are directed to obtain permission from the site by having the site representative sign the provided Community Health Project Permission Form to conduct their teaching presentation. The document also provides an example log for tracking project hours and activities.
Pan Canadian Research Agenda 2008
This document discusses the need for a pan-Canadian e-learning research agenda. It notes that while many research opportunities and questions exist, there have been no systematic efforts to define or address issues through research. Developing an agenda could catalyze action, create a shared community, focus ideas, provide direction, allow for collaboration, and attract funding. The document reviews different approaches to developing an agenda and barriers to e-learning research. It argues that an integrated, pan-Canadian agenda is needed to energize the research community and ensure discovery and adoption of innovations.
Organizational Implications of Data Science Environments in Education, Resear...
Data science (DS) poses key organizational challenges for academic institutions. DS is a multidisciplinary field that includes a range of research methodologies and fields of inquiry. DS as a domain is interested in many of the same issues as libraries: data access and curation, reproducibility, the value of ontologies, and open scholarship. At the same time, identifying opportunities to collaborate and deploy unified services can be challenging. The Data Science Environment (DSE) program, co-funded by the Gordon and Betty Moore and Alfred P. Sloan foundations, provides resources to help universities develop collaborations between researchers, develop tools in DS, and create new career paths for data scientists. Working groups within the DSE focus on reproducibility, career paths, education/training, research methods, space issues, and software/tools. This program has introduced new opportunities for libraries to explore how to engage with this community and consider how to bring the expertise in the DS community to bear on library missions and goals. In this panel, program members from each of the three partner universities, the University of Washington, New York University and the University of California, Berkeley, consider the research questions of the DSE and the organizational impact of these groups in the University as a whole and for the libraries specifically. The panel will employ a case-study presentation model framed through three lenses: the role of data sciences in information science, the
potential career paths for data scientists in libraries, and the potential
amplification of information services (e.g. data curation, institutional repositories, scholarly publishing).
CNI Program: Talk Description: https://www.cni.org/topics/digital-curation/organizational-implications-of-data-science-environments-in-education-research-and-research-management-in-libraries
Video of Talk--Vimeo: https://vimeo.com/149713097
Video of Talk--YouTube: https://www.youtube.com/watch?v=L0G9JsPMEXY
Beyond the Institutional Repository: Campus Research Distribution Strategies
1) The document discusses research distribution strategies that universities can implement to more actively disseminate faculty and student research. This includes developing institutional repositories, open access policies, and educating faculty on issues like author rights.
2) It provides an overview of Boise State University's efforts to implement such strategies through initiatives like their institutional repository ScholarWorks and educating faculty on author rights.
3) The research distribution strategies model emphasizes aligning efforts with university priorities and benefits to faculty research over a passive role in research distribution.
Evidence-Based Project Implementation IssuesBefore, during,
Evidence-Based Project Implementation Issues
Before, during, and after implementation of your DNP Project, or any evidence-based project, it is critical to pay attention to various social, political, technological, and/or financial considerations. Using this framework, you can identify, analyze, and address issues that may affect the implementation of the project.
For this Discussion, you evaluate considerations that may promote or impede successful implementation of your DNP Project or another evidence-based project. As you do so, bear in mind that the specific factors are likely to differ from project to project and may vary given the timing and context in which a project is implemented. During this Discussion, you also evaluate variances between activities, standards and guidelines, and what is considered “best practice” in relation to the project.
To prepare:
Consider the issues you have noticed while implementing the intervention and/or gathering data for your DNP Project or another evidence-based project. Bring to mind Dr. Mauk’s comments on social, political, technological, and/or financial considerations in the Weeks 2 and 3 media program. Reflect on how these considerations have, or may, affect your implementation.
Think about any unexpected developments that arose (or may arise) during the implementation phase of your evidence-based project. What was the root cause of each development and its effect on your project?
Return to the literature and note any variances between your activities, relevant standards and guidelines, and what is considered “best practice.”
Evaluate your original plan for developing and implementing your DNP project (regardless of where you are in the process right now) or another evidence-based project. What, if anything, would you change in order to improve the process, quality of data, etc.?
By tomorrow Tuesday June 4, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered below:
Post
a cohesive response that addresses the following:
1) Describe one or more significant issues related to the implementation of and data gathering for an evidence-based project.
2) Assess the cause and meaning of each issue for your evidence-based project. If applicable, describe how the issue may have compromised your project.
3) What insights related to variances between project activities, relevant standards and guidelines, and what is considered “best practice” are most significant for this evidence-based project?
4) Summarize your evaluation of the planning for and implementation of the intervention, noting opportunities for improvement with future projects.
Required Readings
Oermann, M. H., & Hays, J. C. (2016).
Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.
· Chapter 6, “Review and Evidence-Based Practic ...
Handout for ECE11 & 29 July Wksp
This document provides resources for academic writing, thinking, communication, and building resilience. It includes links to tools for generative writing, responding to feedback, reading as a scholar, and exercises from authors like Peter Elbow and Robert Boice on creating sustainable writing practices. The document aims to support researchers and supervisors in developing essential skills for writing, responding, and professional development.
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docx
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
Running head CMGT 555 WK 2 DQ 11CMGT 555 WK 2 DQ 14.docx
Running head: CMGT 555 WK 2 DQ 1
1
CMGT 555 WK 2 DQ 1
4
CMGT 555 Wk 2 DQ 1
Student’s Name
Institution
Main Post
What are 2 key attributes to well-written requirements?
There are several key attributes to well-written requirements for a system project. Two core attributes to well-written requirements are clarity and risk. A well-written requirement for a system project should be able to identify risks and threats that may compromise the project at hand. Having a clear and straightforward system project will enable the project team members to have an understanding of everything that is needed for the success of the project (Wiegers, K., & Beatty, 2013).
How do these attributes impact the quality of requirements? How might you assess system requirements based off these attributes?
Clarity will create awareness on what should be done regarding the project thus promoting its effectiveness for success. Identification of risks will also allow you to select the most viable alternative for preventing threats that may compromise the entire project. Through this, the project team will know the needs required for the project. I will analyze all the possible risks that are likely to affect the project and whether we as a team are ready to counter any threats that might arise.
Response to Peer 1
Hello, thank you for your significant contribution of the key attributes to well-written assignments and their impacts on the quality of requirements. I have read through your post and not only have I found it resourceful but it also captivating. Reading through the post has completely changed my perception, and this has made me understand the significance of ensuring well-written requirements. It is true that to ensure well-written requirements, some of the considerations have to be ensured. I conquer with you on the first attribute of clarity. A well-written requirement should be free from unnecessary information to ensure accuracy and validity. I think clarity also promotes soundness and makes the requirements easily understandable.
Another important quality that should be considered is feasibility. That is to say that, your requirement should be achievable within the available resources and budget. Clarity and Feasibility will enable the project team members and various stakeholders to understand what exactly is needed regarding a given project. It will also allow the project team to know the requirements for a particular project regardless of the situation.
Response to Peer 2
Hello, such a fantastic post made by you on the qualities t to well-written assignments. Requirement qualities are vital in ensuring that the person understands the information needed for a project to be undertaken. It is true that a key quality to a requirement that is well written is the one that makes good use of its resources. I conquer with you that risk is also another vital attribute to well-written requirements as this identifies what is at stake in case requirement.
Summaries of Concurrent Sessions at the 2019 NSF AISL PI Meeting
Summaries of Concurrent Sessions at the 2019 NSF AISL PI MeetingCenter for Advancement of Informal Science Education
This document summarizes the concurrent sessions from a PI meeting. It provides an overview of 16 session topics, including addressing socio-scientific issues like climate change and implications for science literacy. Each session section summarizes the main takeaways and resources shared. The document encourages reaching out with any follow-up questions.Discussion 1 Affinity Group Checkpoint #4This week, you will on
Discussion 1: Affinity Group Checkpoint #4
This week, you will once again have the help and support of your peers by engaging in a discussion of your coursework with your Affinity Group. Just as you would like to receive meaningful comments on your work, allow others the same privilege and try to provide meaningful feedback.
To prepare for this Discussion:
Review this week’s Learning Resources, especially:
Wiseman, L. (2017). Multipliers: How the best leaders make everyone smarter (Rev. ed.). New York, NY: HarperCollins.
· Chapter 9, “Becoming a Multiplier”
Assignment:
Respond to two of your colleagues’ postings that contain a perspective other than yours.
· Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
· Offer an example from your experience or observation that validates what your colleague discussed.
· Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
· Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
· Share how something your colleague discussed changed the way you consider your own leadership qualities.
· 4–5 paragraphs in length
· No Plagiarism
· Cite References
1st Colleague - Natasha Mills
Research Paper Track – Research Methods
Top of Form
My research study seeks to investigate the types of support leaders can provide Gen Z in the workplace to help them grow in their careers, as well as for the realization of organizational goals. Therefore, the participants of the study will comprise of Gen Z employees and organizational leaders, mostly managers. The participants will be selected using a convenience sample that will include Gen Z in my workplace, whose help I will use to recruit their friends who are also Gen Z in various workplaces. According to Dudovskiy (2022), convenience sampling is a non-probabilistic method that involves getting participants from wherever is convenient, and wherever one can find them. At the same time, convenience sampling has no inclusion criteria and is used for issues about perceptions. Therefore, convenience sampling will be an appropriate sampling method for this study because it involves investigating the perceptions of particular groups about an issue affecting them.
The confidentiality and anonymity of participants is a critical issue to pay attention to when gathering data. Adhering to these tenets informs the ethical side of research. Anonymity is mostly associated with qualitative studies and involves collecting data without identifying or personal information of the participants (Coffelt, 2017). Whereas anonymity is important in any research study, it will be more critical for my researc ...
Develop three research questions on a topic for which you are
Develop three research questions on a topic for which you are most interest.
Access the "Types of Research Design" site.
Select the appropriate research design for your research questions.
In your own words, explain the purpose of the design, what these type of studies
tell you
and what they
don't tell you
and.
Finally, explain why this design is appropriate for the respective research questions.
A research question is a...
clear
focused
concise
complex
arguable
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Before beginning your paper, you need to decide how you plan to design the study
.
The research design refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data. Note that your research problem determines the type of design you should use, not the other way around!
De Vaus, D. A.
Research Design in Social Research
. London: SAGE, 2001; Trochim, William M.K.
Research Methods Knowledge Base
. 2006.
General Structure and Writing Style
The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem logically and as unambiguously as possible
. In social sciences research, obtaining information relevant to the research problem generally entails specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately describe and assess meaning related to an observable phenomenon.
With this in mind, a common mistake made by researchers is that they begin their investigations far too early, before they have thought critically about what information is required to address the research problem. Without attending to these design issues beforehand, the overall research problem will not be adequately addressed and any conclusions drawn will run the risk of being weak and unconvincing. As a consequence, the overall validity of the study will be undermined.
The length and complexity of describing research designs in your paper can vary considerably, but any well-developed design will achieve the following
:
Identify the res ...
International collaboration in learning and teaching- Higher Education
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A Model For Developing Interdisciplinary Research Theoretical Frameworks
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Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
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Consider the vision for a successful Southwest Transit marketing tea.docx
Consider the vision for a successful Southwest Transit marketing team composed in Topic 4. Narrow down the team selection to four individuals for presentation to the director. Decide which strategies will be most effective for leading the agreed-upon team. Compose a PowerPoint presentation (10-12 slides), then record your 5-7-minute presentation using YouTube Video, Loom, or Zoom. On the title slide of your PowerPoint presentation, provide the link to your YouTube, Loom, or Zoom video recording that you created. Your presentation should address the following:
Who are the four team members, and what was the primary reason each person was selected? How difficult was it to come to a decision regarding team selection? Which potential team member was most difficult to come to a consensus about? Why?
What are the primary strengths of the team? What are its potential weaknesses? How positive is the management team about the team's potential? Justify your answers with evidence from " Southwest Transit Team Member Profiles."
What strategies will be most effective for motivating the team, managing conflict, and ensuring success and fostering collaboration? Cite specific motivational theories, conflict-resolution strategies, and leadership strategies in your answer.
Justify how the selected team embodies the values of Conscious Capitalism how the tenet of stakeholder orientation played a role in the team selection process. Provide citations to strengthen your claims.
Describe how value is created for each stakeholder, and in what ways will the team positively impact the business as a whole?
You are required to use at least three academic references to strengthen and support your claims and recommendations. Ensure each content slide has supporting citations and specific examples.
.
Consider the various ways to create effective communication in teams.docx
Consider the various ways to create effective communication in teams and guidelines from the text to determine how s a student group could constructively manage the situations described below. In your response for each scenario, identify which principles of effective teamwork are being disregarded, and develop responses (i.e. ways) that maintain a supportive communication climate.
A. LATENESS: At the second meeting, Peg came in a few minutes late. That was bad enough, but now she’s coming 10–15 minutes late to every meeting. What’s worse, Angelica and Robert have started arriving late, too. It makes the rest of us feel like giving up.
B. SKEPTICISM: Dan constantly makes negative comments. Our brainstorming activities fail because he makes fun of our efforts. Some people in the group are losing their enthusiasm and have stopped saying anything.
C. MONOPOLIZING: Rajiv is very opinionated. He keeps talking, and he rambles on and on. It feels like we can’t get a word in edgewise.
D. SILENT DISAGREEMENT: Adelle sits around rolling her eyes about almost everything we say. We can tell from the look on her face that she doesn’t like our ideas. It makes us feel like she doesn’t like us, either. She’s very pretty, and I think maybe she feels superior.
.
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This document discusses the need for a pan-Canadian e-learning research agenda. It notes that while many research opportunities and questions exist, there have been no systematic efforts to define or address issues through research. Developing an agenda could catalyze action, create a shared community, focus ideas, provide direction, allow for collaboration, and attract funding. The document reviews different approaches to developing an agenda and barriers to e-learning research. It argues that an integrated, pan-Canadian agenda is needed to energize the research community and ensure discovery and adoption of innovations.
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potential career paths for data scientists in libraries, and the potential
amplification of information services (e.g. data curation, institutional repositories, scholarly publishing).
CNI Program: Talk Description: https://www.cni.org/topics/digital-curation/organizational-implications-of-data-science-environments-in-education-research-and-research-management-in-libraries
Video of Talk--Vimeo: https://vimeo.com/149713097
Video of Talk--YouTube: https://www.youtube.com/watch?v=L0G9JsPMEXY
Beyond the Institutional Repository: Campus Research Distribution Strategies
1) The document discusses research distribution strategies that universities can implement to more actively disseminate faculty and student research. This includes developing institutional repositories, open access policies, and educating faculty on issues like author rights.
2) It provides an overview of Boise State University's efforts to implement such strategies through initiatives like their institutional repository ScholarWorks and educating faculty on author rights.
3) The research distribution strategies model emphasizes aligning efforts with university priorities and benefits to faculty research over a passive role in research distribution.
Evidence-Based Project Implementation IssuesBefore, during,
Evidence-Based Project Implementation Issues
Before, during, and after implementation of your DNP Project, or any evidence-based project, it is critical to pay attention to various social, political, technological, and/or financial considerations. Using this framework, you can identify, analyze, and address issues that may affect the implementation of the project.
For this Discussion, you evaluate considerations that may promote or impede successful implementation of your DNP Project or another evidence-based project. As you do so, bear in mind that the specific factors are likely to differ from project to project and may vary given the timing and context in which a project is implemented. During this Discussion, you also evaluate variances between activities, standards and guidelines, and what is considered “best practice” in relation to the project.
To prepare:
Consider the issues you have noticed while implementing the intervention and/or gathering data for your DNP Project or another evidence-based project. Bring to mind Dr. Mauk’s comments on social, political, technological, and/or financial considerations in the Weeks 2 and 3 media program. Reflect on how these considerations have, or may, affect your implementation.
Think about any unexpected developments that arose (or may arise) during the implementation phase of your evidence-based project. What was the root cause of each development and its effect on your project?
Return to the literature and note any variances between your activities, relevant standards and guidelines, and what is considered “best practice.”
Evaluate your original plan for developing and implementing your DNP project (regardless of where you are in the process right now) or another evidence-based project. What, if anything, would you change in order to improve the process, quality of data, etc.?
By tomorrow Tuesday June 4, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered below:
Post
a cohesive response that addresses the following:
1) Describe one or more significant issues related to the implementation of and data gathering for an evidence-based project.
2) Assess the cause and meaning of each issue for your evidence-based project. If applicable, describe how the issue may have compromised your project.
3) What insights related to variances between project activities, relevant standards and guidelines, and what is considered “best practice” are most significant for this evidence-based project?
4) Summarize your evaluation of the planning for and implementation of the intervention, noting opportunities for improvement with future projects.
Required Readings
Oermann, M. H., & Hays, J. C. (2016).
Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.
· Chapter 6, “Review and Evidence-Based Practic ...
Handout for ECE11 & 29 July Wksp
This document provides resources for academic writing, thinking, communication, and building resilience. It includes links to tools for generative writing, responding to feedback, reading as a scholar, and exercises from authors like Peter Elbow and Robert Boice on creating sustainable writing practices. The document aims to support researchers and supervisors in developing essential skills for writing, responding, and professional development.
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docx
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
Running head CMGT 555 WK 2 DQ 11CMGT 555 WK 2 DQ 14.docx
Running head: CMGT 555 WK 2 DQ 1
1
CMGT 555 WK 2 DQ 1
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CMGT 555 Wk 2 DQ 1
Student’s Name
Institution
Main Post
What are 2 key attributes to well-written requirements?
There are several key attributes to well-written requirements for a system project. Two core attributes to well-written requirements are clarity and risk. A well-written requirement for a system project should be able to identify risks and threats that may compromise the project at hand. Having a clear and straightforward system project will enable the project team members to have an understanding of everything that is needed for the success of the project (Wiegers, K., & Beatty, 2013).
How do these attributes impact the quality of requirements? How might you assess system requirements based off these attributes?
Clarity will create awareness on what should be done regarding the project thus promoting its effectiveness for success. Identification of risks will also allow you to select the most viable alternative for preventing threats that may compromise the entire project. Through this, the project team will know the needs required for the project. I will analyze all the possible risks that are likely to affect the project and whether we as a team are ready to counter any threats that might arise.
Response to Peer 1
Hello, thank you for your significant contribution of the key attributes to well-written assignments and their impacts on the quality of requirements. I have read through your post and not only have I found it resourceful but it also captivating. Reading through the post has completely changed my perception, and this has made me understand the significance of ensuring well-written requirements. It is true that to ensure well-written requirements, some of the considerations have to be ensured. I conquer with you on the first attribute of clarity. A well-written requirement should be free from unnecessary information to ensure accuracy and validity. I think clarity also promotes soundness and makes the requirements easily understandable.
Another important quality that should be considered is feasibility. That is to say that, your requirement should be achievable within the available resources and budget. Clarity and Feasibility will enable the project team members and various stakeholders to understand what exactly is needed regarding a given project. It will also allow the project team to know the requirements for a particular project regardless of the situation.
Response to Peer 2
Hello, such a fantastic post made by you on the qualities t to well-written assignments. Requirement qualities are vital in ensuring that the person understands the information needed for a project to be undertaken. It is true that a key quality to a requirement that is well written is the one that makes good use of its resources. I conquer with you that risk is also another vital attribute to well-written requirements as this identifies what is at stake in case requirement.
Summaries of Concurrent Sessions at the 2019 NSF AISL PI Meeting
Summaries of Concurrent Sessions at the 2019 NSF AISL PI MeetingCenter for Advancement of Informal Science Education
This document summarizes the concurrent sessions from a PI meeting. It provides an overview of 16 session topics, including addressing socio-scientific issues like climate change and implications for science literacy. Each session section summarizes the main takeaways and resources shared. The document encourages reaching out with any follow-up questions.Discussion 1 Affinity Group Checkpoint #4This week, you will on
Discussion 1: Affinity Group Checkpoint #4
This week, you will once again have the help and support of your peers by engaging in a discussion of your coursework with your Affinity Group. Just as you would like to receive meaningful comments on your work, allow others the same privilege and try to provide meaningful feedback.
To prepare for this Discussion:
Review this week’s Learning Resources, especially:
Wiseman, L. (2017). Multipliers: How the best leaders make everyone smarter (Rev. ed.). New York, NY: HarperCollins.
· Chapter 9, “Becoming a Multiplier”
Assignment:
Respond to two of your colleagues’ postings that contain a perspective other than yours.
· Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
· Offer an example from your experience or observation that validates what your colleague discussed.
· Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
· Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
· Share how something your colleague discussed changed the way you consider your own leadership qualities.
· 4–5 paragraphs in length
· No Plagiarism
· Cite References
1st Colleague - Natasha Mills
Research Paper Track – Research Methods
Top of Form
My research study seeks to investigate the types of support leaders can provide Gen Z in the workplace to help them grow in their careers, as well as for the realization of organizational goals. Therefore, the participants of the study will comprise of Gen Z employees and organizational leaders, mostly managers. The participants will be selected using a convenience sample that will include Gen Z in my workplace, whose help I will use to recruit their friends who are also Gen Z in various workplaces. According to Dudovskiy (2022), convenience sampling is a non-probabilistic method that involves getting participants from wherever is convenient, and wherever one can find them. At the same time, convenience sampling has no inclusion criteria and is used for issues about perceptions. Therefore, convenience sampling will be an appropriate sampling method for this study because it involves investigating the perceptions of particular groups about an issue affecting them.
The confidentiality and anonymity of participants is a critical issue to pay attention to when gathering data. Adhering to these tenets informs the ethical side of research. Anonymity is mostly associated with qualitative studies and involves collecting data without identifying or personal information of the participants (Coffelt, 2017). Whereas anonymity is important in any research study, it will be more critical for my researc ...
Develop three research questions on a topic for which you are
Develop three research questions on a topic for which you are most interest.
Access the "Types of Research Design" site.
Select the appropriate research design for your research questions.
In your own words, explain the purpose of the design, what these type of studies
tell you
and what they
don't tell you
and.
Finally, explain why this design is appropriate for the respective research questions.
A research question is a...
clear
focused
concise
complex
arguable
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Before beginning your paper, you need to decide how you plan to design the study
.
The research design refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data. Note that your research problem determines the type of design you should use, not the other way around!
De Vaus, D. A.
Research Design in Social Research
. London: SAGE, 2001; Trochim, William M.K.
Research Methods Knowledge Base
. 2006.
General Structure and Writing Style
The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem logically and as unambiguously as possible
. In social sciences research, obtaining information relevant to the research problem generally entails specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately describe and assess meaning related to an observable phenomenon.
With this in mind, a common mistake made by researchers is that they begin their investigations far too early, before they have thought critically about what information is required to address the research problem. Without attending to these design issues beforehand, the overall research problem will not be adequately addressed and any conclusions drawn will run the risk of being weak and unconvincing. As a consequence, the overall validity of the study will be undermined.
The length and complexity of describing research designs in your paper can vary considerably, but any well-developed design will achieve the following
:
Identify the res ...
International collaboration in learning and teaching- Higher Education
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Research Visibility.pptx
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There are 8 discussions needed in 3 days (72 hours). I added the lis.docx
There are 8 discussions that need to be completed in 3 days. The document lists the topics for each discussion, which include research steps and applications, intake processes, locating resources, different types of research, health plans in Canada vs the US, research formats, careers in health and human services, and evaluating qualitative research. Resources on research concepts, statistics, and ethics are provided at the end.
A Model For Developing Interdisciplinary Research Theoretical Frameworks
This document provides a model for developing interdisciplinary research theoretical frameworks. It defines interdisciplinary research as research that intentionally integrates insights from multiple disciplines to get a broader understanding of a topic. The key aspects of an interdisciplinary research theoretical framework are that it purposefully identifies theories across disciplines to provide guiding perspectives. Developing such a framework requires selecting relevant theories from different disciplines and integrating them rather than keeping them separate. An example framework is provided to illustrate how theories from different disciplines can be combined into a coherent whole to guide an interdisciplinary study. Critical elements for students and researchers to consider include applying the framework throughout the entire research process and relating findings back to the framework.
Evolving and emerging scholarly communication services in libraries: public a...
This document provides an overview of a guest lecture about evolving scholarly communication services in libraries and their role in supporting public access compliance and assessing research impact. It discusses challenges libraries face in helping researchers comply with public access policies from funders. It also explores metrics and indicators used to measure research impact, noting limitations, and how libraries can help address this complex issue by leveraging their expertise in managing scholarly information and data.
NVivo and the Dissertation Literature Review
Not sure how to navigate your dissertation journey. See how NVivo can help explore diverse approaches to a literature review; as well as share tips for connecting the literature review to the ongoing data collection and analysis.
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
Similar to Consider the following quotation Often times, potential users .docx (20)
Learning resources required readingsdudley, j. r. (2020).
Learning resources required readingsdudley, j. r. (2020).
Li802 Applying Information Seeking Models to Student Research
Li802 Applying Information Seeking Models to Student Research
C228 Aspen University Community Health Project Permission Form Paper.docx
C228 Aspen University Community Health Project Permission Form Paper.docx
Organizational Implications of Data Science Environments in Education, Resear...
Organizational Implications of Data Science Environments in Education, Resear...
Beyond the Institutional Repository: Campus Research Distribution Strategies
Beyond the Institutional Repository: Campus Research Distribution Strategies
Evidence-Based Project Implementation IssuesBefore, during,
Evidence-Based Project Implementation IssuesBefore, during,
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docx
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docx
Running head CMGT 555 WK 2 DQ 11CMGT 555 WK 2 DQ 14.docx
Running head CMGT 555 WK 2 DQ 11CMGT 555 WK 2 DQ 14.docx
Summaries of Concurrent Sessions at the 2019 NSF AISL PI Meeting
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Discussion 1 Affinity Group Checkpoint #4This week, you will on
Discussion 1 Affinity Group Checkpoint #4This week, you will on
Develop three research questions on a topic for which you are
Develop three research questions on a topic for which you are
International collaboration in learning and teaching- Higher Education
International collaboration in learning and teaching- Higher Education
There are 8 discussions needed in 3 days (72 hours). I added the lis.docx
There are 8 discussions needed in 3 days (72 hours). I added the lis.docx
A Model For Developing Interdisciplinary Research Theoretical Frameworks
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Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
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https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfTHE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Consider the following quotation Often times, potential users .docx
- 1. Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote. In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice. To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence- based practice concept. As you read, consider how evidence- based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience. Post(2 to 3 pages) a description of the distinguishing characteristics of evidenced- based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.
- 2. Required Readings Document: Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF) Copyright 2010 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center. Document: Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview. What Works, Wisconsin —Research to Practice Series, (6), 1–8. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_06.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. Document: O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness. What Works, Wisconsin —Research to Practice Series, (4), 1–6. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_04.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. Document: Small, S. A., Cooney, S. M., Eastman G. & O’Connor, C. (2007). Guidelines for selecting an evidence-based program:
- 3. Balancing community needs, program quality, and organizational resources. What Works, Wisconsin —Research to Practice Series, (3), 1–6. Retrieved from whatworks.uwex.edu/attachment/whatworks_03.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. University of Wisconsin Extension. (2007). Research to practice report briefs. Retrieved from http://whatworks.uwex.edu/Pages/1researchbriefs.html Document: Small, S. A., Reynolds, A. J., O’Connor, C., & Cooney, S. M. (2005). What works, Wisconsin: What science tells us about cost- effective programs for juvenile delinquency prevention. Retrieved from http://whatworks.uwex.edu/attachment/whatworkswisconsin.pdf (PDF) Madison, WI: University of Wisconsin Madison/Extension. Substance Abuse and Mental Health Services Administration. (2018). Evidence-based practices resource center. Retrieved from https://www.samhsa.gov/ebp-resource-center The California Evidence-Based Clearinghouse for Child Welfare. (2018). Program registry. Retrieved from http://www.cebc4cw.org/home/ Social Work Policy Institution (2018). Evidence-based practice. Retrieved from
- 4. http://www.socialworkpolicy.org/research/evidence-based- practice-2.html#resources Whittaker, J. (2009). Evidence-based intervention and services for high-risk youth: A North American perspective on the challenges of integration for policy, practice, and research. Child & Family Social Work, 14 (2), 166–177.