Critical Analysis of Research ArticleSelect a research.docx
•Download as DOCX, PDF•
0 likes•4 views
Critical Analysis of Research Article Select a research article of interest to you, preferably related to your Research Proposal, and use the Research Evaluation Worksheet to analyze the article. Make sure you fill in the research evaluation work sheet! You can use this information to help you form the literature review section of your research proposal. My research proposal is: Research Hypothesis There is a positive correlation between having police officers in schools and reduced school violence compared to schools that do not have police officers in them. Null hypothesis There is no statistical significant difference between having police officers in schools and reduced school violence compared to schools that do not have police officers in them. Research Evaluation Worksheet Title: Full Article Reference (APA style): Abstract Introduction a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review. b. What is the research hypothesis or question? c. What are the variables of interest (independent and dependent variables)? d. How are the variables operationally defined? Method a. Sample Size (Total): ________________ Size Per Group/Cell: _______________ b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study? Participants a. How were participants selected and recruited? b. Were subjects randomly selected? c. Were there any biases in sampling? Explain d. Were the samples appropriate for the population to which the researcher wished to generalize? e. What are the characteristics of the sample populations? Research Design (check which design applies) _______ Single group, time series study _______ Multiple baseline (sequential) design: ______________ _______ Single group, no measurement _______ Single group with measurement: Pre ______ During _____ Post _____ _______ Two groups classic experimental versus control group, randomly assigned _______ (quasi-experimental) two groups experimental versus control group, not randomly assigned _______ Correlation research, not manipulated, degree of relationship _______ Descriptive research (qualitative study) _______ Natural observation _______ Analytical research _______ Interview research _______ Historical study _______ Survey research _______ Legal study _______ Ethnography research _______ Policy analysis _______ Fieldwork research _______ Evaluation study _______ Phenomenology _______ Grounded theory _______ Protocol analysis (collection and analysis of verbatim reports) _______ Case study, no measurement _______ Case study, with measurement: Pre _________ During _______ Post _________ _______ Developmental research _______ Longitudinal (same group of subj.
Report
Share
Report
Share
Recommended
Research Evaluation WorksheetPSYCH610 Version 11Universit.docx
Research Evaluation Worksheet
PSYCH/610 Version 1
1
University of Phoenix Material
Research Evaluation Worksheet
Title:
Full Article Reference (APA style):
Abstract
Introduction
a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review.
b. What is the research hypothesis or question?
c. What are the variables of interest (independent and dependent variables)?
d. How are the variables operationally defined?
Method
a. Sample Size (Total): ________________ Size Per Group/Cell: _______________
b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study?
Participants
a. How were participants selected and recruited?
b. Were subjects randomly selected?
c. Were there any biases in sampling? Explain
d. Were the samples appropriate for the population to which the researcher wished to generalize?
e. What are the characteristics of the sample populations?
Research Design (check which design applies)
_______ Single group, time series study
_______ Multiple baseline (sequential) design: ______________
_______ Single group, no measurement
_______ Single group with measurement: Pre ______ During _____ Post _____
_______ Two groups classic experimental versus control group, randomly assigned
_______ (quasi-experimental) two groups experimental versus control group,
not randomly assigned
_______ Correlation research, not manipulated, degree of relationship
_______ Descriptive research (qualitative study)
_______ Natural observation
_______ Analytical research
_______ Interview research
_______ Historical study
_______ Survey research
_______ Legal study
_______ Ethnography research
_______ Policy analysis
_______ Fieldwork research
_______ Evaluation study
_______ Phenomenology
_______ Grounded theory
_______ Protocol analysis (collection and analysis of verbatim reports)
_______ Case study, no measurement
_______ Case study, with measurement: Pre _________ During _______ Post _________
_______ Developmental research
_______ Longitudinal (same group of subjects over period of time)
_______ Cross-sectional (subjects from different age groups compared)
_______ Cross-sequential (subjects from different age groups, shorter period of time)
_______ Correlation, more than two groups: control, treatment, and other treatment comparisons
_______ Factorial design, two or more groups: other treatment differences, no untreated controls
_______ Two or more dependent variables (MANOVA)
_______ Other design: __________________________________________________________
Consider the Following Questions:
a. Was a control group used? Yes ______ No ______ If yes, complete b, c, and d below.
b. Was the “control” method for the study appropriate?
c. What variable was being controlled for?
d. In the case of an experimental stud ...
Research Evaluation WorksheetPSYCH610 Version 12Universit.docx
Research Evaluation Worksheet
PSYCH/610 Version 1
2
University of Phoenix Material
Research Evaluation Worksheet
Title:
Full Article Reference (APA style):
Abstract
Introduction
a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review.
b. What is the research hypothesis or question?
c. What are the variables of interest (independent and dependent variables)?
d. How are the variables operationally defined?
Method
a. Sample Size (Total): ________________
Size Per Group/Cell: _______________
b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study?
Participants
a. How were participants selected and recruited?
b. Were subjects randomly selected?
c. Were there any biases in sampling? Explain
d. Were the samples appropriate for the population to which the researcher wished to generalize?
e. What are the characteristics of the sample populations?
Research Design (check which design applies)
_______ Single group, time series study
_______ Multiple baseline (sequential) design: ______________
_______ Single group, no measurement
_______ Single group with measurement: Pre ______ During _____ Post _____
_______ Two groups classic experimental versus control group, randomly assigned
_______ (quasi-experimental) two groups experimental versus control group,
not randomly assigned
_______ Correlation research, not manipulated, degree of relationship
_______ Descriptive research (qualitative study)
_______ Natural observation
_______ Analytical research
_______ Interview research
_______ Historical study
_______ Survey research
_______ Legal study
_______ Ethnography research
_______ Policy analysis
_______ Fieldwork research
_______ Evaluation study
_______ Phenomenology
_______ Grounded theory
_______ Protocol analysis (collection and analysis of verbatim reports)
_______ Case study, no measurement
_______ Case study, with measurement: Pre _________ During _______ Post _________
_______ Developmental research
_______ Longitudinal (same group of subjects over period of time)
_______ Cross-sectional (subjects from different age groups compared)
_______ Cross-sequential (subjects from different age groups, shorter period of time)
_______ Correlation, more than two groups: control, treatment, and other treatment comparisons
_______ Factorial design, two or more groups: other treatment differences, no untreated controls
_______ Two or more dependent variables (MANOVA)
_______ Other design: __________________________________________________________
Consider the Following Questions:
a. Was a control group used? Yes ______ No ______ If yes, complete b, c, and d below.
b. Was the “control” method for the study appropriate?
c. What variable was being controlled for?
d. In the case of ...
Critical Analysis of Research Article (Team Assignment)· ·.docx
Critical Analysis of Research Article (Team Assignment)
·
· Due Jan 11
Read the article provided by your instructor, and discuss it with your Learning Team. Discuss the research question posed, the authors' hypotheses, the research methodology, and the statistical concepts used. Consider the implications of the study. How did the authors interpret the results? Discuss the meaning and importance of the study.
Create a list of questions for those areas you know little about, and save these questions for discussion in the classroom. Include statistical questions, concepts, terminology, or anything that may be confusing to you.
Complete the Research Evaluation Form provided. The completed form--one per Learning Team--and the list of questions are due this week.
Note. There may be questions you are not able to answer at this time, but do your best. Confer with your Learning Team for clarification and assistance.
Research Evaluation Form
CCMH/525 Version 2
1
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
none _________ home ________ clinic _________ lab __________
residential facility ________ school _________ hospital _________ other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________.
Research Evaluation FormCCMH525 Version 32University of.docx
Research Evaluation Form
CCMH/525 Version 3
2
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
None _________ Home ________ Clinic _________ Lab __________
Residential facility _________ School _________ Hospital _________ Other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Method
Sample size (total): ________________
Size per group or cell: _______________
Consider the following questions:
_______ Were the methods described so that the study could be replicated without further information?
Subjects
_______ Were subject recruitments and selection methods described?
_______ Were subjects randomly selected? Were there any biases in sampling?
_______ Were the samples appropriate for the population to which the researcher wished to generalize?
_______ Were characteristics of the sample adequately described?
_______ Are two or more groups being compared? Are they shown to be comparable on potentially confounding v ...
CHAPTER 8 QUANTITATIVE METHODSWe turn now from the introductio
CHAPTER 8 QUANTITATIVE METHODS
We turn now from the introduction, the purpose, and the questions and hypotheses to the method section of a proposal. This chapter presents essential steps in designing quantitative methods for a research proposal or study, with specific focus on survey and experimental designs. These designs reflect postpositivist philosophical assumptions, as discussed in Chapter 1. For example, determinism suggests that examining the relationships between and among variables is central to answering questions and hypotheses through surveys and experiments. In one case, a researcher might be interested in evaluating whether playing violent video games is associated with higher rates of playground aggression in kids, which is a correlational hypothesis that could be evaluated in a survey design. In another case, a researcher might be interested in evaluating whether violent video game playing causes aggressive behavior, which is a causal hypothesis that is best evaluated by a true experiment. In each case, these quantitative approaches focus on carefully measuring (or experimentally manipulating) a parsimonious set of variables to answer theory-guided research questions and hypotheses. In this chapter, the focus is on the essential components of a method section in proposals for a survey or experimental study.
DEFINING SURVEYS AND EXPERIMENTS
A survey design provides a quantitative description of trends, attitudes, and opinions of a population, or tests for associations among variables of a population, by studying a sample of that population. Survey designs help researchers answer three types of questions: (a) descriptive questions (e.g., What percentage of practicing nurses support the provision of hospital abortion services?); (b) questions about the relationships between variables (e.g., Is there a positive association between endorsement of hospital abortion services and support for implementing hospice care among nurses?); or in cases where a survey design is repeated over time in a longitudinal study; (c) questions about predictive relationships between variables over time (e.g., Does Time 1 endorsement of support for hospital abortion services predict greater Time 2 burnout in nurses?).
An experimental design systematically manipulates one or more variables in order to evaluate how this manipulation impacts an outcome (or outcomes) of interest. Importantly, an experiment isolates the effects of this manipulation by holding all other variables constant. When one group receives a treatment and the other group does not (which is a manipulated variable of interest), the experimenter can isolate whether the treatment and not other factors influence the outcome. For example, a sample of nurses could be randomly assigned to a 3-week expressive writing program (where they write about their deepest thoughts and feelings) or a matched 3-week control writing program (writing about the facts of their daily morning routine) to eval ...
Analysis of data (pratik)
The document discusses various methods for analyzing data, including descriptive, statistical, and multivariate analyses. Statistical analysis makes raw data meaningful by testing hypotheses, obtaining significant results, and drawing inferences. The appropriate analysis depends on the type of measurement, number of variables, and type of statistical inference required. Correlation analysis studies relationships between variables while causal analysis examines how independent variables affect dependents. Multivariate techniques include multiple regression, discriminant analysis, ANOVA, and canonical analysis.
Systematic and Scoping Reviews.pptx
Systematic reviews, rapid reviews, and scoping reviews are all types of literature reviews but differ in their methods and objectives. Systematic reviews have a narrow question and use comprehensive searches and selection criteria to minimize bias. They analyze available studies to answer a specific question. Rapid reviews have time constraints and omit some systematic review stages to provide timely information. Scoping reviews have broader questions and identify the nature and scope of research on a topic, including identifying gaps. They involve iterative searches and selection and usually do not critically appraise studies.
Constructs, variables, hypotheses
This document discusses different types of variables and research designs. It defines constructs, indicators, and operational definitions. It also describes different types of variables like independent, dependent, attribute and extraneous variables. Finally, it explains quasi-experimental designs like non-equivalent groups, interrupted time series, and regression discontinuity designs. It also covers single-case designs like A-B-A, multiple baseline, and changing criterion designs. The document provides examples and diagrams to illustrate these research concepts and designs.
Recommended
Research Evaluation WorksheetPSYCH610 Version 11Universit.docx
Research Evaluation Worksheet
PSYCH/610 Version 1
1
University of Phoenix Material
Research Evaluation Worksheet
Title:
Full Article Reference (APA style):
Abstract
Introduction
a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review.
b. What is the research hypothesis or question?
c. What are the variables of interest (independent and dependent variables)?
d. How are the variables operationally defined?
Method
a. Sample Size (Total): ________________ Size Per Group/Cell: _______________
b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study?
Participants
a. How were participants selected and recruited?
b. Were subjects randomly selected?
c. Were there any biases in sampling? Explain
d. Were the samples appropriate for the population to which the researcher wished to generalize?
e. What are the characteristics of the sample populations?
Research Design (check which design applies)
_______ Single group, time series study
_______ Multiple baseline (sequential) design: ______________
_______ Single group, no measurement
_______ Single group with measurement: Pre ______ During _____ Post _____
_______ Two groups classic experimental versus control group, randomly assigned
_______ (quasi-experimental) two groups experimental versus control group,
not randomly assigned
_______ Correlation research, not manipulated, degree of relationship
_______ Descriptive research (qualitative study)
_______ Natural observation
_______ Analytical research
_______ Interview research
_______ Historical study
_______ Survey research
_______ Legal study
_______ Ethnography research
_______ Policy analysis
_______ Fieldwork research
_______ Evaluation study
_______ Phenomenology
_______ Grounded theory
_______ Protocol analysis (collection and analysis of verbatim reports)
_______ Case study, no measurement
_______ Case study, with measurement: Pre _________ During _______ Post _________
_______ Developmental research
_______ Longitudinal (same group of subjects over period of time)
_______ Cross-sectional (subjects from different age groups compared)
_______ Cross-sequential (subjects from different age groups, shorter period of time)
_______ Correlation, more than two groups: control, treatment, and other treatment comparisons
_______ Factorial design, two or more groups: other treatment differences, no untreated controls
_______ Two or more dependent variables (MANOVA)
_______ Other design: __________________________________________________________
Consider the Following Questions:
a. Was a control group used? Yes ______ No ______ If yes, complete b, c, and d below.
b. Was the “control” method for the study appropriate?
c. What variable was being controlled for?
d. In the case of an experimental stud ...
Research Evaluation WorksheetPSYCH610 Version 12Universit.docx
Research Evaluation Worksheet
PSYCH/610 Version 1
2
University of Phoenix Material
Research Evaluation Worksheet
Title:
Full Article Reference (APA style):
Abstract
Introduction
a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review.
b. What is the research hypothesis or question?
c. What are the variables of interest (independent and dependent variables)?
d. How are the variables operationally defined?
Method
a. Sample Size (Total): ________________
Size Per Group/Cell: _______________
b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study?
Participants
a. How were participants selected and recruited?
b. Were subjects randomly selected?
c. Were there any biases in sampling? Explain
d. Were the samples appropriate for the population to which the researcher wished to generalize?
e. What are the characteristics of the sample populations?
Research Design (check which design applies)
_______ Single group, time series study
_______ Multiple baseline (sequential) design: ______________
_______ Single group, no measurement
_______ Single group with measurement: Pre ______ During _____ Post _____
_______ Two groups classic experimental versus control group, randomly assigned
_______ (quasi-experimental) two groups experimental versus control group,
not randomly assigned
_______ Correlation research, not manipulated, degree of relationship
_______ Descriptive research (qualitative study)
_______ Natural observation
_______ Analytical research
_______ Interview research
_______ Historical study
_______ Survey research
_______ Legal study
_______ Ethnography research
_______ Policy analysis
_______ Fieldwork research
_______ Evaluation study
_______ Phenomenology
_______ Grounded theory
_______ Protocol analysis (collection and analysis of verbatim reports)
_______ Case study, no measurement
_______ Case study, with measurement: Pre _________ During _______ Post _________
_______ Developmental research
_______ Longitudinal (same group of subjects over period of time)
_______ Cross-sectional (subjects from different age groups compared)
_______ Cross-sequential (subjects from different age groups, shorter period of time)
_______ Correlation, more than two groups: control, treatment, and other treatment comparisons
_______ Factorial design, two or more groups: other treatment differences, no untreated controls
_______ Two or more dependent variables (MANOVA)
_______ Other design: __________________________________________________________
Consider the Following Questions:
a. Was a control group used? Yes ______ No ______ If yes, complete b, c, and d below.
b. Was the “control” method for the study appropriate?
c. What variable was being controlled for?
d. In the case of ...
Critical Analysis of Research Article (Team Assignment)· ·.docx
Critical Analysis of Research Article (Team Assignment)
·
· Due Jan 11
Read the article provided by your instructor, and discuss it with your Learning Team. Discuss the research question posed, the authors' hypotheses, the research methodology, and the statistical concepts used. Consider the implications of the study. How did the authors interpret the results? Discuss the meaning and importance of the study.
Create a list of questions for those areas you know little about, and save these questions for discussion in the classroom. Include statistical questions, concepts, terminology, or anything that may be confusing to you.
Complete the Research Evaluation Form provided. The completed form--one per Learning Team--and the list of questions are due this week.
Note. There may be questions you are not able to answer at this time, but do your best. Confer with your Learning Team for clarification and assistance.
Research Evaluation Form
CCMH/525 Version 2
1
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
none _________ home ________ clinic _________ lab __________
residential facility ________ school _________ hospital _________ other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________.
Research Evaluation FormCCMH525 Version 32University of.docx
Research Evaluation Form
CCMH/525 Version 3
2
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
None _________ Home ________ Clinic _________ Lab __________
Residential facility _________ School _________ Hospital _________ Other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Method
Sample size (total): ________________
Size per group or cell: _______________
Consider the following questions:
_______ Were the methods described so that the study could be replicated without further information?
Subjects
_______ Were subject recruitments and selection methods described?
_______ Were subjects randomly selected? Were there any biases in sampling?
_______ Were the samples appropriate for the population to which the researcher wished to generalize?
_______ Were characteristics of the sample adequately described?
_______ Are two or more groups being compared? Are they shown to be comparable on potentially confounding v ...
CHAPTER 8 QUANTITATIVE METHODSWe turn now from the introductio
CHAPTER 8 QUANTITATIVE METHODS
We turn now from the introduction, the purpose, and the questions and hypotheses to the method section of a proposal. This chapter presents essential steps in designing quantitative methods for a research proposal or study, with specific focus on survey and experimental designs. These designs reflect postpositivist philosophical assumptions, as discussed in Chapter 1. For example, determinism suggests that examining the relationships between and among variables is central to answering questions and hypotheses through surveys and experiments. In one case, a researcher might be interested in evaluating whether playing violent video games is associated with higher rates of playground aggression in kids, which is a correlational hypothesis that could be evaluated in a survey design. In another case, a researcher might be interested in evaluating whether violent video game playing causes aggressive behavior, which is a causal hypothesis that is best evaluated by a true experiment. In each case, these quantitative approaches focus on carefully measuring (or experimentally manipulating) a parsimonious set of variables to answer theory-guided research questions and hypotheses. In this chapter, the focus is on the essential components of a method section in proposals for a survey or experimental study.
DEFINING SURVEYS AND EXPERIMENTS
A survey design provides a quantitative description of trends, attitudes, and opinions of a population, or tests for associations among variables of a population, by studying a sample of that population. Survey designs help researchers answer three types of questions: (a) descriptive questions (e.g., What percentage of practicing nurses support the provision of hospital abortion services?); (b) questions about the relationships between variables (e.g., Is there a positive association between endorsement of hospital abortion services and support for implementing hospice care among nurses?); or in cases where a survey design is repeated over time in a longitudinal study; (c) questions about predictive relationships between variables over time (e.g., Does Time 1 endorsement of support for hospital abortion services predict greater Time 2 burnout in nurses?).
An experimental design systematically manipulates one or more variables in order to evaluate how this manipulation impacts an outcome (or outcomes) of interest. Importantly, an experiment isolates the effects of this manipulation by holding all other variables constant. When one group receives a treatment and the other group does not (which is a manipulated variable of interest), the experimenter can isolate whether the treatment and not other factors influence the outcome. For example, a sample of nurses could be randomly assigned to a 3-week expressive writing program (where they write about their deepest thoughts and feelings) or a matched 3-week control writing program (writing about the facts of their daily morning routine) to eval ...
Analysis of data (pratik)
The document discusses various methods for analyzing data, including descriptive, statistical, and multivariate analyses. Statistical analysis makes raw data meaningful by testing hypotheses, obtaining significant results, and drawing inferences. The appropriate analysis depends on the type of measurement, number of variables, and type of statistical inference required. Correlation analysis studies relationships between variables while causal analysis examines how independent variables affect dependents. Multivariate techniques include multiple regression, discriminant analysis, ANOVA, and canonical analysis.
Systematic and Scoping Reviews.pptx
Systematic reviews, rapid reviews, and scoping reviews are all types of literature reviews but differ in their methods and objectives. Systematic reviews have a narrow question and use comprehensive searches and selection criteria to minimize bias. They analyze available studies to answer a specific question. Rapid reviews have time constraints and omit some systematic review stages to provide timely information. Scoping reviews have broader questions and identify the nature and scope of research on a topic, including identifying gaps. They involve iterative searches and selection and usually do not critically appraise studies.
Constructs, variables, hypotheses
This document discusses different types of variables and research designs. It defines constructs, indicators, and operational definitions. It also describes different types of variables like independent, dependent, attribute and extraneous variables. Finally, it explains quasi-experimental designs like non-equivalent groups, interrupted time series, and regression discontinuity designs. It also covers single-case designs like A-B-A, multiple baseline, and changing criterion designs. The document provides examples and diagrams to illustrate these research concepts and designs.
Quantitative Method
This document provides guidance on developing quantitative research methods sections for surveys and experiments. It outlines key components to include such as defining the population and sampling procedure, describing the survey instrumentation and plans for validation, identifying the variables and data analysis steps, and interpreting results. For surveys, it recommends specifying the survey format, population, sampling strategy, validity/reliability of instrumentation, and statistical analysis plan. For experiments, it suggests defining the variables, participants, materials, procedures, measures, pre/post tests, and statistical analyses for hypothesis testing and interpreting findings.
Mixed methods research
This document provides an overview of mixed methods research. It discusses the three main types of research designs: qualitative, quantitative, and mixed methods. It explains the differences between qualitative and quantitative research in terms of purpose, group studied, variables, data collection/analysis, and results. The document also discusses pragmatism as the philosophy behind mixed methods research and reasons for combining methods. It outlines various ways that qualitative and quantitative methods can be mixed, such as through timing, weighting, and mixing of data. The document concludes by describing six main mixed methods designs and recommending further readings on the topic.
Developing a Systematic Review Protocol
A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
Quantitative and Qualitative Approaches.pdf
This document provides an overview of quantitative and qualitative research approaches. It defines quantitative research as deductive, using numeric data from large samples to test hypotheses and analyze relationships between variables objectively. Qualitative research is defined as inductive, relying on words from smaller samples to understand participant experiences subjectively and identify themes in the data. The key differences between the two approaches are described in terms of identifying research problems, reviewing literature, specifying research purposes and questions, collecting and analyzing data, and reporting results. The document also discusses research design and types of quantitative, qualitative, and mixed methods designs.
Week 1-2 -INTRODUCTION TO QUANTITATIVE RESEARCH.pptx
The document discusses quantitative research methods. It defines quantitative research as seeking to quantify data and generalize results from a sample to a population. Key concepts covered include descriptive research, which describes current statuses of variables, and correlational research, which examines relationships between variables without manipulating them. Common quantitative research designs like surveys, experiments, and ex post facto research are described. The document also discusses validity, reliability, sampling, data types, and the statistical analysis process.
Quantitative research design
This document provides an overview of quantitative research designs that are frequently used in educational research, including experimental, correlational, and survey designs. It defines experimental design and describes different types of experimental designs such as true experiments, quasi-experiments, and factorial designs. It also discusses correlational research design, survey research design, and provides the objectives, characteristics, and steps for each design. Finally, it discusses some common ethical issues for each research design.
Ms 66 marketing research
This document provides information about getting fully solved assignments from an assignment help service. It lists a mail ID and phone number to contact for assistance with marketing research assignments. It then provides sample answers to 4 marketing research assignment questions, covering topics like primary research processes, types of data, qualitative vs. quantitative research methods, conjoint analysis, and probability sampling methods.
Multivariate Approaches in Nursing Research Assignment.pdf
The document discusses multivariate approaches used in nursing research. It discusses key variables, validity and reliability, threats to internal validity, and strengths and limitations of models used in the selected article. The document also provides an overview of different multivariate techniques including multiple regression analysis, logistic regression analysis, multivariate analysis of variance, factor analysis, and discriminant function analysis. It discusses when each technique is appropriate and how to choose the right method to solve practical problems.
Chapter Eight Quantitative Methods
This document provides an outline and guidelines for developing quantitative research methods plans for surveys and experiments. It defines key components and considerations for survey design, experimental design, developing instrumentation, identifying variables, sampling procedures, data analysis, and interpreting results. Checklists are provided to guide the planning of surveys and experiments. Potential threats to validity are also discussed.
NOS
The document describes the development and applications of the Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomized studies in meta-analyses. The NOS uses a star system to judge studies on three domains: selection, comparability, and exposure/outcome. It was developed through an extensive process involving expert reviews. The NOS can be used to incorporate quality assessments into meta-analyses and help design higher quality nonrandomized studies. Ongoing work aims to establish the NOS's validity, reliability, and identify quality thresholds.
Research Critique
This document provides an outline for critiquing a research study. It includes sections to evaluate the problem statement, literature review, research design, instruments, data analysis, and conclusions. The critique examines aspects like variable definitions, sampling methods, reliability and validity of tools, appropriate use of statistics, and implications of the findings. The overall goal is to provide a systematic analysis of the strengths and limitations of the research.
Methodology and IRB/URR
Dr. Lani discusses all aspects of the dissertation methodology, including: selecting a survey instrument, population, reliability, validity, data analysis plan, and IRB/URR considerations.
Chapter 3 research design
The document discusses different types of research designs used in conducting research studies. It begins by defining research design and its purpose, which is to obtain answers to research questions and minimize variance. The key types of research designs covered are experimental, quasi-experimental, descriptive, and correlational designs. Experimental design aims to test causal relationships through manipulation of independent variables. Descriptive design observes and measures variables without manipulation to understand characteristics and trends. Correlational design examines relationships between non-manipulated variables. The document provides examples and comparisons of when each design is most applicable.
.Analyzing data
This document discusses techniques for qualitative and quantitative data analysis. Qualitative data analysis deals with non-numerical data like words or text, while quantitative data uses numerical data. Some qualitative techniques include analyzing unstructured observations, interviews, records and documents to identify and sort relevant text segments. Quantitative techniques include descriptive statistics like frequencies, measures of central tendency, and variability for descriptive research, and correlational techniques, multiple regression, discriminant analysis and factor analysis for multivariate research. Different research designs require different analysis methods such as t-tests, analysis of variance, and factorial analysis of variance.
NOS SCALE.ppt
The document describes the Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomized studies in meta-analyses. It outlines the development of the NOS, including item selection from existing quality assessment forms and review by experts. It then provides the criteria for assessing cohort and case-control studies using the NOS, including sections on selection, comparability, and outcome/exposure. Maximum stars can be awarded in each section. Examples are given of how to apply the NOS to assess the quality of specific cohort and case-control studies. The NOS allows for the quality of nonrandomized studies to be incorporated into meta-analyses.
Quality in scientific research final
This document provides an overview of quality in scientific research. It defines quality as meeting standards of scientific rigor, such as having a well-defined research question, transparent and reproducible methodology, and unbiased reporting of results. The document discusses research quality standards, validity, quantitative and qualitative research methods, and checklists for standardized research reporting. It also addresses challenges in promoting quality and characteristics of high-quality research.
Mb0050 research methodology
This document provides information about an MBA course on research methodology. It includes 6 questions related to key concepts in research such as problem identification, data collection methods, sampling, data analysis, chi-square test, and analysis of variance. Contact information is provided at the top for students to get fully solved assignments or send their course details.
Critical appraisal of a journal article
This document provides guidance on critically appraising journal articles. It defines critical appraisal as systematically identifying the strengths and weaknesses of research to assess validity and usefulness. Key aspects to evaluate include relevance of the research question, appropriateness of study design, addressing biases, adherence to original protocol, statistical analyses, and conflicts of interest. Checklists like CASP, CONSORT, and STROBE provide frameworks to appraise study methodologies like randomized trials, systematic reviews, and observational studies. The goal of critical appraisal is for clinicians to identify high-quality evidence to inform clinical practice.
Quantitative Research
This presentation explains quantitative reseach and its process. You can also find the differences between quantitave and qualitative reseacher.
Deciding to place a loved one into a long-term care facility can be .docx
Deciding to place a loved one into a long-term care facility can be extremely difficult. Even more difficult is the thought of your loved one’s rights being violated while in long-term care. Patient healthcare rights are not as clearly defined as one would expect, and there are long-term care and other healthcare facilities that create their own sets of patient rights. However, there are also certain indisputable rights afforded to patients across the board.
2-3 pages with introduction paragraph
Describe the legal and ethical dilemma discussed in the following case study.
Analyze the key ways in which a patient’s right to die relates to this specific case.
2-3 pages
Use at least three (3) quality academic resources
.
citations and references must follow APA
Im
agine that you are a part of the ethics committee investigating this case. Determine the main facts pertaining to the issue that the committee should consider.
Suggest one (1) step that the facility should take next in order to resolve the dilemma. Provide a rationale for your response.
Background
Mary Evelyn Greene, who has memory impairment, lives in a private room at Shady Brook Skilled Nursing Facility located in a beautiful suburb of a major metropolitan city. She has resided at Shady Brook for the past 18 months. Before moving into Shady Brook, Mrs. Greene lived independently in her own home with assistance from a private-duty nursing assistant and a housekeeper. She and her husband had resided together in this home for more than 50 years. Mrs. Greene is 89 years old and suffers from several health problems associated with aging.
Mrs. Greene has one son, David Greene. David has the power of attorney to handle his mother’s health care and other personal affairs. David works as a trial attorney in one of the city’s largest and most prestigious law firms. He owns a large home in an upscale neighborhood and works hard to put two of his children through college and another one through medical school. His home is about an hour’s drive from his workplace and about 20 minutes from Shady Brook. David’s wife Barbara has never been close to her mother-in-law and has not shown much interest in her care. Hence, caring for his mother has become a major responsibility for David, and he is having a difficult time dealing with her declining health and the onset of mild dementia. It is becoming increasingly more difficult for David to leave his law practice or the court room to deal with issues related to his mother.
Mrs. Greene’s husband was a very successful land developer who left her with a substantial estate, which meets all of her financial needs. After her husband passed away, Mrs. Greene decided to remain in her home. She was able to maintain her independence until she was 87 years old, when she began to show signs of dementia. Shortly thereafter, David moved her to Shady Brook. David also hired a part-time “sitter” to keep her mother company because she was too weak to go out of her ro.
Dec 1, 2016ThursdayDec 2, 2016FridayDec 3, 2016SaturdayD.docx
Dec 1, 2016
Thursday
Dec 2, 2016
Friday
Dec 3, 2016
Saturday
Dec 4, 2016
Sunday
Dec 5, 2016
Monday
Dec 6, 2016
Tuesday
Dec 7, 2016
Wednesday
Week 1
Dec 8, 2016
Thursday
Dec 9, 2016
Friday
Dec 10, 2016
Saturday
Dec 11, 2016
Sunday
Dec 12, 2016
Monday
Dec 13, 2016
Tuesday
Dec 14, 2016
Wednesday
NRS-430V | Essentials of Baccalaureate Education
Topic 1 DQ 1
Discussion Question
Starts: Dec 12, 2016
Ends: Dec 14, 2016
Topic 1 DQ 1
Due
Week 2
Dec 15, 2016
Thursday
Dec 16, 2016
Friday
Dec 17, 2016
Saturday
Dec 18, 2016
Sunday
Dec 19, 2016
Monday
Dec 20, 2016
Tuesday
Dec 21, 2016
Wednesday
NRS-430V | Happy Holidays!
Topic 1 DQ 2
Discussion Question
Starts: Dec 12, 2016
Ends: Dec 16, 2016
Topic 1 DQ 2
Due
Collaborative Learning Community (CLC) Agreement
Assignment
Starts: Dec 12, 2016
Ends: Dec 18, 2016
Collaborative Lea...
Due
Week 3
Dec 22, 2016
Thursday
Dec 23, 2016
Friday
Dec 24, 2016
Saturday
Dec 25, 2016
Sunday
Dec 26, 2016
Monday
Dec 27, 2016
Tuesday
Dec 28, 2016
Wednesday
NRS-430V | Happy Holidays!
Week 4
Dec 29, 2016
Thursday
Dec 30, 2016
Friday
Dec 31, 2016
Saturday
Jan 1, 2017
Sunday
Jan 2, 2017
Monday
Jan 3, 2017
Tuesday
Jan 4, 2017
Wednesday
NRS-430V | Nursing History, Theories, and Conceptual Model
Jan 1, 2017
Sunday
Jan 2, 2017
Monday
Jan 3, 2017
Tuesday
Jan 4, 2017
Wednesday
Jan 5, 2017
Thursday
Jan 6, 2017
Friday
Jan 7, 2017
Saturday
NRS-430V | Nursing History, Theories, and Conceptual Model
Topic 2 DQ 1
Discussion Question
Starts: Jan 2, 2017
Ends: Jan 4, 2017
Topic 2 DQ 1
Due
Topic 2 DQ 2
Discussion Question
Starts: Jan 2, 2017
Ends: Jan 6, 2017
Topic 2 DQ 2
Due
Week 5
Jan 8, 2017
Sunday
Jan 9, 2017
Monday
Jan 10, 2017
Tuesday
Jan 11, 2017
Wednesday
Jan 12, 2017
Thursday
Jan 13, 2017
Friday
Jan 14, 2017
Saturday
NRS-430V | Scope of Practice and Differentiated Practice Competencies
Topic 3 DQ 1
Discussion Question
Starts: Jan 9, 2017
Ends: Jan 11, 2017
Topic 3 DQ 1
Due
Topic 3 DQ 2
Discussion Question
Starts: Jan 9, 2017
Ends: Jan 13, 2017
Topic 3 DQ 2
Due
Educational Preparation
Assignment
Starts: Jan 2, 2017
Ends: Jan 8, 2017
Educational Prepa...
Due
Week 6
Jan 15, 2017
Sunday
Jan 16, 2017
Monday
Jan 17, 2017
Tuesday
Jan 18, 2017
Wednesday
Jan 19, 2017
Thursday
Jan 20, 2017
Friday
Jan 21, 2017
Saturday
NRS-430V | Professional Accountability, Standards of Practice, and Professional Development
Topic 4 DQ 1
Discussion Question
Starts: Jan 16, 2017
Ends: Jan 18, 2017
Topic 4 DQ 1
Due
Topic 4 DQ 2
Discussion Question
Starts: Jan 16, 2017
Ends: Jan 20, 2017
Topic 4 DQ 2
Due
CLC - Nursing Conceptual Model Presentation
Assignment
Starts: Jan 9, 2017
Ends: Jan 15, 2017
CLC - Nursing Con...
Due
Week 7
Jan 22, 2017
Sunday
Jan 23, 2017
Monday
Jan 24, 2017
Tuesday
Jan 25, 2017
Wednesday
Jan 26, 2017
Thursday
Jan 27, 2017
Friday
Jan 28, 2017
Saturday
NRS-430V | Advocacy and Activism
.
More Related Content
Similar to Critical Analysis of Research ArticleSelect a research.docx
Quantitative Method
This document provides guidance on developing quantitative research methods sections for surveys and experiments. It outlines key components to include such as defining the population and sampling procedure, describing the survey instrumentation and plans for validation, identifying the variables and data analysis steps, and interpreting results. For surveys, it recommends specifying the survey format, population, sampling strategy, validity/reliability of instrumentation, and statistical analysis plan. For experiments, it suggests defining the variables, participants, materials, procedures, measures, pre/post tests, and statistical analyses for hypothesis testing and interpreting findings.
Mixed methods research
This document provides an overview of mixed methods research. It discusses the three main types of research designs: qualitative, quantitative, and mixed methods. It explains the differences between qualitative and quantitative research in terms of purpose, group studied, variables, data collection/analysis, and results. The document also discusses pragmatism as the philosophy behind mixed methods research and reasons for combining methods. It outlines various ways that qualitative and quantitative methods can be mixed, such as through timing, weighting, and mixing of data. The document concludes by describing six main mixed methods designs and recommending further readings on the topic.
Developing a Systematic Review Protocol
A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·
Quantitative Data Analysis: Statistics
Introduction
Understanding the use of basic statistical strategies is part of being a critical consumer of published research literature. Unless they plan to conduct research themselves, it is not as important for counselors to understand the mathematical calculations of the statistical techniques as it is to be able to recognize the names of the common ones and what kind of information they provide. There are several commercially-available software packages for analyzing quantitative data, one of which is described in detail in Chapter 14 of
Counseling Research: Quantitative, Qualitative, and Mixed Methods
.
Descriptive and Inferential Statistics
In quantitative studies, statistical techniques are used for data analysis. The two main categories of statistics are descriptive and inferential. Descriptive statistics are used to summarize the data. Some common descriptive statistics are the measures of central tendency: the mean, median, and mode. They provide information about where the middle is in distribution of scores. On the normal distribution, the mean, median, and mode are the same. Distributions are said to be skewed when extreme scores draw the mean away from the middle of the distribution. Measures of variability, such as the range, variance, and standard deviation, provide information about how widely a distribution of scores is dispersed (Erford, 2015, p. 250). The standard deviation is a measure of how the scores cluster around the mean. The greater the standard deviation, the greater the spread of scores.
Toggle DrawerHide Full Introduction
Inferential statistics are used to make inferences from the sample to the population. All inferential statistical procedures are based on probability theory. They are used to test hypotheses. Three commonly used inferential statistics are chi square, t-test, and analysis of variance (ANOVA). Chi square is used with nominal data to determine if the observed expected frequency differs significantly from the expected frequency. A t-test is used to determine whether there is a statistically significant difference between the means of two groups. ANOVA is used to determine whether there is a statistically significant difference between the means of three or more groups.
Statistical Significance
When a quantitative study tests a hypothesis, it is technically the null hypothesis being tested. The null hypothesis says there is no difference between the groups, or relationship between the variables (depending on the research design). If the statistical procedure indicates there is statistical significance, the null hypothesis is rejected, meaning that the probability is high that there really is a group difference or strong relationship between the variables.
Rejecting the null hypothesis is not equivalent to proving the research or alternative hypothesis. Researchers can embrace the research hypothesis as one plausible explanation, but because only .
Quantitative and Qualitative Approaches.pdf
This document provides an overview of quantitative and qualitative research approaches. It defines quantitative research as deductive, using numeric data from large samples to test hypotheses and analyze relationships between variables objectively. Qualitative research is defined as inductive, relying on words from smaller samples to understand participant experiences subjectively and identify themes in the data. The key differences between the two approaches are described in terms of identifying research problems, reviewing literature, specifying research purposes and questions, collecting and analyzing data, and reporting results. The document also discusses research design and types of quantitative, qualitative, and mixed methods designs.
Week 1-2 -INTRODUCTION TO QUANTITATIVE RESEARCH.pptx
The document discusses quantitative research methods. It defines quantitative research as seeking to quantify data and generalize results from a sample to a population. Key concepts covered include descriptive research, which describes current statuses of variables, and correlational research, which examines relationships between variables without manipulating them. Common quantitative research designs like surveys, experiments, and ex post facto research are described. The document also discusses validity, reliability, sampling, data types, and the statistical analysis process.
Quantitative research design
This document provides an overview of quantitative research designs that are frequently used in educational research, including experimental, correlational, and survey designs. It defines experimental design and describes different types of experimental designs such as true experiments, quasi-experiments, and factorial designs. It also discusses correlational research design, survey research design, and provides the objectives, characteristics, and steps for each design. Finally, it discusses some common ethical issues for each research design.
Ms 66 marketing research
This document provides information about getting fully solved assignments from an assignment help service. It lists a mail ID and phone number to contact for assistance with marketing research assignments. It then provides sample answers to 4 marketing research assignment questions, covering topics like primary research processes, types of data, qualitative vs. quantitative research methods, conjoint analysis, and probability sampling methods.
Multivariate Approaches in Nursing Research Assignment.pdf
The document discusses multivariate approaches used in nursing research. It discusses key variables, validity and reliability, threats to internal validity, and strengths and limitations of models used in the selected article. The document also provides an overview of different multivariate techniques including multiple regression analysis, logistic regression analysis, multivariate analysis of variance, factor analysis, and discriminant function analysis. It discusses when each technique is appropriate and how to choose the right method to solve practical problems.
Chapter Eight Quantitative Methods
This document provides an outline and guidelines for developing quantitative research methods plans for surveys and experiments. It defines key components and considerations for survey design, experimental design, developing instrumentation, identifying variables, sampling procedures, data analysis, and interpreting results. Checklists are provided to guide the planning of surveys and experiments. Potential threats to validity are also discussed.
NOS
The document describes the development and applications of the Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomized studies in meta-analyses. The NOS uses a star system to judge studies on three domains: selection, comparability, and exposure/outcome. It was developed through an extensive process involving expert reviews. The NOS can be used to incorporate quality assessments into meta-analyses and help design higher quality nonrandomized studies. Ongoing work aims to establish the NOS's validity, reliability, and identify quality thresholds.
Research Critique
This document provides an outline for critiquing a research study. It includes sections to evaluate the problem statement, literature review, research design, instruments, data analysis, and conclusions. The critique examines aspects like variable definitions, sampling methods, reliability and validity of tools, appropriate use of statistics, and implications of the findings. The overall goal is to provide a systematic analysis of the strengths and limitations of the research.
Methodology and IRB/URR
Dr. Lani discusses all aspects of the dissertation methodology, including: selecting a survey instrument, population, reliability, validity, data analysis plan, and IRB/URR considerations.
Chapter 3 research design
The document discusses different types of research designs used in conducting research studies. It begins by defining research design and its purpose, which is to obtain answers to research questions and minimize variance. The key types of research designs covered are experimental, quasi-experimental, descriptive, and correlational designs. Experimental design aims to test causal relationships through manipulation of independent variables. Descriptive design observes and measures variables without manipulation to understand characteristics and trends. Correlational design examines relationships between non-manipulated variables. The document provides examples and comparisons of when each design is most applicable.
.Analyzing data
This document discusses techniques for qualitative and quantitative data analysis. Qualitative data analysis deals with non-numerical data like words or text, while quantitative data uses numerical data. Some qualitative techniques include analyzing unstructured observations, interviews, records and documents to identify and sort relevant text segments. Quantitative techniques include descriptive statistics like frequencies, measures of central tendency, and variability for descriptive research, and correlational techniques, multiple regression, discriminant analysis and factor analysis for multivariate research. Different research designs require different analysis methods such as t-tests, analysis of variance, and factorial analysis of variance.
NOS SCALE.ppt
The document describes the Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomized studies in meta-analyses. It outlines the development of the NOS, including item selection from existing quality assessment forms and review by experts. It then provides the criteria for assessing cohort and case-control studies using the NOS, including sections on selection, comparability, and outcome/exposure. Maximum stars can be awarded in each section. Examples are given of how to apply the NOS to assess the quality of specific cohort and case-control studies. The NOS allows for the quality of nonrandomized studies to be incorporated into meta-analyses.
Quality in scientific research final
This document provides an overview of quality in scientific research. It defines quality as meeting standards of scientific rigor, such as having a well-defined research question, transparent and reproducible methodology, and unbiased reporting of results. The document discusses research quality standards, validity, quantitative and qualitative research methods, and checklists for standardized research reporting. It also addresses challenges in promoting quality and characteristics of high-quality research.
Mb0050 research methodology
This document provides information about an MBA course on research methodology. It includes 6 questions related to key concepts in research such as problem identification, data collection methods, sampling, data analysis, chi-square test, and analysis of variance. Contact information is provided at the top for students to get fully solved assignments or send their course details.
Critical appraisal of a journal article
This document provides guidance on critically appraising journal articles. It defines critical appraisal as systematically identifying the strengths and weaknesses of research to assess validity and usefulness. Key aspects to evaluate include relevance of the research question, appropriateness of study design, addressing biases, adherence to original protocol, statistical analyses, and conflicts of interest. Checklists like CASP, CONSORT, and STROBE provide frameworks to appraise study methodologies like randomized trials, systematic reviews, and observational studies. The goal of critical appraisal is for clinicians to identify high-quality evidence to inform clinical practice.
Quantitative Research
This presentation explains quantitative reseach and its process. You can also find the differences between quantitave and qualitative reseacher.
Similar to Critical Analysis of Research ArticleSelect a research.docx (20)
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
·Quantitative Data Analysis StatisticsIntroductionUnd.docx
Week 1-2 -INTRODUCTION TO QUANTITATIVE RESEARCH.pptx
Week 1-2 -INTRODUCTION TO QUANTITATIVE RESEARCH.pptx
Multivariate Approaches in Nursing Research Assignment.pdf
Multivariate Approaches in Nursing Research Assignment.pdf
More from crystal5fqula
Deciding to place a loved one into a long-term care facility can be .docx
Deciding to place a loved one into a long-term care facility can be extremely difficult. Even more difficult is the thought of your loved one’s rights being violated while in long-term care. Patient healthcare rights are not as clearly defined as one would expect, and there are long-term care and other healthcare facilities that create their own sets of patient rights. However, there are also certain indisputable rights afforded to patients across the board.
2-3 pages with introduction paragraph
Describe the legal and ethical dilemma discussed in the following case study.
Analyze the key ways in which a patient’s right to die relates to this specific case.
2-3 pages
Use at least three (3) quality academic resources
.
citations and references must follow APA
Im
agine that you are a part of the ethics committee investigating this case. Determine the main facts pertaining to the issue that the committee should consider.
Suggest one (1) step that the facility should take next in order to resolve the dilemma. Provide a rationale for your response.
Background
Mary Evelyn Greene, who has memory impairment, lives in a private room at Shady Brook Skilled Nursing Facility located in a beautiful suburb of a major metropolitan city. She has resided at Shady Brook for the past 18 months. Before moving into Shady Brook, Mrs. Greene lived independently in her own home with assistance from a private-duty nursing assistant and a housekeeper. She and her husband had resided together in this home for more than 50 years. Mrs. Greene is 89 years old and suffers from several health problems associated with aging.
Mrs. Greene has one son, David Greene. David has the power of attorney to handle his mother’s health care and other personal affairs. David works as a trial attorney in one of the city’s largest and most prestigious law firms. He owns a large home in an upscale neighborhood and works hard to put two of his children through college and another one through medical school. His home is about an hour’s drive from his workplace and about 20 minutes from Shady Brook. David’s wife Barbara has never been close to her mother-in-law and has not shown much interest in her care. Hence, caring for his mother has become a major responsibility for David, and he is having a difficult time dealing with her declining health and the onset of mild dementia. It is becoming increasingly more difficult for David to leave his law practice or the court room to deal with issues related to his mother.
Mrs. Greene’s husband was a very successful land developer who left her with a substantial estate, which meets all of her financial needs. After her husband passed away, Mrs. Greene decided to remain in her home. She was able to maintain her independence until she was 87 years old, when she began to show signs of dementia. Shortly thereafter, David moved her to Shady Brook. David also hired a part-time “sitter” to keep her mother company because she was too weak to go out of her ro.
Dec 1, 2016ThursdayDec 2, 2016FridayDec 3, 2016SaturdayD.docx
Dec 1, 2016
Thursday
Dec 2, 2016
Friday
Dec 3, 2016
Saturday
Dec 4, 2016
Sunday
Dec 5, 2016
Monday
Dec 6, 2016
Tuesday
Dec 7, 2016
Wednesday
Week 1
Dec 8, 2016
Thursday
Dec 9, 2016
Friday
Dec 10, 2016
Saturday
Dec 11, 2016
Sunday
Dec 12, 2016
Monday
Dec 13, 2016
Tuesday
Dec 14, 2016
Wednesday
NRS-430V | Essentials of Baccalaureate Education
Topic 1 DQ 1
Discussion Question
Starts: Dec 12, 2016
Ends: Dec 14, 2016
Topic 1 DQ 1
Due
Week 2
Dec 15, 2016
Thursday
Dec 16, 2016
Friday
Dec 17, 2016
Saturday
Dec 18, 2016
Sunday
Dec 19, 2016
Monday
Dec 20, 2016
Tuesday
Dec 21, 2016
Wednesday
NRS-430V | Happy Holidays!
Topic 1 DQ 2
Discussion Question
Starts: Dec 12, 2016
Ends: Dec 16, 2016
Topic 1 DQ 2
Due
Collaborative Learning Community (CLC) Agreement
Assignment
Starts: Dec 12, 2016
Ends: Dec 18, 2016
Collaborative Lea...
Due
Week 3
Dec 22, 2016
Thursday
Dec 23, 2016
Friday
Dec 24, 2016
Saturday
Dec 25, 2016
Sunday
Dec 26, 2016
Monday
Dec 27, 2016
Tuesday
Dec 28, 2016
Wednesday
NRS-430V | Happy Holidays!
Week 4
Dec 29, 2016
Thursday
Dec 30, 2016
Friday
Dec 31, 2016
Saturday
Jan 1, 2017
Sunday
Jan 2, 2017
Monday
Jan 3, 2017
Tuesday
Jan 4, 2017
Wednesday
NRS-430V | Nursing History, Theories, and Conceptual Model
Jan 1, 2017
Sunday
Jan 2, 2017
Monday
Jan 3, 2017
Tuesday
Jan 4, 2017
Wednesday
Jan 5, 2017
Thursday
Jan 6, 2017
Friday
Jan 7, 2017
Saturday
NRS-430V | Nursing History, Theories, and Conceptual Model
Topic 2 DQ 1
Discussion Question
Starts: Jan 2, 2017
Ends: Jan 4, 2017
Topic 2 DQ 1
Due
Topic 2 DQ 2
Discussion Question
Starts: Jan 2, 2017
Ends: Jan 6, 2017
Topic 2 DQ 2
Due
Week 5
Jan 8, 2017
Sunday
Jan 9, 2017
Monday
Jan 10, 2017
Tuesday
Jan 11, 2017
Wednesday
Jan 12, 2017
Thursday
Jan 13, 2017
Friday
Jan 14, 2017
Saturday
NRS-430V | Scope of Practice and Differentiated Practice Competencies
Topic 3 DQ 1
Discussion Question
Starts: Jan 9, 2017
Ends: Jan 11, 2017
Topic 3 DQ 1
Due
Topic 3 DQ 2
Discussion Question
Starts: Jan 9, 2017
Ends: Jan 13, 2017
Topic 3 DQ 2
Due
Educational Preparation
Assignment
Starts: Jan 2, 2017
Ends: Jan 8, 2017
Educational Prepa...
Due
Week 6
Jan 15, 2017
Sunday
Jan 16, 2017
Monday
Jan 17, 2017
Tuesday
Jan 18, 2017
Wednesday
Jan 19, 2017
Thursday
Jan 20, 2017
Friday
Jan 21, 2017
Saturday
NRS-430V | Professional Accountability, Standards of Practice, and Professional Development
Topic 4 DQ 1
Discussion Question
Starts: Jan 16, 2017
Ends: Jan 18, 2017
Topic 4 DQ 1
Due
Topic 4 DQ 2
Discussion Question
Starts: Jan 16, 2017
Ends: Jan 20, 2017
Topic 4 DQ 2
Due
CLC - Nursing Conceptual Model Presentation
Assignment
Starts: Jan 9, 2017
Ends: Jan 15, 2017
CLC - Nursing Con...
Due
Week 7
Jan 22, 2017
Sunday
Jan 23, 2017
Monday
Jan 24, 2017
Tuesday
Jan 25, 2017
Wednesday
Jan 26, 2017
Thursday
Jan 27, 2017
Friday
Jan 28, 2017
Saturday
NRS-430V | Advocacy and Activism
.
Dear professor,I am challenged with finding a set of historical .docx
Dear professor,
I am challenged with finding a set of historical paradox sets. I need to f
ind at least 2-3 different sources of information. To properly complete this assignment, I need to do the following:
·
Explain the paradox, citing sources of information.
·
Describe the person(s) who identified the paradox.
2.
Then, create a new Microsoft Word (.doc / .docx), and write 1-2 pages explaining the paradox, who identified it, responses to this paradox, etc.
I have to cite 2-3 references from websites that are reputable (they have an ".edu" extension).
Please follow MLA formatting
·
Double spaced
·
12pt font
·
1" margins
·
Indent paragraphs
.
Deadline is tonight before 8pmDirectionsThis week in discussion .docx
This week's discussion focused on analyzing and reflecting on ICD-10 Coding Guidelines. Students were asked to discuss how they will apply their new coding skills and knowledge in the workplace, and to identify methods for better understanding guidelines they found difficult or challenging.
Deadline 2 Hours MaximumWord count 275 to 550 wordsReferen.docx
Deadline: 2 Hours Maximum
Word count: 275 to 550 words
Reference Style: APA Referencing
At least 2
.APA references
Must
include in-text citation
for all the references
I have attached the case study assignment instructions.
.
Deadline November 29 - Midnight.Minimum 6 and maximum 8 pages.Ti.docx
Deadline November 29 - Midnight.
Minimum 6 and maximum 8 pages.
Times News Roman as style.
1. To explain the role of the historical figure in the early history of Islam. (Hussein - Ibn Ali)
2. To compare his role and personality with another historical figure of early Islam.
(Hussein - Ibn Ali)
3. To analyze their influence on the evolution of Islamic civilization and expansion.
(Hussein - Ibn Ali)
Best wishes,
Pejman
.
Dear Students, this assignment is designed to help you to prepare fo.docx
Dear Students, this assignment is designed to help you to prepare for mastery of Social Work
Competency #2: Engage Diversity and Difference in Practice. Specifically, in terms of
outcomes and expected Behaviors, you should: Gain sufficient self-awareness to eliminate
the influence of personal biases and values in working with diverse groups, practice personal
reflection, attend to professional roles and boundaries, substantively and affectively prepare
for action with individuals, families, groups, organizations and communities, and
demonstrate the use of empathy and other interpersonal skills.
1) You will provide a brief autobiographical sketch that will allow you to practice personal
reflection regarding personal biases and values when engaging with diverse and different
persons and environments.
a. Specifically, what is your history? What are your values, your biases against
others that are different from you? Be honest. Demonstrate productive selfawareness.
This section is worth 25% of your grade.
2) What are your strengths in terms of your affective processes including empathy,
perception and authenticity, and how did they develop from your life history?
a. One example from a past student was the experience of growing up with her
grandmother who had advanced Parkinson’s disease. As a daughter in an
immigrant family, she was expected to participate in the direct care of her
grandmother, and this experience prepared her in many ways to master multiple
social work competencies. She became interested in the professional social work
practice in the area of gerontology, and dedicated her professional education and
career to helping to advance the knowledge and care of all persons with
Parkinson’s disease. This section is worth 25% of your grade.
3) Connect with your text (Chapter 5 should be most helpful) along with some of our class
discussion regarding at least four communication skills and inter and intra personal skills
that you possess, and/or want to develop so that you can master Competency #2. When
discussing these four skill areas, reference exactly where in the text you gained your
information. This section is worth 25% of your grade.
4) Correct grammar and clarity of thought must be present throughout the assignment. This
section is worth 25% of your grade.
Paper Comments
Please follow the instructions, please I need an "A" paper. My personal biases is that I grow up not poor but I have to share everything with my sisters and we had to wear hand my down clothes, we eat what my mother cooked and did not go out to eat like other people. my father was a preacher and my mother was a custodian their values were...They provide to us what we need not what we want. Their we christian people. So my biases is that I was jealous of the kids that had everything....I hope this helps.
.
Deadline 7 hoursNeed the assignment completed within the next 7.docx
Deadline: 7 hours
Need the assignment completed within the next 7 hours maximum, my deadline will be due by then
Kindly solve the questions concisely and show all work and necessary comments
Also include necessary discussions and texts
You can also include references where necessary
.
Dear Professor, Read the instructions and proceed if you are abl.docx
Dear Professor,
Read the instructions and proceed if you are able to deliver a 100% plagiarism free work , also keep in mind this paper is due saturday at 2:44 pm eastern time.
PHL/458
This a Team Group Assigment. The individual you are going to write about is
Pablo Picasso
In 1997, Apple, Inc., supported its "Think Different" marketing campaign with a one-minute commercial featuring black-and-white footage of 17 iconic 20th-century personalities. The commercial was conceptualized by the Los Angeles-based advertising agency TBWA/Chiat/Day.
Find
a copy of this commercial, also known as the "Crazy Ones" commercial, on the Internet and watch it.
Review
the University of Phoenix Material: Creative Thinkers.
Choose
a subset of one or two individuals (
Pablo Picasso)
from among these 17 creative thinkers.
As a team,
discuss
the following questions:
What did each of the individuals contribute to the world?
How was each contribution rooted in creative thinking; that is, how did each change existing paradigms of seeing or experiencing the world?
Are there defining characteristics shared among all or most of the individuals?
Why did Apple choose these individuals to appear in this advertisement?
Summarize
your findings in a 250- to 350-word document. Your summary does not need to include a direct answer for each individual and/or bullet point.
Format
your assignment according to appropriate course level APA guidelines.
.
Dealing with Running Out of SpaceYour computer has several missi.docx
Dealing with Running Out of Space
Your computer has several mission-critical applications installed that are hard-coded to use
drive C as the location of their data files. Unfortunately, drive C is running out of space.
The single hard disk in the computer is formatted as a basic disk and cannot be converted
to dynamic. The boot partition of the computer is formatted with NTFS. No unpartitioned
space remains on the hard disk. What action could you take to remedy the crisis?
.
Deadline 3 Hours MaximumWord count 550 words or moreRefere.docx
The assignment instructions require completing a 550+ word case study analysis within 3 hours using APA referencing style. At least 3 references must be included with in-text citations for each. An attached case study and related text are provided only as sample resources and should not be directly copied or paraphrased in the analysis.
DB 8.1 - Click to PostPost to Discussion Board 8.1 Mission & Visio.docx
DB 8.1 - Click to Post
Post to Discussion Board 8.1 Mission & Vision Statements (Due 11:59 p.m. Wednesday)
(
15 points
):
Create an imaginary nonprofit agency. Identify the purpose of the organization and the long-term goals. What community need does the organization address? What would be the organization’s core values and operating principles? What is your vision statement?
.
Davis Health Care is dedicated to providing an excellent patient car.docx
Davis Health Care is dedicated to providing an excellent patient care experience. A recent survey indicated that they could improve their quality of service. Imagine you are charged with identifying an area of improvement for this organization:
Patient safety
as focus on this area of improvement.
Write
a 1,400-word paper in which you address the following prompts for the area of improvement
Part 1: Data Collection Tools.
Explain data needed to monitor improvements.
Explain at least three data collection tools you can use to collect performance information.
Explain the types of information each tool collects.
Explain the strengths and weaknesses of each data collection tool.
Explain how the data collection tools are similar. Explain how the data collection tools are different.
Part 2: Data Display, Measurement and Reporting
Identify at least two tools that measure and display the QI data that can be gathered with the data collection tools identified in Part 1.
Explain the types of information each tool measures, displays, and reports.
Explain each measurement, display, and reporting tool's strengths and weaknesses.
Explain how the measurement, display, and reporting tools are similar and different from each other.
Explain how the measurement, display and reporting tools are useful for health care organizations.
Format: APA
Cite
at least 3 sources according to APA guidelines to support your information.
Include conclusion.
.
Data Warehousing Week 4 DQ I need help with below. No plagiari.docx
Data Warehousing Week 4 DQ
I need help with below. No plagiarism, no work cited from Wikipedia. Must cite all references, APA style, due 7/28/16. Minimum of 400 words.
What do you think are some of the issues that can occur with dimension and fact tables for the telecommunications, transportation, and education industries?
.
Data Transmission. Please respond to the followingCompare the fo.docx
Data Transmission. Please respond to the following:
Compare the four items related to channel capacity: data rate, bandwidth, noise, and error rate. Determine the most important and justify its significance over the remaining items.
Describe real-world examples of attenuation and white noise. Examine the effect on the information-carrying capacity of the link and present a way to avoid these types of interruptions
.
Daily Lesson PlanningAn educator’s daily lesson plan is the most d.docx
Daily Lesson Planning
An educator’s daily lesson plan is the most detailed and updated guide that they have to facilitate learning in their classroom. In essence, lesson planning is the educator’s opportunity to decide, in advance what curriculum to introduce, the instructional delivery method they will use, and how intended objectives will be assessed. After reading chapter 8, perform these two tasks.
Jones, Jones, and Vermette (2011) did a three year study of novice educators’ lesson planning practices to determine if patterns of common blunders may exist in their design process.
Discuss the six most common pitfalls that research uncovered that novice educators make when planning lessons.
8.5
Common
Lesson-Planning
Pitfalls
We
will
end
the
chapter
by
discussing
some
of
the
most
common
pitfalls
that
teachers
make
when
designing
lesson
plans.
These
pitfalls
apply
to
all
the
lesson
plan
formats
discussed
in
this
chapter.
Jones,
Jones,
and
Vermette
(2011)
conducted
a
three-year
study
examining
novice
teachers’
lesson
planning
and
implementation
to
determine
the
six
most
common
lesson-planning
blunders.
Knowing
what
the
most
common
lesson
plan
impediments
are
will
help
you
navigate
around
them.
You
may
notice
that
these
are
similar
to
the
pitfalls
to
writing
instructional
objectives,
first
described
in
Chapter
3;
many
of
the
same
principles
apply.
Unclear
Learning
Objective
This
lesson-planning
misstep
happens
when
teachers
focus
on
what
content
they
will
cover
in
the
lesson
instead
of
focusing
on
the
learning
outcomes
the
students
will
have
because
of
exposure
to
that
content.
Teachers
who
focus
on
learning
outcomes
assure
that
the
lesson
is
learning
-centered,
and
eliminate
the
difficulties
of
determining
whether
the
lesson
is
teacher-centered
or
student-centered.
How
will
you
know
what
you
want
students
to
learn?
It
is
stated
in
your
instructional
objectives.
To
overcome
this
pitfall,
write
the
learning
outcome
from
the
student’s
perspective.
For
example,
“At
the
end
of
this
lesson,
I
can
identify
five
types
of
carbohydrates”
or
“I
can
compare
and
contrast
mitosis
and
meiosis.”
Assessment
of
Understanding
Not
Administered
New
teachers,
overwhelmed
with
classroom-management
issues,
administration
tasks,
and
extensive
content
to
cover,
sometime
continue
teaching
without
ever
stopping
to
see
what
(if
anything)
students
have
learned.
In
many
cases,
discussion
is
the
sole
way
to
evaluate
student
thinking.
While
this
strategy
is
a
useful
formative
assessment,
without
any
tangible
evidence
of
student
learning,
there
is
no
real
accountability
or
indication
that
students
have
learned
anything
at
all.
To
overcome
this
pitfall,
consider
authentic
assessment
as
a
strategy
so
th.
data analysisInstructions This is a qualitative action resea.docx
data analysis
Instructions
This is a qualitative action research project. I interviewed nursing home faculty.
All nurse managers, frontline nurses, and other health care professionals.
I need to analyze data from the interviews and observation I conducted.
I am looking for graphs, charts, and etc.
I will attach a similar study (chapter 4).
Description of sample will be uploaded.
Common words used
Themes of the study
Descriptive words
Etc ..
Prefer to use wordstat to help with data analysis
.
Danny Rolling is described as a disorganized serial killer. Did th.docx
Danny Rolling is described as a disorganized serial killer. Did this complicate the investigation in any way? If so, how? If not, why not? Did the fact of being disorganized have any noticeable impact on the community? If so. how?
Must be plagiarism free, and have credible resources
.
D 5Many times employers are faced with the issue of having to disc.docx
D 5
Many times employers are faced with the issue of having to discipline their employees for one issue or another.
•
Outline at least 2 different areas that an employer may need to discipline its employees.
•
Discuss possible types of discipline that may be instituted by the employer
.
.
Dale and Mike Parak were twin brothers and best friends. They spent .docx
Dale and Mike Parak were twin brothers and best friends. They spent their entire lives looking out for each other's interests. While growing up, the two were inseparable. They played sports together, double-dated frequently, and attended the same university. They grew closer as they aged, they got married at about the same time, and eventually, both were divorced. After they retired from their jobs, they decided to live together to save money, and they still enjoyed each other's company. When he was 70 years old, Mike was diagnosed with cancer. Doctors predicted that he had about 6 months to live. The brothers agreed that Mike should not suffer. Mike and Dale wrote and signed a note stating that they decided to commit suicide. Dale broke 20 tranquilizers into Mike's evening meal and watched as he ate it. Yet, when Dale checked on Mike one hour later, Mike was still alive. Dale panicked. He took a .38-caliber revolver from his desk and shot Mike, killing him instantly. Dale then went into the kitchen and took a handful of tranquilizers. He did not die. He awoke the next morning as somebody pounded on the front door. It was a neighbor who, seeing that Dale was dazed and confused, decided to call an ambulance and the police. The responding police officer conducted an investigation, and Dale was arrested and charged with the premeditated, 1st-degree murder of Mike. The prosecutor, although noting it to be a difficult case, pursued the case because she thought that no citizen had the right to decide when someone should die. Dale Parak pled guilty to 1st-degree manslaughter and was sentenced to 5 years in a maximum-security prison. (Note: This was the lowest sentence that could be given to a defendant convicted of his crime.) •What is your personal definition of “justice”? What is the formal definition of “justice”? Do you believe that “justice” was served in this scenario? •What is the state definition of the charge that you would file as the prosecutor against Dale? Did Dale commit each of the components and elements of the crime? The elements for 1st-degree, premeditated murder are 1) the unlawful killing; 2) with malice aforethought; 3) of another human being. Explain how each element was or was not committed. •According to the definition of justice you provided, was this sentence just? Why or why not? •If you were the prosecutor in this case, would you have charged Dale Parak with any crime? With 1st-degree murder? Why? •If you were the judge in this case, how would you have sentenced Dale Parak? Why? Please make sure that you provide academic or real-life samples in criminal justice to support your opinions.
.
More from crystal5fqula (20)
Deciding to place a loved one into a long-term care facility can be .docx
Deciding to place a loved one into a long-term care facility can be .docx
Dec 1, 2016ThursdayDec 2, 2016FridayDec 3, 2016SaturdayD.docx
Dec 1, 2016ThursdayDec 2, 2016FridayDec 3, 2016SaturdayD.docx
Dear professor,I am challenged with finding a set of historical .docx
Dear professor,I am challenged with finding a set of historical .docx
Deadline is tonight before 8pmDirectionsThis week in discussion .docx
Deadline is tonight before 8pmDirectionsThis week in discussion .docx
Deadline 2 Hours MaximumWord count 275 to 550 wordsReferen.docx
Deadline 2 Hours MaximumWord count 275 to 550 wordsReferen.docx
Deadline November 29 - Midnight.Minimum 6 and maximum 8 pages.Ti.docx
Deadline November 29 - Midnight.Minimum 6 and maximum 8 pages.Ti.docx
Dear Students, this assignment is designed to help you to prepare fo.docx
Dear Students, this assignment is designed to help you to prepare fo.docx
Deadline 7 hoursNeed the assignment completed within the next 7.docx
Deadline 7 hoursNeed the assignment completed within the next 7.docx
Dear Professor, Read the instructions and proceed if you are abl.docx
Dear Professor, Read the instructions and proceed if you are abl.docx
Dealing with Running Out of SpaceYour computer has several missi.docx
Dealing with Running Out of SpaceYour computer has several missi.docx
Deadline 3 Hours MaximumWord count 550 words or moreRefere.docx
Deadline 3 Hours MaximumWord count 550 words or moreRefere.docx
DB 8.1 - Click to PostPost to Discussion Board 8.1 Mission & Visio.docx
DB 8.1 - Click to PostPost to Discussion Board 8.1 Mission & Visio.docx
Davis Health Care is dedicated to providing an excellent patient car.docx
Davis Health Care is dedicated to providing an excellent patient car.docx
Data Warehousing Week 4 DQ I need help with below. No plagiari.docx
Data Warehousing Week 4 DQ I need help with below. No plagiari.docx
Data Transmission. Please respond to the followingCompare the fo.docx
Data Transmission. Please respond to the followingCompare the fo.docx
Daily Lesson PlanningAn educator’s daily lesson plan is the most d.docx
Daily Lesson PlanningAn educator’s daily lesson plan is the most d.docx
data analysisInstructions This is a qualitative action resea.docx
data analysisInstructions This is a qualitative action resea.docx
Danny Rolling is described as a disorganized serial killer. Did th.docx
Danny Rolling is described as a disorganized serial killer. Did th.docx
D 5Many times employers are faced with the issue of having to disc.docx
D 5Many times employers are faced with the issue of having to disc.docx
Dale and Mike Parak were twin brothers and best friends. They spent .docx
Dale and Mike Parak were twin brothers and best friends. They spent .docx
Recently uploaded
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Recently uploaded (20)
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Critical Analysis of Research ArticleSelect a research.docx
- 1. Critical Analysis of Research Article Select a research article of interest to you, preferably related to your Research Proposal, and use the Research Evaluation Worksheet to analyze the article. Make sure you fill in the research evaluation work sheet! You can use this information to help you form the literature review section of your research proposal. My research proposal is: Research Hypothesis There is a positive correlation between having police officers in schools and reduced school violence compared to schools that do not have police officers in them. Null hypothesis There is no statistical significant difference between having police officers in schools and reduced school violence compared
- 2. to schools that do not have police officers in them. Research Evaluation Worksheet Title:
- 3. Full Article Reference (APA style): Abstract Introduction a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review. b. What is the research hypothesis or question? c. What are the variables of interest (independent and dependent variables)? d. How are the variables operationally defined? Method a. Sample Size (Total): ________________
- 4. Size Per Group/Cell: _______________ b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study? Participants a. How were participants selected and recruited? b. Were subjects randomly selected? c. Were there any biases in sampling? Explain d. Were the samples appropriate for the population to which the researcher wished to generalize? e. What are the characteristics of the sample populations? Research Design (check which design applies) _______ Single group, time series study
- 5. _______ Multiple baseline (sequential) design: ______________ _______ Single group, no measurement _______ Single group with measurement: Pre ______ During _____ Post _____ _______ Two groups classic experimental versus control group, randomly assigned _______ (quasi-experimental) two groups experimental versus control group, not randomly assigned _______ Correlation research, not manipulated, degree of relationship _______ Descriptive research (qualitative study) _______ Natural observation _______ Analytical research _______ Interview research _______ Historical study _______ Survey research
- 6. _______ Legal study _______ Ethnography research _______ Policy analysis _______ Fieldwork research _______ Evaluation study _______ Phenomenology _______ Grounded theory _______ Protocol analysis (collection and analysis of verbatim reports) _______ Case study, no measurement _______ Case study, with measurement: Pre _________ During _______ Post _________ _______ Developmental research _______ Longitudinal (same group of subjects over period of time) _______ Cross-sectional (subjects from different age groups compared) _______ Cross-sequential (subjects from different age groups, shorter period of time)
- 7. _______ Correlation, more than two groups: control, treatment, and other treatment comparisons _______ Factorial design, two or more groups: other treatment differences, no untreated controls _______ Two or more dependent variables (MANOVA) _______ Other design: _____________________________________________________ _____ Consider the Following Questions: a. Was a control group used? Yes ______ No ______ If yes, complete b, c, and d below. b. Was the “control” method for the study appropriate? c. What variable was being controlled for? d. In the case of an experimental study, were subject randomly
- 8. assigned to groups? Measures a. Describe the Dependent Measure(s)/Instruments used: b. Describe the Measurement/Instrument Validity Information: c. Describe the Measurement/Instrument Reliability Information: Consider the Following Questions: a. For all measures (measures to classify subjects, dependent variables, etc..) was evidence of reliability and validity provided, either through summarizing the data, or by referring the reader to an available source for that information? b. Do the reliability and validity data justify the use of the measure?
- 9. c. Are the measures appropriate (if not, why not)? d. Are multiple measures used, particularly those that sample the same domains, or constructs but with different methods (e.g., self-report, rating scales, self-monitoring, or direct observation)? f. If human observers, judges, or raters were involved, was inter-observer or inter-rater agreement (reliability) assessed? Was it obtained for a representative sample of the data? Did the two raters do their ratings independently? Was their reliability satisfactory? Independent and Dependent Variables a. What is/are the Independent Variable(s): b. What is/are the Dependent Variable(s): Data Analysis
- 10. Scales of Measurement (check those that apply): Nominal _______ Ordinal _______ Interval _______ Ratio _______ a. What type of statistical techniques are used? b. What type of tables and graphs are used? Consider the Following Questions: a. Were tests of significance used and reported appropriately (e.g., with sufficient detail to understand what analysis was being conducted)? b. Do the researchers report means and standard deviations (if relevant) so that the reader can examine whether statistically significant differences are large enough to me meaningful?
- 11. c. Other comments on the reported statistical analyses? Discussion Evaluate the Summary and Conclusions of the study (Usefulness): Describe the Strength(s) and Limitation(s) of the Study: Describe what you learned from the study: List any remaining questions you have about the study: