Epi Syllabus.pdf
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This document provides an overview of the Epidemiology Unit at Columbia University for the 2011 academic year. It is led by Dr. Steven Shea and introduces students to epidemiology and clinical epidemiology. The goal is to help students interpret published epidemiological studies and clinical trials. Students will learn how to measure disease burden, identify causes of disease, and evaluate diagnostic tests and clinical trials. The primary textbook is Epidemiology by Leon Gordis and students will analyze research articles. Attendance at small group sessions is required to discuss assigned readings. The final exam will evaluate students' ability to critically interpret epidemiological data from journal articles.
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This document discusses the conceptual phase and design/planning phase of quantitative research. It covers developing a research problem by selecting and narrowing a topic, evaluating problems based on significance, researchability and feasibility. It also discusses formulating a final research problem statement. The conceptual phase also involves reviewing related literature and defining a theoretical framework. Developing hypotheses is also covered. The design/planning phase involves selecting a research design such as experimental, quasi-experimental, or pre-experimental designs. Key methodological decisions are made to ensure validity and credibility of study findings.
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Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
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RESEARCH METHODOLOGY.pptx
RESEARCH METHODOLOGY
- INTRODUCTION
- OBJECTIVE
- TYPES OF RESEARCH
- RESEARCH PROCESS
- RESEARCH PROBLEM
- BROAD LITERATURE SURVEY
- HYPOTHESIS FORMULATION
- RESEARCH DESIGN
- SAMPLING
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- ANALYSIS OF DATA
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- PREPARATION OF REPORT
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Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
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6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
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There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
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Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
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- RESEARCH PROCESS
- RESEARCH PROBLEM
- BROAD LITERATURE SURVEY
- HYPOTHESIS FORMULATION
- RESEARCH DESIGN
- SAMPLING
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- PREPARATION OF REPORT
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Scientific Research
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Corresponding Sections of Ten Key Strategic Points, Prospectus, and Proposal
Ten Key Points
Prospectus
Proposal
· Point 1: Topic
· Introduction of Prospectus
· Introduction in Proposal
· Point 2: Background of the Problem/Gap
· Background of the Problem/Gap
· Chapter 1: Background of the Study
· Point 2: Literature Review Topics
· Review of the Literature
· Significance of the Study section in Chapter 1.
· Expanded to become Chapter 2 of Proposal
· Point 2: Theoretical Foundations/Conceptual Framework
· Theoretical Foundations/Conceptual Framework
· Advancing Scientific Knowledge section in Chapter 1
· Theoretical Foundations/Conceptual Framework in Chapter 2.
· Point 3: Problem Statement
· Problem Statement
· Becomes the foundation for the Problem Statement section in Chapter 1 of the Proposal.
· Point 4: Sample and Location
· Nature of the Research Design for the Study. The section is much like a recipe: it includes a description and size of the target population and the expected sample to be realized from the target population.
· Chapter 1 Section: Nature of the Research Design for the Study.
· Chapter 3:
· Point 5: Research Questions
· Research questions and phenomenon, hypotheses and variables.
· Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal and the dissertation.
· Point 6: Hypotheses/variables or phenomena
· Research questions and phenomenon, hypotheses and variables.
· Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal and the dissertation.
· Point 7: Methodology and Design
· Rationale for Methodology
· Becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing the Research Methodology section of Chapter 3.
· Point 8: Purpose Statement
· Purpose of the Study
· Becomes the foundation for the Purpose of the Study in Chapter 1 of the Proposal
· Point 9: Data Collection
· Instrumentation or Sources of Data
· This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section also provides the foundation for Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.
· Point 10: Data Analysis· Data Analysis Procedures
· Provides the foundation for Data Analysis Procedures section in Chapter 3
Running Head: MINI RESEARCH PROSPECTUS PART 2 1
Mini Research Prospectus Part 2 2
Jill L. Elam
Mini Research Prospectus Part 2
Grand Canyon University
TITLE: Why are girls often overlooked and not diagnosed with ADHD in their school age years for early detection verses boys? Comment by Michael Valenti: This is not APA and incongruent with the template. Please construct in the same order as the template. Comment by Michael Valenti: Please revise into something more scholarly.
PROBLEM: One of the biggest problems girls with ADHD face is that they don’t get diagnosed early on. Too often they are overloo.
General Psycho
General Psychology Instructor: Dan Benkendorf. Psychology is the science of behavior and mental processes. It seeks to answer questions about the relationship between the brain and behavior, the origins of personality, why people conform to social norms, and the causes of mental illness. There are several specialty areas in psychology including biological, cognitive, experimental, developmental, social, personality, health, educational, and clinical. The scientific method uses assumptions, evidence, and conclusions to describe, explain, predict, and control behaviors. Knowledge of research methods enables accurate predictions.
research problem.pdf
Research problem is a question that a researcher wants to answer or a problem that a researcher wants to solve. Identification and formulation of a research problem is the first step of the research process.
However, it is considered as one of the most challenging and difficult phases of any research project. It is believed that selection of a good research problem is a discovery in itself.
Selection of a research problem depends on several factors, such as researcher's knowledge, skills, interest, expertise, motivation, and creativity with respect to the subject of inquiry.
In addition, a researcher needs to ensure that a selected problem has high significance and implication for his or her profession as well as it should be a suitable, feasible, testable, and solvable research problem.
It is believed that most of the good research studies need lots of time for selection of a research problem. Initially, every researcher faces the predicament of identifying, selecting, and formulating a good research problem. This chapter will answer these pertinent questions.
1 8Annotated Bib
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Starting the Research ProcessFormulating a specific, applica.docx
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Research Process
This document outlines the key phases of the research process, including the conceptual phase, design and planning phase, empirical and analytic phase, and dissemination phase. It discusses developing a research problem, reviewing relevant literature, formulating hypotheses and theoretical/conceptual frameworks, and defining key terms. The conceptual phase focuses on identifying a research problem, reviewing related literature, developing hypotheses and frameworks to guide the study, and defining important concepts and variables.
OverviewAs a social science student, it is vitally important t.docx
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
DiscussionThis is the posted discussion Post your problem s.docx
Discussion
This is the posted discussion:
Post your problem statement (from SLP 4) and provide comments for at least two other problem statements.
Please note that the two other problem statements should reflect within my area of research interest, which is Business management and organization.( effectiveness leadership)
Here is my SLP 4 ASSIgnment.
PROBLEM STATEMENT IN RESEARCH
Institution Affiliation:
Student Name:
Date of submission:
Various studies have been done concerning several areas which have seemed to have some gaps. Studies over the years have been used as the basis for bringing changes in various sectors which affect human existence. Various fields such as the health sectors, agriculture sectors among others depend on the studies conducted by various researchers to try and change the status quo of how they handle some issues to come up with better ways of doing things to better their practices. Research projects have to be written using/ guided by a certain format which has got several key issues which it has to entail to become a complete study. It entails the topic of study, the abstract, the hypothesis of the study, the study objectives (Sekaran & Bougie, 2016). Both the broad and specific objectives. The problem statement is one of the key areas which form the main basis of the study. The problem statement forms the main foundation of the research since it is the area which the whole study lies upon (Gay & Mills, 2015). When the problem statement is clearly stated and written, then all the relevant information which is needed for the study will be easily accessed by the researcher. The problem statement identifies the specific area which should be closely attended to during the study process. With the guide of the problem statement, the study gets a direction with which it is conducted and since it is written and stipulated the whole process becomes an easy one. The problem statement has got several components which make up the whole problem statement content.
The problem itself, this part of the problem statement is one of the most important among many. The problem part of the statement makes the study be relevant since it clearly stipulates the importance of the study (Gay & Mills, 2015). When the problem part of the study is stated clearly, the contextual details of the study are too brought out clearly and in a way that even carrying out the process becomes easy. It also brings out the area which the relevant information is going to be got from since when the problem which is being brought out shows that it affects people from a certain place, then the researcher goes to that region and collects the information from those people. Secondly, the problem statement entails the method of solving the problem itself (Merriam, 2015). In the research process, this part is usually brought out as the claim part which the researcher puts across in the whole process. It also at some point brought.
1. research problem
This document discusses identifying and formulating a research problem. It begins by outlining the objectives and introduction to research problems. Potential sources of research problems are then explored, including personal and practical experiences, literature reviews, theories, and social issues. Key aspects of a research problem like significance, originality, feasibility, solvability, currency, and interest are defined. The process of selecting a research area, reviewing literature, delimiting the topic, and evaluating the problem is outlined. Finally, declarative and interrogative formats for a final research problem statement are presented along with characteristics of a well-formulated research problem.
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This document provides an overview of key elements to consider when developing a research methodology. It discusses topics such as choosing a research topic, developing research objectives and questions, conducting a literature review, identifying variables, different study designs, sampling techniques, data collection tools, data analysis, and ethical considerations. Key points covered include how to form a research title in response to an issue or gap identified, developing general and specific objectives, searching literature to establish theoretical background and compare findings, distinguishing between independent, dependent, and confounding variables, common study designs like case-control and cohort studies, probability and non-probability sampling, appropriate sample sizes, and obtaining informed consent from research participants.
1 introduction to research
This document provides an introduction and overview of research concepts. It defines research as a systematic, disciplined inquiry designed to develop new knowledge. The document outlines different types of research including fundamental and applied research, as well as qualitative and quantitative approaches. Key steps in the research process are described, including formulating the problem, literature review, developing hypotheses, research design, data collection and analysis, and reporting results. Common research terms are defined, such as variables, data, and study participants. The overall purpose is to explain foundational concepts to learners at the start of their research studies.
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This document discusses identifying and formulating a research problem. It begins by defining research and the importance of identifying a research problem. A good research problem should address a gap in knowledge, be significant, and lead to further investigation. Sources of research problems include personal and practical experience, previous research, theories, and social issues. The document outlines steps for formulating a research problem, which include selecting an area of interest, reviewing literature, delimiting the topic, evaluating the problem statement, and formulating a final statement. Criteria for selecting a problem include significance, originality, feasibility, and the researcher's knowledge and interests.
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This document provides an overview of research methodology. It defines research as a systematic process of collecting and analyzing information to increase understanding of a phenomenon. The objectives of research are to gain new insights, accurately describe characteristics, determine frequencies of occurrences, and test hypotheses. Research must be directed at solving a problem, be based on empirical evidence, and involve carefully designed procedures. The research process involves selecting a topic, defining the problem, reviewing literature, formulating hypotheses, designing and executing the study, analyzing results, and reporting findings. Literature reviews help establish the background and rationale for a study by summarizing previous related work.
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This document discusses how to critically appraise a research article. It provides 10 questions to ask when appraising an article, including whether the study question is relevant, if the study design was appropriate, and if the data supports the conclusions. As an example, it summarizes a study that examined the relationship between serum cholesterol levels and exposure to violence in suicide attempters. The study addressed relevant questions, utilized an appropriate cohort study design, and its conclusions were reasonably supported by the collected data.
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· Point 1: Topic
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· Chapter 1: Background of the Study
· Point 2: Literature Review Topics
· Review of the Literature
· Significance of the Study section in Chapter 1.
· Expanded to become Chapter 2 of Proposal
· Point 2: Theoretical Foundations/Conceptual Framework
· Theoretical Foundations/Conceptual Framework
· Advancing Scientific Knowledge section in Chapter 1
· Theoretical Foundations/Conceptual Framework in Chapter 2.
· Point 3: Problem Statement
· Problem Statement
· Becomes the foundation for the Problem Statement section in Chapter 1 of the Proposal.
· Point 4: Sample and Location
· Nature of the Research Design for the Study. The section is much like a recipe: it includes a description and size of the target population and the expected sample to be realized from the target population.
· Chapter 1 Section: Nature of the Research Design for the Study.
· Chapter 3:
· Point 5: Research Questions
· Research questions and phenomenon, hypotheses and variables.
· Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal and the dissertation.
· Point 6: Hypotheses/variables or phenomena
· Research questions and phenomenon, hypotheses and variables.
· Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal and the dissertation.
· Point 7: Methodology and Design
· Rationale for Methodology
· Becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing the Research Methodology section of Chapter 3.
· Point 8: Purpose Statement
· Purpose of the Study
· Becomes the foundation for the Purpose of the Study in Chapter 1 of the Proposal
· Point 9: Data Collection
· Instrumentation or Sources of Data
· This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section also provides the foundation for Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.
· Point 10: Data Analysis· Data Analysis Procedures
· Provides the foundation for Data Analysis Procedures section in Chapter 3
Running Head: MINI RESEARCH PROSPECTUS PART 2 1
Mini Research Prospectus Part 2 2
Jill L. Elam
Mini Research Prospectus Part 2
Grand Canyon University
TITLE: Why are girls often overlooked and not diagnosed with ADHD in their school age years for early detection verses boys? Comment by Michael Valenti: This is not APA and incongruent with the template. Please construct in the same order as the template. Comment by Michael Valenti: Please revise into something more scholarly.
PROBLEM: One of the biggest problems girls with ADHD face is that they don’t get diagnosed early on. Too often they are overloo.
General Psycho
General Psychology Instructor: Dan Benkendorf. Psychology is the science of behavior and mental processes. It seeks to answer questions about the relationship between the brain and behavior, the origins of personality, why people conform to social norms, and the causes of mental illness. There are several specialty areas in psychology including biological, cognitive, experimental, developmental, social, personality, health, educational, and clinical. The scientific method uses assumptions, evidence, and conclusions to describe, explain, predict, and control behaviors. Knowledge of research methods enables accurate predictions.
research problem.pdf
Research problem is a question that a researcher wants to answer or a problem that a researcher wants to solve. Identification and formulation of a research problem is the first step of the research process.
However, it is considered as one of the most challenging and difficult phases of any research project. It is believed that selection of a good research problem is a discovery in itself.
Selection of a research problem depends on several factors, such as researcher's knowledge, skills, interest, expertise, motivation, and creativity with respect to the subject of inquiry.
In addition, a researcher needs to ensure that a selected problem has high significance and implication for his or her profession as well as it should be a suitable, feasible, testable, and solvable research problem.
It is believed that most of the good research studies need lots of time for selection of a research problem. Initially, every researcher faces the predicament of identifying, selecting, and formulating a good research problem. This chapter will answer these pertinent questions.
1 8Annotated Bib
1
7
Annotated Bibliography
Lua Shanks
Walden University
Research Theory, Design, and Methods
Dr. Arome
11-7-2021
Annotated Bibliography
Introduction
Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography on Autism
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this t ...
Starting the Research ProcessFormulating a specific, applica.docx
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Research Process
This document outlines the key phases of the research process, including the conceptual phase, design and planning phase, empirical and analytic phase, and dissemination phase. It discusses developing a research problem, reviewing relevant literature, formulating hypotheses and theoretical/conceptual frameworks, and defining key terms. The conceptual phase focuses on identifying a research problem, reviewing related literature, developing hypotheses and frameworks to guide the study, and defining important concepts and variables.
OverviewAs a social science student, it is vitally important t.docx
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
DiscussionThis is the posted discussion Post your problem s.docx
Discussion
This is the posted discussion:
Post your problem statement (from SLP 4) and provide comments for at least two other problem statements.
Please note that the two other problem statements should reflect within my area of research interest, which is Business management and organization.( effectiveness leadership)
Here is my SLP 4 ASSIgnment.
PROBLEM STATEMENT IN RESEARCH
Institution Affiliation:
Student Name:
Date of submission:
Various studies have been done concerning several areas which have seemed to have some gaps. Studies over the years have been used as the basis for bringing changes in various sectors which affect human existence. Various fields such as the health sectors, agriculture sectors among others depend on the studies conducted by various researchers to try and change the status quo of how they handle some issues to come up with better ways of doing things to better their practices. Research projects have to be written using/ guided by a certain format which has got several key issues which it has to entail to become a complete study. It entails the topic of study, the abstract, the hypothesis of the study, the study objectives (Sekaran & Bougie, 2016). Both the broad and specific objectives. The problem statement is one of the key areas which form the main basis of the study. The problem statement forms the main foundation of the research since it is the area which the whole study lies upon (Gay & Mills, 2015). When the problem statement is clearly stated and written, then all the relevant information which is needed for the study will be easily accessed by the researcher. The problem statement identifies the specific area which should be closely attended to during the study process. With the guide of the problem statement, the study gets a direction with which it is conducted and since it is written and stipulated the whole process becomes an easy one. The problem statement has got several components which make up the whole problem statement content.
The problem itself, this part of the problem statement is one of the most important among many. The problem part of the statement makes the study be relevant since it clearly stipulates the importance of the study (Gay & Mills, 2015). When the problem part of the study is stated clearly, the contextual details of the study are too brought out clearly and in a way that even carrying out the process becomes easy. It also brings out the area which the relevant information is going to be got from since when the problem which is being brought out shows that it affects people from a certain place, then the researcher goes to that region and collects the information from those people. Secondly, the problem statement entails the method of solving the problem itself (Merriam, 2015). In the research process, this part is usually brought out as the claim part which the researcher puts across in the whole process. It also at some point brought.
1. research problem
This document discusses identifying and formulating a research problem. It begins by outlining the objectives and introduction to research problems. Potential sources of research problems are then explored, including personal and practical experiences, literature reviews, theories, and social issues. Key aspects of a research problem like significance, originality, feasibility, solvability, currency, and interest are defined. The process of selecting a research area, reviewing literature, delimiting the topic, and evaluating the problem is outlined. Finally, declarative and interrogative formats for a final research problem statement are presented along with characteristics of a well-formulated research problem.
Health-Research-Methods-HRM-1.pptx
This document discusses health systems research and the research process. It defines research as seeking answers to unanswered questions through planned and systematic collection, analysis, and interpretation of data. The objectives of research can be theoretical, factual, or aimed at application. Characteristics of research include using valid methods to gather new knowledge or data and arriving at careful conclusions. Health systems research seeks to generate knowledge to promote population health. The research process involves selecting a problem, formulating hypotheses, developing a study plan, collecting and analyzing data, and formulating results.
Basic.Method.pptx
This document provides an overview of key elements to consider when developing a research methodology. It discusses topics such as choosing a research topic, developing research objectives and questions, conducting a literature review, identifying variables, different study designs, sampling techniques, data collection tools, data analysis, and ethical considerations. Key points covered include how to form a research title in response to an issue or gap identified, developing general and specific objectives, searching literature to establish theoretical background and compare findings, distinguishing between independent, dependent, and confounding variables, common study designs like case-control and cohort studies, probability and non-probability sampling, appropriate sample sizes, and obtaining informed consent from research participants.
1 introduction to research
This document provides an introduction and overview of research concepts. It defines research as a systematic, disciplined inquiry designed to develop new knowledge. The document outlines different types of research including fundamental and applied research, as well as qualitative and quantitative approaches. Key steps in the research process are described, including formulating the problem, literature review, developing hypotheses, research design, data collection and analysis, and reporting results. Common research terms are defined, such as variables, data, and study participants. The overall purpose is to explain foundational concepts to learners at the start of their research studies.
Research problem or question
This document discusses identifying and formulating a research problem. It begins by defining research and the importance of identifying a research problem. A good research problem should address a gap in knowledge, be significant, and lead to further investigation. Sources of research problems include personal and practical experience, previous research, theories, and social issues. The document outlines steps for formulating a research problem, which include selecting an area of interest, reviewing literature, delimiting the topic, evaluating the problem statement, and formulating a final statement. Criteria for selecting a problem include significance, originality, feasibility, and the researcher's knowledge and interests.
Research Methodology
This document provides an overview of research methodology. It defines research as a systematic process of collecting and analyzing information to increase understanding of a phenomenon. The objectives of research are to gain new insights, accurately describe characteristics, determine frequencies of occurrences, and test hypotheses. Research must be directed at solving a problem, be based on empirical evidence, and involve carefully designed procedures. The research process involves selecting a topic, defining the problem, reviewing literature, formulating hypotheses, designing and executing the study, analyzing results, and reporting findings. Literature reviews help establish the background and rationale for a study by summarizing previous related work.
6218787.ppt
This document provides an overview of scientific research methods. It discusses key concepts like the scientific method, basic and applied research, how researchers choose topics, formulating research problems and hypotheses. It also covers literature reviews, choosing variables, research participants, experimental design, and strategies to control bias. The goal of research methods is to conduct valid and reliable studies to advance scientific knowledge in a systematic and objective manner.
Critical appraisal presentation by mohamed taha 2
This document discusses how to critically appraise a research article. It provides 10 questions to ask when appraising an article, including whether the study question is relevant, if the study design was appropriate, and if the data supports the conclusions. As an example, it summarizes a study that examined the relationship between serum cholesterol levels and exposure to violence in suicide attempters. The study addressed relevant questions, utilized an appropriate cohort study design, and its conclusions were reasonably supported by the collected data.
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Epi Syllabus.pdf
- 1. Epidemiology Unit Foundations of Clinical Medicine III EPIDEMIOLOGY AND CLINICAL EPIDEMIOLOGY COURSE 2011 Unit Director, Steven Shea, M.D. Unit Overview: Epidemiology is the "basic science" of clinical medicine. It is the study of how diseases and states of health are distributed in populations. Epidemiology involves, at various times, all aspects of medicine and human biology from investigation of microbiological and biochemical samples and genes in the laboratory to interviews at the patient's bedside to the collection of data and samples in the field. You will encounter epidemiologic data daily throughout your professional life. The goal of this unit is to help you acquire the skills you will need to interpret published reports of epidemiologic studies and clinical trials and to apply the findings to your patients. Unit Objectives: This unit will enable you to understand and critically appraise studies designed to address the following issues: How we measure the magnitude and impact of major health problems How we identify new diseases How we identify the causes of a disease How genes and the environment interact in the causation of diseases How we infer causation from epidemiologic data obtained in observational studies How we interpret and use diagnostic and screening tests How we interpret and use the results of clinical trials Required Reading: Gordis, Leon. Epidemiology, 4th Edition. New York: W.B. Saunders & Co., 2008. This text is your primary resource. You will be expected to have read the assigned chapters prior to the lectures. Do not seek to memorize the formulas in Gordis that are not discussed and presented in lecture. The research articles from medical journals that are included with the syllabus are used to illustrate aspects of study design and analysis. You are responsible for the concepts illustrated but not for specific information about the articles or the diseases used as examples. Small Group Sessions: Attendance and homework completion are required. Students will hand in one copy of the homework at the start of the session and use a second copy for discussion purposes. The sessions will be student led. Epidemiology Unit https://courseworks.columbia.edu/wiki/site/MEDIM5107_081_2011_1/epidemiology unit.html 1 of 2 8/31/2013 11:28 PM
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- 3. Wednesday 5‐Jan 2pm 3pm 1: John Snow and Cholera Shea Alumni Wednesday 5‐Jan 3pm 4pm 2: Longitudinal Studies Shea Alumni Thursday 6‐Jan 3pm 4:30pm Small Group 1: Longitudinal Studies Hammer Wednesday 12‐Jan 2pm 3pm 3: Case Control Studies Shea Alumni Thursday 13‐Jan 3pm 4:30pm Small Group 2: Case Control Studies Hammer Wednesday 19‐Jan 2pm 3pm 4: Bias and Validity Shea Alumni Wednesday 19‐Jan 3pm 4pm 5: Screening and Diagnostic Tests Shea Alumni Thursday 20‐Jan 3pm 4pm 6: Planning, Surveillance and Evaluation Karpati Alumni Wednesday 26‐Jan 2pm 3pm 7: Genetic Studies Barr Alumni Wednesday 26‐Jan 3pm 4pm 8: Statistical and Causal Inference Barr Alumni Thursday 27‐Jan 3pm 4:30pm Small Group 3: Diagnostic Tests Hammer Wednesday 2‐Feb 2pm 3pm 9: Conflicts of Interest in Industry Sponsored Trials Rothman Alumni Wednesday 2‐Feb 3pm 4pm Small Group 4: Regular Leaders ‐ Conflicts of Interest Hammer Thursday 3‐Feb 3pm 4pm 10: Ethical Issues in Human Research Lerner Alumni Thursday 3‐Feb 4pm 5pm Small Group 5: Regular Leaders ‐ IRB Review Hammer Wednesday 9‐Feb 2pm 3pm 11: Randomized Controlled Trials Shea Alumni Wednesday 9‐Feb 3pm 4pm 12: Meta‐Analysis; Equivalency Trials Shea Alumni Thursday 10‐Feb 3pm 4:30pm Small Group 6: Clinical Trials Hammer Monday 14‐Feb 2pm 3pm REVIEW SESSION Shea Alumni Wednesday 16‐Feb 2pm 5pm FINAL EXAM Alumni Epidemiology 2011 Course Schedule